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MinerAlert
This program is intended for graduate students who possess a Texas Provisional Teaching Certificate and are interested in working with the Special Education system in the public schools.
The applicant must have two (2) years of teaching experience in an accredited public, private, or parochial school approved by the Texas Education Agency (TEA) prior to applying to this program. Students who participate in internships with school districts requiring background checks must successfully pass the background check to complete this requirement. Additionally, a background check is required to be certified as an educational diagnostician in the state of Texas.
Applicants are screened based on the quality of their application and the candidate’s potential for success in the program via the assessment of the educational diagnostician program admissions committee.
The applicant should confer with the Graduate Advisor (Dr. Beverley Argus-Calvo, bcalvo@utep.edu) to determine additional requirements for State Board of Educator Certification as a Professional Educational Diagnostician (TExES examination and 160 internship hours).
*Applicants for the Graduate Certificate in Educational Diagnostician must already posses a master's degree in a related field.
Application –Decision Timelines
M.Ed. in Educational Diagnostician
|
Applying for |
Deadline |
Interviews by |
Final decision by |
|---|---|---|---|
|
Fall |
July 1 |
July 15 |
Aug 1 |
|
Spring |
Nov 1 |
Nov 15 |
Dec 1 |
|
Summer |
April 1 |
April 15 |
May 1 |
Graduate Certificate in Educational Diagnostician
|
Applying for |
Deadline |
Interviews by |
Final decision by |
|---|---|---|---|
|
Summer |
April 1 |
April 15 |
May 1 |
Allowable Transfer of Graduate Credits
In compliance with SACS and in accordance with the policies of UT El Paso Graduate School, transfer of graduate credit from a regionally accredited institution is limited to 9 hours for the master’s degree. All transfer credit must have been completed with a grade of “B” or better, completed within the last six years, and approved by the degree-granting institution. Transfer credits should be evaluated and approved during the first semester. The course being transferred into a degree program should be a direct equivalent to the course within the certification/degree program. Students should work with their advisor to have courses evaluated for transfer.
Prior Military Experience (https://www.utep.edu/student-affairs/mssc/)
Prior Work Experience/Training
Previous work experience and related professional development is not accepted for the Educational Diagnostician program.
Financial Aid (https://www.utep.edu/student-affairs/financialaid/)
Tuition and Fees (https://www.utep.edu/extendeduniversity/utepconnect/tuition-and-fees/index.html)
Probation, Suspension or Dismissal
The Graduate School Catalog specifies the circumstances under which candidates may be placed on probation, suspension, or dismissal. Additionally, the Educational Diagnostician Program Faculty may recommend to probate, suspend or dismiss from the program candidates who do not meet the program’s academic requirements, do not make satisfactory progress over time toward completion of the educational diagnostician degree or who display inappropriate behaviors.
Final Requirements: Students must pass the UTEP qualifying exam for educational diagnostician prior to enrolling in EDPC 5375-Internship. Students will present an oral presentation of their student portfolio to the faculty, and achieve a passing score on the TExES for certification of Educational Diagnostician prior to graduation.
Certification: TExES exam Educational Diagnostician- Standards
Any individual who has been convicted of an offense may be ineligible for issuance of a certificate upon completion of the Educator Preparation Program. For more information, please refer to the State Board of Educator Certification (SBEC) rules prescribed in §249.16. Individuals have the right to request a criminal history evaluation letter as provided in 19 TAC §227.1(d) (relating to Preliminary Evaluation of Certification Eligibility).
Course focuses on the use of qualitative research methods in educational setting which serve diverse and/or special populations. Research design will include descriptive statistics, single-subject and qualitative research methods.
Emphasis on litigation, legislation, and laws pertaining definitions of exceptional children including learning and behavior disorders, physical, mental, and sensory handicaps and the exceptionally gifted and talented student.
Theory and use of norm and criterion referenced instruments in the classroom, including curriculum based, performance, and informal assessments. Emphasis will be placed on response to intervention and working with culturally and linguistically diverse students.
Focuses on recommended intervention strategies for children from birth to eight years of age who have disabilities or who are at risk of having developmental delays; emphasizes typical and atypical development, family involvement, assessment, and natural setting interventions.
This course will provide students with experience in analysis, evaluation, administration, and interpretation of standardized achievement, diagnostic, and adaptive behavior measures. Interpretation and evaluation of results through written educational reports is required. (Only offered in the fall semester)
Course content will focus on language acquisition, assessment of cultural variance in educational settings, selection of appropriate norm referenced assessment tools, administration and analysis of selected tests as it applies to students with, or suspected to have, a disability.
Students will be instructed in techniques and procedures associated with standardized administration of several verbal and non-verbal cognitive assessments. A special emphasis is placed on the interpretations of results and connecting these to school-level programming decisions. (Only offered in the spring semester and requires successful completion of EDPC 5336 with a B or better)
Focuses on the role of the special educator in providing services to students with high incidence disabilities. Incorporates strategies in team building, collaborative planning, and implementation as well as instruction in curricular and instructional modifications.
Relevant approaches and techniques for professionals to work with parents of learners with special needs; includes strategies for developing knowledge and skills associated with facilitating child growth by cooperative home-school planning.
This is a pre-internship course that includes the supervised practice of testing procedures, full-written evaluations, and side-by-side comparisons of federal and state regulations for identifying and serving at-risk students in special education. (Only offered in the summer semester and requires successful completion of EDPC 5344 with a B or better)
Characteristics of students with severe disabilities, including assessment, program development, teaching methodology, and design of learning environments; focuses on inclusionary/mainstreaming educational and community settings.
This course includes supervised experience working in public schools alongside certified diagnosticians. Students will gain experience in completing comprehensive assessments, preparing written reports of assessments and other required paperwork, attending ARD meetings, and presenting tests data to educators and families. Periodic meetings with University faculty are required to establish goals and monitor progress. (Only offered in the fall semester and requires successful completion of EDPC 5348 with a B or better)
This course will provide students with experience in analysis, evaluation, administration, and interpretation of standardized achievement, diagnostic, and adaptive behavior measures. Interpretation and evaluation of results through written educational reports is required. (Only offered in the fall semester)
Course content will focus on language acquisition, assessment of cultural variance in educational settings, selection of appropriate norm referenced assessment tools, administration and analysis of selected tests as it applies to students with, or suspected to have, a disability.
Students will be instructed in techniques and procedures associated with standardized administration of several verbal and non-verbal cognitive assessments. A special emphasis is placed on the interpretations of results and connecting these to school-level programming decisions. (Only offered in the spring semester and requires successful completion of EDPC 5336 with a B or better)
This is a pre-internship course that includes the supervised practice of testing procedures, full-written evaluations, and side-by-side comparisons of federal and state regulations for identifying and serving at-risk students in special education. (Only offered in the summer semester and requires successful completion of EDPC 5344 with a B or better)
This course includes supervised experience working in public schools alongside certified diagnosticians. Students will gain experience in completing comprehensive assessments, preparing written reports of assessments and other required paperwork, attending ARD meetings, and presenting tests data to educators and families. Periodic meetings with University faculty are required to establish goals and monitor progress. (Only offered in the fall semester and requires successful completion of EDPC 5348 with a B or better)
Application –Decision Timelines
M.Ed. in Educational Diagnostician
|
Applying for |
Deadline |
Interviews by |
Final decision by |
|---|---|---|---|
|
Fall |
July 1 |
July 15 |
Aug 1 |
|
Spring |
Nov 1 |
Nov 15 |
Dec 1 |
|
Summer |
April 1 |
April 15 |
May 1 |
Graduate Certificate in Educational Diagnostician
|
Applying for |
Deadline |
Interviews by |
Final decision by |
|---|---|---|---|
|
Summer |
April 1 |
April 15 |
May 1 |
The hiring of Educational Diagnosticians is projected to rise 14% by 2028 according to the data provided by the following website: https://www.zippia.com/educational-diagnostician-jobs/
UTEP College of Education is an approved educator preparation program in the state of Texas. The Texas Education Agency (TEA) annually assesses our educator program’s effectiveness in preparing educators.
Accreditation status with Texas Education Agency:
2023-24: Accredited
2022-23: Accredited
2021-22: Accredited
2020-21: Accredited
2019-20: Accredited
Below is a helpful link to learn more about UTEP performance over time
Educator Preparation Data Dashboard
Interested in this program? Click here to start your application today!
