Case Study #1:

One problem is that I dont yet have a rapport with the family, so f Im too blunt with the
father when broaching the issue of mistranslation, I risk ruining the relationship. Even if I put it
nicely, he may still be offended. Since I perceive that holding the meeting in English has a
special place for the father, I should ask about it and see if we can come to an understanding or
compromise. Being and misunderstood by the parents could also jeopardize the relationship if
the expectations they derive from the meeting arent being met later on in the year. Furthermore,
I cannot ensure that signing the document ensures that the parents accurately understand the
information, which imperils parental involvement as members of the team and directly opposes
the underlying premises set forth by IDEA regarding parental involvement.
Potential solutions are as follows. I should turn to the previous teacher for strategies that
were successful, and implement those. Depending on where the Spanish-speaking family is
from, it may be important to make small-talk regularly during our meetings, so find out where
theyre from and whether this is culturally beneficial. While using the MAPS process (dreams,
strengths, challenges, and possible supports for the student) I should utilize an easy-tounderstand vocabulary, check for understanding with questions and summarizations, or by
having the family summarize before translation, and correct as necessary while providing
empathy statements that communicate respect for the family and the culture, and convey a sense
of admiration for the fathers intentions. Also at the MAPS meeting I will have a handout that
covers some of the most important vocabulary with definitions translated into Spanish. Ill use
strategies to activate prior knowledge (asking about the students behavior at home before I
discuss that area). Ill need to attend to the subtle verbal and nonverbal communication cues that
let me know what they want for the student, and to ensure understanding. Ill need to think about

how Im wording things, carefully avoiding such semantics as homonyms, idioms, and
polysemes, and Ill need to embrace Speech Act Theory by being aware of the implied meaning
of what Im saying, and explicitly wording that meaning for the family in a way that isnt
derogatory or degrading. I may need to restate and rephrase the most important parts of the
meeting and communicate my emphasis for the family. In addition, Ill need to increase wait
time, let the father know that if Im unclear in any way we should ask each other to repeat or
rephrase things. I should also utilize the strategy of signaling topic changes in advance. I may
need to have the interpreter there in order to clarify if messages appear to have lost meaning,
whether from me to the family, or from the family to me.
Solotions: use all above strategies with the hope of not needing the translator. The worstcase scenario is that I need to be incredibly polite with the father, let him know that because his
students education is so important to me, Id feel more comfortable utilizing the translator. It
may mean that I need to bend over backwards to mend the relationship throughout the year, but I
cannot risk limiting parental involvement at such a critical moment as the IEP meeting.
Case Study #2:
I should research frequently displayed communication preferences and styles of Russian
culture, but not assume that they fit with all of these, and will check my understanding when I
meet with the family (and a translator) to learn about their culture and values before the meeting
in order to accommodate them in terms of time-orientation, locust of control, self-orientation,
ensure they understand the implications of the documents, including Procedural Safeguards. I
will utilize all above listed strategies from Case Study #1, and will act as a facilitator to help
them understand differences from American culture while showing respect for their values and
customs. The day of the IEP meeting Ill greet the family before entering the conference room

and have everyone walk in together. A translator should be available, and IEP draft should be
translated into Russian. We should begin the meeting with introductions, allowing the family to
go first, and then share the students strengths before previewing the order of events for the
meeting. Ensure that the meeting ends on a positive note, and all should walk out together so the
family doesnt feel like theyre unimportant to the process (which can happen when team
members stay in the room after the parent has been escorted out). Do NOT assume that silence
means agreement (or anything else), and actively elicit responses from the family regarding input
and understanding. Do NOT use the CRY aspects of LAFF dont CRY, dont speak too
quickly, and dont assume that the family understands (or already has access to understanding)
professional jargon.