Intervention specialists

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RDC_girl

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Anyone else notice lately that a lot of people are signing up saying they are intervention specialists and want questions asked. lol.

I just think its funny. Just my thought
 
Yes, I've noticed that. It must be a class project.
 
they just come on and ask questions, get what they want, and leave... its not very nice lol
 
I am glad someone else has been curious.

I have wanted to ask..

Just what is the job description for an Intervention Specialist.
 
ASLGAL said:
Just what is the job description for an Intervention Specialist.
Click to expand...

According to the University of Dayton website: University of Dayton Admission / Majors / Intervention Specialist (Special Education)

"Visit the Intervention Specialist (Special Education) home page at Department of Teacher Education

This program prepares students for a career teaching children with mild to moderate special learning needs, grades K-12. Students will graduate prepared to teach in inclusive general education classrooms, as well as in special education settings. This program results in provisional licensure to teach students K-12 who have learning disabilities, mild to moderate retardation or mild behavior disorders.

Career opportunities

Research indicates teachers licensed in special education are in high demand. A variety of job possibilities are available, which students can view on the Council for Exceptional Children or the National Clearinghouse for Professions in Special Education. Students qualifying for teacher licensure through the School of Education and Allied Professions are aided in securing teaching positions by Career Services. Interviews with prospective employers are conducted on campus in some cases.

Intervention specialist at the University of Dayton

The purpose of the intervention specialist program is to prepare teachers as special educators who are humane and competent, with an understanding of the learner at various ages and stages of development, from various cultures, socioeconomic levels, ethnic groups and ranges of abilities. Understanding family diversity (i.e. economic, linguistic, cultural and ethnic lines) and its impact on the learner is important to succeeding in the intervention specialist program, as is the understanding of disabilities as they affect each individual learner. The issues of transition and inclusion present unique challenges for addressing adaptations, accommodations and student empowerment strategies. Classrooms, community settings and job sites are utilized as teaching and learning environments for preparing the intervention specialist to meet the needs of a spectrum of learners falling within the mild to moderate range of disabilities.

A variety of field and clinical experiences provide students with firsthand knowledge of the typical, as well as the divergent, learner. Through clinical activities, varied field experiences and student teaching, students preparing to be intervention specialists have multiple opportunities to plan for groups and individual learners. As application is made at the field site, faculty, clinical faculty and field-based mentors extend each student's instructional planning knowledge base gained in the on-campus curriculum courses.

All University of Dayton teacher education programs are built upon critical thinking and self reflection. During their first year, students begin to reflect upon their own growth related to the educational experiences provided. Students continue to reflect in intervention specialist course work through the use of portfolios, post-class inventories, journals and reflective papers. Course work also introduces students to community agencies and professional groups associated with special education. UD has an active Student Council for Exceptional Children that permits students access to local, state and national meetings.

Students in this program are expected to maintain a minimum GPA of 2.5 and display professional and ethical behavior.

Highlights

The departmental theme of "Teacher as a Reflective Decision Maker in a Pluralistic Society" and the School of Education and Allied Professions' theme of "Building Learning Communities through Critical Reflection" provide both the framework and the focus of the program. Students experience teamwork and decision making as they form respectful values and attitudes toward others. Methods courses for intervention specialist majors are offered during one term in a "BLOCK" format. The "BLOCK" enables faculty to show relationships among courses such as curriculum, methods, assessment and career/vocational planning for students with mild to moderate disabilities.

Throughout all four years, students participate in teaching experiences in area schools. Each student completes extensive hours of field-based experiences before student teaching. Students are supported by faculty of the department and by cooperating special education teachers on the staffs of local schools. The department has an advisory committee comprised of practicing educators who foster a collaborative relationship between theory and practice, and between the University and the schools.

Licensure

The School of Education and Allied Professions is accredited by the National Council for Accreditation of Teacher Education (NCATE). The intervention specialist program is accredited by NCATE, based upon standards established by the International Council for Exceptional Children, the special education "learned society." Generally, Ohio licensure granted in the School of Education and Allied Professions extends to most states. By the end of their first year, students must pass the Praxis I, formerly known as the Pre-Professional Skills Test, which assesses reading, writing and mathematics skills. Licensure is contingent upon students' successfully passing a state-mandated exit examination, Praxis II, that tests students' knowledge in the principles of learning and teaching, and the content area of specialization. Passing scores for the Praxis II are established by the state of Ohio.

Students completing the intervention specialist program will receive a two-year Ohio Provisional Teacher License, K-12. Students who graduate from the intervention specialist program meet the Ohio 12-semester-hour reading course requirement."
 
I noticed too and I dont have the time to repeat my experiences to every one of them so I started directing them to the more appropriate categories.
 
Maybe they could be combined into one thread? That would reduce the repetition.
 
or sticky them at the top of the appropriate pages so students looking for answers can go directly there.

It has to be a class project. One students tells another where to get 'easy' answers then it starts to have a domino effect. I sort of hope they get docked a letter grade for everyone having used the same source (it would be considered cheating in some schools).

Its sad, kids today don't know how to write a REAL research paper. You gotsa go to the library and check out several books, read em, string the info together on notecards then bang it out on the comp. I can write a complete research paper with multiple references with no internet references in about 30 days. It really wasnt that hard, you just had to do alot of reading and notetaking and writing down important information.
 
shel90 said:
I noticed too and I dont have the time to repeat my experiences to every one of them so I started directing them to the more appropriate categories.
Click to expand...

Yeah, if they are students, they certainly need to learn how to research their own topics, rather than asking it to be spoonfed to them.
 
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