B.S. Intervention Specialist: Mild-Moderate (K-12)

Empower Learners as a Special Education Teacher in Ohio

Empower your students by maximizing their learning as an Ohio special education teacher in grades K-12. Not only are intervention specialists capable of teaching every academic subject, they also work to understand the various and specific needs of students. With curriculum informed by best practices and in-field clinical experiences woven throughout the program, Franklin’s Intervention Specialist education preparation program will prepare you to achieve your goal. 

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B.S. Intervention Specialist Program Overview

Develop teaching skills to meet students where they are

Intervention specialists are perhaps the most versatile teachers in the field. They must be competent to teach every curricular subject while working hard to understand the widely varied and specific needs of their students.

Exceptionalities in special needs students may be physical, learning, emotional, cognitive, developmental or a combination. As a teacher, you’ll empower your students to relate to their surroundings in a way they can understand and help them to achieve their fullest potential.

Your field experience and student teaching experience provide you with the opportunity to observe skilled intervention specialists and practice what you learn, which is a valuable stepping stone to your first job as a special education teacher. 

Build skills that translate to industries outside education

While most intervention specialists work in schools with children, unique and important opportunities exist to use your education to assist young adults and adults as well.

Both government and private agencies employ trained professionals to create and coordinate transition plans to help in vocational training and job placement. Social service agencies routinely seek professionals with the expertise to teach appropriate life skills to aid individuals in the journey toward a full and independent life. 

You may also decide to pursue a master’s degree school to expand your marketability into careers in social work, educational audiology, art or music therapy, occupational or physical therapy, counseling, psychology, or speech pathology.

In addition, to bolster your performance on the Ohio Assessment for Educators (OAE) Foundations of Reading assessment, a necessary component of Intervention Specialist Licensure, the program contains a sequence of four courses concentrated on reading instruction.

Moreover, upon your enrollment, you’ll be issued a free Taskstream account to keep you on track as you work to complete the requirements for your degree and intended licensure. With Taskstream, you’ll be able to see when important documentation, like background clearance check information, has been received. You’ll also be able to use Taskstream as a gateway to important information like clinical field placement information and course resources.  

Learn by doing with immersive learning opportunities woven throughout the program

You’ll hit the ground running at Franklin, by starting field experiences with your very first term. Based on your preferences, you’ll be paired with an experienced cooperating teacher to observe teaching methods, ask meaningful questions and provide assistance when requested. By taking part in these clinical field placements each term you are enrolled, you’ll be placed in different school environments for opportunities to diversify your experiences and build your professional network. 

Through clinical field placements and student teaching experiences, you’ll benefit from partnerships between Franklin’s School of Education and more than 90 partner school districts that serve Ohio’s rural areas as well as suburbs, cities and towns. 

The hands-on, full-time student teaching experience in your last term will enable you to work alongside a cooperating teacher to put into practice the knowledge, skills and dispositions that you have developed throughout the course of the program. 

Build the fundamentals necessary to be a successful teacher

All education students, regardless of intended licensure area, must successfully complete 33 hours of Professional Education Component Courses. While these courses can be taken at Franklin or transferred in, this coursework lays the foundation for future studies by providing a roadmap for success as an education major. Through these classes, you’ll build a toolbox of skills to become a teacher who is able to tailor your instruction to meet the needs of your students. Course topics include lesson planning, classroom technology, classroom management and teaching strategies. 

Gain in-demand skills that enable you to leverage technology to engage learners

Technology impacts every industry and every aspect of our lives. For this reason, effective teachers need to be able to integrate technology into the classroom as a tool to facilitate student learning and enhance communication with stakeholders in the learning process – like parents/guardians, school administrators and the community. 

Franklin’s Technology in the Classroom course, a required course for all education students, is aligned with International Society for Technology in Education (ISTE) standards. ISTE, a global organization dedicated to using the power of technology to transform teaching and learning, and the group’s standards are a framework for innovation in education put in place to help you to become a teacher who can prepare students to thrive in a connected and ever-changing world. 

In this unique course, you’ll master Edmodo, Google Classroom, Kahoot!, Quizlet, Remind 101 and other emerging digital tools to help you with classroom management and polling, photo and video sharing, discussion and publishing, and social media and communication. You’ll learn how to integrate technology that places student in the center of the learning environment. You’ll have the opportunity to demonstrate your learning through hands-on assignments like teaching a lesson to your peers using various tech tools. 

Focus in on your licensure area with methods block coursework

Franklin’s Intervention Specialist education preparation program contains a methods block, a specialized set of courses that get at the heart of your particular teaching goal. These courses focus on teaching in specific content areas – language arts, mathematics, social studies or science. Moreover, the coursework in this block provides multiple opportunities for you to teach in front of a classroom and be provided with feedback to fuel your progress along the way. 

Take advantage of flexible transfer options and earn an affordable education degree

Whether you’ve earned an associate degree in education or in a teaching content area, Franklin’s transfer-friendly Intervention Specialist education preparation program provide a flexible and affordable path to a high-quality degree. In addition to maximized transfer and our low per credit hour tuition rate, Franklin also provides free books and eliminates fees for field placements and student teaching that are common at other universities. 

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Intervention Specialist Courses & Curriculum

120 Semester Hours
Fundamental General Education Core (24 hours)
English Composition (3 hours)
ENG 120 - College Writing (4)
In this course, students acquire the writing competence necessary for conducting and presenting research. A variety of assignments, beginning with personal reflections, build upon one another, as students develop ideas that respond to, critique, and synthesize the positions of others. Students systematize and organize knowledge in ways that will help them in all of their courses. The course also emphasizes the elements of good writing style, appropriate grammar and mechanics, clarity of language, and logical and cohesive development. It culminates in submission of a documented research paper.

*If College Writing is transferred in and the course does not have a research paper component, ENG 130 Research Paper (2 semester hours) is also required.

Mathematics (3 hours)

Select:

MATH 215 - Statistical Concepts (4)
This course introduces the student to statistics with business applications. The course covers both descriptive and inferential statistics. Topics included are: measures of central tendency; measures of dispersion; graphical displays of data; linear regression; basic probability concepts; binomial and normal probability distributions; confidence intervals; and hypothesis testing. These topics will be covered using a basic knowledge of algebra and Microsoft Excel.

*Choose either MATH 140 Introduction to Quantitative Reasoning or MATH 150 Fundamental Algebra as the prerequisite to MATH 215. Course can count as a University Elective.

Sciences (6 hours)

Choose a minimum of 6 semester hours from the Science discipline.

One course must have a laboratory component.

Arts and Humanities (6 hours)

A minimum of 6 semester hours of Arts & Humanities coursework is required.  Choose from the Art, English Literature, Fine Arts, Humanities, Music, Philosophy, Religion or Theater disciplines.

Social and Behavioral Sciences (6 hours)

Take a minimum of 6 semester hours of Social & Behavioral Sciences coursework. Courses must be from at least two different disciplines.

PSYC 110 - General Psychology (4)
A survey of the various fields of study comprising modern scientific psychology. The course examines the theories, research findings, and applications in each of the major areas of psychology, with the goal of providing students with practice information they can apply to their personal and professional lives. The topic areas covered in the course include learning and memory, motivation and emotion, human development, theories of personality, psychopathology, and social behavior.

Choose an additional course from the Anthropology, Economics, or Sociology discipline, or POSC 204 American Government.

Additional General Education Requirements (12 hours)
PF 121 - Basic Learning Strategies (2)
This course introduces students to the Franklin University community and provides strategies for successful transition to and participation in that community. Topics include University resources and procedures, strategies for advancing communication skills, the use of electronic tools to participate in virtual environments, and the development of an academic and career plan.
OR PF 321 - Learning Strategies (2)
This course prepares students to be successful lifelong learners both academically and in their chosen careers. Franklin courses require a high level of self-directed learning and focus on skills required in the workplace and the classroom that are easily transferable between the two environments. The course includes strategies for advancing communication skills, including the use of electronic tools to participate in virtual environments. The assignments and activities in the course are created to closely simulate teamwork found in the workplace.
COMM 150 - Interpersonal Communication (4)
By using applied critical and creative thinking, students in this course will develop a set of communication skills that will enhance their personal and professional relationships and endeavors. This course will focus on skill development in key areas such as self, perception, listening, verbal messages, conversations, relationships, conflict management, persuasion, and public speaking.
OR SPCH 100 - Speech Communication (4)
This public-speaking course emphasizes the fundamentals of extemporaneous speaking. Skill-building activities and assignments focus on research, organization, reasoning, style and delivery of presentations as well as listening and audience engagement.
Professional Education Component (33 hours)
EDP 400 - Introduction to Principles of Education (3)
This course is designed for non-traditional students with a bachelor's degree who are seeking the Resident Educator License in Ohio. This course focuses on the principles which influence teaching in the PK-12 classroom. Students will develop an understanding of the range of individual differences in the classroom and their implication on instruction and classroom environment.
EDP 401 - Education in Diverse Society (3)
This course explores the profession of education and examines the state, federal and institutional standards that guide the profession. Students will examine the psychological, sociological, and philosophical foundations of education as they relate to learning. Topics of discussion and analysis include the development of individual differences; atmosphere of respect; understanding students' needs grouping, education of minorities; how the teacher creates instructional opportunities that are equitable and adaptable to diverse learners; exploring the components of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation.
EDP 403 - Nature & Need of Learners With Exceptionalities (3)
This course provides students the opportunity to develop an understanding of the philosophical, historical, and legal foundations of special education as well as an understanding of the characteristics of learners who have special needs; explore and define the concepts of special education in schools and society; acquire knowledge about the legal and procedural aspects of special education, and develop an understanding and respect for individual needs and diversity. Students relate multicultural issues, beliefs, and practices to the needs of the student with mild/moderate disabilities, explore crisis intervention/prevention models and strategies, and examine conflict resolution. This course presents students with the opportunity to develop an understanding of the issues relating to developing and encouraging positive social interaction skills, issues relating to the diverse emotional needs of students with mild/moderate disabilities, and issues relating to student behavior.
EDP 421 - Child & Adolescent Literature (3)
The course explores literature for the early and middle childhood aged student with an emphasis on standards for selection of materials with reference to the interests, needs, and abilities of children at the different levels within these ranges of ages. Attention is given to books and their uses in all subject matters. Special emphasis is placed on activities that will motivate early and middle childhood students to read. The goal of creating life-long readers is stressed.
EDP 423 - Instructional Planning for Pk12 Learners (3)
This course is designed for non-traditional students with a bachelor's degree who are seeking the Resident Educator License in Ohio. The course examines introductory aspects of instructional planning as well as the common strategies teachers employ to conduct their lessons. Basic elements of measurement and assessment that are essential to effective teaching are addressed. It assumes students have an understanding of the content they will teach and an extensive understanding and appreciation of the students with whom they will work. The overriding purpose of the course resides in the transformation of content and behavioral objectives into sequences of instructional activities that make them accessible to students and the central role assessment plays in the instructional process as teachers construct and utilize various types of assessment to provide valid measures of learning outcomes.
EDUC 309 - Technology in the Classroom (3)
This course is designed to emphasize the connectivity of technology to the classroom and the general curriculum. Students will explore programs that will aid them in classroom management, data collection, student-produced work, creating instructional tools, and administration of classroom responsibilities. Students will develop products that can be used to support their teaching and the learning process of their students.
EDP 405 - Educational Psyc for the PK12 Learner (3)
This course provides students the opportunity to apply the principles of education and teaching and learning theory to instructional design.
EDP 429 - Classroom Assessment (3)
This course introduces student to action research methods and procedures as they relate to seeking solutions to instructional problems within the field of education. Research techniques, the analysis of research results, and the uses of research are explored. Students will also explore how to use data to influence classroom decisions; guide and improve teaching skills and tailor instruction to individual learning needs. This course will also the connection between constructive evaluation skills such as constructive feedback; helping student monitor their own progress; influence students' continuing motivation; perceptions of self efficacy as learners and their positive effect student learning.
EDP 471 - Collaboration & Management (3)
This course provides students the opportunity to develop skills in planning and managing the teaching and learning environment; managing student behavior and social interaction skills; communicating effectively; developing collaborative partnerships, and in demonstrating professionalism and ethical practices. Students become familiar with daily management skills, safety and health issues in the classroom, creating and modifying a supportive learning environment, and behavior management skills. The course also focuses on the development and interaction of the educational team, on methods and models of collaborative practices with parents, students, educational personnel, and members of the community and incorporates this into the instructional process.
EDP 472 - Differentiating Curricul. (3)
This course will provide students with the opportunity to explore research and theory on the effectiveness of differentiated classrooms; examine the importance of differentiating instruction for today's diverse student population; recognize the need to increase variety in teaching, learning, and assessment to respond to individual student needs; utilize strategies including assignment tiering, graphic organizers, critical thinking skills, reflection and assessment strategies customized for a mixed-ability classroom; diagnose student needs and prescribe tasks that create better matches between learning needs and preferences and plan and implement methods appropriate for assessing individual learning needs in a performance-based curriculum.
EDP 495 - PK12 Reflection and Seminar (3)
The PK12 Reflection and Seminar is the in-class seminar portion of the student teaching experienced designed to meet the requirements for the Resident Educator License. The seminar provides teacher candidates with an opportunity to continue developing skills needed to become a reflective practitioner based upon their practicum experience in the field component of student teaching.
Intervention Specialist Professional Education Component (27 hours)
MATH 113 - Mathematics for Educators I (3)
This course is the first of a two-course sequence required of all candidates for licensing as teachers of Early Childhood Education or Intervention Specialist. Each course focused on the conceptual structures underlying the teaching and learning of standards-based mathematics in the primary grades. MATH 113 addresses the conceptual structures for Counting & Cardinality, the Base-10 Number System, and Operations & Algebraic Thinking.
MATH 222 - Mathematics for Educators II (3)
This course is the second of a two-course sequence required of all candidates for licensing as teachers of Elementary Education or Intervention Specialist. Each course focuses on the conceptual structures underlying the teaching and learning of standards-based mathematics in the elementary grades. MATH 222 addresses the conceptual structures for Rational Number operations, Algebraic Reasoning, Geometry, Probability, and Statistics
EDUC 224 - Creative Experiences and Play for All (2)
Provides teacher candidates with the knowledge and skills necessary to incorporate creative music, art, drama, movement, and play activities into a comprehensive early childhood inclusive curriculum. Integration of creative experience and play designed to enhance and encourage the development of all PreK to Grade 5 learners will be emphasized, as will the historical, theoretical and research base for the integration of play and creative experiences into a fully inclusive classroom. This is a field experience course that requires transportation to local partnership school districts to complete classroom assignments.
SED 300 - Int Spec Curr, Instruction, & Assessment (3)
This course provides students the opportunity to develop skills in examining curricular themes, problems, and issues that are appropriate to students with mild/moderate learning issues in grades K-12. Students describe and define characteristics of learners with disabilities in inclusion settings; differentiate curriculum strategies, goals, and objectives to meet individual needs and examine and use materials to enhance the curriculum being taught. Students demonstrate skills in determining appropriate teaching strategies with the regular classroom content goals and objectives.
SED 405 - Transition Planning & Career Issues (3)
This course is required for prospective teachers seeking licensure in the Intervention Specialist K-12 Mild/Moderate area. It provides students with an understanding of the importance of the Transition Planning Process in planning to address the social, academic and vocational needs of exceptional children as they prepare for life after high school. Students will also be exposed to tools that can be used to gather information that can be used to develop transition plans for these children. Time will also be spent identifying and making visits to programs and agencies involved in this process. Students will also be responsible for interacting with an adolescent student with an exceptionality and gathering data which they can then use to develop a transition plan for this student.
EDP 443 - Collaborative Instructional Strategies (3)
This course provides students the opportunity to develop skills in establishing collaborative professional partnerships to enhance instruction in multiple academic settings. Focus is on interpreting formal and informal classroom assessment data to select instructional content, materials, and resources, as well as co-teaching arrangements and instructional strategies that best meet the diverse needs of learners.
EDP 494 - Prof Growth & Development for IS (9)
The professional growth and development practicum is the field portion of the student teaching experience designed to meet the requirements for the Intervention Specialist, K-12: Mild/Moderate Resident Educator License. The practicum is an in-depth clinical laboratory experience that provides opportunities to observe, analyze, plan, and practice teaching methods in a school setting. The experience enables the teacher candidate to move through stages of increased responsibilities under the guidance and with the support of a cooperating teacher and a university supervisor.
Foundations of Reading (12 hours)
EDUC 230 - The Teaching of Phonics (3)
This course is required for prospective teachers seeking the Provisional Early Childhood License, the Provisional Middle Childhood License, and the Provisional Intervention Specialist License or the Reading Endorsement. The course introduces the prospective classroom teacher to the elements of phonics. It explores the English sound system and its relationship to reading and spelling. It acquaints the student with the specific terminology used to describe the various aspects of phonics. It also assists the student in determining the proper place of the phonic's instructor in the reading program. The course emphasizes the methods of teaching phonics. It also assists the prospective teacher in selecting appropriate commercial materials and in developing teacher-made materials to teach phonics in the classroom.
EDUC 330 - Emergent Reading & Writing (3)
This course is required for teacher candidates seeking the Provisional Early Childhood License, the Intervention Specialist: Mild/Moderate Disabilities License, or the Reading Endorsement. This course examines how children's oral language, develops, how they learn to read and write and the teacher's role in this process. Using a balanced approach to literacy instruction, candidates learn how to select instructional materials, utilize strategies to meet the cognitive and affective literacy needs of all children, create, utilize and interpret assessment data to inform teaching and learning. The candidates learn the role of parents in literacy acquisition and the link between play and learning.
EDUC 331 - Teaching Early Childhood Reading (FE) (3)
This course is required for prospective teachers seeking the Provisional Early Childhood License, the Provisional Middle Childhood License, Provisional Intervention Specialist License, or the Reading Endorsement. The course examines the development of communication skills in young children, from listening and speaking to reading and writing. It explores the notions of "readiness and emergent literacy." It investigates the strategies in young children. The course assists students in becoming acquainted with a wide variety of historic and current approaches to reading, including phonics and Whole Language. It explores assessment instruments and highlights valuable methods and materials. It helps prospective teachers begin to develop their own eclectic style of teaching reading.
EDUC 431 - Diagnostic Reading & Remediation (3)
This course is required for students who are seeking the Resident Educator Early Childhood License, the Middle Childhood Licensure, or the Intervention Specialist License. The course provides an overview of the reading process. It explores the strategies that are needed for reading and discusses ways of encouraging the development of these strategies in children. It explores common miscues and discusses ways of using diagnostic reading instruments. It stresses the importance of developing positive attitudes toward reading, as well as developing reading skills.
Electives (12 hours)

Any undergraduate courses offered by the University except developmental education courses.

Additional Requirements

All students are required to pass College Writing (ENG 120), and either Basic Learning Strategies (PF 121) or Learning Strategies (PF 321) prior to enrolling in any course at the 200 level or above. Students who enroll at Franklin with 30 or fewer hours of transfer credit are required to pass PF 121 Basic Learning Strategies in place of PF 321 Learning Strategies. Interpersonal Communication (COMM 150) or Speech Communication (SPCH 100) must be taken prior to enrolling in any course at the 300 level or above. Students must also meet the University algebra competency requirement.

Specialized Accreditation

Council for the Accreditation of Educator Preparation

The School of Education at Franklin University holds probationary accreditation for its initial-level educator preparation programs through December 2021 from the Council for the Accreditation of Educator Preparation (CAEP), 1140 19th St NW, Suite 400 Washington, DC 20036 (202) 223-0077. Probationary accreditation is granted for two years when an EPP does not meet one of the CAEP standards.

CAEP Annual Reporting Measures

The CAEP (Council for the Accreditation of Educator Preparation) has eight annual reporting measures which are used to provide information to the public on both program outcome and program impact, those measures with supporting documentation are provided at this link.

B.S. Intervention Specialist Degree Cost, Requirements & Outcomes

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B.S. Intervention Specialist Employment Outlook

7%

From 2020-2030 jobs for Intervention Specialists are expected to increase by 7%

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2020
1,498,690 jobs
2030
1,596,547 jobs


Source information provided by Economic Modeling Specialists International (EMSI).

B.S. Intervention Specialist Frequently Asked Questions

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