Intervention Specialist Licensure for Mild/Moderate Needs
Leads to licensure.
Our Mild/Moderate Intervention Specialist concentration provides the opportunity to earn a career-advancing credential.
A history of excellence.
Notre Dame College has successfully trained tomorrow’s educators for more than a century.
Flexible study format.
An online degree means you’ll be able to attend class conveniently for your needs.
A specialized education degree for career advancement.
The Master of Education in Intervention Specialist Licensure for Mild/Moderate Needs degree is designed for licensed educators and aspiring educators alike. Those who are working in the field have the opportunity to go further in their profession. Individuals who seek a career change can earn a credential that allows them to help young learners with special needs. No matter your goals, you will train in the skills you need to reach an advanced level of your career.
Our M.Ed. programs are taught by doctorally-qualified faculty with exceptional experience in college classrooms and backgrounds in education as superintendents, principals, teachers, education consultants and more.
Topics of Study
Our innovative curriculum prepares you in crucial topics for your profession. Some include:
- Integrated technology
- Literacy theory and research
- Diagnosis and correction of reading issues
- Instructional strategy
- Class management
- Collaborative teaming and problem solving
Additionally, you will be required to complete a teaching experience, giving you real-world exposure that allows you to immediately put your new skills into practice.
When you become a Notre Dame College Online student, you will benefit from the expertise of our faculty. Practitioners with years of real-world experience, they will provide you with the support you need to reach your highest potential as a professional educator.
In addition, you will also be prepared for further academic study, should you choose.
Earning an online master’s with a mild/moderate intervention specialist licensure means the opportunity to advance your career in a learning format convenient to your life. Classes are synchronous, allowing you to build a community and create connection with your peers. An online format provides collaborative opportunities, accountability and the flexibility you need to earn your degree in a way that fits around your work and life commitments.
This Program is Designed for:
- Licensed Pre-K–12 teachers
- Individuals who hold a bachelor’s degree in any subject who want to enter the intervention specialist field
- Adults seeking to earn an advanced degree in a flexible study format
Courses & Requirements
Your course of study will help you earn the credential you need to take the next step in your career. Our online M.Ed. in Intervention Specialist Licensure for Mild/Moderate Needs requires 54 credit hours: 39 credit hours in Mild/Moderate content courses, 9 credit hours of common core courses and 6 credit hours of research courses.
Course Description Credits ED 501This research course focuses on technology integration, research studies and assessment of the effectiveness of technology integration in the classroom. It assumes the graduate candidate has basic computer literacy. The course is delivered on three levels: (1) Research: graduate candidates research effective methodology and pedagogy in technology integration, (2) Technical: graduate candidates explore emerging technologies (which include assistive technologies) and their relevance to academic content and a diverse student population and (3) Design, Preparation and Assessment: graduate candidates apply a variety of design models to create and assess a learning environment enhanced by technology. 3 ED 504This course provides a study of learning principles and theories from several perspectives: the physiological basis of thinking and learning, behaviorism, social cognition, learning and memory, developmental stages of cognition and motivation. Graduate candidates will use these perspectives as lenses through which to evaluate and implement teaching and learning practices. 3 ED 510This course is an introduction to the field of special education, based on current and past theories. It focuses on the specific challenges for individuals with exceptional learning needs in the areas of mental, sensory, physical, communicative, social and emotional skills. Classroom activities center on each of the thirteen categories of disabilities as defined by the Individuals with Disabilities Education Improvement Act. Ten hours of field experience are required. 3 ED 525This course presents major theories and research studies from the past 100 years that form the basis of current literacy practices and instruction and describe cognitive, linguistic, motivational and sociocultural foundations of literacy development, processes and components. Graduate candidates become familiar with models of literacy processes and examine and apply the models as they are related to analytic and systematic phonics instruction, whole language approaches, literature-based instruction and balanced approaches to literacy. 3 ED 530This course is an intensive study of phonology and phonics in terms of phonological and phonemic awareness of Pre-K–12 students. Candidates learn to apply strategies that develop and build on students’ understanding of the sound-symbol system as part of a balanced literacy curriculum. Graphophonic and morphological word identification strategies are used in a field experience that grounds students in learning to go beyond basic word-calling to reading for meaning. 3 ED 553This course presents measurement and assessment theory which is integral to making appropriate decisions for pre-referral, identification, placement and individualized instruction for students with disabilities. Terminology, instruments and procedures used for assessing behavior, learning, achievement and the environment are explored. Administration of assessment protocol, data collection and analysis of assessments and experiences are provided. Graduate candidates become collaborators on educational teams, where they analyze assessment findings; write IEP academic goals and objectives; implement intervention strategies; and determine adaptations, accommodations and modifications. Twenty-five hours of field experience are required. 3 ED 554This course teaches the skills of building individualized education programs (IEPS) based on assessment data, planning and monitoring instructional strategies, developing curriculum and supporting materials, creating lesson plans and preparing students for inclusion and/or transition programs or specialized environments. Formative evaluations are completed for non-licensed graduate candidates. Foundations in Mild/Moderate Disabilities (ED 510) is a prerequisite for this course. Twenty-five hours of field experience are required. 3 ED 556This course focuses on teaching and extending literacy strategies for teachers. Candidates learn to identify particular strategies that are supported by literature and research in teaching concepts of print, phonemic awareness, phonics, vocabulary, comprehension, fluency, critical thinking, motivation, and writing. Knowledge of critical stances and quality traditional print, digital, and online resources are an important focus of the course. Candidates also learn to use culturally competent strategies to promote and advocate for equality and social justice by creating literate environments that allow all P-12 students to learn. (20 field experience hours required). Literacy Theories and Research Application (ED 525) is a prerequisite for this course. 3 ED 557This course introduces graduate candidates to formal and informal instruments for the evaluation of reading problems of children with diverse abilities, cultural backgrounds and learning styles. Candidates engage in the study and application of various types of assessments and identify their purposes, strengths and weaknesses. Candidates also engage in developing, administering and interpreting authentic assessments and create instructional plans based on assessment results. Finally, candidates are responsible for communicating assessment results to stakeholders in keeping with the roles of the literacy specialist in Pre-K–12 education. (30 field experience hours required) (ED 525 and ED 530 or ED 621/622 are prerequisites for this course) 3 ED 614This course is the required 15-week student teaching experience for the graduate candidate seeking the first or initial license in the Mild/Moderate Intervention Specialist program. The Placement Coordinator arranges an appropriate classroom setting for the graduate candidate. Attendance at a bi-weekly seminar is required for this course. All MMIS content courses should be completed before registering for this course. 6 ED 630This course includes the study and development of effective strategies for collaboration among professionals, paraprofessionals and parents. The focus is on communication skills, conferencing techniques and problem-solving strategies. Situational class experiences involve intervention-based, multi-factored evaluations; IEP team development; and co-teaching models for inclusive environments. Ten hours of field experience are required for this course. 3 ED 652This course focuses on increasing adaptive behaviors, decreasing maladaptive behaviors, developing positive behavior support interventions, collecting and analyzing data, legal and ethical implications and strategies for managing academic and social behaviors that integrate the cognitive and affective domains, establishing classroom environments that foster the development of life skills, implementing transitional intervention techniques such as teacher and peer mediation, increasing social skills, facilitating learning through an environment created through teacher behavior and assisting parents to develop home management systems. Twenty hours of field experience are required for this course. 3 Course Description Credits ED 503This course introduces the historical and social forces that shape American education as well as the political and economic conditions underlying modern schooling; examines the Ohio Standards for Teachers and the Code of Professional Conduct; considers the spectrum of contemporary thought and controversy that has influenced the character of American education; and explores the nature of diverse schools, school choice and the “new segregation”. 3 ED 506This course introduces the fundamentals of educational research. Topics include the nature of scientific investigation, ethical considerations in human subject research, quantitative and qualitative research methodology and their respective philosophies and appropriate data analysis techniques for different research designs. Graduate candidates learn to analyze and interpret published research reports in order to become better consumers of research. 3 ED 605This course studies the essential structural components of curriculum development and the role of the educator in making curriculum decisions. Issues related to curricular theory, differentiated instruction and the formulation of a curriculum design are explored. A current teaching license is a prerequisite for this course. 3
Course Description Credits ED 670This capstone is designed for candidates who are currently teaching or in a professional capacity in which an Action Research project can be implemented for a period of four weeks. Candidates identify a content or classroom/ student management area for study that adds to or improves their teaching practice. Candidates use 20 sources of archival research that informs the methodology. The methodology is implemented over a four- week period and data is collected on its impact. A public presentation of the project is scheduled at the end of the semester. 6 ED 671Although this capstone is intended for all candidates, its design will accommodate candidates who are either not currently teaching or not sufficiently familiar with the 40 instructional and programmatic regularities of an educational site where they can develop a proposal that includes active data collection for a sustained period of eight to 10 weeks. Candidates will identify a topic for study that is of interest and importance to their practice. Methodology will focus on incorporating primary data sources. Hence, in addition to archival sources, candidates are required to use three forms of multimedia [e.g. documentary, videotape, DVD, radio and/or television interviews]; three in-person interviews consisting of at least 10 faculty-approved questions and two observations using a faculty-approved observation protocol. Data is gathered, analyzed and reported. A public presentation of the project is scheduled at the end of the semester. 6
Students applying for the online M.Ed. in Intervention Specialist Licensure for Mild/Moderate Needs must meet the following requirements:
- Have a bachelor’s degree from a regionally accredited university and a minimum of a 3.0 GPA. Applicants with a GPA below 3.0 may be provisionally accepted.
How to Apply
Students applying for admission to the online M.Ed. in Intervention Specialist Licensure for Mild/Moderate Needs must submit the following materials:
- A complete online application
- Official transcripts from all previously attended institutions
- Two professional references
- Proof of current teaching license/s, if applicable
- A current Ohio Bureau of Criminal Investigation check OR verification of current BCI check
Costs & Financial Aid
Notre Dame College Online features a high-quality education at a price you can afford. See how your past academic credentials can help you make the most of your college education.
Component Requirements Cost Per Credit Hour Total Tuition 54 credit hours $590 $31,860 Transfer Credits 6 credit hours $590 $3,540 Total with transfer credits (up to 6) $28,320
Discover federal financial aid, U.S. military benefits and other ways to make your education affordable.
Notre Dame College is a proud participant in the Yellow Ribbon Program. Learn more about how Notre Dame College Online seeks to help service members make the most of their education.
Outcomes & Resources
Learn more about potential careers available after you graduate. Some include:
- Special education teacher
- Family intervention specialist
- Early intervention specialist
Discover more about your program of interest, learn about topics that might help you further your career and explore job options when you graduate.
Benefits of Learning Online
Learn more about how online learning can provide you with a flexible and convenient way to earn your degree and go further as a professional.View Benefits
Frequently Asked Questions
Online students are exceptionally self-motivated. They demonstrate determination, discipline and a willingness to fulfill their commitments. Be prepared to devote a significant amount of time each week to your classes. Engage in discussion, meet your deadlines and communicate with your advisor if you have questions or concerns. These habits will help you move successfully through our programs.
Yes! Notre Dame College Online recognizes the importance of an affordable education, and we strive to ensure your financial situation is not a boundary when it comes to your career success. Refer to our Financial Aid page to learn more about how to pay for your degree.
The Free Application for Free Student Aid determines your eligibility for financial aid programs, such as loans and grants. It helps identify the types of aid you may receive, such as federal and state grants, work study programs and low interest loans. We strongly recommend you fill out your FAFSA form each year to help identify which financial aid opportunities may be available to you.