Module 4: Case Scenarios

Considering Evaluations 

Paul

1. How could you help Paul better understand his disability, needs, and what works well for him?
2. How could you help Paul advocate for his needs in an appropriate way?

Paul’s Mother

1. What goals does Paul’s mother and grandmother have for him?
2. If you were Paul’s mother, how would you feel going into the multidisciplinary team (MDT) meeting?
3. What barriers are there that might impact Paul’s mother’s ability to effectively advocate for his needs? (e.g., time, relationship with school team)

Paul’s Teacher

1. If you were Paul’s teacher, what materials or information could you give Paul’s mother and grandmother before the meeting? (evaluation report, who will be at the meeting, agenda/overview of the meeting, invite a family member/friend to attend, offer to meet 5-10 minutes before to prepare for the meeting)
2. How could the teacher create a welcoming atmosphere for Paul and his family (mother and grandmother)? (greet at the front door, sit next to family, share value of family input and involvement in making decisions). 
3. How could the school team engage Paul’s mother and grandmother in making decisions during the meeting? 

Kamaria

1. How could you help Kamaria better understand her disability, needs, and what works well for her?

Kamaria’s Father

1. What goals does Kamaria’s family have for her?

2. If you were Kamaria’s family, how would you feel going into her multidisciplinary team (MDT) meeting? 

3. What barriers are there that might impact Kamaria’s family’s ability to effectively advocate for her needs? (time, language, expectations, relationships with school team) 

Kamaria’s Teacher

1. If you were Kamaria’s teacher, what materials or information could you give Kamaria’s family before the meeting? (evaluation report, who will be at the meeting, agenda/overview of the meeting, invite a family member/friend to attend, offer to meet 5-10 minutes before to prepare for the meeting)
2. How could the teacher create a welcoming atmosphere for Kamaria and her family? (greet at the front door, sit next to family, share value of family input and involvement in making decisions). 
3. How could the school team engage Kamaria’s parents in making decisions during the meeting? 

Ava

1. As Ava develops, how can the team help her better understand her disability, needs, and what works well for her?

Ava’s Mother

1. What goals does Ava’s mother have for her?

2. If you were Ava’s mother, how would you feel going into the multidisciplinary team (MDT) meeting? 

3. What barriers are there that might impact Ava’s mother’s ability to effectively advocate for her needs? 

Ava’s Teacher

1. If you were Ava’s teacher, what materials or information could you give Ava’s mother before the meeting? (evaluation report, who will be at the meeting, agenda/overview of the meeting, invite a family member/friend to attend, offer to meet 5-10 minutes before to prepare for the meeting)

2. How could the teacher create a welcoming atmosphere for Ava and her family? (greet at the front door, sit next to family, share value of family input and involvement in making decisions).

3. How could the school team engage Ava’s mother in making decisions during the meeting?