Program type:

Teaching Certification

On Campus
Est. time to complete:

1-2 years
Credit Hours:

Make sure every student's educational needs are met.
Learn to assess and diagnose the special learning needs of students using a variety of standardized assessments and curriculum based assessments; provide consultation and prevention and intervention strategies within an educational setting. Graduates are employed as Educational Diagnosticians or teachers who are qualified to address assessment issues in the classroom.

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Why Earn a All-Level Educational Diagnostician Administration Certification?

The College of Education offers an Educational Diagnostician Certification for candidates who already hold a master’s degree. This certification is designed for students who want to be employed as an Educational Diagnostician or for teachers who are interested in assessment issues in the classroom.

A focus of this concentration is on Curriculum Based Assessment and the implications it holds for teachers making curricular decisions. In addition, upon completion of the certification requirements, students will be certified to administer standardized tests including the WISC, WIAT, WJ-COG, WJ-ACH, KTEA, KABC, Stanford Binet and various other individual measurements.

All-Level Educational Diagnostician Administration Certification Highlights

Functional curriculum that enables them to immediately enter the professional workplace prepared to meet the highest professional expectations and challenges.
Know and use appropriate assessment instruments with individuals, groups, and for identification and program effectiveness.
Identify and implement appropriate instructional strategies with diverse learners, preschool through adult.
Know and develop effective individualized education plans.
Get practical experience doing charitable testing and work for advocacy groups.

All-Level Educational Diagnostician Administration Certification Courses You Could Take

Classroom and Behavior Management Strategies for Exceptional Learners (3 hrs)
Introduces students to the principles and practice of applied behavior analysis (ABA) in school settings involving students with special needs. Focuses on the fusion of scientific or evidence-based practices with ethical principles in the design of a function-based behavior intervention plan (BIP) for a person with a disability who displays behavior problems.
Assessment of Autism Spectrum Disorder (3 hrs)
Focuses on evidence-based practices for the assessment and identification of autism spectrum disorder (ASD). The various components of a comprehensive evaluation are discussed. Various evaluation tools and procedures are reviewed and demonstrated.
Educational Appraisal of Exceptional Learners (3 hrs)
Examinations of basic testing procedures and terminology as related to the exceptional learner. Analysis of statistics used in test development and interpretation of test data. Use of test data in developing individual education plans. Examines curriculum-based assessment issues. Focuses on the development and use of knowledge and practical skills necessary for effective administration and interpretation of authentic assessment and documenting student achievement gains among diverse and exceptional learners. Field experiences include administration of academic and teacher-made assessments.
Assistive Technology (3 hrs)
Review of recent legislation governing the need and use for assistive technology for individuals with IEP or 504 plans. Issues concerning assessment, ownership, costs and availability are reviewed.
Special Education Programs and Practices (3 hrs)
Presentation of special education roles, placement alternatives, legal implications, current status and trends in special education. Analysis of categories of exceptionality, characteristics and terminology.
Collaboration with Parents, Paraeducators and Professionals (3 hrs)
Communication and collaboration models and strategies in working with parents, caregivers and professionals concerned about exceptional learners. Emphasis on the changing definition of families and changing demographics and the implications these changes have for effectively involving others in the decision-making for exceptional learners.

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