Intervention Specialist Career Outlook
Average Career Salary
Average Career Growth
Employment of special education teachers is projected to grow 8 percent by 2026.
Do you already recognize the value of diversity in our world? One of the most personally rewarding careers available to undergraduate students is the profession of intervention specialist (K-12), available to qualified students. We are looking for students who believe that ALL children can learn, if educators provide the right supports!
The Intervention Specialist program at Ashland University is nationally recognized by the Council for Exceptional Children and it is unique for two reasons:
- Students are in the field beginning in their freshman year.
- Coursework in the Intervention Specialist program is the same for mild-moderate and moderate-intensive licenses.
Candidates can choose to apply for a single or dual license in both mild to moderate and moderate to intensive need for intervention.
In the Department of Inclusive Services and Exceptional Learners we expect you to be in the field working with students and co-operating teachers in a variety of settings. Take a look at some interesting classes you will take at Ashland University.
EDIS 245 - Explore the various theories of disability (ableism/disablism, social and medical models) and how disability is interpreted by the larger society. People with disabilities are often viewed at being deviant, stigmatized and incompetent and therefore, are marginalized from the "normal" population. This course will explore the construct of disability through the lens of race, gender, socio-economic class, geographic region and popular culture's presentation of disability in media. Meets Core credit for social sciences and GPS-Border Crossings.
EDIS 250 - Designed to review the history, legislation, legal definitions, characteristics and educational concerns of students with need for mild/moderate/intensive educational intervention. Issues of assessment, identification, individualized educational programming, educational trends, service alternatives and professional resources will be emphasized.
EDIS 230 IS - A field placement in an inclusive education setting. Field hours: 60.
EDIS 253 - Trains students to use technology and materials specifically to teach and assist exceptional learners. Adaptations to technology and materials typically available and those specifically designed to assist the learner with challenges will be studied. Field/Clinical hours: 15.
EDIS 257 - Provides curriculum models, specialized methods, materials and equipment to teach students with moderate and intense special needs in the areas of vision, hearing, sensory motor, physical and health needs.
EDIS 342 - Explores and applies a variety of curriculum options, methods, materials and technology available for students with mild-moderate educational needs. Field/Clinical hours: 30-in after school lab program.
EDIS 343 - Emphasis is on curriculum, methods, materials and technology to be used in teaching career, self-care, community living, personal-social and occupational skills to students with needs for mild/moderate/intensive educational intervention.
EDIS 355 - Designed to teach students assessment and instructional techniques for working with individuals grades K-12 in need of intervention and remediation in mathematics based on the Common Core Mathematics Standards. Emphasis will be placed on working with students with mild to intensive need for educational intervention. The lab component requires the participant to implement the assessment/instructional process with specific individuals and to effectively document and present individuals' progress.
EDIS 330 IS - Seminars and field experience to afford students working toward Intervention Specialist I or Intervention Specialist II opportunities to teach students with need for mild/moderate/intensive educational intervention in inclusive multicultural environments. Field hours: 110.
EDIS 441 – Designed to introduce the social and emotional growth and needs of students with emotional and/or learning differences. This course teaches pre-service teachers how students with behavior of concern in school settings may be identified as eligible for special education, how to systematically approach functional behavior assessments and how to work with a team to construct effective behavior invention plans using multiple methods of teaching students whose behavior interferes with education. Emphasis is on an educative rather than punitive approach to changing behavior. Clinical Hours: 30.
EDIS 442 - Provides an understanding of effective verbal and nonverbal communication skills, listening skills and personality traits perceived as supportive. Emphasizes the development of sensitivity to the needs of individuals, families and professionals; collaboration, consultation and teaming; and skills of problem solving, effective handling of confrontational situations and seeking and using support from other professionals.
EDIS 451 - Reliable communication is a vital skill to self-expression. Individuals who experience sensory, motor, perceptual or executive function differences may develop communication systems that are not reliable means of self-expression. Prospective intervention specialists will learn how typical language and communication develop, how differences in this development may result in communication which is less than complete self-expression and how to support and teach more complete and reliable self-expression in students K-12. Increasing techniques of communicative support will be instructed and fading or increasing these supports will be discussed.