Introduction
Candidates of the program are prepared for careers as intervention specialists who provide enhanced social skills of those with a disability, reinforcement-based behavioral interventions, inclusion strategies, and assistive technology to individuals with exceptionalities. Each of our degree programs prepares candidates to successfully pass the Ohio licensure exam which will result in the corresponding Intervention Specialist Licensure. The YSU student chapter of Council for Exceptional Children (CEC) participates in multiple college, university, and community events to advocate for individuals with exceptional learning needs.
Welcome
Our Special Education (Moderate-Intensive Licensure) program is designed to prepare graduates with the knowledge, skills, and dispositions to best serve in schools and agencies in the area. Our Special Education program seeks to meet the educational and service needs of Northeast Ohio and Western Pennsylvania. Our program is exemplified by the quality and diversity of classroom instruction, field experiences, program options, student, faculty, and graduates in the community. YSU has a long history of producing accomplished graduates who have served the area as Special Education teachers, Intervention Specialists, and Special Education Professionals. We have a strong connection with our alumni, program supervisors, schools and agencies, and others who support students with exceptional learning needs in the Youngstown area.
Undergraduate candidates will find a unique educational experience that prepares them for employment and/or advanced study in Special Education. For more information, review our website and contact Special Education faculty with any questions.
Marcia J. Matanin, Ph.D.
Department Chairperson / Professor
2405 Beeghly College of Education
(330) 941-3251
mjmatanin@ysu.edu
Program Director
For specific questions about the Intervention Specialist (Moderate/Intensive) Licensure Option in Special Education program, please contact the program director.
Intervention Specialist License (K-12)
The Intervention Specialist program requires a minimum of 121 s.h. The BS in Ed degree requires the courses listed below. Licensure also requires passing the Ohio Assessments for Educators Exams prior to student teaching.
| COURSE | TITLE | S.H. |
|---|---|---|
| General Education Requirements | ||
| Core Competencies | ||
| ENGL 1550 | Writing 1 | 3 |
| ENGL 1551 | Writing 2 | 3 |
| CMST 1545 | Communication Foundations | 3 |
| MATH 2665 | Foundations of Middle School Mathematics 2 | 4 |
| Arts and Humanities | ||
| MUHL 2621 | Music Literature and Appreciation | 3 |
| AH Elective | 3 | |
| Natural Science | 7 | |
Science Elective | ||
Science Elective + Lab | ||
| Social Science | ||
| PSYC 1560 | General Psychology | 3 |
| HIST 2605 | Turning Points in United States History 1 | 3 |
| or HIST 2606 | Turning Points in United States History 2 | |
| Social and Personal Awareness | ||
| COUN 1587 | Introduction to Health and Wellness in Contemporary Society | 3 |
| PSYC 3758 | Lifespan Development | 3 |
| General Education Elective | ||
| TCED 1500 | Introduction to Becoming a Teacher First Year Experience Course BCOE | 3 |
| Subject Area Curriculum | ||
| ENGL 2651 | Introduction to Language | 3 |
| MATH 1564 | Foundations of Middle School Mathematics 1 | 4 |
| SPED 3715 | Characteristics and Needs of Children and Youth with Mild/Moderate Disabilities | 3 |
| SPED 5828 | Education for Children and Youth with Emotional and Behavior Needs | 4 |
| SPED 5833 | Characteristics and Needs of Exceptional Children and Youth with Moderate/Intensive Disabilities | 3 |
| SPED 5834 | Educational Strategies and Methods for Children and Youth with Moderate/Intensive Disabilities | 4 |
| SPED 5852 | Prog Development Instructional Strategies for Learners with Moderate to Intensive Except Learn Needs | 3 |
| SPED 5872 | Assessment and Referral for Children and Youth with Exceptionalities for the Intervention Specialist | 3 |
| SPED 5873 | Communication and Literacy Skills for Learners with Significant Disabilities | 3 |
| Professional Education Curriculum | ||
| EDFN 1501 | Introduction to Education | 3 |
| EDFN 3708 | Education and Society | 3 |
| PSYC 3709 | Psychology of Education | 3 |
| SPED 2630 | Individuals with Exceptionalities in Society | 3 |
| TERG 2610 | Reading Application in Content Areas Middle Years | 3 |
| TERG 3701 | Phonics in Reading Instruction | 3 |
| TERG 3702 | Developmental Reading Instruction | 3 |
| TERG 3703 | Assessment and Instruction in Reading | 3 |
| Preclinical curriculum | ||
| SPED 4854 | Cross-Curricular Interventions | 4 |
| SPED 5835 | Classroom Management for Exceptional Children and Youth | 4 |
| SPED 5851 | Transition Planning, Social Skill Development and Health-Related Issues | 3 |
| SPED 5864 | Service Coordination, Collaboration, and Consultation for Students with Special Needs | 3 |
| Student Teaching | 12 | |
| Supervised Student Teaching: Moderate/Intensive Intervention Specialist | ||
| Student Teaching Seminar for Special Education | ||
| Total Semester Hours | 121 | |
BCOE Notes:
Advisement:
- It is highly recommended that all teacher candidates meet with an academic advisor every semester.
- Freshmen, athletes, and students on warning and probation are required to meet with an advisor before registration.
- At the completion of 30 SH any teacher candidate who: 1)was required to and has not passed PRAXIS Core Exam(s), or 2) holds a GPA of 2.25 or below will be referred to Central Advising for advising and career services. If at a later date the teacher candidate passes all required parts of the Praxis Core Exam and attains a GPA of 2.25 or higher that student may return to BCOE for advising.
Important Notes:
- Neither admission to the University nor declaration of a major related to a teaching field guarantees admission to the BCOE’s Teacher Education Programs or candidacy for a teaching license.
- Formal Admission to Teacher Education (Upper-Division) is required before teacher candidates are allowed to enroll in certain junior and senior level courses in BCOE.
- Undetermined education majors must declare a major before applying for admission to a Teacher Education Program.
- Admission to a Teacher Education Program is obtained upon satisfactory completion of the following requirements:
_____ Minimum completion of 50 SH
_____ Minimum 2.75 overall GPA
- Meet one of the following criteria:
_____ Overall GPA 3.4 or better, OR
_____ ACT scores of Reading-21, English-18, Math-22, AND/OR
_____ SAT scores of Reading-450, Writing-430, Math-520, AND/OR
_____ Praxis CORE scores, Reading-156, Writing-162, Math-150
(Attach a copy of your CORE scores to the application)
- “B” average or better (A-C, B-B) for:
_____ ENGL 1550_____ ENGL 1551
If failure to meet “B” average above must also complete:
_____ ENGL 2601 grade of “B” or better.If you receive a “C” or below you will need to retake the course.
- “B” average or better (B-B-B, A-B-C) across the following:
_____ EDFN 1501_____ CMST 1545
_____ SPED 2630 _____ SPED 3715
If student does not have a “B” average, student will be required to retake one or more of these courses until the “B” average is achieved.
- A grade of “C” or better is required in all required major courses. Courses taken as “CR/NC” will not count towards the major
- Professional education and block courses may only be repeated one time.
- Minimum requirements for teaching licenses are determined by the Ohio Department of Education; if those requirements change, they become effective immediately at Youngstown State University. (YSU Undergraduate Catalog).
Upper-Division Application Process
- Upper division application and forms must be printed from the BCOE website.
- After completing a minimum of 50 SH, submit the following:
- Upper Division application
- Good Moral Character Statement
- copy of BCI & FBI clearances
- schedule an upper division interview with the BCOE Office of Student Services, room 2101, no later than:
- Upper Division Application Deadline
- September 1—to register for Upper Division Courses for Spring
- February 1—to register for Upper Division courses for Summer & Fall
- Each completed application is reviewed and approved by the Upper Division Admission and Retention Committee. If all requirements are met, the teacher candidate may register for Upper Division courses for the following semester. Upper Division courses are the courses designated with the “+” symbol. Applications submitted after the deadline will not be processed until the end of the respective semester.
Program Notes:
- If Math concentration is chosen, Math GER is not required. If Science concentration is chosen, Natural Science GER is fulfilled through subject area curriculum. If Language Arts concentration is chosen, Arts & Humanities GER is fulfilled through subject area curriculum. If Social Studies concentration is chosen, Social Sciences GER is fulfilled through subject area curriculum.
- Candidates will not be permitted to take the following professional education courses more than twice: EDFN 1501, EDFN 3708, PSYC 3709, SPED 2630, TERG 2601, 3701, 3702, 3703, 2610, 3711, TEMC 4802, SED 4800, ECIS 2629, ECIS 3700, all preclinical experience courses, student teaching, and student teaching seminar.
- If the program is concerned regarding teacher candidate performance in the preclinical experience, as determined by CPAST criteria, the program coordinator may require the teacher candidate to complete an additional preclinical experience prior to the student teaching experience.
Preclinical Application with Request for Graduation Evaluation
- Preclinical application is completed on TaskStream. Directions are available on the BCOE website.
- Preclinical application and graduation evaluation request must be submitted one year prior to the intended preclinical semester no later than:
- September 1—for Fall preclinical
- February 1—for Spring preclinical
- Preclinical candidates are screened for eligibility based on GPA and course completion.
Student Teaching:
- Prerequisites:
- BCOE Upper Division and Senior status,
- Overall 2.75 GPA
- Minimum of 2.67 GPA in subject area curriculum and professional education courses with no grade less than a “C” (each computed individually),
- Passage of OAE test(s) and ACTFL tests for foreign language.
- Instructions for completing the Student Teaching Application and Forms are available on BCOE website. The application and forms must be completed and printed from the BCOE website and submitted to the BCOE Office of Student Services no later than:
- September 1—to Student Teach the following Spring Semester
- February 1—to Student Teach the following Fall Semester
Graduation Process:
- Apply for graduation during the first three weeks of the semester you plan to graduate. Graduation evaluation must be completed in advance of application for graduation.
Completing a Bachelor of Science in Education without Licensure:
- Teacher candidates who choose to graduate without licensure must apply for approval in the BCOE Office of Student Services.
- Once approved, teacher candidates graduating without licensure must take TCED 4830 (3 SH) capstone in place of student teaching.
| Year 1 | ||
|---|---|---|
| Fall | S.H. | |
| ENGL 1550 | Writing 1 | 3 |
| MATH 1564 | Foundations of Middle School Mathematics 1 | 4 |
| EDFN 1501 | Introduction to Education | 3 |
| TCED 1500 | Introduction to Becoming a Teacher First Year Experience Course BCOE | 3 |
| Natural Science with Lab | 4 | |
| Semester Hours | 17 | |
| Spring | ||
| ENGL 1551 | Writing 2 | 3 |
| CMST 1545 | Communication Foundations | 3 |
| PSYC 1560 | General Psychology | 3 |
| MATH 2665 | Foundations of Middle School Mathematics 2 | 4 |
| Natural Science Elective | 3 | |
| Semester Hours | 16 | |
| Year 2 | ||
| Fall | ||
| SPED 2630 | Individuals with Exceptionalities in Society | 3 |
| MUHL 2621 | Music Literature and Appreciation | 3 |
| HIST 2605 or HIST 2606 | Turning Points in United States History 1 or Turning Points in United States History 2 | 3 |
| TERG 2610 | Reading Application in Content Areas Middle Years | 3 |
| PSYC 3758 | Lifespan Development | 3 |
| Semester Hours | 15 | |
| Spring | ||
| SPED 3715 | Characteristics and Needs of Children and Youth with Mild/Moderate Disabilities | 3 |
| COUN 1587 | Introduction to Health and Wellness in Contemporary Society | 3 |
| ENGL 2651 | Introduction to Language | 3 |
| PSYC 3709 | Psychology of Education | 3 |
| TERG 3701 | Phonics in Reading Instruction | 3 |
| AH Elective | 3 | |
| Semester Hours | 18 | |
| Year 3 | ||
| Fall | ||
| EDFN 3708 | Education and Society | 3 |
| SPED 5828 | Education for Children and Youth with Emotional and Behavior Needs | 4 |
| SPED 5833 | Characteristics and Needs of Exceptional Children and Youth with Moderate/Intensive Disabilities | 3 |
| SPED 5873 | Communication and Literacy Skills for Learners with Significant Disabilities | 3 |
| TERG 3702 | Developmental Reading Instruction | 3 |
| Semester Hours | 16 | |
| Spring | ||
| SPED 5834 | Educational Strategies and Methods for Children and Youth with Moderate/Intensive Disabilities | 4 |
| SPED 5852 | Prog Development Instructional Strategies for Learners with Moderate to Intensive Except Learn Needs | 3 |
| SPED 5872 | Assessment and Referral for Children and Youth with Exceptionalities for the Intervention Specialist | 3 |
| TERG 3703 | Assessment and Instruction in Reading | 3 |
| Semester Hours | 13 | |
| Year 4 | ||
| Fall | ||
| SPED 5851 | Transition Planning, Social Skill Development and Health-Related Issues | 3 |
| SPED 4854 | Cross-Curricular Interventions | 4 |
| SPED 5835 | Classroom Management for Exceptional Children and Youth | 4 |
| SPED 5864 | Service Coordination, Collaboration, and Consultation for Students with Special Needs | 3 |
| Semester Hours | 14 | |
| Spring | ||
| SPED 4869 | Student Teaching Seminar for Special Education | 2 |
| SPED 4839 | Supervised Student Teaching: Moderate/Intensive Intervention Specialist | 10 |
| Semester Hours | 12 | |
| Total Semester Hours | 121 | |
The Learning Outcomes for this program align with the seven Standards of the Council for Exceptional Children (CEC):
- Candidates will analyze learners to determine unique needs using the principles and theories of human development.
- Candidates will prioritize areas of the general curriculum and accommodations for individuals with exceptional learning needs.
- Candidates will individualize instruction to meet the unique learning, communication, social and behavior needs of students with exceptional learning needs.
- Candidates will develop and use appropriate technology adaptations for all individuals with exceptional learning needs.
- Candidates will demonstrate reinforcement-based classroom management interventions with students with exceptional learning needs.
- Candidates will evaluate the progress of students with exceptional learning needs on their IEP goals to inform the adjustment of learning and behavior plans