Philip Kosovrasti

Heather Pate

Education 2201-NET02

21 November 2020

1. Which disability/impairment do you suspect? Why? I believe or suspect Sophia has a

mood disorder. I suspected this would be it because, after careful thinking and research,

parental divorce causes mood disorders in a child. Especially, if the child witnesses his or

her parents split apart.

2. Which category (if any) would that fall under? Explain your answer. Her mood disorder

falls under depression. Her disability falls under this category because she will not

hesitate to be with her friends and mother, but Sophia does not participate with them.

When she is at home, she is usually with her mom or by herself. A key thing that has

been reported from her school as she will not complete assignments which is one of the

important things to know whenever a child is depressed. Her mom also reported Sophia

has a recluse behavior meaning she is voluntarily isolating herself from society or crowds

of people.

3. What is Response to Intervention? Would it be required for this student? Why or why

not? The Response to Intervention is a model with three tiers to help teachers, parents,

and the IEP team to solve if a student falls under these tiers. Also, to figure out if said

students are required for this or not. It is required for Sophia. Sophia’s qualified for an

RTI because after reading reports on her behavior inside and outside of school. Despite

her average reading level and has performed the same level as the standardized tests, Tier
 2 includes psychologists and counselors as school personnel or support staff. So, both can

help her out to cope with depression, listen to her problems, and give her advice on what

to do when her parents are divorced. The second tier’s goal is to help students who are

performing below their grade level.

4. What would the process be to obtain an IEP for the student? Be sure to include when

parental consent is required. The process to receive an IEP for Sophia is she must be

referred by her mom or school personnel to be evaluated. Once, she is referred for an

evaluation, they will see if she has a disability or not. Then, a group whose job is looking

through the child’s evaluation results with her parent or parents and decide if she has a

disability. Her school will contact either her mom and/or dad, ask them when they are

available to attend a meeting and where it is going to take place. More importantly,

telling them who is attending the meeting. In the IEP meeting, both the team and parents

will discuss both short- and long-term goals for Sophia to accomplish before she goes to

college. Then, the team or sometimes a different group will decide if she is eligible for

special education and other services related to it. However, the parents must be part of

this decision. Once, the child can be placed in special education, it will not apply to them

right away because the school and team need the consent of the parents to be given the

services. After the parents give the consent, the IEP is written and services are given to

the student, both parents and teacher receive a copy of Sophia’s IEP, and her progress

will be monitored. All her monitored progress is reported to her parents and reviewed the

next time they meet up with the IEP team. Finally, Sophia will be evaluated again if she

is still a child or student with a disability.

5. Detail the ideal environment for the student, including the following:
5a). The physical environment is having Sophia stay in her normal classes and try to

convince and encourage her to participate in group activities and homework assignments.

If she refuses to do the assignments, the teacher can ask what interests her and create a

connection to the assignments. Have her school counselor or psychologist to check on her

and ask her teachers how she is doing.

5b). Sophia’s accommodations are receiving extra time to complete her assignments and

seeing both the school’s counselor and psychologist for advice and how she is doing

mentally.

5c). The modifications being provided to her is seeing the counselor and psychologist

before and after school. Her assignments would be changed to meet her interests for her

to complete and turned them in on time. Once Sophia goes to her friends whenever there

is a group activity, the teacher will tell her friends to not force, but try to convince her to

participate with them.

5d). Before her classes start, Sophia will meet with her counselor and psychologist to see

how mentally healthy she is and if she is being honest about how well she is coping with

her parent’s divorced. Then, she goes to attend her classes and at the end of the day, she

meets with her counselor and psychologist again about how school was for her.