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Learning Outcome 10.1: Describe the purpose of the…
Learning Outcome 10.1: Describe the purpose of the Multidisciplinary Team and its membership of it.
[Q 1]
Navigate to the following website:
Compare and contrast the boxes that outline the IFSP and IEP teams. What differences do you see? Why do you think these differences exist?
[Q 2]
Navigate to the following website:
Scroll down and listen to the approximate three-minute audio clip or read the transcribed clip from Andy and Becky, parents of a child with Autism Spectrum Disorder.
Analyze Andy and Becky’s experience to better understand the complex role of the multidisciplinary team. How would you describe their experience? What do you think Andy meant by his comment, “Where you start is going to affect the trajectory of your whole experience as a student in a school system?”
Application Exercise 10.2: Formal Referrals
Learning Outcome 10.2: Explain how a formal referral may be made for an evaluation and possible special education services for a child with a suspected disability and describe what happens next.
[Figure]
Link to Figure 10.1: Initial Referral to the M D T from the School Staff.
[Figure]
Link to Figure 10.2: Initial Referral to the M D T Team from a Parent.
[Q 1]
Review Figure 10.1 entitled Initial Referral to the M D T from the School Staff.
When reviewing Rosa’s classroom performance with her results on the Wechsler Individual Achievement Test Screening, what patterns are evident?
[Q 2]
Review Figure 10.2 entitled Initial Referral to the M D T from a Parent.
Brian’s parents have submitted a referral for Brian to be evaluated based on historic difficulties in reading and writing.
What type of documentation could the parents attach to this referral that would help the multidisciplinary team?
Application Exercise 10.3: Parental Participation in the Assessment Process
Learning Outcome 10.4: Identify important principles of parental participation in the assessment process, including the important points of parent intakes and confidentiality.
[Q 1]
Consider the following scenario:
Alliana is a new school social worker and part of a multidisciplinary team. She has been asked to conduct a parental intake and collect a family history for a family who has already expressed anxiety about the process. Sitting behind her desk, Alliana informs the parents that their role is critical if their son is to receive proper support. While she expected the parents to be immediately receptive, they were not. In fact, they pushed back immediately telling Alliana that it was the job of the professionals in the school to ensure their child received proper services.
Analyze this situation and suggest a simple change Alliana could make to help create a more welcoming environment.
[Q 2]
Alliana is a new school social worker and part of a multidisciplinary team. She has been asked to conduct a parental intake and collect a family history for a family who has already expressed anxiety about the process. Sitting behind her desk, Alliana informs the parents that their role is critical if their son is to receive proper support. While she expected the parents to be immediately receptive, they were not. In fact, they pushed back immediately telling Alliana that it was the job of the professionals in the school to ensure their child received proper services. Immediately recognizing a problem in the situation, Alliana asks if the meeting could move over to a table where she and the parents could work together.
While this is a good move on Alliana’s part, what would you suggest she say to the parents once the meeting is reset in the new space?
Application Exercise 8.1: Purpose of Screening Assessments
Learning Outcome 8.1: Identify the purpose of screening assessments and describe the process for using them.
[Q 1]
Consider the following scenario:
Luke is a third-grade student who has recently struggled in class. As math content has become more complex over time, Luke seems to lose interest and finds the concepts presented to be increasingly difficult to understand and apply. His teacher has suggested using some screening tools to better understand what may be going on with Luke.
What does Luke’s teacher mean? What are some examples of screening tools the teacher may use to better understand Luke’s situation?
[Q 2]
Consider the following scenario:
Luke is a third-grade student who has recently struggled in class. As math content has become more complex over time, Luke seems to lose interest and finds the concepts presented to be increasingly difficult to understand and apply. His teacher has used several screening tools to explore whether or not Luke may have a learning disability. After reviewing the results, the teacher sees a pattern that may indicate the presence of a specific learning disability in mathematics.
What should Luke’s teacher do with this information?
Application Exercise 8.2: Initial Evaluation
Learning Outcome 8.2: Discuss the purpose of an initial evaluation, determine the procedures for getting one underway, and identify who might participate in an initial evaluation.
[Q 1]
Bree is a fifth-grade student who has just undergone evaluation for a specific learning disability in the area of reading. While Bree’s global I Q is in the average to above-average range, her results in reading-related tasks are much lower than would be anticipated. The results of her evaluation indicate the presence of an S L D in reading. Her father is attending the initial evaluation meeting. He admits being slightly confused as to how Bree has qualified for special education services.
Imagine you are about to become Bree’s new special education teacher. How could you help Bree’s father understand how Bree has qualified for special education services?
[Q 2]
Bree is a fifth-grade student who has just undergone evaluation for a specific learning disability in the area of reading. While Bree’s global IQ is in the average to above-average range, her results in reading-related tasks are much lower than would be anticipated. The results of her evaluation indicate the presence of an S L D in reading. Her father is attending the initial evaluation meeting. He admits being slightly confused as to how Bree has qualified for special education services.
Imagine you are about to become Bree’s new special education teacher. How could you ensure Bree’s father that the type of testing done was adequate?
Application Exercise 8.3: Triennial Evaluation
Learning Outcome 8.3: Explain the purpose of a triennial evaluation and who participates in this evaluation.
[Q 1]
Consider the following scenario:
Jacoby is a seventh-grade student who receives special education services for an emotional and behavioral disorder and you are his SPED teacher. It is time for Jacoby’s triennial evaluation and you call home to let his parents know. However, his parents seem confused. They were under the impression that once their son qualified for special education services, he would always receive them.
How can you explain the function of a triennial evaluation?
[Q 2]
Consider the following scenario:
Jacoby is a seventh-grade student who receives special education services for an emotional and behavioral disorder and you are his SPED teacher. It is time for Jacoby’s triennial evaluation and you call home to let his parents know. However, his parents seem confused. They were under the impression that once their son qualified for special education services, he would always receive them. After you explain the function of a triennial evaluation, his parents are then curious as to their role in the process.
How should you explain the parental role in a triennial evaluation?
Learning Outcome 7.1: Recognize the purpose and importance of R T I.
[Q 1]
Consider the following scenario:
Lana is a first-grade student. She often struggles with issues related to reading comprehension. Often, her teacher will read a story to the class and then Lana will raise her hand and ask many questions as she tries to clarify the details of the story. Noticing this, her teacher began giving her a copy of the book so she could follow along as the teacher read aloud. The teacher hoped this would help her focus and, in fact, it did.
Is Lana in the R T I process? If so, what tier? How do you know?
[Q 2]
Consider the following scenario:
Yolanda is a third-grade student who struggles with reading. Her teacher has tried to differentiate instruction in order to support Yolanda, but she still struggled. Then, small group interventions were used, but those also proved unsuccessful. At present, Yolanda receives individualized instructional support with a one-on-one reading specialist.
Is Yolanda in the R T I process? If so, what tier? How do you know?
Application Exercise 7.2: Fluency-Building Promotes Student Achievement
Learning Outcome 7.3: Identify issues surrounding learning disabilities and R T I.
[Q 1]
Consider the following scenario:
Josiah is a student who has just gone through the R T I process. He moved through all three tiers, continuing to struggle with a suspected learning disability in the area of reading. When he was evaluated formally, his psychological evaluation did not indicate great discrepancy between his achievement and intellectual abilities. However, the data used throughout the R T I process were clear: Josiah is not responding adequately to typical instruction in reading and requires intense support services.
Given this, can Josiah be considered for special education? Explain your answer.
Application Exercise 7.3: R T I Fidelity
Learning Outcome 7.5: Recognize the importance of fidelity in R T I and the quality indicators to ensure fidelity of implementation.
[Q 1]
Navigate to the following website: https://files.eric.ed.gov/fulltext/ED526858.pdf
Observe the image found on page 2 of the document.
When considering the previous “wait and fail” model of special education identification, what aspects of this image communicate a more robust model through R T I?
[Q 2]
Navigate to the following website: https://files.eric.ed.gov/fulltext/ED526858.pdf
Observe the image found on page 2 of the document.
In what ways do the different processes found within the model complement one another? How would you describe the benefits of an interconnected process to a new teacher who is curious about the R T I process?
