Amber Glivens

Why Become a Diagnostician

EDSP 5335: Growth and Abnormalities Identification and Evaluation in Early Childhood
Dr. Christine Woodbury
Fall 2015

When I was a student teacher, I remember telling my leading professor, I will only be a
teacher for five years. When the fifth year came, I didnt know what I wanted to do next, so I
kept teaching. The next five years would probably be my worst years. Then I decided to go
back to school to become a diagnostician thinking I was five years too late. But as I walk the
campus of Houston Baptist University and take each course, I reflect over my life and
experiences in education that makes me think to myself, This is why you are here. Everything
I have been through in life and in education has prepared me for the next assignment in life to
become a diagnostician.
I grew up when ability grouping was the trend in education, so I took my classes with the
same group of students and was tracked throughout elementary school. I was labeled as a GT
filler, which meant I wasnt identified as a gifted and talented student, but my achievement was
high enough to be in the same class as students who were identified. Then my family moved,
and my cumulative folder was sent to the feeder middle school that I would have gone to before I
moved. My mom had to enroll me all over again, and I was placed in general academic classes. I
felt I didnt learn anything because most of the teachers attention was focused on negative
behaviors, and I seemed to be invisible. I always thought if I were a teacher, I would handle my
classroom differently. I would teach in a way that nobody would feel invisible.
My personal and close connection to a person with a disability is my younger brother
who is identified as autistic. We are two years apart, so we grew up being close to each other. I
remember him talking, playing, and singing at two years of age. Then all of a sudden he stopped
talking, and nobody knew why. My parents took him to many doctors to be evaluated. At first
they thought he was mute, had ADHD, and then mentally retarded. He finally was diagnosed
with autism after a few years. We had to go to family counseling to discuss his disability, what it

meant. It affected me in a great way. In the eighties, autism wasnt really discussed nor
advocated for as it is today. My brother was teased all of the time, and I had to deal with
children calling him retarded, because I knew he wasnt. It was difficult for me to articulate that
his disability was more social with my peers. It was hard taking him to public events, especially
parties. I often got into arguments, fights, and cried over my brother when I felt I was
unsuccessful at defending him. My last time defending him was when I was on my way to
college and was serving as a junior counselor at a church camp. I cried to the youth pastor
because I wanted to fight the boy who made fun of my brother so badly, but I knew it wasnt
right. Reflecting on these childhood experiences definitely makes me realize why I focus on the
social well-being of all of my students. Now, I fight in a different way. I fight by advocating
for acceptance and justice for all of my students.
I am now in my twelfth year as a general educator. My experiences throughout the years
have definitely influenced me to enter the field of special education as a diagnostician. As a
general education teacher for second and third grade levels I have had experiences with having
an inclusion classroom for three years. I currently teach special education students using the
least restrictive environment. I also come in contact with students at an age where the right
documentation and instruction can impact the rest of a childs education. My experiences with
the RTI process have greatly influenced my decision to enter the field of special education. I
have always been interested in student data, and analyzing and disaggregating data. I have
always said to my colleagues, There is a story behind percentages. It is crucial for teachers to
work together to document student success as well as failures. We are all responsible for a
students educational well-being.

I have also had experiences with the RTI process in which I have been praised for
excellent documentation and instruction that has helped students receive the proper services to
meet their needs. Sometimes, this documentation may continue on years after I have had a
student before that student is referred. I have also worked with students that were referred for
special education, but did not qualify for special education. These experiences make me even
more interested in becoming a diagnostician and become familiar with the evaluation process.
The opportunities that I foresee in becoming a diagnostician are to collaborate with and
help more families understand special education and the referral process, and to eliminate racial
bias and inappropriate referral. The challenges that I may foresee are breaking down barriers
with reluctant parents, proper placement for each student, and instruction for students who do not
qualify for special education services. Yes, the experiences I have had in life have definitely
prepared me for a time such as this. Each semester of school I am always learning and growing
to become an effective diagnostician.

References
Heward, W.L. (2013). Exceptional children: An introduction to special education (10th Ed.).
Upper Saddle River, NJ: Pearson, Merrill Prentice Hall.