SPD_531___Collaborating_with_Specialists_and_Families.docx Collaborating with Specialists and Families Grand Canyon University: GCU SPD 531 After reviewing the Multidisciplinary EvaluationTeam (MET) Case Study for
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SPD_531___Collaborating_with_Specialists_and_Families.docx Collaborating with Specialists and Families Grand Canyon University: GCU SPD 531 After reviewing the Multidisciplinary EvaluationTeam (MET) Case Study for 1st grade student, Scott, who is 6 years old, Scott will need a MET team set up of a body of specialists who will collaborate to develop a plan that is best suited to meet Scott™s individual needs. There are many specialists that could be considered on the MET team, such as a social worker, psychologist, psychiatrist, and occupational therapist. The special education teacher and the general education teacher would automatically be a part of the MET team as well. In Scott™s case, there are a myriad of issuesfor which specialists should be considered. An Occupational Therapist (OT) would be able to provide an evaluation of Scott™s fine and gross motor skills to determine whether motor skills impact his learning and participation in the classroom. As Scott is unwilling to do certain activities that involve the use of fine and gross motor skills, such as refusing to use scissors, paper, pencils, crayons and markers. The information to be obtained from the OT would be results of formal and informal assessments on Scott and what her recommendations would be for in class support for Scott. Given the history of Scott™s defiance and aggressiveness in the classroom, the MET would benefit from the evaluations of a psychiatrist as a psychiatrist can perform evaluations checking for physical illnesses. Also, since there is a h. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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