Mild/Moderate Educational Needs Licensure Preparation (Non-degree)
School of Lifespan Development and Educational Sciences
405 White Hall
The non-degree graduate Mild/Moderate Educational needs program is designed for individuals who have a bachelor's degree and want to become licensed through the State of Ohio to teach students with mild/moderate disabilities. Students with mild/moderate disabilities are distinguished from students with more severe disabilities by greater participation in the general academic curriculum. Mild/moderate disabilities include learning disabilities, emotional and behavioral disorders, ADHD, mild intellectual disabilities, and autism spectrum disorder without accompanying intellectual impairment.
Students with mild/moderate disabilities typically require varying levels of intervention and support in one or more specific areas - academic achievement (e.g., reading, math, content areas); social and emotional learning; adaptive behavior; school success skills; and (in older grades) career training and post-school transition. Students with mild/moderate disabilities may be taught in general education classrooms, resource rooms, self-contained classrooms, or special schools, depending on their needs. Mild/Moderate teachers may teach in small groups or one-toone; they may partner with other educators and school personnel to support students with mild/moderate disabilities and, in some cases, general education students who need additional assistance.
Non-degree Mild/Moderate Educational Needs Licensure coursework and field-based experiences are prescribed based on the program approved for KSU by the Ohio Department of Education (ODE). Previous coursework may be considered if appropriate and current. The prescribed coursework enables candidates to become eligible to apply for a teaching license from ODE.
The non-degree program is not a Master’s degree program. Students interested in obtaining a teaching license and a Master’s degree from KSU must also be fully admitted into the Master’s degree program and complete the prescribed coursework on the Master's degree prospectus, in addition to courses that are prescribed here for licensure.
Candidates seeking Ohio teaching licensure are required to pass specific requirements in order to apply for licensure from the Ohio Department of Education (ODE). Students should consult the Special Education Department for specific program requirements and refer to the Ohio Department of Education - Educator Preparation website for more information on assessments specific to licensure type.
Fully Offered At:
- Kent Campus
- Official transcript(s) from baccalaureate program
- Minimum 3.000 GPA
- Goal statement
- Two letters of recommendation
- Questions in Anticipation of Licensure form
- Praxis Core (reading, writing and mathematics exams) or evidence of valid teaching license
For more information about graduate admission, please visit the Graduate Studies website.
Program Learning Outcomes
Completers of this program will be able to:
- Use appropriate assessment methods and data to design and evaluate individualized, research validated academic instruction and behavioral supports that address the characteristics and special educational needs of learners with mild/moderate disabilities.
- Identify and implement individualized, evidence-based academic and behavioral practices that maximize the learning of students with mild/moderate disabilities within the general education curriculum, as appropriate for the individual learner.
- Understand frameworks for delivering effective special educational practices for learners with mild/moderate disabilities across a continuum of service delivery options (from inclusive to more specialized settings). Frameworks include 1) special education law 2) multi-tiered systems of support 3) family-professional collaboration.
|Additional Coursework if not Completed at the Undergraduate Level|
|Curriculum courses: 21 credits required, must include 12 credits of Reading Instruction and 3 credits of Phonics. Choose from the following:|
|CORE AND DIFFERENTIATED INSTRUCTION FOR MATHEMATICS|
|CORE AND DIFFERENTIATED INSTRUCTION FOR SOCIAL STUDIES AND SCIENCE|
|THEORY AND PRACTICE IN THE TEACHING OF READING|
|DIAGNOSIS AND REMEDIATION IN READING|
|TEACHING WRITING AS A PROCESS|
or CI 67330
|READING IN CONTENT AREAS|
|APPROPRIATE PHONICS INSTRUCTION FOR KINDERGARTEN AND PRIMARY CHILDREN|
or MCED 50005
|EFFECTIVE USE OF PHONICS IN READING|
|TEACHING READING WITH LITERATURE IN MIDDLE CHILDHOOD|
|SPED 53010||FAMILY AND PROFESSIONAL COLLABORATION||3|
|SPED 53030||APPLIED BEHAVIOR ANALYSIS I: THEORY AND TECHNIQUES||3|
|SPED 53031||APPLIED BEHAVIOR ANALYSIS II: APPLICATION||3|
|SPED 53040||SUPPLEMENTAL AND INTENSIVE INSTRUCTION FOR LANGUAGE AND READING DIFFICULTIES||3|
|SPED 53070||PLANNING AND PROGRAMMING FOR TRANSITIONS||3|
|SPED 63200||INTRODUCTION TO EXCEPTIONALITIES||3|
|Mild/Moderate Core and Field Experiences Requirements|
|SPED 53022||INDIVIDUALIZED PROGRAMMING AND ASSESSMENT IN SPECIAL EDUCATION||3|
|SPED 53041||SUPPLEMENTAL AND INTENSIVE INSTRUCTION FOR MATHEMATICAL DIFFICULTIES||3|
|SPED 53050||CHARACTERISTICS OF STUDENTS WITH MILD/MODERATE INTERVENTION NEEDS||3|
|SPED 53062||DIFFERENTIATED CORE INSTRUCTION: FRAMEWORKS AND PRACTICES||3|
|SPED 63092||FIELD EXPERIENCE IN SPECIAL EDUCATION||3|
|SPED 63992||STUDENT TEACHING IN SPECIAL EDUCATION||4-8|
|SPED 69525||INQUIRY PROFESSIONAL PRACTICE||3|
|Minimum Total Credit Hours:||40|