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Intervention Specialist Education Program: K-12 Mild to Moderate

Bachelor of Science

Intervention Specialists adapt general education lessons and teach various subjects to students who require mild-to-moderate intervention. These caring educators work with students in classrooms, groups, and one-on-one situations.

An Intervention Specialist’s duties can include:

  • Assessing student skills
  • Determining educational needs
  • Developing individualized education programs
  • Planning activities specific to each student’s abilities
  • Assessing student performance
  • Tracking student progress

The Lourdes University Education Intervention Specialist program prepares teachers to work with children ages three through eighteen, pre-kindergarten through twelve, focusing on mild-to-moderate interventions.

The program is a holistic collaboration between the education and behavioral sciences divisions developed to address the growing demand for special education teachers in Northwest Ohio and Southeast Michigan.

Intervention specialists can teach in public or private kindergarten, elementary, secondary, and middle schools. Public schools require teachers to have a bachelor’s degree and a state-issued certification or license. Private schools generally require a bachelor’s degree.

According to the U.S. Bureau of Labor Statistics, demand for intervention specialists will increase up to 3 percent by 2029.

Plan of Study

Required Curriculum
Lourdes University Connections (3 credit hours)
LUC 101 College Connections
LUC 102 Career Connections – Fulfilled by EDU 100
LUC 201 Concept Connections – Fulfilled by EDU 216
LUC 202 Communication Connections – Fulfilled by EDU 251

English (6 credit hours)
ENG 101 College Composition
ENG 313 Theoretical Approaches to the Teaching of Writing

Mathematics (3 credit hours)
MTH 112 if ACT score < 22 or SAT score < 520 (except MTH 224 or MTH 225) OR a math course higher than MTH 114 if ACT score is > or equal to 22 or SAT score is > or equal to 520 (except MTH 224 or MTH 225)

Ethics (3 credit hours)
Education students meet the Core Curriculum Requirement for Ethics through an integrated approach of studying ethics for educators in five courses (EDU 100/101, EDU 230, EDU216, EDU 317/319, EDU 329).

Enduring Question Seminar (2-3 credit hours)

Capstone in the major (12 credit hours)
EDA 490 Capstone: Student Teaching Internship & Seminar Special Ed K-12

Service Learning (20 hours)

Cultural Diversity course or experience (3 credit hours)
EDU 216 Multicultural & Social Issues in Education

General Education
History (3 credit hours)
HST 121 Survey of United States History I or
HST 219 Ohio History

Literature (3 credit hours)
ENG 200 Introduction to Literature

Philosophy (3 credit hours)
PHL 101 Introduction to Philosophy

Theology (6 credit hours)
First course – one of the following:
THS 125 Foundation of Theology
THS 218 Celebrating the Sacraments
THS 220 Introduction to the Old Testament
THS 221 Introduction to the New Testament
THS 235 Survey of Catholic Belief
THS 265 Christian Ethics
THS 312 Jesus, the Christ
THS 316 The Shape and Mission of the Church

Second course – Any Theology course (Note that if THS 101 was taken as a first course, THS 105 cannot be taken to fulfill the second course requirement.)

Art/Music (3 credit hours)
ART 100 level or above AND
MUS 100 level or above

Natural Science (3 credit hours)
SCI 170 Survey of Science

Social Science (3 credit hours)
EDU 250** Educational Psychology and Human Development

Professional Education Foundation Courses
EDU 100* Foundations of Education
EDU 251 Technology & Pedagogy for Learning
EDU 216 Multicultural & Social Issues in Education
EDU 230** Survey of Special Needs Education
EDU 250*** Educational Psychology and Human Development
EDU 317 Classroom Management for Early Childhood Education or
EDU 319 Classroom Management for Middle Childhood & Adolescence to Young Adult

Intervention Specialist K-12 Mild to Moderate Strand
EIS 203 Positive Behavioral Interventions for Individuals with Exceptionalities K-12
EIS 204 Instructional Interventions for Individuals with Exceptionalities
EIS 206 Transitions & Students with Exceptionalities K-12
EDE 235** Integrated Curriculum and Instruction in Early Childhood
EIS 250 Intervention Specialist Methods and Field Experience I
EIS 304 Law & Policy for Special Education K-12
EIS 306 Assistive Technology for Special Education K-12
EDE 307 Special Education Assessment & Instructional Adaptations
EDE 315 Family, School, Community Relations
EIS 350* Intervention Specialist Methods & Field Experience II
EIS 401 Math, Science & Social Studies Instruction
EIS 402 Adapting Curriculum & Instruction in Special Education K-12
EIS 490 Student Teaching Internship & Seminar Special Education K-12
EIS 490 requires a 75-day (Approx. 15-week) field placement

Reading Strand
EDU 220 Reading Comprehension Skills & Strategies
EDU 221 Content Area Reading
EDU 324 The Role of Phonics & Foundations of Reading
EDU 335 Reading Diagnosis, Assessment, & Instructional Implications

Curriculum Content
Language Arts
COM 100 Oral Communications
ENG 101 College Composition
ENG 200 Introduction to Literature

* Field Experience Required
** Clinical Experience Required
*** Field and Clinical Experience Required

Learning Outcomes

The Department of Education is committed to preparing students with the knowledge, skills, and dispositions needed to become competent, caring and qualified teachers and lead rich, meaningful lives.

The curriculum and clinical & field experiences of the teacher education program are designed to provide students preparing to become teachers with the opportunities to demonstrate competency in meeting the following Teacher Candidate Performance Outcomes:

  • The teacher candidate will model the Franciscan values of reverence, service, and learning.
  • The teacher candidate will demonstrate an understanding of subject content, developmentally appropriate teaching practices, student learning and development, assessment, and respect for diversity.
  • The teacher candidate will plan developmentally appropriate and inclusive lessons that articulate clear learning goals, connect prior and future learning, and include appropriate assessment strategies that advance the learning of each individual student.
  • The teacher candidate will use a variety of instructional strategies, which may incorporate the appropriate use of technology, to make content comprehensible; to promote high order thinking; and use varied assessments to inform instruction, evaluate and ensure student learning.
  • The teacher candidate will create a positive and safe learning environment, incorporating consistent and appropriate standards for behavior, which respects and celebrates the diversity of all students.
  • The teacher candidate will use a variety of communication methods and collaborate with students, families (parents/guardians), school personnel, and community to support student learning and development.
  • The teacher candidate will engage in reflective practice to improve teaching performance and assume responsibility for professional growth, performance, and involvement as an individual and as a member of a learning community.

The Department of Education programs are designed to offer students the opportunity to achieve a liberal arts education and prepare students for the teaching profession. All programs meet the requirements as set forth by the Ohio Department of Education and the licensure requirements of the Ohio Department of Education. In order to graduate, students must meet the Lourdes University Department of Education requirements. The responsibility for meeting the goals and requirements rests with the student. Lourdes University Department of Education reserves the right to make changes to the courses of study and program requirements due to the frequent changes in national and state standards and regulations.

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