New Mexico Administrative Code
Title 6 - PRIMARY AND SECONDARY EDUCATION
Chapter 63 - SCHOOL PERSONNEL - LICENSURE REQUIREMENTS FOR ANCILLARY AND SUPPORT PERSONNEL
Part 4 - LICENSURE IN EDUCATIONAL DIAGNOSIS PRE K-12
Section 6.63.4.11 - REFERENCED MATERIAL
Universal Citation: 6 NM Admin Code 6.63.4.11
Current through Register Vol. 35, No. 18, September 24, 2024
Competencies for educational diagnosticians
A. Professional knowledge required for the preparation of educational diagnosticians for all licensure levels:
(1) Professional demeanor:
(a) demonstrate knowledge of models and
strategies of consultation and collaboration;
(b) demonstrate knowledge of roles of
individuals with exceptional learning needs, families, and school, community
personnel in planning of an individualized program;
(c) describe issues and problems faced by
parents of exceptional children;
(d) demonstrate knowledge of culturally
responsive factors that promote effective communication and collaboration with
individuals with exceptional learning needs, families, and school personnel,
and community members;
(e)
demonstrate knowledge of common service delivery models;
(f) demonstrate knowledge of state rules and
federal regulations and ability to communicate these rules and regulations and
due process rights to parents, teachers, and other professionals (eg., IDEA,
Individuals With Disabilities Education Act), Section 504 of the Rehabilitation
Act; New Mexico Standards for Excellence, and the No Child Left Behind
Act;
(g) demonstrate knowledge of
community resources available to parents;
(h) demonstrate knowledge of and ability to
describe rationale for least restrictive environment considerations;
(i) demonstrate knowledge of and need for
related services and related service delivery options;
(j) demonstrate skill in making
recommendations to facilitate integration into the general education
curriculum.
(2)
Development and characteristic of learners:
(a) demonstrate knowledge of exceptionalities
and ability to define/discuss them:
(i)
exceptionalities and eligibility criteria as delineated in federal, state, and
local regulations;
(ii) general
nature and etiology of disabilities and learning styles of students with
various disabilities;
(b) demonstrate knowledge of the range of
individual abilities within categories of exceptionalities and:
(i) typical and atypical human growth and
development in the areas of motor, language, social-emotional, and cognitive
development;
(ii) educational
implications of characteristics of various exceptionalities;
(iii) describe current theories of
learning;
(c)
demonstrate awareness of the following medical variables:
(i) common medical syndromes (and their
characteristics) that impact learning;
(ii) etiology of common medical
syndromes;
(iii) effects of various
medications on individuals with exceptional learning needs.
(3) Culturally and
linguistically diverse populations:
(a)
demonstrate knowledge and sensitivity to address linguistic, cultural, social,
and ethnic values and attitudes of diverse populations;
(b) identify characteristics and needs as
related to cultural and linguistic differences;
(c) demonstrate skills in selecting and
administering appropriate assessment instruments;
(d) demonstrate skill in utilizing language
background, language dominance and language proficiency in the assessment
process;
(e) demonstrate
understanding of the impact of acculturation on learning and language
acquisition;
(f) demonstrate
knowledge of variations in beliefs, traditions, and values across and within
cultures and their effects on relationships among individuals with exceptional
learning needs, family, and schooling;
(g) demonstrate knowledge of teaching
strategies addressing learning styles and learning needs of children from
culturally and linguistically diverse backgrounds.
(4) Assessment/evaluation:
(a) demonstrate skills and knowledge in the
screening, referral, and evaluation process for preschool through
post-secondary levels;
(b)
demonstrate skills in selecting, administering, scoring and interpreting a
variety of assessments in the following areas: cognitive, achievement,
processing, creativity/divergent thinking, critical thinking/problem solving,
language, social-emotional behavior, adaptive behavior, and vocational
aptitude, ability and interests;
(c) demonstrate skills in formal and informal
observational techniques of data collection.
(5) Demonstrate knowledge and application of
psychometric theory and descriptive statistics necessary for interpretation of
psycho-educational measures to include: reliability, validity, standardization,
error of measurement, and test bias.
(6) Demonstrate ability to keep accurate and
detailed records of assessment and related proceedings.
(7) Demonstrate ability to select or modify
appropriate assessment procedures and instruments to ensure non-biased
results:
(8) Demonstrate ability to
use assessment results in making recommendations for eligibility, instruction,
accommodations and transition as part of IEP development.
(9) Demonstrate skill in considering
assessment information for exiting from special education services.
(10) Psycho-educational diagnostic report:
(a) demonstrate ability to prepare
professional, understandable reports consistent with acceptable professional
standards and official guidelines;
(b) demonstrate skill in preparing and
presenting comprehensive report information keyed to the individual student's
needs and parent's level of understanding including:
(i) background information which includes
developmental history, educational/school history, language proficiency, and
screening results;
(ii) assessment
information including past evaluations, current test information, any variation
from test administration and or standardization, and summaries of strengths and
weaknesses;
(iii) related services
evaluations, results, and recommendations;
(iv) individualized recommendations for
eligibility, instruction, accommodations, and transition, based on assessment
results;
(v) provision of
explanation and copy of the psycho-educational diagnostic report to the
parent/guardian;
(vi) use of
multidisciplinary team processes in development of individual education
plans.
B. professional and ethical practice for levels 1, 2, and 3 educational diagnosticians:
(1) maintain a professional demeanor as
defined in local education agency policy;
(2) maintain professional codes of conduct
and ethics;
(3) demonstrate
knowledge of the scope and role of an educational diagnostician;
(4) demonstrate knowledge of organizations
and publications relevant to the field of educational diagnosis;
(5) demonstrate knowledge of confidentiality
issues and rules.
C. Multicultural competencies for levels 1, 2, and 3 educational diagnosticians:
(1) demonstrate knowledge of cultural and
linguistic issues in evaluation, assessment, and intervention
techniques;
(2) demonstrate skills
in interpreting and communicating evaluation results within a cultural and
linguistic context;
(3) exhibit
knowledge of the techniques in multicultural assessment and
interventions.
Disclaimer: These regulations may not be the most recent version. New Mexico may have more current or accurate information. We make no warranties or guarantees about the accuracy, completeness, or adequacy of the information contained on this site or the information linked to on the state site. Please check official sources.
This site is protected by reCAPTCHA and the Google
Privacy Policy and
Terms of Service apply.
