Literature Review
Introduction
Just as society has evolved and technology has advanced, the needs and requirements of school systems have also changed. Specifically, there have been drastic developments in identifying and supporting students with special education services (Peyton et al., 2021). The landscape of special education services began to expand due to various federal mandates. The Elementary and Secondary Education Act, established in 1965, bolstered services for handicapped students (Peyton et al., 2021). Further laws such as the Education of All Handicapped Children Act, Individuals with Disabilities Education Act, and Public Law 94-142 all imposed regulations surrounding special education services and allowing students with disabilities greater access and resources in the school setting (Dewey et al., 2017). Federal laws established by the government over the past six decades have increased the need for special education personnel in school districts.
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As federal mandates have been implemented, the scope of support and services for students receiving special education and accountability in providing these supports and services have also increased. The role of educational diagnosticians has progressed beyond simply evaluating students and determining eligibility for special education services (Cook, 1997). Educational diagnosticians’ responsibilities now include consultations, facilitating Individualized Education Plan meetings, administrative tasks, as well as instructional expertise to address cognitive and academic deficit areas revealed through formal and informal data (Cook, 1997).
An influx of special education referrals and added job responsibilities has generated the need to hire more educational diagnosticians, while inadvertently fostering a need for school districts to support additional diagnosticians (Fielding, 2004). The purpose of this literature review is to investigate the need for innovation, while exploring the utilization of blended learning to facilitate professional learning, provide support, and promote collaboration for educational diagnosticians.
Need for Innovation
When schools were created the foundation of the educational system was teaching all students in the same manner, without consideration given to the individual needs of each student (Horn & Staker, 2014). While the standard method of educating students may have been deemed adequate upon inception, progress in society has proven traditional teaching ineffective (Horn & Staker, 2014). The ineffectiveness of traditional teaching also holds true for professional learners. Meaningful instructional approaches to teaching all learning populations must encompass factors that encourage engagement, reflection, and individuality (Townsend & Townsend, 1992).
Due to the demand in skills and the recognition of the varying needs of first year educational diagnosticians, there is a need for disruptive innovation. Horn and Staker (2014) explain disruptive innovation in terms of, “products and services that start in simple applications at the bottom of the market for those without the wealth or expertise to participate otherwise in the market” (p. 3). Thus, when developing an innovation plan for learning, the design should start in a simplistic manner, building gradually, with a goal of reaching mastery level.
There have been discussions over how to best increase the professional knowledge required by adults to perform work-related tasks. Traditional methods that do not consider individual needs are viewed as subpar (Diep et al., 2019). Adult learners benefit from interactions with peers to construct knowledge, taking risks during learning, and opportunities for reflection through the facilitation of a mentor or instructor (Diep et al., 2019). Innovative learning platforms should afford participants the ability to engage with and learn from peers, share work samples, learn from mistakes, celebrate tasks done well in a safe environment, and reflect upon learning to deepen their understanding (Bhardwaj et al., 2021).
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Blended Learning
Blended learning combines face to face learning opportunities and online learning (Garrison & Kanuka, 2004). The integrated learning style offered through blended learning has gained popularity and been referenced as the new traditional model in education (Graham, 2006). Blended learning as a form of instruction is more impactful than a singular mode of learning such as face to face or online instruction (Alammary et al., 2014). The formation and manner for implementation of blended learning has expanded throughout the years, with many instructional models arising. Computer clusters, electronic portfolios, class websites, interactive presentations, and learning management systems are some of the many blended learning techniques (Means et al., 2013). Goals of an organization, with consideration given to instructors and participants, can be used to design with specification blended learning programs (Hrastinski, 2019). Regardless of the method selected, blended learning has been credited with advancements in the way individuals learn.
Professional Learning and Support
Guidance and support from supervisors or mentors render higher levels of employee performance, yielding a positive correlation between support and work product (Afzal et al., 2019). Facilitating discussion and offering suggestion about work artifacts, answering questions, collaboration, and ongoing feedback are supportive measures that foster and promote professional learning (Diep et al., 2019). Structures of blended learning and model design can center around providing support necessary to acquire professional knowledge to fulfill designated role responsibilities.
There is an increase in awareness by organizations that professional may not have all of the necessary skills and knowledge when entering the workforce, with noted concerns for educational diagnosticians needing to improve skills in implementing instructional interventions that align with evidence based best practices (Guerra et al., 2017). Preemployment educational programs may not specifically address certain attributes essential to all organizations within a given field (Rueter et al., 2011). The multitude of blended learning models which entail differentiation allows for instruction and learning to occur in a variety of setting while using various method (Diep et al., 2019) Blended learning provides choice and individualization for learners, allowing professionals to focus on developing personal areas of weakness to aid in professional growth.
The demand for professional growth and advancement in knowledge are often unavoidable. Federal and state mandates, new regulations, new role responsibilities, shifts in business operations, and technology can all necessitate professional learning. Blended learning enables organizations to respond to professional knowledge demands as it offers a format for instruction to occur in a variety of ways, allows flexible times for learning, can be designed to focus on detailed or general concepts, allows for quick feedback, and fosters collaboration (Werth et al., 2013).
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Collaboration
There are numerous professional benefits associated with a collaborative work environment. Specifically, in an educational setting collaboration has not only been found to improve individual performance, but also ultimately increase student achievement (Draper, 2019). Lack of colleague support can potentially lead to employees feeling isolated in their role while also increasing employee burnout (McDowell, 2017). The collaborative environment created through blended learning can reduce feelings of isolation and further learning. Moreover, collaboration through blended learning has been associated with improved working memory, growth from viewing multiple perspectives, alertness in error correction, and greater work engagement (Johler, 2022).
Traditional methods of instruction may limit one’s ability to collaborate with peers due to time constraints. However, blended learning offers access and flexibility (Poon, 2013). Professionals that require further instruction often are tasked with work responsibilities and the responsibility of learning new information (Werth et al., 2013). Through blended learning individuals have the ability to share content, review information, offer feedback, and ask questions without the time restrictions seen in traditional education (Poon, 2013). The flexibility of blended learning makes it possible for individuals to take charge of their own learning and professional growth, which cultivates a sense of empowerment (Poon, 2013).
Collaboration through blended learning can also improve the communication abilities of employees. Specifically, when educational diagnosticians have the opportunity to collaborate with peers their capability to collaborate with parents, teachers, and key stakeholders improves (Capps, 2013). Building the capacity to effectively communicate and collaborate can have a withstanding positive impact on an organization.
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Conclusion
This literature review investigated the need for innovation in education and explored the use of blended learning to facilitate professional learning, provide support, and promote collaboration for educational diagnosticians. The critical role that educational diagnosticians have in the identification and support of students with special needs is evident. To comply with state and federal guidelines, while ensuring this student population receives necessary support, it is critical that knowledge gaps are addressed and individual professional needs are met (De Zell Hall, 2014). Innovative learning methods to respond in a timely manner to professional needs is essential in supporting skill development and advancement (Bhardwaj et al., 2021). Blended learning promotes professional learning, support, and collaboration through participants sharing ideas, giving and receiving feedback, asking questions, and presenting work artifacts (Diep et al., 2019). Increases in engagement and knowledge through blended learning can serve as a method to assist in addressing educational needs of organizations and their employees.
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