Multidisciplinary Team (MDT)

• Module 5 covers the multidisciplinary team (MDT), testing considerations, and parental participation in the assessment process.

Multidisciplinary Team (MDT)

• An MDT comprises professionals from various disciplines collaborating to assess the needs of individuals suspected of having a disability.

Purpose of the Multidisciplinary Team

• Conduct comprehensive assessments to evaluate strengths, weaknesses, and areas needing support.
• Determine if an individual meets the criteria for a specific disability, clarifying its nature and severity if applicable.
• Develop individualized education programs (IEPs) for students, outlining appropriate interventions and supports.
• Facilitate communication and collaboration among team members for a coordinated approach to assessment and intervention.
• Actively involve parents or guardians in the assessment process, considering their perspectives and concerns.

Membership of the MDT

• Typically includes teachers, school psychologists, speech-language pathologists, therapists, parents/guardians, and medical professionals.

Formal Referral for a Suspected Disability

• A referral to the MDT serves as the official request for an assessment.
• Referrals can be initiated by school staff, parents/guardians, or medical professionals.

Contents of a Referral, to the MDT

• A formal referral includes student information, concerns, previous assessments, and parental consent.
• Student information includes name, age, grade, and relevant school history.
• Concerns involve specific observations, behaviors, or academic difficulties that led to the referral.
• A summary of any previous evaluations or assessments conducted may be included.
• Formal consent from parents/guardians is required for any assessment to proceed.

Initial Referral to the MDT from the School Staff

• Teachers, counselors, or other school staff may refer a student to the MDT if they notice concerns related to academics, behavior, or social-emotional development.
• The referral typically includes documentation of observed concerns, attempted classroom interventions, and any relevant data.

Initial Referral to the MDT from a Parent/Guardian

• A parent or guardian can request an evaluation if they believe their child has a disability or learning difficulty requiring special education services.
• The request is usually submitted in writing and includes the parent's concerns and any relevant information about the child's struggles at home or in school.

Assessment Options of the MDT

• The MDT employs various assessment tools and strategies to evaluate the student's needs.
• Cognitive assessments such as IQ tests, processing speed, and memory tests can be used.
• Academic achievement tests in reading, writing, and math are used.
• Speech-language, occupational or physical therapy evaluations are used.
• Behavioral and social-emotional evaluations using observations and parent/teacher questionnaires are utilized.
• MDT ensures that assessments are non-discriminatory and appropriate for the student's background, language, and abilities.

Strategies for Establishing Prerequisite Skills

• Assessments and collaboration with teachers may be used.

Promote Confidence and Engagement

• Use positive reinforcement, collaborative learning, and fun activities.

Selecting an Appropriate Instrument

• Selecting an appropriate assessment instrument involves key considerations for effectively meeting assessment goals.

Limitations of Testing

• Testing, as a method of assessment, has inherent limitations that can affect its effectiveness.

Parental Participation in the Assessment Process

• Parental involvement is crucial for enhancing the assessment process.
• Parents provide valuable insights into their child's behavior, strengths, and challenges, which inform assessment decisions.

How to Conduct Parent Intakes and Interviews

• Conducting effective parent intakes and interviews is essential for gathering comprehensive information about a child's needs and background.