Students enrolled in Dr. Keister's Educatonal Diagnosis class were required to develop questions in three areas (Biographical Information, Education Topics, and Assessment Topics) and conduct an interview of a professional within the field of diagnosing learning disabilities in children.  Below are the questions that I developed and presented to a selected School Psychologist who shall remain nameless, and a brief excerpt from their responses to each section.

[ Biographical Information ]  [ Education Topics ]  [ Assessment Topics ]  [ Personal Reflections ]

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Biographical Information:

Adding humor to each response was the School Psychologist's way of explaining the reason for pursuing a degree in Counseling and leaving the classroom ... "besides, I think I was getting a little tired of teaching in the classroom.."  Holding the official title of Doctor of School Psychologist for over twenty years, my interviewee was first required to obtain a Master's degree plus an additional 30 hours in the Educational Specialist area.  Persevering, this individual continued studying and received an Educational Doctorate in Counseling as well as pursued the obtainment of the NCSP (Nationally Certified School Psychologist) certification.

This School Psychologist serves students in five separate schools and consists of testing, traveling, and developing educational programs for students in need of special services.  "The little ones are much better to test in the morning, rather than (in) the afternoon ... when they tend to nap following lunch-time," responded the Doctor in explaining the rationale behind scheduling.  My other duties include program planning for IEPs (individual Education Plans) and attending conferences during the pre-referral process.

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Education Topics:

The Doctor responded quite profoundly in discussing a student's role in education, "no one in their right mind would hold a student accountable based solely upon the results of one test.  I would hope that they would be more intelligent than that!"  In reference to a certificate program, the interviewee answered, "these students with handicapping positions may be able to use approved or acceptable accommodations provided that their individual needs are recognized."  Many districts provide students possessing learning challenges with IEPs where a team of individuals make decisions regarding specific accommodations for the student during testing, classroom activities, homework, etc.  The Doctor replied, "One student may require assistance in Reading and Writing, but may not exhibit particular or noticeable problems in Math.  These test scores can be aggregated in with the others using the specified accommodations or the test does not have to be counted, although it was taken ... let's say for a severe situation."  The School Psychologist was quick to mention that these teams truly do whatever is needed to provide the student with a positive educational experience.

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Assessment Topics:

This School Psychologist was well versed in the area of formal testing having utilized over twenty-five different assessment tools.  Stating a preference for the WIAT (Wechsler Individual Achievement Test), the Doctor noted, "this test is consistent and generates the student's functional level - verbal and performance.  A student may be able to solve a puzzle extremely well, but may have difficulties with the words associated with it ... or the other way around, good at words, but difficulties with (the) puzzles."  This individual explained that although this particular test reveals "skills other than intelligence" and is newer and normed with the WISC-III, no single test should be used to determine a handicapping situation.

Every case is different,  The referrals, the difficulties, and the child all combine as time fluctuates.  "While I may be able to test one child during a day, I may end up having numerous children to test on another (day).  Typically, the Child Study Team will establish some interventions for the child, let's say for a 20-day period of time.  If the child shows progress, then there may not be a reason to test; however, if the child falls behind, we will then conduct a number of tests depending upon the individual child's circumstances."  Upon completing the assessments, the Doctor types reports including recommendations for accommodations -- four weeks have passed.  Though this time seems to have been wasted with the child receiving no assistance, the interviewee adds, "But remember, there are accommodations for this child throughout the referral and evaluation process  And if a child should transfer into one of our schools with the necessary Special Education paperwork, they are directly placed into the program."  The Doctor concluded that above all, no time can be wasted with a child in need of an education.

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Personal Reflections:

I have had the wonderful opportunity of knowing this individual on an informal basis as well as on a professional level.  While I smile at the times we have shared conversations about our common endeavors, I now have the pleasure of smiling at the pure love that I witnessed during the interview of this dynamic individual and my informal conversations about this class.  I fancy at the thought of knowing a little more about this individual and what exactly drives their enthusiasm in and out of the school environment.

If I had to choose one word for the Doctor, it would have to be passion.  Passion for the love of children, passion for the love of a career, passion in the respect of colleagues, and passion for living life! One can feel another's desires when they are sincere; my interviewee has been extremely helpful in answering not only my questions during this interview, but in supplying testing material and catalogs when their time could have been spent doing something else. It is this desire to help and this unselfish attitude that benefit the Special Education population within the School District.

If my memory serves me as I recall certain meetings when the Doctor had been present, I recall a child advocate, firm, yet understanding in the selection of an appropriate pathway for a student. This is an individual who demands respect, because they give it. Knowledgeable in the field of School Psychology, this person is willing to support opposing thoughts provided that the child is the beneficiary, but are more apt to defend their positions in education to provide the best opportunity for the student in question.

I was particularly struck by the Doctor's candor throughout the interview, and the witty references. But I had to keep telling myself, "that's the Doctor!" Quite honestly, I really had not known much about this person other than their talents in art and title as School Psychologist, so this interview provided me with insight into a person's biographical information, views of education and general knowledge of the vast world of `educational diagnosis'.   I have gained so very much during such little time, but look forward to expanding my knowledge about special education as 'continuing professional growth credits' through future informal conversations with the Doctor.

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