Special Education PreK-8 (MEd)
Name of Program
Special Education PreK-8 (MEd)
Credential
Master of Education
Certification: PA Instructional I – Special Education (PreK-8)
** To be recommended for certification, students must have a PA Instructional I or II certification in Grades PK-4, Grades 4-8, Reading Specialist PK-12, or any PK-12 area.
** Graduate students not holding a PA certification will not be eligible for PreK-8 Special Education certification. If they desire to enter the program to earn the degree only without certification, they will need to complete 9 credits in meeting the needs of diverse learners and 3 credits in ELL, unless waived by the Program Coordinator.
Introduction
The Master of Education: Special Education seeks to train students from a philosophical basis which reflects a biblical worldview to serve as teachers in Special Education in public and private schools. In order to earn the MEd, each student must complete the professional courses and field placements for a total of 39 credits in the program. Additionally, students must show competencies in Bible and Theology by completing four 1-credit Biblical and Theological Foundation courses or through a transcript evaluation. In order to be eligible for a PA Instructional I certification in Special Education (PreK-8), the student must hold a current PA Instructional I or II certification in Grades PK-4, Grades 4-8, Reading Specialist PK-12, or any PK-12 area.
The MEd: Special Education (PreK-8) is a blended program with courses containing online and face-to-face components. Students can complete the program in 2 ½ years taking classes during the fall, spring, and summer. Students will need to complete 6 credits of field placement in inclusive settings with at least one placement in a public school: Apprenticeship I (120 hours) and Apprenticeship II (6 weeks). The field placement coordinator will aid students in locating appropriate field placements.
Locations offered
Lancaster
Program Director
Dr. Julia Hershey, DEd
Dr. Hershey has served at LBC|Capital since 2009. Her prior experiences include teaching in K-12 classrooms in the United States and overseas. She brings that experience, as well as her love for leadership and student success, to her role as director of the program. Dr. Hershey’s areas of scholarship include curriculum, instruction, and teacher leadership. She loves working with graduate students as they integrate their practice with graduate studies. In the capstone Action Research class, she enjoys seeing teachers plan and implement research in their own classrooms, effecting change that impacts their professional journey as well as student learning.
Faculty List
Certification Officer, Field Placement Coordinator
Robert Dodson, EdD
Resident Faculty
Angela Becker, EdD
Diane Dick, PhD
Robert Dodson, EdD
Julia Hershey, DEd
Stacey Martin, EdD
Adjunct Faculty
Abigail Fried, MEd
Stephanie Fisher, MEd
E. Penny Clawson, EdD
M. Raluca Snyder, EdD
Program Core Competencies
1 - The teacher candidate will demonstrate the ability to integrate knowledge of content, pedagogy, resources and learners to design coherent learning experiences that are aligned with outcomes and that reach all learners. The special education teacher candidate will synthesize assessment data to design individual educational plans for students.
2 - The teacher candidate will demonstrate the ability to implement safe, equitable, learning-focused environments developed through appropriate rapport between student and teacher, responsiveness to the needs and cultures of all learners, and effective classroom management techniques in an organized physical environment. The special education teacher candidate will design appropriate least-restrictive learning environments for students.
3 - The teacher candidate will demonstrate effective instructional practices as characterized by
a) clear verbal, nonverbal, and media communication
b) reflective and responsive teaching using multiple instructional strategies
c) implementation of a variety of assessment measures
d) engagement of students in higher level thinking and learning,
4 - The teacher candidate will demonstrate professionalism by
a) adhering to ethical, institutional and legal guidelines
b) maintaining accurate records
c) seeking opportunities to grow professionally
d) reflecting on his/her own practice
e) collaborating with colleagues, parents, and the community
5 - The teacher candidate will integrate a biblical worldview. The teacher candidate will demonstrate a biblical worldview in his/her personal and professional life.
Special Education (MEd) Curricular Structure/Degree Requirements
Overview of Program Competencies
The MEd in Special Education is comprised of three areas: Professional Core and Program Courses for a total of 39 credits.
Additionally, students must show competencies in Bible and Theology by completing four 1-credt Biblical and Theological Foundation courses or through a transcript evaluation.
Biblical and Theological Studies Courses (1 credit each)
BTC 521 The Biblical Narrative - Old Testament
BTC 531 The Biblical Narrative - New Testament
BTC 561 Biblical Interpretation
BTC 571 Introduction to Christian Theology
Competencies and Credits for Each
| Competencies |
Credits |
| Professional Core |
15 |
| Program Courses |
24 |
Competency 1
Professional Core
| EDU 519 | Foundations & Framework for Learning | 3 |
| EDU 550 | Socio-Cultural Perpectives on Education | 3 |
| EDU 560 | Teacher's Life and Work | 3 |
| EDU 598 | Seminar in Action Research | 3 |
| EDU 599 | Project in Action Research | 3 |
Competency 2
Program Courses
| SPE 501 | Assessment and Special Education Processes | 3 |
| SPE 502 | Meeting the Needs of Students with Autism & Behavioral Disorders | 3 |
| SPE 503 | Teaching Students with Specific Learning Disabilities & Intellectual Disabi | 3 |
| SPE 504 | Teaching Students with Low Incidence Disabilities | 3 |
| SPE 505 | Professionalism, Ethical Practices and Collaboration | 3 |
| EDU 526 | Diagnostic Reading Assessment | 3 |
| EDU 570 | Apprenticeship I | 3 |
| EDU 585 | Apprenticeship II | 3 |
Application, Admission, Retention, and Graduation
Admission Requirements
Admissions to MEd Special Education
1.
Official transcript of a Bachelor’s degree in Education or its equivalent
2.
A cumulative GPA of 3.0 or better as documented on an official transcript from the undergraduate accredited institution *
3.
A valid Pennsylvania certificate at a minimum level of Instructional I (Grades PK-4, Grades 4-8, Reading Specialist PK-12, or any PK-12 instructional area)**
4.
Recent (within 1 year of admissions) Child Abuse, Criminal Record, and Fingerprinting Clearances
5.
Two references from individuals who can speak of the candidate’s abilities in the classroom
6.
Completed MEd application form and submission of required application credentials
https://www.lbc.edu/capital/admissions/
7.
Personal interview with the Program Director
Application Deadlines:
•
August 1 for Fall Semester start
•
December 1 for Spring semester start
•
April 1 for summer semester start
*Graduate students with a GPA lower than 3.0 may be admitted to the program under provisional status with Program Coordinator approval. In provisional admittance status, the student must maintain a 3.0 in the first 12 credits of the program in order to be fully admitted into the program.
** Graduate students not holding a PA certification will not be eligible for PreK-8 Special Education certification. If they desire to enter the program to earn the degree only without certification, they will need to complete 9 credits in meeting the needs of diverse learners and 3 credits in ELL.
Current LBC undergraduate students, already admitted into Teacher Certification Studies, who wish to apply will go through the admissions process the semester following their completion of 45 credits. Applications for these students must be completed and submitted by April 19 (Fall start) and November 11 (Spring start).
Students wishing to take courses solely for personal enrichment or Act 48 credits are classified as nonmatriculating students. Permission for enrollment in courses is based on completion of the Nonmatriculating Application and the adequacy of class space. If at a later time the student wishes to be admitted into the program, that student will need to go through the formal application process. Granting credit for courses taken while a nonmatriculating student is not automatic. The Program Coordinator will evaluate course work and grant or not grant credit on an individual basis.
Upon review of application materials, prospective students will be contacted by the Program Coordinator regarding their admission.
Retention
Retention in MEd Special Education
1. Minimum Cumulative GPA = 3.0
The criteria for retention are reviewed at the conclusion of each semester. Should the GPA fall below a 3.0 during the first three courses, the student is considered on probation for any certification. The student must meet with the advisor to determine a plan to raise the GPA to the minimum level. Student study groups and adjustment to schedules may help to restore the required grade levels. Further matriculation for the degree alone may also be in jeopardy.
If at the completion of the 4th course, the student has not raised the GPA, then the student will receive notice of academic dismissal. The student has the right to appeal through writing to the Registrar. The appeal will be considered by the appeals committee. If the appeal is denied, the student may appeal to the Provost.
Eligibility to enter Apprenticeship I
1. Successful formal admission and retention in the MEd Special Education program
2. Minimum Cumulative GPA = 3.0
3. Renewed Child Abuse, Criminal Record, and Fingerprinting Clearances (within 6 months)
4. TB test (within 6 months)
5. Proof of Liability Insurance
6. Completion of all graduate courses excluding Teacher’s Life & Work and Action Research
7. In good standing with Lancaster Bible College
Exit Criteria - Eligibility to be Recommended for Certification
1. Completion of all program requirements and field placement requirements
2. Conferral of degree(s)
3. A minimum of a satisfactory rating (1) in each of the 4 categories on the Pennsylvania Statewide Evaluation Form for Student Professional Knowledge and Practice (PDE-430). There must be 2 final forms. A minimum total of at least 4 points must be achieved on the final summative rating in order to be recommended for certification. The PDE-430 is completed by the college supervisor.
4. Successful completion of required certification tests (PECT). See appendix.
5. Minimum Cumulative GPA = 3.0
6. Submitted application to TIMS for PA teacher certification. See appendix.
7. The recommendation of the LBC Certification Officer
Program Completion
The program must be completed in a maximum of five years. If a student wishes to temporarily withdraw from a program, the student must notify the Program Director in writing. If a student needs an extension to continue the program after the five years, a written request must be submitted to the advisor and Program Director.
Academic Advising
Students will be assigned an advisor to monitor student progress and to provide encouragement through their studies. Advisors are available for in-person and email meetings. Students will receive and have access to the Handbook for policies and procedures. Additionally, the handbook contains advisement sheets. The Program Director will monitor student progress each semester and alert the student and advisor regarding any deficiencies to be addressed and criteria not being met. Prior to Apprenticeship I and II, the Program Director will audit the student’s file to ensure completion of necessary requirements for graduation and certification.
Continuous Enrollment
Even though students are part-time, continuous enrollment is expected. It is understood that extenuating circumstances occur which may prevent a student from enrolling in a given semester. However, this should be viewed as the exception in order to complete the program. Should a student not enroll for six months, he/she will be placed on non-student status and will need to reapply.