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Special Education

Special Education: Intervention Specialist Mild/Moderate Needs, K-12

The intervention specialist licensure (special education) responds to guidelines developed and sanctioned by the Council for Exceptional Children as well as the State of Ohio standards. This course of study prepares individuals to be experienced teachers, knowledgeable about best practices in the field of special education, with the ability to apply this knowledge for efficacy in teaching K -12 students with mild and/or moderate disabilities.

The Special Education program includes coursework that addresses the following:

  • State mandated reading core
  • Best practice instructional strategies, curriculum development and adaptations, as well as implementation methods
  • Methods of evaluation and assessment
  • Collaboration and consultation with families, teachers in general education classrooms, and other professionals working with students.
  • The importance of seeing each child as an individual with unique potential. 
Field experiences begin in the first semester and continue throughout the program. 

For more information please contact: 
Dr. Mary Jo Cherry
440 646 8147
mcherry@ursuline.edu


Course Descriptions

EDL 101 Introduction to Education (3) 
An overview of education through consideration of historical, philosophical, and social perspectives. Teacher candidates consider the roles and functions of schools within the larger social context, gain an introduction to foundational aims of education and their impact on curricular issues, and begin to develop a personal philosophy of education. Requires additional hours of field experience, BCI clearance, and NEA/OEA student membership. 

EDL 102
 Educational Psychology (3) 
A survey course designed to introduce teacher candidates to psychological principles as they apply to classrooms and school contexts. Teacher candidates are introduced to cognitive, psychological, social, and moral theories of development and consider how these apply to teaching and learning. Requires additional hours of field experience, BCI clearance, and NEA/OEA student membership. 
Prerequisite: PS 101. 

EDL 120 Diversity in Education (3) 
An examination of the philosophical, historical, and legal underpinnings that support contemporary education’s interpretation and implementation of equity in the educational arena. Strategies for adapting instruction to the diverse population are included. Requires additional hours of field experience, BCI clearance, and NEA/OEA student membership. 

EDL 130 Instructional Technologies for Educators (3) 
A course that helps candidates inspire student learning with technology and engage learners with digital tools. Pre-service teachers work to discover “limitless ways to create highly interactive learning opportunities for elementary and secondary school students using . . . a full range of existing technologies . . .” (Maloy, Verock-O’Loughlin, Edwards, & Woolf, 2011). Using 21st century skills and the NETS (National Education Technology Standards) revised frameworks for teaching and learning with technology from ISTE (International Society for Technology in Education), faculty work to provide meaningful ways for candidates to incorporate technology into lessons, making them interactive and motivating to students. 

EDL 210 
Planning for Instruction (3) 
A study of the practical application of principles of instruction on lesson planning. Candidates study the Ursuline College Undergraduate Pre-Student Teaching Lesson Plan and then present a lesson in a micro-teaching context, applying principles of learning and teaching, including assessment practices and use of instructional technology, that support effective classroom teaching and instruction. Requires additional hours of field/clinical experience, BCI clearance, NEA/OEA student membership, and membership in Specialized Professional Association. 
Prerequisites: EDL 101, 102. 

EDE 230 Language Development in Early Childhood (3)
Studies language development in childhood from birth through age 8 with emphasis on theory, application of theory, development of curriculum and materials, strategies for teaching, design in environments, program management, and evaluation of language development in young children. Focus is on language development in relation to cognitive development and listening, speaking, reading, and writing. Studies methods and materials designed to provide cognitive and language experiences through a variety of approaches in Pre-K and K-primary settings.
Prerequisites: EDL 101, 102.

EDE 260 Systematic Phonics in the Integrated Language Arts (3)
Addresses the nature and role of systematic phonics and phonemic awareness both in isolation and in meaning-centered reading and writing processes. Current research regarding phonics
instruction is explored; the integration of phonics into the language arts program and strategies and materials for applying theoretical perspectives in teaching practice are included. Requires additional hours of field-based experience, BCI clearance, NEA/OEA student membership, and membership in Specialized Professional Association.
Prerequisites: EDL 101, 102.

EDE 301 Elementary School Reading (3)
Application of current philosophies and practices in the teaching of reading with emphasis on the integration of reading, writing, and the language arts. Issues of emergent literacy, word attack skills, vocabulary development, levels of comprehension, critical and creative reading and English Language Learners are addressed. Teacher candidates are exposed to trade books, literature-based basal series as well as developmentally appropriate expository materials, assessment procedures and methods for observation, reporting of progress and intervention strategies. Requires additional hours of field experience, BCI clearance, NEA/OEA student membership, and membership in Specialized Professional Association.
Prerequisites: EDL 101, 102, 120, 210; EDE 260.

EDM 308 Reading in the Content Area (3)
Critical exploration and analysis of current theory, research and practice in content areas. Developmental reading instruction in specific disciplines emphasizing assessment of readability, word recognition skills, vocabulary building, levels of comprehension, study skills and basic instructional strategies for the teaching of reading in content areas. Includes literacy needs of English Language Learners in the specific disciplines. Also stresses the relationship of reading and writing to academic achievement and learning. Candidates gain experience in conducting needs assessments for reading and writing demands of the elementary and middle school reader. Requires additional field hours, BCI clearance, NEA/OEA student membership, and membership in Specialized Professional Association.
Prerequisites: EDL 101, 102, 120, 210; EDE 260, 301.

EDR 345 Reading Assessment and Intervention (3)
Teacher candidates will examine a variety of strategies and guidelines for the appropriate assessment of children’s reading and effective intervention. Concepts and principles of developmental assessment both formative and summative including instruments, interpretation, parent conferences and referrals to community agencies are studied. The selection and use of formal and informal assessments such as observation and portfolio assessment with special concern for cultural sensitivity, family involvement, communication of results and adaptation for special needs will be considered in this course. Review of standardized tests and measurements for children, including those with special needs, will also be addressed. Requires additional field hours, BCI clearance, NEA/OEA student membership, and membership in Specialized Professional Association.
Prerequisites: EDL 101, 102, 120, 210; EDE 260, 301; EDM 308.

EDE 379 Curriculum and Materials: K-3 (3)
Addresses curriculum methods and materials in kindergarten and the primary-grade settings. The course is interdisciplinary and grounded in current theory and research about effective instruction in language arts, mathematics, social studies, and science. Teacher candidates will learn how to use effective multi-sensory activities and theme- and play-based discovery instruction while learning how to meet the individual and collective needs of students. Curricular and instructional approaches that include concepts, skill level and problem solving and the appropriate use of technology to support learning skills are included. Integrated thematic units will be designed. This course is designed for teacher candidates in early childhood who already possess an associate’s degree in early childhood and have already addressed the Pre-K portion of curriculum. This course is also designed for teacher candidates preparing to be intervention specialists who do not have Pre-K as part of their license. Course requires additional hours of field-based experience in K and primary settings, BCI clearance, NEA/OEA student membership, and membership in Specialized Professional Association.
Prerequisites: EDL 101, 102, 120, 210.

EDS 201 Foundations of Special Education (3)
Explores theories and philosophies that serve as the foundation of the field of special education. Teacher candidate continues to design a personal philosophy of special education (begun in EDL 101). The legal system, as it applies to special education, and definitions and characteristics of individuals with disabilities are also discussed and studied, including cultural and linguistic differences. Requires additional hours of field-based experience, BCI clearance, NEA/OEA student membership, and membership in Specialized Professional Association.
Prerequisites: EDL 101, 102.

EDS 202 Working with Students with Mild to Moderate Disabilities (3)
Discussion of physical development and disabilities. Focus on positive learning environment, learning styles, curricula, and educational implications of various exceptionalities. Requires additional hours of field-based experience, BCI clearance, NEA/OEA student membership, and membership in Specialized Professional Association.
Prerequisites: EDL 101, 102, 120, 210; EDS 102.

EDS 301 Assessment of Students with Special Needs (3)
Aspects of assessment, including ethical and legal issues, are explored. Varied approaches to assessment that include collaboration with families and other professionals are covered. Requires additional hours of field-based experience with a school psychologist and with an intervention specialist, BCI clearance, NEA/OEA student membership, and membership in Specialized Professional Association. Must be taken concurrently with EDS 302.
Prerequisites: EDL 101, 102, 120, 210; EDS 102, 202.

EDS 302 Behavior Management (3)
Specific behavior management techniques are discussed. Ethical considerations and legal implications are included. Participation by families in the process is emphasized. Must be taken concurrently with EDS 301.
Prerequisites: EDL 101, 102, 120, 210; EDS 102, 202.

EDS 303 Curriculum and Instruction of Students with Special Needs (6)
Intense review of all facets of curriculum development and design of instructional strategies, in relationship to the Ohio Learning Standards. Includes independent living skills, vocational skills, and career education programs; use of assistive devices and IEP writing are also covered. Requires additional hours of field-based experience, BCI clearance, NEA/OEA student membership, and membership in Specialized Professional Association. Teacher candidates assist teacher in all aspects of curriculum and instruction. Must be taken concurrently with EDS 304.
Prerequisites: EDL 101, 102, 120, 210; EDE 230, 260, 301; EDS 102, 202, 301, 302.

EDS 304 Collaborative and Consultative Roles of Special Education Teachers (3)
Effective communication and collaboration among all constituencies (families, school, and community personnel) are covered. Team meetings and parent conferences are assessed and studied. Must be taken concurrently with EDS 303.
Prerequisites: EDL 101, 102, 120, 210; EDE 230, 260, 301, 379 (or concurrently); EDS 102, 202, 301, 302.

EDS 440 Student Teaching: Working with students with mild to moderate needs (12)
Teacher candidate spends 8 weeks in each of two settings with teachers of students with exceptionalities (mild/moderate). The teacher candidate gradually assumes responsibility for full curriculum within each setting. No additional courses may be pursued during the student-teaching semester. Includes weekly on-campus seminar with college supervisor and other student teachers. Prerequisites: Completion of professional sequence and content area requirements, BCI and FBI clearances, NEA/OEA student membership, membership in the Specialized Professional Association, and successful completion of Gates 1 and 2 requirements, including passage of OAE licensing exams. Note: Effective July 1, 2017, candidates must also pass the Foundations of Reading OAE test.