Program Information
The Professional Studies Special Education Program at IPFW provides opportunities to obtain a license in Mild Intervention and an Intense Intervention (in collaboration with IU South Bend).
Mild Intervention License
The Special Education Certification Program in Mild Intervention at IPFW is a teacher preparation program for those professional wanting to educate students with Mild Disabilities. IPFW teacher candidates, who complete the program, are eligible to apply for the Mild Intervention License through the State of Indiana which includes Learning Disabilities, Mild and Moderate Intellectual Disabilities, and Emotional Disorders.
This special education program includes coursework dealing with characteristics of students with mild disabilities. Additionally, the coursework addresses current best practices of cognitive and behavioral methodologies in the inclusive classroom, as well as differentiated instruction in the general education classroom. The coursework is balanced by courses in consultation & collaboration, transitions, standardized assessment, behavior management, and inclusion.
There are three options to obtain Mild Intervention License:
- Undergraduate Certification Program: Once a teacher candidate is admitted into the Teacher Education Program, they may also take courses to complete the Mild Intervention License.
- Graduate Certification Program: Satisfactorily complete 24 credit hours of graduate courses in special education.
- Master of Science in Education with a Major in Special Education: Satisfactorily complete 36 credit hours of graduate courses in special education and research methods.
To learn more about the specific area that meets your needs, click on the Program Options tab above.
Intense Intervention License
The Intense Intervention Licensure Program is a 12-credit hour graduate program offered in collaboration with IU South Bend. This Intense Intervention Licensure Program allows the teacher to work with students with moderate, multiple, and severe disabilities.
For more information about the Intense Intervention Program click on the Program Options tab above.
Indiana License Types and Coverage
Teacher candidates are admitted under newly adopted rules established by the Indiana Professional Standards Board (the agency that governs teacher education in the state of Indiana). These rules are referred to as Rules 2002. In order for a teacher candidate to receive the Mild Intervention Certification, he or she must hold a current general education license.
The Mild Intervention license will be limited to the coverage (grade level) of the individual’s current license. That is, if a teacher enters the program with certification in elementary education, the license the teacher receives in Mild Intervention is limited to teaching at the elementary level. This will ensure the individual meets the “Highly Qualified” definition as set out in “No Child Left Behind”. However, the “Highly Qualified” status for secondary candidates will be determined by current licensed content areas (i.e., Language Arts, Math, Science, and Social Studies) or by the teacher candidate school corporation. In order to extend the coverage of their special education license (i.e., beyond the elementary or secondary level) additional coursework and/or practicum would be required.
Applying for a License
Upon completion of all degree and course requirements including the Praxis II test in Special Education, the candidate may apply to the state for the Mild Intervention License. Information about the new state licensing framework and standards for educational professionals may be found on the web site of the Indiana Professional Standards Board (http://www.doe.in.gov/educatorlicensing//).
Praxis II Special Education Tests
All teacher candidates who want to apply for a Mild Intervention License must take and pass the PRAXIS II Mild Intervention: Special Education Core Knowledge and Mild to Moderate Applications. In addition, all teacher candidates in our undergraduate mild intervention certification program, graduate mild intervention certification program, or masters program in special education will be required to pass the PRAXIS II Special Education Test.
The information that you will need is as follows:
IPFW Code: R1366
Name of Test - Special Education: Core Knowledge and Mild to Moderate Applications.
Test Code - #0543
Passing Score - 158
ETS Website: http://www.ets.org/praxis
Test at a glance: http://www.ets.org/s/praxis/pdf/0543.pdf
Preparation material: http://www.ets.org/praxis/prepare/materials/0543
Program Options
Undergraduate Certification
Once teacher candidates are admitted into the Teacher Education Program in the College of Education and Public Policy, they may begin taking classes for the certification in special education. EDUC K305/K306 and K307 are required courses for all General Education majors; these two courses are also the first required courses for Special Education. Contact one of the special education faculty members to set up an appointment to add the Special Education certification at the undergraduate level.
For more information about the Special Education Undergraduate Certification Option contact:
Dr. Jane Leatherman
Program Director
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Graduate Certification
The Graduate Certification program will allow the teacher candidate to obtain a Mild Intervention Teaching Certification. Teacher candidates are eligible to complete the coursework if they hold a current elementary or secondary education teaching license and wish to continue on for the special education certification.
The required courses are listed below; location of the course description is under the course information on this site. Please check Oasis for the most current course offerings. The first course is EDUC K505. The other prerequisites and co-requisites are listed with each course. For both courses EDUC K535 and EDUC K536 there is a co-requisite course (M501) which consists of 30 hours each of field experience in a school with K-12 students with disabilities. If the teacher candidate is currently employed by a school system, arrangements can be made for the 60 hours to be incorporated into the duties of the classroom or school. The last course in the program of study is EDUC K595 which is a practicum in special education. In order to meet the state of Indiana licensing requirements this practicum must be completed within the duties of the special education teacher (not a general education teacher of an inclusive classroom). This practicum may require the teacher candidate to make modifications to his/her current work position and/or responsibilities. Teacher candidates need to talk with a Special Education faculty advisor about the specific situation.
- EDUC K505: Introduction to Special Education for Graduate Students
- 1st course in the program
- EDUC K525: Survey of Mild Handicaps
- EDUC K535: Assessment and Remediation of the Mildly Handicapped I
- Co-requisite: EDUC M501 Service Learning for Diversity
- Pre: EDUC K 525
- EUDC K536: Assessment and Remediation of the Mildly Handicapped II
- EDUC M501: Service Learning for Diversity
- EDUC K541: Transitions Across the Life Span
- EDUC K553: Classroom Management and Behavior Support
- EDUC K565: Collaboration and Service Delivery
- EDUC K595: Practicum in Special Education (3 credit hours) (Practicum will be in Elementary or Secondary grade per initial license)
- Last class for the Mild Intervention License
For more information about the Special Education Certification Options and Masters of Science in Special Education contact:
Dr. Jane Leatherman
Program Director
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M.S. in Education with a major in Special Education
The Master of Science in Education with a major in Special Education will lead to a Mild Intervention Teaching Certification. A master of science in education program requires a minimum of 36 graduate credit hours. This program includes graduate coursework in Special Education and research methods. Teacher candidates are eligible to complete the coursework if they hold a current general education teaching license and wish to continue on for the special education certification and masters degree.
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Research Sequence and Thesis or Special Project in M.S. in Education with a major in Special Education
The program based on the scholar-practitioner model is designed to produce teacher candidates who are able to read, interpret, and apply research in the special education classroom. Candidates may choose if their culminating project in the Master’s program is a Master’s Thesis or a Special Project in Special Education. Candidates should discuss with their academic advisor their preferred path in order to complete the necessary courses within the allotted six and one-half years.
All teacher candidates are required to take EDUC P503, Introduction to Research, which will introduce candidates to various models of research. This course may be taken early in the program and will assist candidates in understanding the special education research articles that are required reading for the courses.
If the Master’s Thesis is the choice, then the candidate should take EDUC P501, Statistical Methods Applied to Education, which will give the candidate the necessary knowledge to design his/her own research thesis. The culminating activity of the Master’s in Education with a major in Special Education is a two-semester sequence consisting of EDUC K500-01, Thesis or Special Project (Part I), and EDUC K599, Master’s Thesis in Special Education. During this sequence, candidates will explore current trends and issues in special education, choose a thesis topic, write a literature review, develop a research study, implement the study, and write a thesis. The candidate will complete an Institutional Review Board approved research study. The final thesis will be bound and registered in the IPFW library. The thesis will consist of five-chapters: introduction, literature review, method, results, and discussion. Guidelines for the thesis will be provided to candidates during this two-course sequence.
If the Special Project in Special Education is the choice, then the teacher candidate should take EDUC P501, Statistical Methods Applied to Education, or another advisor approved graduate level course. The culminating activity of the Special Project in Special Education consists of EDUC K500-01 Thesis or Special Project (Part I), and EDUC K500-02 Special Project in Special Education (Part II). During this sequence, candidates will explore current trends and issues in special education, choose a special education topic, develop and implement a special project related to special education (i.e. curriculum material, original classroom management program). Guidelines for the special project will be provided to candidates during this two-course sequence.
The required courses are listed below; location of the course description is under the course information on this site. Please check Oasis for the most current course offerings. The first course is EDUC K505. The other prerequisites and co-requisites are listed with each course. For both courses EDUC K535 and EDUC K536 there is a co-requisite course (M501) which consists of 30 hours each of field experience in a school with K-12 students with disabilities. If the teacher candidate is currently employed by a school system, arrangements can be made for the 60 hours to be incorporated into the duties of the classroom or school. One of the last courses in the program of study is EDUC K595 which is a practicum in special education. In order to meet the state of Indiana licensing requirements this practicum must be completed within the duties of the special education teacher (not a general education teacher of an inclusive classroom). This practicum may require the teacher candidate to make modifications to his/her current work position and/or responsibilities. Teacher candidates need to talk with a Special Education Faculty advisor about the specific situation.
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Masters of Science in Education with a Major in Special Education Program Foundation Block: (24 semester hours)
- EDUC K505 Introduction to Special Education for Graduate Students
- EDUC K525 Survey of Mild Handicaps
- EDUC K535 Assessment and Remediation of the Mildly Handicapped I (Co-requisite: EDUC M501 Service Learning for Diversity)
- EDUC K536 Assessment and Remediation of the Mildly Handicapped II (Co-requisite: EDUC M501 Service Learning for Diversity)
- EDUC K541 Transitions across the Life Span
- EDUC K553 Classroom Management and Behavior Support
- EDUC K565 Collaboration and Service Delivery
- EDUC K595 Practicum in Special Education (3 credit hours)
- Research Block: (6 semester hours)
- EDUC P501 Statistical Method Applied to Education
- Or an advisor approved graduate level course
- EDUC P503 Introduction to Research
- Capstone to M.S. Program: (6 semester hours (Last Courses in the M.S. Program))
- EDUC K500-01 Thesis or Special Projects (Part I)
- EDUC K599 Master's Thesis in Special Education
OR
- EDUC K500-02 Special Project in Special Education (Part II)
For more information about the Special Education Certification Options and Masters of Science in Special Education contact:
Dr. Jane Leatherman
Program Director
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Intense Intervention Licensure Program between IPFW and IUSB Special Education Programs
A collaborative Graduate Intense Intervention Licensure Program will be offered by the School of Education at IPFW and the School of Education at Indiana University South Bend. This Intense Intervention Licensure program will be held on the IPFW campus via 2-way interactive broadcast.
The IUSB/IPFW program will meet the education requirements for initial licensure in Intense Intervention and will allow a teacher candidate to apply for the State of Indiana License to teach K-12 students in the moderate and severe categories of Special Education.
The program is a 12 credit hour program and the teacher candidate will be able to complete it in 1 year (fall, spring, summer).
However, depending on previous coursework some teacher candidates may need to take additional coursework in special education. A transcript will be needed from each teacher candidate to determine the exact number of courses required.
The first class will be in Fall on Tuesdays at 5:30 pm- 9:00 pm in Kettler room 147, IPFW campus.
Course sequence:
- K531: Teaching the Severely Handicapped I (Fall)
This course is the first course in the sequence of courses for teaching severely handicapped individuals. Its content focuses on the analysis of instructional methodology, the use of physical aids, and methods for providing instructional assistance.
- K532: Teaching the Severely Handicapped II (Spring)
This course focuses on analysis of the curriculum for severely handicapped individuals from birth through adulthood.
- K534: Behavior Management of the Severely Handicapped (Summer 1 Session)
This course focuses on planning, implementing, and evaluating interventions that are designed to change the incentive for performing task. Considerations of the physical, environmental, and instructional aspects of performance are made with respect to both the acquisition and maintenance of responses.
- K588/K595: Supervised Teaching in Special Education (1 credit-hour taken with each of the other courses)
This course provides the experienced classroom teacher with an opportunity to teach in a special class under the supervision of a licensed special education classroom teacher and a university special education supervisor.
For information about the program please contact Jane Leatherman, Program Director, at leatherj@ipfw.edu or 481-5742.
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Course Information
Undergraduate Courses
Graduate Courses
Undergraduate Courses
EDUC K305: Teaching the Exceptional Learner in the Elementary School, Cr. 3
This course focuses on knowledge, attitudes, and skills basic to the education of exceptional learners in the inclusive elementary education classroom.
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EDUC K306: Teaching Students with Special Needs in Secondary Classrooms, Cr. 3
This course includes an overview of the skills and knowledge necessary for effective instruction of students with dissabilities in inclusive secondary programs.
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EDUC K307: Methods for Teaching Students with Special Needs, Cr. 3
This course prepares teacher candidates to work with students with diverse abilities in inclusive settings.
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EDUC K352/M201: Education of Children with Learning Disabilities, Cr. 3.
P: K370. Educational programs for optimum growth and development of children with learning disabilities are covered. Study and observation of curricular content, teaching methods, and materials are studied. An initial practicum (M201) is included.
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EDUC K370: Introduction to Learning Disabilities, Cr. 3.
P: K305/K306 and K307. A basic survey of learning disabilities and related disabilities is covered. Definitions, classifications, diagnostic and treatment procedures are discussed and various educational viewpoints are explored.
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EDUC K371/M301: Assessment and Individualization of Instruction, Cr. 3.
P: K370. Emphasis in K371 is on assessment and remediation procedures that address math and reading problems of students with mild disabilities. An initial practicum (M301) is included.
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EDUC K441: Transition Across the Lifespan, Cr. 3.
P: K305/K306 and K370. This course is designed to give teacher candidates information and skills necessary to effectively teach students with disabilities at the high school level. An overview of characteristics of secondary students with mild disabilities, school programs, transition from school life to adult life, curriculum issues, and strategies of effective instruction for students with disabilities will be covered.
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EDUC K453: Management of Academic & Social Behavior, Cr. 3.
P: K305/K306 and K307. Survey principles of behavior management and social skills training are covered as teacher candidates apply information to educational environments. Teacher candidates learn how to define, observe, measure, record and change academic and behavioral patterns.
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EDUC K465: Service Delivery Systems & Collaborative Strategies, Cr. 3.
P: K305/K306 and K307 and K370. K465 reviews methods of implementing service delivery systems as they relate to the Individuals with Disabilities Education Act (IDEA). Consultation, collaboration, and teamwork strategies are emphasized.
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EDUC M470: Practicum in Special Education, Cr. 3-8.
P: All Special Education courses. Practicum in the final class taken toward a Special Education minor. This is a field-based course in which teacher candidates apply knowledge to the classroom setting. Grade: S or F.
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Graduate Courses
EDUC K500-01: Thesis or Special Project (Part I), Cr. 3
P: Consent of instructor. This course will provide teacher candidates an opportunity to investigate trends and issues in special education and develop their own research/special project for the final master’s degree requirement. Teacher candidates will review current policy and engage in roundtable discussions of current issues. Teacher candidates will select one topic of interest and complete an extensive review of the literature on that topic and design a research or case study for their thesis or special project.
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EDUC K500-02: Special Project in Special Education (Part II), Cr. 3
P: Consent of instructor. Teacher candidates will complete an extensive review of the literature, a research or case study, and a special project. Teacher candidates will submit the finalized product to the faculty of the special education program in partial fulfillment of the requirements for the Master of Science in Education with a Major in Special Education.
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EDUC K505: Introduction to Special Education for Graduate Students, Cr. 3.
P: Graduate standing or consent of instructor. Basic special education principles for graduate students with no previous course work in special education. Students cannot receive credit for both K205 and K505.
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EDUC K525: Survey of Mild Handicaps, Cr. 3.
An advanced survey of the literature relating to mild handicaps, including historical foundations, definitions, and current issues facing workers in the field.
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EDUC K535/M501 Service Learning for Diversity: Assessment and Remediation of the Mildly Handicapped I, Cr. 3.
P: K525. Emphasizes the collection and use of formal and informal assessment information for designing the content of individual educational plans for handicapped children in various academic areas such as reading and mathematics.
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EDUC K536/M501 Service Learning for Diversity: Assessment and Remediation of the Mildly Handicapped II, Cr. 3.
P: K525. Focuses on the analysis and selection of instructional materials, the use of assessment information, and the development and implementation of individual educational plans for mildly handicapped children.
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EDUC K541: Transition Across the Life Span, Cr. 3.
In this course, issues and strategies related to the array of transitions students with disabilities need to make as they progress from pre-school to public school and on to adult life are discussed. The course covers laws, policies and guidelines governing service provision across age groups and levels of instruction, and it addresses strategies for program planning, interagency cooperation and collaboration, and resource utilization.
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EDUC K553: Classroom Management and Behavior Support, Cr. 3.
The course provides basic knowledge and skills for: 1.) developing and maintaining a productive and proactive classroom environment, 2.) teaching students discipline, self-control, conflict resolution and other self-management skills, 3.) managing and preventing crisis behavior, and 4.) developing and implementing behavior intervention and management plans in classroom programs and in cooperation with parents, teachers, and other personnel.
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EDUC K565: Collaboration and Service Delivery, Cr. 3.
The focus of this course is on service delivery option and approaches to students needing special education services. It covers service delivery approaches or systems, such as continuum of least restrictive programs, wrap around services and systems of care. Collaborative skills, including effective communication strategies and consultation techniques also are stressed.
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EDUC K595: Practicum in Special Education, Cr. 1-6.
P: Consent of instructor. Provides for closely supervised field experience in various areas of special education.
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EDUC K599: Master’s Thesis in Education, Cr. 3.
P: 30 hours of graduate course work and consent of thesis advisor. The thesis may be an organized scientific study, action research in a classroom, or a systematic and comprehensive analysis of theory and practice in a specific area.
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EDUC P501: Statistical Method Applied to Education, Cr. 3.
An introduction to statistical methods needed for basic data analysis in education. Includes an introduction to distribution of variables, measures of central tendency, variability, hypothesis testing, correlation techniques, one-way analysis of variance, and simple regression analysis. Emphasis is placed on theoretical and computational skills.
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EDUC P503: Introduction to Research, Cr. 3.
Methods and procedures in educational research.
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Special Education Program Resources
Special Education Program Student Guide
Special Education Program Assessment and Requirement
2101 E. Coliseum Blvd.
