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Sister Diana @uc_pres   "Take care to guard against all greed, for though one may be rich, one's life does not consist of possessions." Where is your treasure?
Special Education

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

The intervention specialist licensure in special education responds to guidelines developed and sanctioned by the Council for Exceptional Children as well as the Ohio Department of Education 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 course work that addresses the following:

  • State mandated reading requirement
  • Best practice instructional strategies, curriculum development and adaptations, as well as implementation methods
  • Methods of evaluation and assessment
  • Collaboration and consultation with parents and families, general education teachers and other professionals working with the student.
  • Field experience
  • The importance of seeing each child as an individual with unique potential
For more information please contact: 
Katie Tuohey, Ed.D.
440 720 3861
ktuohey@ursuline.edu

Course Descriptions


EDS 201 Foundations of Special Education (3)
Explores theories and philosophies that serve as the foundation of the field of special education. Student continues to design a personal philosophy of special education (begun in EDL 101). The legal system, as it applies to special education, and definitions of individual with disabilities are also discussed. Requires 10 hours of field-based experience.
Prerequisites: EDL 101, 201

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 20 hours of field-based experience.
Prerequisites: EDL 210, 220; EDS 201

EDE 260 Systematic Phonics in the Integrated Language Arts (3)
Course 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 also included. Includes 5 specific hours of field-based experience.
Prerequisites: EDL 101, 201

EDS 301 Assessment of Students with Special Needs (3)
Aspects of assessment, including ethical and legal issues, are explored. Varied approaches to assessment, which include collaboration with families and other professionals, are covered. Requires 40 hours of field-based experience (2 placements, 2 age levels, 20 hours each; 1 with school psychologist, 1 with intervention specialist). Must be taken concurrently with EDS 302.
Prerequisites: EDL 101, 201, 210, 220; EDS 201, 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, 201, 210, 220; EDS 201, 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 Ohio Content Standards. Includes independent living skills, vocational skills, and career education programs; use of assistive devices and IEP writing is also covered. Must be taken concurrently with EDS 304. Students spend 1 full day or 2 half-days per week for 12 weeks in special education classroom. Students assist teacher in all aspects of curriculum and instruction. Requires 70 hours of field-based experience. Additional fee required.
Prerequisites: EDL 101, 201, 210, 220; EDE 230, 260; EDS 201, 202, 301, 302

EDS 304 Collaborative and Consultative Roles of Special Education Teachers (3)
Effective communication and collaboration among all constituencies (parents, school, community personnel) are covered. Team meetings and parent conferences are included. Must be taken concurrently with EDS 303.
Prerequisites: EDL 101, 201, 210, 220; EDE 230, 260, 380; EDS 201, 202, 301, 302

EDE 301 Reading Methods (3)
Application of current philosophies and practices in the teaching of reading with emphasis on the integration of reading, writing, and the language arts. Attention to issues of language and language acquisition, word attack skills, vocabulary development, levels of comprehension, critical and creative reading, and reading and writing in the content areas. Use of trade books, literature-based basal texts and expository materials geared to the adolescent is covered. Includes 30 hours of field/clinical experience.
Prerequisites: EDL 101, 201, 210, 220; EDM 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, level of comprehension, study skills and basic instructional strategies for the teaching of reading in content areas. Also stresses the relationship of reading and writing to academic achievement and learning. Students gain experience in conducting needs assessments for reading and writing demands of the middle school reader. Requires 40 field/clinical hours.
Prerequisites: EDL 101, 201, 210, 220; EDE 260, 301

EDR 345 Reading Assessment and Intervention (3)
Students will learn a variety of strategies and guidelines for the appropriate assessment and evaluation of children. 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 informal and formal assessment instruments 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 typical and special needs children will also be addressed.
Prerequisites: EDL 101, 201, 210, 220; EDE 260, 301; EDM 308

EDS 440 Student Teaching: Working with students with mild to moderate needs
Student spends 8 weeks in each of 2 settings with teachers of students with special needs (mild/moderate). The student gradually assumes responsibility for full curriculum with 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: EDL 101, 201, 210, 220; EDE 260, 301, 380; EDS 201, 202, 301, 302, 303, 304

Reading Endorsement
The Reading Endorsement is a series of five courses that encompass all aspects of the reading process. It includes a significant component of diagnosis and intervention as well as general methodology and reading to learn. This endorsement provides the opportunity for the candidate to add a capstone course to the twelve-hour reading core required by the State of Ohio for initial licensure and makes it possible to teach reading beyond the level of licensure. It is also available for those who wish to add reading to an existing license or certificate upon completion of the required course work.

EDR 260/EDR 560 Systematic Phonics in the Integrated Language Arts (3)
Course 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 also included. Requires additional hours of field experience.

EDR 301/EDR 501 Reading Methods (3)
This course will focus on the application of current philosophies and practices in the teaching of reading with emphasis on the integration of reading, writing, and the language arts. Attention will be given to issues of language and language acquisition, word attack skills, vocabulary development, levels of comprehension, critical and creative reading, and reading and writing across the curriculum. Students will be exposed to trade books, literature based basal texts and expository materials. Diagnostic assessment procedures will be applied and methods for observation, reporting of progress and intervention strategies will be introduced. Requires additional hours of field experience.
Prerequisites: EDR 260/560

EDR 308/EDR 508 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, level of comprehension, study skills and basic instructional strategies for the teaching of reading in content areas. Also stresses the relationship of reading and writing to academic achievement and learning. Students gain experience in conducting needs assessments for reading and writing demands of the reader. Requires additional hours of field experience.
Prerequisites: EDR 260/560, 301/501

EDR 345/EDR 545 Reading Assessment and Intervention (3)
Students will learn a variety of strategies and guidelines for the appropriate assessment and evaluation of children. 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 informal and formal assessment instruments 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 typical and children with special needs will also be addressed.
Prerequisites: EDR 260/560, 301/501, 308/508

EDR 365/EDR 565 Reading Practicum (3)
Based on the foundations of the Phonics in the Integrated Language Arts, Reading Methods,
Reading in the Content Area, and Reading Assessment and Intervention, this course begins
with the processes and procedures of reading diagnosis and the application of assessment findings to instruction. Students develop skill in observing, analyzing, and interpreting reading behavior and designing intervention plans for instruction. A practicum component involves one-on-one work with a reader to practice advanced techniques of diagnosis and intervention. This course includes a written report of findings as well as information for the parents and classroom teacher of the child.
Prerequisites: EDR 260/560, 301/501, 308/508, 345/545





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