Learning Environment & Situational Factors to Consider

1.  Specific Context of the Teaching/Learning Situation

How many students are in the class?  Is the course primary, secondary, undergraduate, or graduate level?  How long and frequent are the class meetings?  How will the course be delivered: live, online, blended, flipped or in a classroom or lab?  What physical elements of the learning environment will affect the class? What technology, networking and access issues will affect the class?

• Program expected to have 8-12 participants.

• The program consists of professional adult learners with previous teaching experience, working as a first-year educational diagnostician.

• The educational diagnostician program will be delivered in a blended learning environment.

• A physical barrier may be reserving the special education resource room.

• Although there are no expected technological or network issues foreseen, on barrier may be participants level of proficiency with technology.

2.  General Context of the Learning Situation

What learning expectations are placed on this course or curriculum by: the school, district, university, college and/or department?  the profession?  society? 

Texas Education Agency Standards

• Knowing the motive, philosophy and legislative requirements of assessment and special education services is expected.

•  Ethics are essential to providing services through practice.

• Establishing relationships with other players in the educational process, such as parents and outside and related services, is also required.

• Knowledge of assessment practices and utilizing that information to make appropriate educational decisions is another competency set forth. This includes having the ability to plan and make instructional decisions for students.

• Educational diagnosticians must also be able to identify students with disabilities and determine educational need for services.

• Formal and informal assessment methods should be known and utilized.

• Educational diagnosticians must be able to manage time and resources appropriately to maintain compliance with timelines and provide efficient services.

• Appropriate assessments, evaluation and strategies should be utilized to address students’ behavioral and social needs.

• Because educational diagnosticians assist with creating educational plans for students, an understanding of curriculum and educational strategies is important.

​

3.  Nature of the Subject

Is this subject primarily theoretical, practical, or a combination?  Is the subject primarily convergent or divergent?  Are there important changes or controversies occurring within the field?

• The educational diagnostician program will hinge largely on practical learning as participants will have to implement learning to real life situations.

• Both convergent and divergent thinking will be incorporated in the program. Activities and collaboration will allow for the exploration of many possible strategies when considering a variation in recommendations, test batteries, and Individualized Education Plans. However, convergent thinking while occur when consideration is given regarding certain topics, such as a student’s eligibility for special education services.

4.  Characteristics of the Learners

What is the life situation of the learners (e.g., socio-economic, cultural, personal, family, professional goals)?  What prior knowledge, experiences, and initial feelings do students usually have about this subject?  What are their learning goals and expectations?

• Adult professional learners

• Adult learners may have family obligations that impact flexibility outside of normal work hours.

• Learners should have previous teaching experience and be familiar with instructional strategies and grade level expectations.

• Program participants have a learning goal of conducting accurate evaluations that translate into detailed reports that outline the student's strengths, weaknesses, eligibility (if any), and recommendations.

5.  Characteristics of the Teacher

What beliefs and values does the teacher have about teaching and learning?  What is his/her attitude toward:  the subject? students? What level of knowledge or familiarity does s/he have with this subject?  What are his/her strengths in teaching? 

• The teacher believes all students can learn when a growth mindset is cultivated and opportunities for learning experiences are provide in a significant learning environment which is student centered and furthers passion, stimulates imagination, while setting boundaries resulting in authentic learning. Furthermore, effective teaching requires teachers to take the time to learn about the needs, learning students, interest, and readiness levels of their students. Building relationships with students creates the foundation for learning, as teachers become better equipped to facilitate meaningful learning experiences once teacher-student relationships are established.

• The teacher believes program participants want to effectuate positive changes for students receiving special education services.

• The teacher has worked as an educational diagnostician for eight years and served as a diagnostician mentor for three years.

• Teacher has experience training other educational professionals in areas such as curriculum writing, instructional strategies, and classroom management.