Collaboration In Special Education

1324 Words3 Pages

Collaboration
Mrs. Davis is an Educational Diagnostician in Colslaw ISD. She is working with a group of school administrators and teachers at Harvey Elementary. This team is sharing and discussing assessment data on several of the special education students that are mainly served in inclusive classrooms and are and are also taking the regular STAAR test. (a) For this collaborative context, identify specific professional roles and responsibilities of the Diagnostician, special education teachers, general educators, and school administrators. (b) Discuss specific challenges and skills that Educational Diagnosticians face in identifying students’ educational needs that are derived from large scale and formal assessments and communicating with …show more content…

The main mission of large scale assessment is to measure group performance, individual performance, drive instruction, measure effectiveness of instruction, measure student growth over time, and measure if students are acquiring basic skills. In 2001 legislation implemented the No Child Left Behind Act (NCLB) which required states to develop assessment systems that reported on content standards and measured student achievement based on performance using these content standards (Salvia, Ysseldyke, Bolt, 2013). The STAAR test is the assessment system used in the state of Texas to measure student performance based on the content standards set forth by the state of Texas and is governed by NCLB (Bolt & Quenemoen, 2006). The following paragraphs will discuss the challenges, roles and responsibilities for educational diagnosticians, special education teachers, general education teachers and administrators face when analyzing a large scale and formal …show more content…

First educational diagnosticians select what test to administer depending on the area the student is having difficulty in, interpret assessment data, and the diagnosis of learning disability. Secondly, educational diagnosticians determine what students receive interventions and in what area the students requires interventions and suggestions of instructional strategies to use to improve student achievement in the areas of deficit (Chappell, Stephens, Kinnison, Pettigrew, 2009). Third, educational diagnosticians ensure that students with disabilities have access to the different educational programs available to the maximum extent possible. Fourth educational diagnosticians use conflict resolution skills when collaborating with different stakeholders and help provide instructional strategies for special education teachers and general education teachers (Sutton, Montani, Frawley, & McElroy, 2014). Finally, educational diagnosticians are experts in the referral process for special education, assessment, and bridging assessment data to instructional strategies. The educational diagnostician encounter many challenges when selecting program services for student with disabilities. Important to realize the assessment process

Open Document