Professional Educational Diagnostician

Master of Science Degree (MS) Major: Curriculum and Instruction; Professional Educational Diagnostician

Faculty Contact: Dr. Martha Harris, (903) 223-3086; martha.harris@tamut.edu

Admission Requirements

  • Baccalaureate degree
  • Minimum of cumulative 3.0 GPA or 3.0 GPA in last 60 hours of undergraduate degree program
  • Letter of intent completed in the testing center
  • Passing score on the TExES exam
  • Resume
  • Official scores on the GRE or MAT
  • Educational Diagnostician certification requires additional application through the TK20 system.

Requirements must be submitted to the Graduate Studies Office by the designated deadline of first semester of enrollment.

Degree Requirements

Students should refer to their DegreeWorks degree audit in their Web for Students account for more information regarding their degree requirements.

Interdisciplinary Core Courses
ED 520Education Research Literature and Techniques3
Major Courses
SPED 520Technology for Inclusion3
SPED 525Special Education Law 13
SPED 541Assessment and Instructional Planning3
SPED 542Methods for Exceptional Learners I3
or SPED 543 Methods for Exceptional Learners II
SPED 547Cognitive Assessment 1,24
SPED 548Instructional Planning for Diagnosticians3
SPED 549Achievement Assessment4
SPED 566Behavior Management and Motivation3
SPED 585Practicum for Educational Diagnosticians1
Supporting Courses
ED 530Human Growth and Development for Educators3
Select three semester credit hours in RDG, PSY, COUN, or ITED Electives3
Minimum Hours for Degree36
1

 Prerequisite: Introduction to Exceptional Children Course (graduate or undergraduate course) within the last 5 years

2

 Prerequisite: Statistical methods course (may be undergraduate or graduate level)

Graduate Courses in Special Education Diagnostician

ED 520. Education Research Literature and Techniques. 3 Hours.

This course addresses the process and tools to locate, read, understand, and critique education research. The fundamental techniques of planning, conducting, and reporting qualitative and quantitative research will also be considered. Prerequisite: Must be admitted into the Alternative Certification Program.

ED 530. Human Growth and Development for Educators. 3 Hours.

This course examines cognitive, physical, psychological, and social development of humans from conception through adolescence (0-20 years). Theoretical frameworks, critical issues, and current research pertaining to each life-stage are included. Educational implications of domain specific developmental factors are highlighted. Study of the overlay of creativity, resiliency, and focus of control are added psychological variables integrated for further understanding of developmental influences on student success and/or failure in learning and school. Prerequisite: Must be admitted into the Alternative Certification Program.

SPED 520. Technology for Inclusion. 3 Hours.

This course focuses on developing students’ understanding of learners with special needs and the use of assistive technologies (AT) to meet the needs of such learners in inclusive settings. Students will investigate inclusion, accessible design, and using technology to meet the objectives of Individualized Education Plans of students with disabilities.

SPED 525. Special Education Law. 3 Hours.

This course explores special education legislation (federal and state) influencing the current practices in public and private schools, agencies, communities, and public services relative to individuals with disabilities.

SPED 541. Assessment and Instructional Planning. 3 Hours.

This course provides the student with experiences to develop competency in informal assessment procedures that address processing and learning. Students link the results of neurodevelopment assessment, curriculum-based assessment, and performance-based assessment to individualized instructional planning.

SPED 542. Methods for Exceptional Learners I. 3 Hours.

This course prepares teachers to meet the need of learners with moderate to severe disabilities, ages 3 to 21 years. The course content focuses on: methods of instruction for students with moderate to severe disabilities, research-based instructional interventions demonstrated to be effective with this specific population, and strategies to measure, document, and track student performance for the purpose of making evidence-based decisions and planning.

SPED 547. Cognitive Assessment. 4 Hours.

This course provides the students with experiences to develop competent skills in individual cognitive assessment for children, adolescents, and adults. Specific emphasis is on the administration and interpretation of formal standardized instruments. Prerequisite: SPED 549.

SPED 548. Instructional Planning for Diagnosticians. 3 Hours.

This course provides the students with experiences needed to develop legal and educationally beneficial Individual Education Programs (IEPs). Students use assessment results to write Individualized Educational Plan goals, and investigate collaborative planning key stakeholders. Prerequisite: SPED 547 and SPED 549.

SPED 549. Achievement Assessment. 4 Hours.

This course emphasizes the administration of formal standardized instruments, and the use of results for instructional planning.

SPED 566. Behavior Management and Motivation. 3 Hours.

This course examines motivational and behavior management theories and strategies. The use of functional behavioral assessment, as well as its application to intervention planning, is emphasized along with current research, issues, and trends.

SPED 585. Practicum for Educational Diagnosticians. 1 Hour.

This course provides a platform for students in the Educational Diagnostician program to actively "shadow" a practicing diagnostician while they complete their professional activities in public school in meeting time management, assessment, collaboration, legal and ethical requirements of their position. Additionally, students will demonstrate competency in administering individual cognitive assessments using the Wechsler Intelligence Tests and Woodcock-Johnson Cognitive Assessment Battery for purposes of eligibility determination, diagnosis, and individualized instructional planning.

Faculty

Dr. Martha Harris

Professor

Email: martha.harris@tamut.edu

Dr. Janis Murdock

Professor

Email: jmurdock@tamut.edu