The graduate license addition in Special Education (Exceptional Needs – Mild Intervention) can be completed residentially or online and is for individuals who currently possess a practitioner (teaching) license at the elementary (K-6), secondary (5-12) or preschool through grade 12 (P-12) levels. It can also be completed by individuals who possess an emergency permit in Exceptional Needs – Mild Intervention if they are currently licensed in another content area. This program prepares currently licensed teachers to educate students with mild/high-incidence disabilities in various educational settings and the license is added to the same instructional level (K-6, 5-12, or P-12) as the teacher’s current practitioner license.
- Application Deadlines
Starting Semester Deadline Fall Jul 1 Spring Nov 2 Summer Apr 1 International students are encouraged to apply early to allow extra time for their materials to arrive. - Admissions Requirements
In light of the COVID-19 pandemic, the Graduate Studies Office will accept unofficial transcripts and self-reported test scores for admission reviews. Any admission made with these documents would be conditioned on receipt of official documents, which should be provided as soon as possible.
- Bachelor’s degree from an accredited institution
- Minimum undergraduate GPA of 2.75 out of 4.00
- Current practitioner (teaching) license at the elementary (K-6), secondary (5-12) or preschool through grade 12 (P-12) level
- Completed online application that includes:
- Transcripts
- Personal statement
- Two letters of recommendation
- Copy of teaching license
- Program Requirements
- Funding
- Learn about the variety of fellowships and assistantships that are available to graduate students.
- Visit Student Central for information about financial assistance.
- Consult your employer about the availability of tuition reimbursement or tuition assistance programs.
- Active duty military, veterans, and military families should visit the Center for Veteran and Military Students to take full advantage of available financial assistance and educational benefits.
- License Addition Information
To add licensure in Exceptional Needs – Mild Intervention to an existing practitioner license, individuals are required to complete 21-30 credits of coursework, pass two Indiana CORE assessments, and complete eight portfolio expectations under the guidance of a licensed special education teacher. The number of credit hours required is determined through an evaluation of each teacher’s prior coursework and current teaching license. The Exceptional Needs -Mild Intervention license is added at the same grade levels listed on the individual’s current practitioner license.
The two Indiana CORE assessments are:
- Exceptional Needs – Mild Intervention (Code: 025)
- Exceptional Needs – Mild Intervention: Reading Instruction (Code: 064)*
*Individuals are exempt from taking the Indiana CORE assessment in Exceptional Needs – Mild Intervention: Reading Instruction (064) if they meet one of the following conditions:
- Have a current teaching license as an Elementary Generalist (P-6) and have passed the Indiana CORE assessment in Elementary Education Generalist – Subtest 1: Reading and English Language Arts (060), OR
- Have a current non-special education teaching license and have passed the Indiana CORE assessment in Reading (038).
The eight portfolio tasks include:
- Teaching Reading and Writing
- Individual Development
- Instructional Strategies
- Diverse Learners
- Classroom Management and Community
- Multicultural Understanding
- Evaluating Students’ Learning
- Collaboration
Students may need to enroll in EDUC-S 500 more than once to complete the required portfolio tasks.
Contact Us
Gretchen Butera
ED 3212
(812) 856-8153
gbutera@indiana.edu
This program prepares teachers to:
- design lessons that incorporate practices, programs, and methods that are supported by research,
- use assessments to inform instruction and monitor students’ progress
- select and use assistive technology,
- manage classroom environments,
- collaborate effectively with school-based professionals (e.g., teachers, administrators, school psychologists), outside agencies, and students’ families,
- support students’ social and emotional learning,
- develop and implement high-quality individualized education plans (IEPs), and support students’ learning through accommodations, modifications, universal design for learning, and differentiated instruction.