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Racheal Bencs
Adjunct Faculty
College of Education
Biography
Dr. Racheal Bencs received her Doctor of Education in Curriculum and Instruction with an emphasis on Special Education from Liberty University in November of 2022 with high distinction. Dr. Bencs also received her school administrator certification from Liberty University in August of 2022. Dr. Bencs completed her Master of Arts in Education in December 2019 from Mount Mary University. Dr. Bencs received her special education teaching certification as part of her master's degree. Dr. Bencs also has a Bachelor of Arts in Communication from the University of Wisconsin Parkside which was conveyed in December 2016. Dr. Bencs has worked as a special education teacher for the last 8 years, as a PBIS team leader since August 2022, and as a peer mentor for special education since August 2022. She currently serves on the Culture and Environment Team and completed her school administrator internship in August of 2022 to receive her principal license. Dr. Bencs also served on the Curriculum and Instruction Committee for two years and the Wellness Committee for 6 years. She is currently completing her Teacher Leader Network certification.
Education
  • Doctor of Education in Curriculum and Instruction: Special Education
  • Master of Arts in Education
Programs Taught
  • Bachelor of Science in Early Childhood Education and Early Childhood Special Education
  • Master of Education in Early Childhood Education and Early Childhood Special Education (Leads to Initial Licensure)
  • Master of Education in Early Childhood Education and Early Childhood Special Education (Does Not Lead to Licensure)
Classes
  • ECS-480A: Student Teaching- Kindergarten to Age 8/Grade 3: General Education Setting
  • ECS-480B: Student Teaching- Kindergarten to Age 8/Grade 3: Special Education Setting
  • ECS-550: Child Guidance and Classroom Management for Typical and Atypical Behaviors
  • ECS-555: Child Development Including Health, Safety, and Nutrition
  • ECS-565: Birth – Pre-K Practicum I
Research Interests
  • Dr. Bencs completed a Teacher Research project on the efficacy of Play-based Learning (PBL) for teaching numeracy skills to students with special needs from June 2019 through December 2019. Findings indicated that students with special needs responded well to interventions using PBL. Center activities worked best for number recognition development. Construction centers, when designed well, enabled the students to count out quantities to build specific designs using design cards. Math games also were effective means to teach numbers and quantities. The number train puzzle was also an effective means of promoting rote counting and developing number recognition, sequencing numbers, and counting out quantities using the train cars. Other outcomes identified were an increase in intrinsic motivation and engagement, the teacher's ability to extend learning through participation in a subordinate role, and playing alongside of the students to model more complex concepts. Designing the objectives in the centers was another area of discovery for this study. When the teacher incorporated specific task cards that aligned with the objectives, the learning outcomes closely aligned with the objective. When they were absent, the play narratives followed the direction of the students and did not necessarily address the learning objectives. All four students in the study showed significant growth from the pre and post-tests. Growth was recorded at two mid-points throughout the study as well over the 10 week study, and growth was progressive throughout the study.
  • Dr. Bencs completed an Applied Research Project that focused on improving Play-based Learning (PBL) within a district in Southeastern Wisconsin. The findings showed that equipment and materials, trained coaches, professional development using internal and external sources and the Professional Learning Community Model (PLC), and time allotted for play needed to be provided for effective implementation of PBL. Additional findings included the need for materials to be created for the teachers as they no longer were provided with paraprofessionals to support them within the classroom, the HMH curriculum needed to be integrated into the PBL centers, less focus placed on individual ELA blocked times, and that literacy, writing, math, science, and social studies elements be integrated into the curriculum. It was also found that the teachers should be part of the curriculum and instruction development committee to create a cohesively integrated curriculum that was age-appropriate for kindergarten students and to develop a comprehensive definition of PBL for the district. Recommendations were given including a timeline, potential costs, and training resources.
Licenses / Certificates
  • Trainer - Neurosequential Model
  • Level 1 Neurosequential Model in Education
  • Teacher Leader
  • Special Education Early Childhood License
  • Principal License
Awards
  • Encore Award - 2023
  • Omega Nu Lamboa - 2020
  • Lamboa Pi Eta - 2021
  • Kappa Delta Pi - 2021
  • Kappa Delta Pi - 2016
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