DQ 1: How do the purposes of academic, psychological, and speech-language evaluations differ? Cite specific examples of such assessments. What are some student concerns teachers may have that could warrant implementing such assessments?
DQ 2: What are main areas of concern that should be addressed in an initial family meeting? Identify and describe helpful guidelines when conducting an initial family meeting to cover these main areas. How will you gather information in a respectful and compassionate manner while addressing all the needed concerns including both school and family perspectives?