Grand Canyon University
SPD 320
Next Steps: Multidisciplinary Evaluation Team
A Multidisciplinary Evaluation Team (MET) is formed when a student is identified as
having a disability. The team's goal is to collect, analyze, and organize data from observations,
assessments, and family input to create the most effective plan for the student’s success. By
considering the student’s strengths and challenges, the team determines how the disability
impacts their ability to learn. The MET consists of various professionals who bring their
expertise to help design a tailored educational plan for the student.
The Multidisciplinary Team (MET) is made up of several key professionals, each playing a
critical role in assessing the student’s needs and developing an effective plan. The special
education teacher evaluates the student’s learning needs in the classroom and collaborates with
the team and family on strategies. The school psychologist conducts cognitive and behavioral
assessments to identify learning disabilities and emotional concerns, working closely with both
the team and family. The speech and language pathologist (SLP) assesses communication skills
and recommends interventions, collaborating with teachers and the family to support language
development. The occupational therapist (OT) evaluates fine motor skills and daily living tasks,
recommending classroom accommodations and consulting with the family for home strategies.
The physical therapist (PT) focuses on mobility and coordination, working with teachers to adapt
classroom spaces and advising the family on physical therapy routines. Social workers or
, counselors assess the student’s emotional and social well-being, addressing behavioral issues in
collaboration with the team and providing emotional support to the family. Family members are
integral, offering valuable insights about the student’s strengths and challenges outside of school
and participating in goal setting and decision-making. Additional specialists may be involved if
needed, such as vision or hearing experts, to assess sensory needs and recommend
accommodations.
Effective collaboration within the MET relies on open communication, where each team
member shares their expertise regularly. The team works toward shared goals to ensure
consistency across both school and home environments. Families play an active role in the
process, providing insights and helping to implement strategies. By working together, the MET
creates a tailored plan that supports the student’s academic, emotional, and physical growth.
Jonathan’s case study provides an in-depth look at his experiences at home and school. He
rarely smiles, and his reaction to tasks he dislikes is consistently negative, sometimes even
aggressive. His aggression occurs daily, both at school and at home, with weekends at home
becoming especially challenging. While visual prompts help Jonathan stay focused, he
consistently responds negatively to any instructions from teachers or adults. Despite his mother
reporting his aggressive behavior to those in positions of authority, no screening was conducted.
If this had been addressed earlier, a support plan could have been implemented sooner.
Academically, Jonathan is about a year behind his expected reading level, struggling with both
comprehension and decoding skills. Basic computation and problem solving within mathematics
are also an area of concern. His behavior suggests a lack of motivation to learn, and he
frequently disengages from activities altogether.
SPD 320
Next Steps: Multidisciplinary Evaluation Team
A Multidisciplinary Evaluation Team (MET) is formed when a student is identified as
having a disability. The team's goal is to collect, analyze, and organize data from observations,
assessments, and family input to create the most effective plan for the student’s success. By
considering the student’s strengths and challenges, the team determines how the disability
impacts their ability to learn. The MET consists of various professionals who bring their
expertise to help design a tailored educational plan for the student.
The Multidisciplinary Team (MET) is made up of several key professionals, each playing a
critical role in assessing the student’s needs and developing an effective plan. The special
education teacher evaluates the student’s learning needs in the classroom and collaborates with
the team and family on strategies. The school psychologist conducts cognitive and behavioral
assessments to identify learning disabilities and emotional concerns, working closely with both
the team and family. The speech and language pathologist (SLP) assesses communication skills
and recommends interventions, collaborating with teachers and the family to support language
development. The occupational therapist (OT) evaluates fine motor skills and daily living tasks,
recommending classroom accommodations and consulting with the family for home strategies.
The physical therapist (PT) focuses on mobility and coordination, working with teachers to adapt
classroom spaces and advising the family on physical therapy routines. Social workers or
, counselors assess the student’s emotional and social well-being, addressing behavioral issues in
collaboration with the team and providing emotional support to the family. Family members are
integral, offering valuable insights about the student’s strengths and challenges outside of school
and participating in goal setting and decision-making. Additional specialists may be involved if
needed, such as vision or hearing experts, to assess sensory needs and recommend
accommodations.
Effective collaboration within the MET relies on open communication, where each team
member shares their expertise regularly. The team works toward shared goals to ensure
consistency across both school and home environments. Families play an active role in the
process, providing insights and helping to implement strategies. By working together, the MET
creates a tailored plan that supports the student’s academic, emotional, and physical growth.
Jonathan’s case study provides an in-depth look at his experiences at home and school. He
rarely smiles, and his reaction to tasks he dislikes is consistently negative, sometimes even
aggressive. His aggression occurs daily, both at school and at home, with weekends at home
becoming especially challenging. While visual prompts help Jonathan stay focused, he
consistently responds negatively to any instructions from teachers or adults. Despite his mother
reporting his aggressive behavior to those in positions of authority, no screening was conducted.
If this had been addressed earlier, a support plan could have been implemented sooner.
Academically, Jonathan is about a year behind his expected reading level, struggling with both
comprehension and decoding skills. Basic computation and problem solving within mathematics
are also an area of concern. His behavior suggests a lack of motivation to learn, and he
frequently disengages from activities altogether.
