M.Ed. in Special Education
The Learning Behavior Specialist I (LBSI) program prepares teachers to provide educational services for children and adolescents with disabilities. The program is non-categorical in philosophy and content to the maximum extent allowed by the Illinois state guidelines for special education teacher endorsement. The program curriculum covers the knowledge and skills of the Illinois State Board of Education (ISBE) Content Standards for Special Educators-Learning Behavior Specialist I (LBSI). The LBSI program is accredited by the Council for the Accreditation of Educator Preparation (CAEP) and by the Illinois State Board of Education (ISBE).
Candidates that earn this degree from Loyola enter the field of education able to successfully meet the various and unique needs of students with learning, behavioral, emotional, mental, and/or physical disabilities in grades K-12. Using current research and best practices, candidates will be immersed in practical, hands-on experiences in developing and implementing curriculum, providing accommodations and modifications, and constructing individualized goals. Loyola’s non-categorical approach creates data-driven educators who meet students’ complex needs in individualized and diverse ways, including the use of Multi-Tiered Systems of Support and technology.
Options for the Degree
Option 1 for candidates without an existing teaching license.
This is a full-time field-based program designed for individuals who are just entering the teaching field and require an initial teaching license. These candidates will complete the Teaching, Learning, Leading with Schools and Communities program. Candidates also will be completing an additional course in the foundations of reading instruction to ensure they have adequate background in literacy education.
Option 2 for candidates with an existing teaching license.
This is a full or part time program designed to help candidates with an existing teaching license in a field other than special education to earn this additional endorsement. These candidates complete a summer practicum in lieu of student teaching.
Full time students are admitted to the program in the first summer session. The sequence of classes is as outlined above. Deviation from this plan will extend program completion.
Summer practicum usually begins during the last week of June and ends during the first week of August. These dates are planned around the Chicago Public Schools traditional school calendar.