Concentrations
Xavier's special education graduate programs include four stand alone major licensure and/or degree programs:
- Early Childhood Intervention Specialist (ECIS) licensure program prepares a student to serve as an intervention specialist with diverse students with disabilities from age three through the third grade level.
- Mild/Moderate Intervention Specialist (MMIS) licensure program prepares a student to serve as an intervention specialist with diverse students with disabilities in the low incidence areas covering Kindergarten through 12th grades.
- Moderate/Intensive Intervention Specialist (MIIS) licensure program prepares a student to serve as an interventional specialist with diverse students with disabilities in the high incidence areas covering Kindergarten through 12th grades.
- The Gifted/Talented Intervention Specialist (GTIS) licensure program prepares a student to serve as an intervention specialist with diverse identified students.
The coursework has been designed to provide the student with a sequential learning process designed to establish a diverse theoretical framework which is developed gradually through content specific courses that are integrated with professional application practices in field experiences.
The courses have been carefully planned so that a solid base of knowledge, which includes laws, theories, historical, human diversity and respect, developmental and professional practices, is provided with basic observational experiences. The course progression then leads the candidate to more specific information that addresses characteristics of learners, their learning differences to instructional strategies with emphasis on learning environments, teaching/learning relationships that are based on teaming/collaboration and good communication. The students then proceed to more demanding courses that involve the technical aspects of teaching - professionally and ethically conducting, scoring, and using assessment information for instructional planning and programming; developing, implementing and transitioning instructional planning; and, demonstrating professional and ethical practices in various diverse field/clinical experiences.