Next_Step_essay_2__4_.docx SPD- 320 Next Step: Multidisciplinary Evaluation Team SPD- 320 When a student is struggling while attending school the parents or the general education teacher will address the team and let
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Next_Step_essay_2__4_.docx SPD- 320 Next Step: Multidisciplinary Evaluation Team SPD- 320 When a student is struggling while attending school the parents or the general education teacher will address the team and let them know there are concerns that they fill need to be addressed. During the process of the evaluation it is essential that every program is examined. The evaluation is a critical start to the beginning of the process for a student that is struggling in school or has a disability. When a student has not had an IEP previously a full individual evaluation of the students™ needs to be completed to see if the child has a disability and can qualify for special education. When an initial evaluation is needed the parents must consent to having their student tested for services. This is a requirement by the Individuals Disabilities Education Act (IDEA). The responsibilities of the participants and their roles will be addressed within this paper. The role that each team member plays in very critical role to the student™s evaluation process. That is why it essential that each team member attends the meeting. The team and the parent/guardian need to attend each IEP/evaluation meeting. The parents play as an active role in every IEP meetings. A general education teacher needs to attend the meeting, unless the student is not in general education. If the student already is in special education, then their needs to be at least one special education provider. There also needs to be a school district . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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