Curriculum: Intervention Specialist - Mild/Moderate Licensure

Curriculum: Intervention Specialist - Mild/Moderate Licensure
  • This field is for validation purposes and should be left unchanged.

curriculum icon Curriculum at a Glance


The Intervention Specialist Licensure consists of 12 required graduate-level courses or 32 credit hours, of which, 20 credit hours may be directly applied towards the Master’s in Special Education.

Course Title / Description Credit
Phonics Theory & Practice: Early Childhood Education
Course: LSLS7005
Credit: 3
This course focuses on foundational reading skills including letter-sound correspondences, common spelling patterns that help students decode and spell words in the English language, the application of the principles of phonemic awareness and phonics to evidence-based instructional practices in the early grades including practices addressing dyslexia. Students will learn how to use these foundational skills to support students in word identification, fluency, vocabulary, and spelling.
Theory to Practice: Models of Literacy
Course: LSLS7027
Credit: 3
This course examines the major theories, perspectives, and models of the reading process, and to link this knowledge to instructional practice. Theories, perspectives, and models examined include the following: cognitive processing, transactional, psycholinguistic, sociocognitive, sociocultural, and critical/multiliteracies.
Literacy Assessment, Instruction, and Practicum I
Course: LSLS7028
Credit: 3
This practicum course examines a wide range of evidence-based assessment and instructional methods to support the literacy development of PreK-12 learners experiencing difficulty with reading including dyslexia. Foundational skills of phonemic awareness, phonics, and fluency are particularly emphasized. Additionally, this course focuses on the administration and interpretation of assessment tools, instruction within the context of individual differences and development, and methods of communicating results. Tutoring is required.
Literacy Assessment, Instruction, Practicum II
Course: LSLS7029
Credit: 3
This practicum course examines a wide range of evidence-based practices to support the literacy development of PreK-12 learners with attention to literacy elements such as word recognition (including phonics), comprehension, academic language (including the functions of language, semantics, and vocabulary), and text structure. Additionally, this course focuses on instruction within the context of individual differences and development, and methods of communicating results. Tutoring is required.
Overview of Special Education Law
Course: SPED7001
Credit: 3
This course provides students a foundational understanding of the modern practices within special education. Students gain understanding by studying how the field has evolved throughout time. Information presented in this course is contextualized through various means including: understanding of human need, law/policy, and current research. From this course, students gain an initial understanding of the legal and ethical roles and responsibilities of a professional within the field of special education.
Engaging and Supporting Families with Members withDisabilities
Course: SPED6002
Credit: 3
This course supports non-special education majors in utilizing a social systems ecological approach for understanding families with members with disabilities, assessment, selecting collaborative models and activities, implementing family engagement and education activities, and evaluating those activities.
Assessment & Intervention
Course: SPED7006
Credit: 3
This course will focus on special topics associated with assessment and evaluation of learners who have special needs. Specifically, this course provides a foundational understanding of assessment in education and special education. Course content will cover legal and ethical issues, statistical and measurement considerations, and both formal and informal assessment processes across all abilities and disabilities. Students will gain understanding in the selection, administration, scoring, and interpretation of formal and informal assessments for the purpose of identifying and addressing exceptional learning needs.
Promoting Positive Behaviors
Course: SPED7007
Credit: 3
The primary purpose of this course is to help teacher candidates acquire the understanding and skills related to increasing, decreasing, maintaining, and generalizing behaviors. Teacher candidates enrolled in this course will gain an understanding of applied behavior analysis, and how to create a positive and safe learning environment in schools by carefully assessing socially significant students' needs and the context in which (both desired and problem) behavior occur. Teachers can prevent or decrease problem behavior by: (1) applying effective primary prevention and early intervention strategies in the classroom, and (2) identifying students, with and without disabilities, who need additional behavioral support. Teachers can apply an understanding of individual and group motivation and behavior to create a safe learning environment that encourages positive social interaction, active participation, academic engagement, and independence.
Curriculum Planning & Instructional Strategies: Mild to Moderate
Course: SPED7008
Credit: 3
This course provides foundational understanding of curriculum development and instructional planning for individuals with mild to moderate disabilities. Course content covers service delivery, service delivery roles of the special educators, Individual Education Plan (IEP) development, instructional planning and transition preparation and programming. Teacher candidates will develop knowledge and skills in supporting various learning environments, providing for transition, and IEP development.
Universal Design for Learning
Course: SPED7052
Credit: 3
This course provides an overview of how the principles of Universal Design for Learning can be used to design online and blended learning experiences that meet the needs of diverse learners including those who are accelerated and those who are struggling for a variety of reasons. Special attention will be given to integrating technologies that support student engagement, authentic learning, and general accessibility supports.
Student Teaching Students with Mild to Moderate Educational Needs
Course: SPED7015
Credit: 1
A full time, supervised, mentored, clinical experience with students who have mild or moderate educational needs.
Seminar: Teaching Students with Mild to Moderate Educational Needs
Course: SPED7016
Credit: 1-3
Seminar to provide a professional learning community to support student teachers during their clinical experience.
Back to Top