Intervention Specialist: Moderate-Intensive

Support the Most Vulnerable Student Populations as an Intervention Specialist

Are you interested in becoming a special education teacher in Ohio? If you already have a bachelor’s degree from an institutionally accredited college or university and you are interested in a rewarding career teaching students with moderate to intensive disabilities, Franklin’s Post-Baccalaureate program offers a direct route to self-contained special education classrooms. This program offers flexibility for organized and motivated working adults - including teacher’s aides and paraprofessionals. 

Program Availability

Online
In , this program is offered through select employer partnerships. Please contact your employer to learn if you qualify.
In , this program may be offered through select employer partnerships. Please contact your employer to learn if you qualify.
On Site

Begin Your Career as a Special Education Teacher

In addition to being eligible to apply for the Ohio Moderate to Severe Intervention Specialist License, you’ll acquire skills to help you meet the unique needs of students with significant disabilities including inclusive teaching, academic and behavioral intervention strategies and the development of IEPs. We’ll place you at schools where you’ll gain valuable classroom field experience and apply your learning in a culminating student teaching internship with students who have identified as having exceptionalities.

To expand your employability, you can also choose to pursue dual enrollment in the Intervention Specialist (Moderate-Intensive) and the Intervention Specialist (Mild-Moderate). Students who choose to dual enroll can take one additional course in preparation for the state licensure exam and be licensed in both IS areas. 

Or, perhaps you want to expand your current license to work with children who have disabilities. Franklin provides a second licensure program for those who already hold a teaching license and want to broaden their teaching field as well as their employability.


Post-Bacc students must complete education core courses in addition to the professional and pedagogical content courses for their chosen license area. You can use content courses completed as part of your bachelor’s degree with a grade of “C” or better to satisfy content requirements.

Read more >

State Licensure Information

Franklin University's H.K. & Eva James College of Education programs meet the educational prerequisites for teacher licensure in multiple states. Pathways to licensure vary by state.

Your Best Value Intervention Specialist (Moderate - Intensive)

Affordable Tuition

$398
PER CREDIT HOUR

Affordable tuition rates provide value and quality.

Highly Recommended

98%
STUDENT SATISFACTION

98% of graduating students would recommend Franklin to their family, friends and/or colleagues.

Source: Franklin University, Office of Career Development Student Satisfaction Survey (Spring 2025)

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Intervention Specialist: Moderate-Intensive Courses & Curriculum

63 Semester Hours
Professional Education Component
EDUC 220 - Introduction to Education (3)

This course is required for students seeking an Education Studies Bachelor?s Degree or students seeking an in initial teaching license. This course focuses on the principles and theories which influence teaching and learning 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.

EDUC 250 - Instructional Planning for PK12 Learners (3)

This course is required for prospective teachers seeking an initial teaching license. The course examines all aspects of instructional planning and examines the common strategies teachers employ to conduct their lessons. It assumes students have a deep 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 it accessible to students.

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 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, and 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 405 - Advanced Classroom Instruction: Lesson Planning and Implementation (3)

This course provides an in-depth exploration of lesson planning techniques, equipping pre-service teachers with the skills to design effective and engaging lessons for diverse student populations. Students will examine and apply various lesson planning models, such as direct/explicit instruction, concept attainment, concept development, vocabulary acquisition, and cooperative learning. Advanced lesson planning models will be introduced, including the integrative model, inquiry-based learning, project-based learning, inductive model, and Socratic seminar. Students will apply knowledge of information processing and social cognitive theories to lesson plans to improve student attention, engagement, and acquisition of knowledge. Emphasis will be placed on writing and delivering lessons aligned with educational standards, integrating assessments, and incorporating best practices to create dynamic and inclusive learning experiences. By the end of the course, students will evaluate and develop lesson plans using multiple instructional models.

EDP 429 - Classroom Assessment (3)

This course is designed to equip students with the essential skills to effectively evaluate and implement various classroom assessment techniques. Students will explore a comprehensive range of assessment methods, including diagnostic, formative, and summative assessments, to understand their characteristics, purposes, strengths, and limitations. Emphasis will be placed on the selection and creation of reliable assessments that synchronize with instructional objectives and cognitive demands, utilizing both traditional and innovative digital tools. Participants will learn to critically analyze assessment data to gauge teaching effectiveness and make informed instructional decisions. This course also focuses on the development of valid and reliable grading rubrics to ensure consistent and objective evaluation of student work. Additionally, students will gain skills in interpreting results from standardized tests to refine teaching practices and enhance educational outcomes. Through these activities, students will cultivate a deep understanding of assessment as a tool for both guiding and improving student learning and instructional strategies.

AND

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 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.
OR EDP 471A - Collaboration & Management (3)
This course is meant for students who are on the apprenticeship pathway only. 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 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.

AND

EDP 472 - Differentiated Curriculum and Instruction (3)
This course is meant only for those students enrolled in a licensure program due to assignments and program assessments that require a clinical field experience placement. 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.
OR EDP 472A - Differentiated Curriculum and Instruction (3)
This course is meant for students who are on the apprenticeship pathway only. 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.

AND

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 an initial teaching license. The seminar provides teacher candidates with an opportunity to continue developing the skills needed to become a reflective practitioner based on their practicum experience in the field component of student teaching.
OR EDP 495A - PK12 Reflection and Seminar (3)
This course is meant for students who are on the apprenticeship pathway only. The PK12 Reflection and Seminar is the culminating course of the apprentice experience designed to meet the requirements for licensure. The seminar provides apprentices with an opportunity to continue developing the knowledge and skills needed to become an informed and reflective practitioner in preparation for their first year of teaching. Apprentices will become familiar with the standards for the teaching profession, professional code of conduct, teacher evaluations, and professional development expectations.
Major Area Required
SED 405 - Transition Planning & Career Issues (3)

This course is meant only for those students enrolled in a licensure program due to assignments and program assessments that require a clinical field experience placement. This course provides students the opportunity to reflect on and process with peers the professional aspects of education, the needs of students with mild/moderate disabilities, current issues in education, and explore transition, career, and vocational options for youth with mild/moderate issues.

SED 300 - Developing Individualized Academic and Behavior Plans (3)

This course provides students the opportunity to develop skills in conducting functional behavioral assessments and creating behavior intervention plans as well as legally compliant individualized education plans. Candidates will get an introduction to special education law that specifically pertains to their future career as an intervention specialist. Focus is on gathering academic and behavioral assessment data to write individualized, measurable goals and objectives as well as selecting measures to monitor progress toward established goals. Additionally, candidates will learn how to specify specially designed instruction and select accommodations and modifications to address students? areas of need.

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 special education licensure. 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.

SED 445 - Instructional Strategies and Assessment for Students with Moderate to Intensive Needs (3)

This course is meant only for those students enrolled in a licensure program due to assignments and program assessments that require a clinical field experience placement. This course provides students the opportunity to develop skills in adapting curriculum and instruction to meet the needs of learners with multiple and/or severe disabilities. Focus is on conducting assessments and using the resulting data to select instructional strategies, adapt curriculum, and integrate supports for medical and assistive technology needs. Additionally, this course will cover the unique skills and environmental adjustments needed to teach vocational, functional, and daily living skills.

EDUC 330 - Emergent Reading & Writing (3)

This course is designed for students preparing for primary education. It is focused on the emergent learner and the literacy knowledge and skills that are the foundation of reading and writing in the primary grades. Keeping in mind that PreK is not a universal mandate for all students before entering Kindergarten, this course will also serve as a guide for teaching literacy skills to students who may have had little literacy exposure before their first year of formal education.

Foundations of Reading
EDUC 230 - The Teaching of Phonics (3)

This course is required for prospective teachers seeking an initial teaching license. The course comprehensively explores effective literacy instruction techniques, focusing on phonemic awareness, phonics, morphology, syntax, and structured language instruction. Through a series of modules, students will expand their understanding of these concepts' theoretical foundations and practical applications, learning to design, implement, and assess language and literacy lessons for diverse learners. Emphasis is placed on understanding the importance of phonics, word awareness, syntax, high-frequency words in literacy development, and strategies for supporting English Language Learners.

EDUC 331 - Teaching Early Childhood Reading (3)

This course is required for prospective teachers seeking an initial teaching license. The course examines the development of communication skills in early learners, from listening and speaking to reading and writing. It presents frameworks aligned with the science-based principles of early literacy development, encompassing components of Structured Literacy, incorporating evidence-based strategies that promote effective reading and writing instruction.

EDUC 431 - Diagnostic Reading & Remediation (3)

This course is required for students who are seeking an initial teaching license. This course provides a comprehensive exploration of literacy assessment techniques and instructional strategies essential for effective reading instruction. Students will engage in hands-on activities to analyze various reading assessment data, including phonological awareness, fluency, vocabulary, and comprehension, to inform instructional decision-making. Through a combination of readings, discussions, simulations, and practical assignments, students will develop the knowledge and skills necessary to assess diverse learners' reading abilities and plan targeted interventions aligned with best practices in literacy instruction. Topics covered include the Outcomes-Based Model, Multi-Tiered System of Supports (MTSS), assessment types, progress monitoring tools, and evidence-based instructional approaches. Additionally, students will explore the role of phonemic awareness, orthographic mapping, word recognition, and vocabulary development in reading instruction. This course emphasizes the importance of ongoing assessment, differentiation, and collaboration with colleagues and families to support students' literacy development across grade levels and diverse learning environments.

EDUC 221 - Foundations of Literacy: Science of Reading, Explicit Instruction and Child/Adolescent Literature (3)

This course explores the foundational principles and evidence-based practices essential for effective literacy instruction in today's diverse classrooms. This course equips future educators with the knowledge and skills necessary to foster literacy success for all learners, from early childhood to adolescence. Through a comprehensive exploration of the science of reading, explicit instruction techniques, and the diverse landscape of children's and adolescent literature, students will gain invaluable insights into the intricacies of literacy acquisition and instruction.

Post Baccalaureate Requirements

Franklin’s Educator Preparation programs offer students who have completed a bachelor’s degree the opportunity to complete the pedagogical and specialized content coursework needed to apply for a Resident Educator initial license.

Educator Preparation Programs Admission Requirements/Materials:

  • Completed undergraduate application
  • Bachelor’s degree from an institutionally (formerly regionally) accredited institution
  • Official college transcript from any institution where coursework was completed

Find Your Education Program

Be the difference maker you aspire to be with an online education degree from Franklin University. Franklin has education programs that cater to aspiring teachers at all career phases and education levels. With 100% online coursework and in-school placements each term, Franklin's programs fit your life and your ambition.

Program Minimum Credentials
B.S. Adolescence to Young Adult H.S. Diploma or Equivalent

What is it?
The B.S. Adolescence to Young Adult Education degree prepares students to teach in Ohio by providing the coursework and assessments required to qualify for an Ohio Resident Educator License.   

What will I learn?
Course topics include lesson planning, classroom technology, classroom management and teaching strategies. In addition, the AYA Education program contains a specialized set of courses focused on teaching in specific content areas – language arts, mathematics, social studies or science. To meet requirements for AYA licensure, you will choose one area of concentration from the content areas.  

What can I do with a B.S. Adolescence to Young Adult?
With a B.S. Adolescence to Young Adult Education degree, you can teach language arts, mathematics or social studies in Ohio's middle or high schools. 

Is there classroom experience or a capstone?
You'll combine online coursework with an on-site field placement during every term of your enrollment. In your final term, you'll complete a full-time student teaching experience alongside a cooperating teacher. 

How long will it take to complete?
Bachelor's-level education programs require 120 credit hours and are designed to be completed in 4 years. However, if you have previously earned credit hours - including an associate degree in education or in a teaching content area, Franklin’s transfer-friendly AYA Education program provides a flexible and accelerated path to a degree.   
B.S. Intervention Specialist: Mild-Moderate H.S. Diploma or Equivalent

What is it?
  The B.S. Intervention Specialist degree prepares students to teach special education in Ohio by providing the coursework and assessments required to qualify for an Ohio Resident Educator License.  

What will I learn?
Course topics include lesson planning, classroom technology, classroom management and teaching strategies. In addition, the Intervention Specialist Education program contains a specialized set of courses focused on teaching in specific content areas – language arts, mathematics, social studies or science, as well as four courses concentrated on reading instruction.

What can I do with a B.S. Intervention Specialist: Mild-Moderate?
With a B.S. Intervention Specialist Education degree, you can be a special education teacher in Ohio.  

Is there classroom experience or a capstone?
You'll combine online coursework with an on-site field placement during every term of your enrollment. In your final term, you'll complete a full-time student teaching experience alongside a cooperating teacher. 

How long will it take to complete?
Bachelor's-level education programs require 120 credit hours and are designed to be completed in 4 years. However, if you have previously earned credit hours - including an associate degree in education or in a teaching content area, Franklin’s transfer-friendly Intervention Specialist Education program provides a flexible and accelerated path to a degree.  
B.S. Intervention Specialist: Moderate-Intensive H.S. Diploma or Equivalent

What is it?
The B.S. Intervention Specialist: Moderate to Intensive degree prepares students to teach special education in self-contained classrooms in Ohio by providing the coursework and assessments required to qualify for an Ohio Resident Educator License.  

What will I learn?
Course topics include inclusive teaching, academic and behavioral intervention strategies and the development of individualized education plans (IEPs) in compliance with Ohio’s state licensure requirements. In addition, the Intervention Specialist Education program contains a specialized set of courses focused on teaching in specific content areas – language arts, mathematics, social studies or science, as well as four courses concentrated on reading instruction.

What can I do with a Post-Baccalaureate Intervention Specialist: Moderate-Intensive? 
With the B.S. Intervention Specialist Moderate-Intensive Licensure Program, you can be a special education teacher qualified to teach in self-contained classrooms in Ohio.  

Is there classroom experience or a capstone?
You'll combine online coursework with an onsite field placement during every term of your enrollment. In your final term, you'll complete a full-time student teaching experience alongside a cooperating teacher.  

How long will it take to complete?   
Bachelor's-level education programs require 120 credit hours and are designed to be completed in 4 years. However, if you have previously-earned credit hours – including an associate degree in education or in a teaching content area – Franklin’s transfer-friendly Intervention Specialist Education Moderate to Intensive program provides a flexible and accelerated path to a degree. 
B.S. Middle Childhood Education H.S. Diploma or Equivalent

What is it?
The B.S. Middle Childhood Education degree prepares students to teach in Ohio by providing the coursework and assessments required to qualify for an Ohio Resident Educator License. 

What will I learn?
Course topics include lesson planning, classroom technology, classroom management and teaching strategies. In addition, the MCE program contains a specialized set of courses focused on teaching in specific content areas – language arts, mathematics, social studies or science. To meet requirements for MCE licensure, you will choose two areas of concentration from the content areas.

What can I do with a B.S. Middle Childhood Education?
With a B.S. Middle Childhood Education degree, you can teach language arts, mathematics, social studies or science in Ohio's middle schools.   

Is there classroom experience or a capstone?
You'll combine online coursework with an onsite field placement during every term of your enrollment. In your final term, you'll complete a full-time student teaching experience alongside a cooperating teacher. 

How long will it take to complete?
Bachelor's-level education programs require 120 credit hours and are designed to be completed in 4 years. However, if you have previously earned credit hours - including an associate degree in education or in a teaching content area, Franklin’s transfer-friendly MCE program provides a flexible and accelerated path to a degree.    
B.S. Primary Education H.S. Diploma or Equivalent

What is it?
The B.S. Primary Education degree prepares students to teach in Ohio by providing the coursework and assessments required to qualify for an Ohio Resident Educator License. 

What will I learn?
Course topics include lesson planning, classroom technology, classroom management and teaching strategies. In addition, the Primary Education program contains a specialized set of courses focused on teaching in specific content areas – language arts, mathematics, social studies or science, as well as four courses concentrated on reading instruction.

What can I do with a B.S. Primary Education? 
With a B.S. Primary Education degree, you can teach preschool, kindergarten or elementary school in Ohio.   

Is there classroom experience or a capstone?
You'll combine online coursework with an on-site field placement during every term of your enrollment. In your final term, you'll complete a full-time student teaching experience alongside a cooperating teacher. 

How long will it take to complete?
Bachelor's-level education programs require 120 credit hours and are designed to be completed in 4 years. However, if you have previously earned credit hours - including an associate degree in education or in a teaching content area, Franklin’s transfer-friendly Primary Education program provides a flexible and accelerated path to a degree.     
Post-Baccalaureate Adolescence to Young Adult Bachelor's Degree

What is it?
A direct route to becoming a teacher in Ohio, the Post-Baccalaureate Adolescence to Young Adult Education Licensure Program provides a bachelor's degree-holder with the coursework and assessments required to qualify for an Ohio Resident Educator License.

What will I learn?
Course topics include lesson planning, classroom technology, classroom management and teaching strategies. In addition, the AYA Education program contains a specialized set of courses focused on teaching in specific content areas – language arts, mathematics, social studies or science. To meet requirements for AYA licensure, you will choose one area of concentration from the content areas.   

What can I do with a Post-Baccalaureate Adolescence to Young Adult? 
With the Post-Bacc Adolescence to Young Adult Education Licensure Program you can teach language arts, mathematics or social studies in Ohio's middle or high schools. 

Is there classroom experience or a capstone?
You'll combine online coursework with an on-site field placement during every term of your enrollment. In your final term, you'll complete a full-time student teaching experience alongside a cooperating teacher. 

How long will it take to complete?
Post-Baccalaureate AYA educator preparation programs require 78 hours of pedagogical and specialized content coursework to apply for a Ohio Resident Educator License. Franklin's transfer-friendly Post-Bacc programs enable you to make the most of your previously earned bachelor's degree credits to minimize time and cost toward teacher licensure.   
Post-Baccalaureate Intervention Specialist: Mild-Moderate Bachelor's Degree

What is it?
A direct route to becoming a special education teacher in Ohio, the Post-Baccalaureate Intervention Specialist Education Licensure Program provides a bachelor's degree-holder with the coursework and assessments required to qualify for an Ohio Resident Educator License.       

What will I learn?
Course topics include lesson planning, classroom technology, classroom management and teaching strategies. In addition, the Intervention Specialist Education program contains a specialized set of courses focused on teaching in specific content areas – language arts, mathematics, social studies or science, as well as four courses concentrated on reading instruction. 

What can I do with a Post-Baccalaureate Intervention Specialist: Mild-Moderate? 
With the Post-Bacc Intervention Specialist Licensure Program, you can be a special education teacher in Ohio.  

Is there classroom experience or a capstone?
You'll combine online coursework with an onsite field placement during every term of your enrollment. In your final term, you'll complete a full-time student teaching experience alongside a cooperating teacher. 

How long will it take to complete?
Post-Baccalaureate Intervention Specialist educator preparation programs require 63 hours of pedagogical and specialized content coursework to apply for a Ohio Resident Educator License. Franklin's transfer-friendly Post-Bacc programs enable you to make the most of your previously earned bachelor's degree credits to minimize time and cost toward teacher licensure. 
Post-Baccalaureate Intervention Specialist: Moderate-Intensive Bachelor’s Degree

What is it?
A direct route to becoming a special education teacher working in self-contained classrooms teaching Ohio’s students with moderate to intensive disabilities. The Post-Baccalaureate Intervention Specialist Education Licensure Program provides a bachelor's degree-holder with the coursework and assessments required to qualify for an Ohio Resident Educator License.  

What will I learn?
Course topics include inclusive teaching, academic and behavioral intervention strategies and the development of individualized education plans (IEPs) in compliance with Ohio’s state licensure requirements. In addition, the Intervention Specialist Education program contains a specialized set of courses focused on teaching in specific content areas – language arts, mathematics, social studies or science, as well as four courses concentrated on reading instruction.

What can I do with a Post-Baccalaureate Intervention Specialist: Moderate-Intensive? 
With the Post-Bacc Intervention Specialist Licensure Program, you can be a special education teacher qualified to teach in self-contained classrooms in Ohio.  

Is there classroom experience or a capstone?
You'll combine online coursework with an onsite field placement during every term of your enrollment. In your final term, you'll complete a full-time student teaching experience alongside a cooperating teacher.  

How long will it take to complete?   
Post-Baccalaureate Intervention Specialist educator preparation programs require 63 hours of pedagogical and specialized content coursework to apply for a Ohio Resident Educator License. Franklin's transfer-friendly Post-Bacc programs enable you to make the most of your previously earned bachelor's degree credits to minimize time and cost toward teacher licensure. 
Post-Baccalaureate Middle Childhood Education Bachelor's Degree

What is it?
A direct route to becoming a teacher in Ohio, the Post-Baccalaureate Middle Childhood Education Licensure Program provides a bachelor's degree-holder with the coursework and assessments required to qualify for an Ohio Resident Educator License.      

What will I learn?
Course topics include lesson planning, classroom technology, classroom management and teaching strategies. In addition, the MCE program contains a specialized set of courses focused on teaching in specific content areas – language arts, mathematics, social studies or science. To meet requirements for MCE licensure, you will choose two areas of concentration from the content areas.

What can I do with a Post-Baccalaureate Middle Childhood Education? 
With the Post-Bacc Middle Childhood Education Licensure Program, you can teach language arts, mathematics, social studies or science in Ohio's middle schools.           

Is there classroom experience or a capstone?
You'll combine online coursework with an onsite field placement during every term of your enrollment. In your final term, you'll complete a full-time student teaching experience alongside a cooperating teacher. 

How long will it take to complete?
Post-Baccalaureate Middle Childhood educator preparation programs require 108 hours of pedagogical and specialized content coursework to apply for a Ohio Resident Educator License. Franklin's transfer-friendly Post-Bacc programs enable you to make the most of your previously earned bachelor's degree credits to minimize time and cost toward teacher licensure.
Post-Baccalaureate Primary Education Bachelor's Degree

What is it?
A direct route to becoming a teacher in Ohio, the Post-Baccalaureate Primary Education Licensure Program provides a bachelor's degree-holder with the coursework and assessments required to qualify for an Ohio Resident Educator License.    

What will I learn?
Course topics include lesson planning, classroom technology, classroom management and teaching strategies. In addition, the Primary Education program contains a specialized set of courses focused on teaching in specific content areas – language arts, mathematics, social studies or science, as well as four courses concentrated on reading instruction.

What can I do with a Post-Baccalaureate Primary Education?
With the Post-Bacc Primary Education Licensure Program, you can teach preschool, kindergarten or elementary school in Ohio.                  

Is there classroom experience or a capstone?
You'll combine online coursework with an onsite field placement during every term of your enrollment. In your final term, you'll complete a full-time student teaching experience alongside a cooperating teacher. 

How long will it take to complete?
Post-Baccalaurate Primary educator preparation programs require 66 hours of pedagogical and specialized content coursework to apply for a Ohio Resident Educator License. Franklin's transfer-friendly Post-Bacc programs enable you to make the most of your previously earned bachelor's degree credits to minimize time and cost toward teacher licensure.

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Careers & Salary Outlook

5%

From 2023-2033, jobs in Education are expected to increase by 5%

Occupation Median Salary (2023) Job Postings (2023) Projected Growth (2023-2033)
Occupation
Special Education Teachers, All Other $67,190 158,653 8%
Special Education Teachers, All Other
Median Salary: $67,190
Job Postings: 158,653
Projected Growth: 8%
Occupation
Job Titles
Skills
Industry
Description

Special Education Teachers, All Other all special education teachers not listed separately.

Projected Growth
Job TitleJob Postings% of Job Postings
Special Education Teachers86,35654%
Special Education Paraprofessionals21,12813%
Special Education Paraeducators9,0836%
School Special Education Teachers6,5284%
Intervention Specialists3,8242%
Show More
SkillJob Postings% of Total Postings
Special Education65,67368%
Individualized Education Programs (IEP)35,21436%
Lesson Planning12,24113%
Disabilities10,46911%
Autism Spectrum Disorders8,9679%
Show More
 
Industry% of Occupation in Industry
Education and Hospitals (Local Government)58%
Elementary and Secondary Schools16%
Educational Support Services5%
Offices of Other Health Practitioners4%
Individual and Family Services3%
Local Government, Excluding Education and Hospitals3%
Other13%
Special Education Teachers, Secondary School $66,620 4,280 5%
Special Education Teachers, Secondary School
Median Salary: $66,620
Job Postings: 4,280
Projected Growth: 5%
Occupation
Job Titles
Skills
Industry
Description

Special Education Teachers, Secondary School teach academic, social, and life skills to secondary school students with learning, emotional, or physical disabilities. Includes teachers who specialize and work with students who are blind or have visual impairments; students who are deaf or have hearing impairments; and students with intellectual disabilities.

Projected Growth
Job TitleJob Postings% of Job Postings
High School Special Education Teachers3,33778%
High School Teachers3067%
Special Education Teachers832%
Mild/Moderate Special Education Teachers1614%
Middle/High School Teachers1053%
Show More
SkillJob Postings% of Total Postings
Special Education1,33797%
Individualized Education Programs (IEP)69851%
Lesson Planning28721%
Curriculum Development20515%
Disabilities20515%
Show More
 
Industry% of Occupation in Industry
Education and Hospitals (Local Government)86%
Elementary and Secondary Schools11%
Education and Hospitals (State Government)1%
State Government, Excluding Education and Hospitals1%
Residential Intellectual and Developmental Disability, Mental Health, and Substance Abuse Facilities0%
Educational Support Services0%
Other1%
Special Education Teachers, Middle School $66,600 3,259 4%
Special Education Teachers, Middle School
Median Salary: $66,600
Job Postings: 3,259
Projected Growth: 4%
Occupation
Job Titles
Skills
Industry
Description

Special Education Teachers, Middle School teach academic, social, and life skills to middle school students with learning, emotional, or physical disabilities. Includes teachers who specialize and work with students who are blind or have visual impairments; students who are deaf or have hearing impairments; and students with intellectual disabilities.

Projected Growth
Job TitleJob Postings% of Job Postings
Middle School Special Education Teachers2,45175%
Middle School Teachers32810%
Long Term Substitute Special Education Teachers502%
Mild/Moderate Special Education Teachers943%
Middle School Educators1836%
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SkillJob Postings% of Total Postings
Special Education1,14894%
Individualized Education Programs (IEP)62852%
Lesson Planning28123%
Curriculum Development21518%
Classroom Management21117%
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Industry% of Occupation in Industry
Education and Hospitals (Local Government)93%
Elementary and Secondary Schools6%
Education and Hospitals (State Government)0%
Employment Services0%
Other Schools and Instruction0%
Other0%
Special Education Teachers, Preschool $65,270 7,213 6%
Special Education Teachers, Preschool
Median Salary: $65,270
Job Postings: 7,213
Projected Growth: 6%
Occupation
Job Titles
Skills
Industry
Description

Special Education Teachers, Preschool teach academic, social, and life skills to preschool-aged students with learning, emotional, or physical disabilities. Includes teachers who specialize and work with students who are blind or have visual impairments; students who are deaf or have hearing impairments; and students with intellectual disabilities.

Projected Growth
Job TitleJob Postings% of Job Postings
Early Intervention Specialists3,47048%
Early Interventionists1,58522%
Preschool Special Education Teachers1,17816%
Early Intervention Teachers4516%
Early Intervention Service Coordinators671%
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SkillJob Postings% of Total Postings
Early Intervention2,01076%
Special Education1,49957%
Child Development86533%
Preschool Education77729%
Psychology65325%
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Industry% of Occupation in Industry
Education and Hospitals (Local Government)59%
Child Day Care Services17%
Individual and Family Services7%
Elementary and Secondary Schools6%
Offices of Other Health Practitioners5%
Local Government, Excluding Education and Hospitals4%
Other3%
Special Education Teachers, Kindergarten and Elementary School $64,910 6,116 4%
Special Education Teachers, Kindergarten and Elementary School
Median Salary: $64,910
Job Postings: 6,116
Projected Growth: 4%
Occupation
Job Titles
Skills
Industry
Description

Special Education Teachers, Kindergarten and Elementary School this occupation includes the 2018 SOC occupations 25-2055 Special Education Teachers, Kindergarten and 25-2056 Special Education Teachers, Elementary School.

Projected Growth
Job TitleJob Postings% of Job Postings
Elementary Special Education Teachers3,68260%
Elementary School Teachers2785%
Special Education Life Skills Teachers1442%
Mild/Moderate Special Education Teachers1623%
Inclusion Teachers2815%
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SkillJob Postings% of Total Postings
Special Education2,89393%
Individualized Education Programs (IEP)1,45947%
Lesson Planning55118%
Disabilities52817%
Classroom Management47415%
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Industry% of Occupation in Industry
Education and Hospitals (Local Government)91%
Elementary and Secondary Schools7%
Education and Hospitals (State Government)1%
Employment Services0%
Local Government, Excluding Education and Hospitals0%
Educational Support Services0%
Other0%

Employment outlook data is provided by Lightcast and represents labor market trends in the United States. It is not specific to Franklin University graduates or any particular degree level. Franklin University cannot guarantee employment placement, salary level, or career advancement.