Hannah Eudy

Spec_Ed 420
Meeting with Special Education Teacher
When I met with the Special Education teacher, I also met with the para that works with
the students as well. We were talking about one of the students in my class and how the student
deals with selective mutism and has anxiety to pair with that. We discussed how the student is
extremely bright and always does the work that is assigned promptly. They were talking about
how the student has a best friend, and the interactions between them is quite interesting because
the student does not talk. What I have noticed about the student is that the student makes animal
sounds, is very smiley, and talks in front of the mother which they have also noticed.
Some methods that can be used for this child are gifts, videos, and praise. Like the special
education teacher, I have noticed praise works well with this child. In the classroom, my mentor
teacher has a service dog, and that seems to help the student tremendously. They told me that the
student goes to therapy and receives medication. Some more methods to keep in mind is that the
student bringing a friend is a good motivator, playing games, and ultimately acting normal. The
student does not like to be the center of attention, as that brings some anxiety. What is crucial is
to have high expectations of the student and to make sure the student does that. They work on the
student’s “brave voice” which would be talking, but it makes it sound special for the student and
praises the child within the phrase. The student also likes when other adults come in informally.
The process in which the teachers can refer a student who might have a disability is that
the guidance team and the psychologist observe the child. The parents or teachers can make a
referral for the student to the guidance team. The guidance team meets a couple times a month to
talk about strategies. If the strategies do not work, then can bring up the IEP referral team. The
guidance team does an extensive job in observing and addressing accommodations before the
IEP can occur.
There were many assessments that are used at Shelton View Elementary School. Some
including the Wechsler Intelligence Scale for Children, Wechsler Adult Intelligence Scale,
Stanford Benay Intelligent Scale, Letter International Performance Scale Revised, Differential
Ability Scales, and Developmental Assessment of Young Children. What they focus on is the
cognitive demands, and then the academic which they use Woodcock Johnson, and Wechsler
Individual Achievement. Again, they focus on their cognitive abilities and eligibilities and then
they work on the achievement and academia addressing the students with a large enough gap.
The behavior and social emotional is based on scales which they have the assessments such as
the BASK, COSS, and Emotional Disturbance Decision Tree. They talked about how they do the
curriculum that general education teachers do but in the controlled environment, and that referral
meetings are based on information gathered from the teacher and parents.

Signature of Special Education Teacher: ___________________ Date: ____________

Special Education Teacher’s printed name: _________________ Date: ____________