This article briefly summarizes the development process and context for understanding and using the Council for Exceptional Children (CEC) knowledge and skills standards for the preparation and certification of Educational Diagnosticians. The Educational Diagnostician standards were approved by the CEC Professional Standards and Practice Committee in December, 1997 and will become part of the International Standards that guide program development and CEC program approval. The complete set of standards are provided with information regarding the amendment process that will be used for ensuring that the standards remain current as the field continues to evolve.

This study identified specific assessment and diagnostic competencies seen as important for masters level special educators. In Phase 1, objectives were gatnered from the assessment courses of 61 universities preparing special education teachers. In Phase 2, an initial list of 128 competency statements (71 knowledge statements and 57 skill statements) was developed and organized by the steps of the typical assessment process. In Phase 3, this list was validated by 105 members of the Council for Educational Diagnostic Services. Forty-five knowledge items were rated as very important, with the two highest ratings going to knowledge of basic terminology used in assessment and understanding of assessment guidelines contained in federal law. Forty skill items were rated as very important, with gathering background information and identifying learners' ability to meet the demands of assessment procedures rated the highest. Comparison with ratings for beginning teacher skills found significant differences for both knowledge and skill items. An attached position paper of the Council for Educational Diagnostic Services, based on the findings of this study, lists the eight most critical areas of knowledge and skills for master teachers of any exceptionality. (LB) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** Defining Assessment and Diagnostic Competencies for Master Level Special Education Teachers Stephen C. Walker Assistant Professor of Special Educa ion Rachelle M. Bruno Professor of Special Education Northern Kentucky University Highland Heights, Kentucky 41099 Presented at the Council for Exceptional Children Annual Convention San Antonio, Texas April 6, 1993 BEST COPY AVAILABLE 2 U.S. DEPARTMENT OF EDUCATiON 0/fice of Eclucatanai Ressarch an4 Improvem4do EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Ckfrus document has been reproduced as reCerved from the person or organtzatton ongma Imp d 0 Minor changes have been made to Improve reproduchon outstay Potnts of view or oprmons stated m tilts doco . ment do not necessardy represent oftrclaI OERI posd,on or policy PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC).-