Special Education Graduate Program Orientation AGENDA

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1 1. Welcome to Special Education Special Education Graduate Program Orientation AGENDA 2. a) Be sure to contact your advisor at the beginning of your program and regularly throughout your course of study. b) Most forms can be found on Moodle2 under Resources for Graduate Students candidacy form; licensure forms; applications for internships, comps, certificate programs, graduation, etc. c) People to know: Christine Priller, Graduate Studies Administrative Assistant: Cheryl Pendergraft, Education Office Administrative Assistant: Dean Atul Gupta: Program Emphases (1 st three are licensure programs) 1. Special Education General Curriculum 2. Special Education Adapted Curriculum 3. Early Childhood Special Education (ECSE) 4. Special Education Autism Spectrum Disorder (ASD) 5. Special Education Applied Behavior Analysis (ABA) Certificate Programs Young Children with Developmental Disabilities Autism Spectrum Disorder Students with Significant Disabilities Applied Behavior Analysis 4. Course sequence (for degree seekers) a. Types of courses listed in the catalogue: Prerequisites Special Education Core Courses Special Education Specialization Courses Capstone course Field-based course(s) b. No strict rules, but generally: i. Complete prerequisites, if required for you, as soon as possible (check w/ advisor) ii. If you are seeking initial licensure, be sure to take RDNG 625, Survey of Effective Reading Strategies early in your program and plan to take the RVE exam at the end of the course. Reading 625 is offered online in the fall semesters and it fills up fast. If you are looking for electives, RDNG 640 and 672 are very good courses. iii. Seminar in SE (SPED 680) take toward the end of your program. It will help you prepare for the comprehensive examination. It is offered once a year.

2 iv. Remember, some courses are offered every other year, so plan accordingly. A published 4-year course plan is available from the Graduate Studies Office. c. Meet with advisor to plan sequence and record it on the Application for Candidacy form (This form is typically completed when you ve completed between 6 and 12 credit hours). 5. Comprehensive Exam (for degree students) a. Typically taken in last semester of coursework or during internship b. Administered each year in November (1 st Saturday), March (3 rd Saturday), and June (4 th Saturday) c. Complete the Comprehensive Exam Application in the semester prior to the exam (check with Christine Priller or download from Moodle) d. Exams may be completed on a computer or handwritten. e. Accommodations are made on an individual basis for students with disabilities when requested and documentation provided to the Disability Services Coordinator (DSC), Julia Timmons, timmons.j@lynchburg.edu, phone (434) no later than 1 month prior to the scheduled exam date. 6. Field Experiences 1. All degree seeking students must complete a field-based experience. There are two types: 1. Internships (SPED , or SPED or SPED ): for students who are seeking their initial teaching license via Lynchburg College. 2. Advanced Applications in SE: SPED 694 (ASD Field Experience) or Sped 695, which are for students not seeking initial teacher licensure. Typically these are students who are seeking their initial teaching license via the local school district in which they are employed. 7. All degree students, regardless of licensure, must complete a minimum 36 credit hours in order to graduate. Only exception is for students getting a 2 nd Masters. 8. You must complete the Application for Graduation in your last semester. 9. Degree students who are seeking their initial teaching license via their school district must pass the following examinations, as prescribed by the Virginia Department of Education: Virginia Communications and Literacy Assessment (VCLA). The writing and reading portions of the VCLA are required for all licensure candidates. The passing score of 235 in reading and writing is required. The VCLA is also available on the computer by appointment at Pearson Testing Centers but requires advanced registration at Reading for Virginia Educators: Elementary and Special Education (RVE). Take the RVE after completing RDNG 625. Elementary and special education students

3 are required to take the RVE for licensure. The passing score of 157 is required for licensure. More information can be found at: Highly Qualified teacher depends on your teaching situation. Check with your school district. The state requirements for training in preventing and responding to child abuse/neglect and instructional technology are typically met via the school district in which you are employed. Students seeking initial licensure via Lynchburg College must take the following examinations (required by the Virginia Dept. of Education): In order to be admitted to the Student Teaching Internship, must pass Praxis Core Math (150 passing score). Students who meet the SAT/ACT score exemptions do not have to take the Praxis Core Math. These SAT scores are: 1100 combined score for math and verbal sections, with at least 530 on each of these sections (scores earned since April, 1996). Praxis Core Math exam is available in a computer-based format by appointment from Prometrics Testing Centers (Lynchburg Center: 8116 Timberlake Road; phone: 434/ ). For Praxis Test Preparation and Free Online Practice: Virginia Communications and Literacy Assessment (VCLA). There is no SAT/ACT exemption for VCLA scores. The writing and reading portions of the VCLA are required for all licensure candidates. The passing score of 235 in reading and writing is required. The VCLA is also available on the computer by appointment at Pearson Testing Centers but requires advanced registration at Reading for Virginia Educators: Elementary and Special Education (RVE). Take RVE after completing RDNG 625. Elementary and special education students are required to take the RVE for licensure. The passing score of 157 is required for licensure. More information can be found at: Highly Qualified teacher depends on your teaching situation. For questions, see Dr. Lichiello at lichiello@lynchburg.edu or The state requirements for training in preventing and responding to child abuse/neglect and instructional technology are offered at Lynchburg College. Attendance at the Monday afternoon seminars at LC is required for licensure. 10. Online-access from home: i. To access Moodle 2 from home type ii. Enter Password: SS# without the dashes (or password that was given to you when you registered) b. To access LC from home: i. Type mail.lynchburg.edu in the address box; hit enter ii. Enter user-name in log-in box (e.g., Barnhill_e); hit enter iii. Enter password: (SS# without dashes unless you have already changed your password); hit enter

4 c. You will receive important s on your Lynchburg College account. If you prefer to use a different account, you need to change this by logging on mylc and following the steps below. Otherwise you will miss important s and updates from the College. -Go to mylc.lynchburg.edu -Log into mylc -Then choose STUDENTSONLINE -You need a four-digit PIN number to access that info -If you don t know that number, click on the link to have one sent to your student . -After you have logged into Studentsonline successfully, there is an MANAGEMENT option. -You have the option to type in an alternative address i.e. yahoo, or hotmail -After an overnight update, all mail that is currently being sent to your student mail address will be forwarded to that alternative mailbox. -If you still have your student address in Moodle, messages sent via Moodle will still be forwarded to their other address. d. To access Library search engines from home: i. Go to MYLC homepage or ii. Type in iii. You will be prompted to submit your credential by entering your user-name (e.g., Barnhill_e), then password iv. In drop down box under Articles is a Subject Box; click Education and Human Development. Most commonly used search engine for full, online text articles is Education Research Complete 11. Purchasing textbooks a. Go to LC Bookstore website: b. Be aware of the first week s opening times, plan accordingly c. Store hours are posted on the College website. d. Purchasing from Internet sources OK, but be sure you have the correct edition 12. Writing and researching for course projects a. Work should be for the course in which it s required. b. Work should be original i. Familiarize yourself with plagiarism prevention guidelines ii. Some professors require that you post your papers on the Turnitin.com website for an originality analysis. c. Types of graduate projects: i. Literature reviews ii. Powerpoint presentations (if you don t know how to develop a Powerpoint slide presentation, don t stress it s user friendly and we ll get you in touch with resources on campus to assist you) iii. Field-based assignments d. Formal papers/projects require APA formatting. There are many resources around campus to help you with learning APA. Some include:

5 i. An APA summary sheet and reserve manual are available in the LC library (Ask at the desk) ii. Go to LC Library Homepage. Click on Writing & Citing on the green bar at the top of the page. Then click on Citation Guides. Click here and then under APA style click on print sources or online sources. iii. Consider purchasing the latest edition APA manual (6 th edition) iv. Check with the professor e. You can seek assistance with any papers or projects via the Alton L. Wilmer Writing Center, located on campus. It s free. f. Many professors will require peer-reviewed articles be used for research. Wikipedia is NOT an acceptable source, nor are popular magazines for research. g. The librarians offer free research appointments to help you search for peerreviewed articles for research assignments Link to our LC librarian, Jenny Horton: Professional Organizations (most have professional journals that are included with membership). Because you are a student, you qualify for student membership rates (but you ll need your advisor s signature on the application form). Some examples are: a. Council for Exceptional Children (CEC) b. Council for Learning Disabilities (CLD) Professional Conferences (usually, there are student registration rates, but they require advisor s signature) conferences are held at the local, regional, state, national, and international levels. Co-presenting/authorship with your professors is strongly encouraged. 14. Tips for success: a. Communicate interests to your professors. Discuss your passion for certain topics and issues in courses during and after class. Share website addresses you ve found, interesting articles, etc. b. Ask lots of questions and make comments both in class and online. c. Participate in class discussions, being sensitive to other students and to time constraints. d. Meet your classmates and organize study groups. e. Develop effective study strategies and routines. f. When writing papers get into the routine: Write sleep on it read it edit as necessary and it s always good to read your paper aloud. g. Write draft papers and seek feedback. Access the Writing Center if needed. h. Take initiative. For example, visit a school that has a program similar to the one being described in the course. i. Keep faculty informed of your progress and possible concerns about the schedule. j. Go to class and if you have to miss, inform instructor beforehand. Ask a classmate to save copies of handouts for you.

6 LC Faculty Members and Program Coursework: Dr. Gena Barnhill, Associate Professor, Director of Special Education Programs, (Coordinator of the ASD Certificate Program, ABA Certificate Program and Students with Significant Disabilities Certificate Program) o Survey of Special Education o Positive Behavioral Interventions o Psycho-educational Assessment o Ethics and Professional Conduct for Behavior Analysis o Autism Spectrum Disorder courses Dr. Andrew Bruce, Assistant Professor o Positive Behavior Interventions o Social, Functional, and Transition Programming o Language Development/Instruction and Assistive Technology o Characteristics of Youth with Learning Disabilities and Emotional/Behavioral Disorders o Academic Instruction for Students with Disabilities Dr. Glenn Buck, Elizabeth Forsyth Professor of Education, (Coordinator of the Early Childhood Special Education Program) o Program Design and Instructional Methods in Special Education o Seminar in Special Education o Characteristics of Individuals with Intellectual and Developmental Disabilities o Survey of Special Education o Early Childhood Special Education courses Dr. Deanna Cash, Assistant Professor o Collaboration in Special and General Education o Psycho-educational Assessment o Early Childhood Special Education courses Professor Merrill Tolbert, Associate Professor o Special Education-Adapted Curriculum courses

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