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Melissa Bruce
SPED 854
Suzanne Robinson
14 December 2015
M7: Case Study Reflection

CASE STUDY 1:
1. What do you see as the problems in this case?
It looks like we may be dealing with a case of the father's pride. He seems really intent on holding the
meeting in English so a big problem as the teacher would be trying to find a gentle way of letting the
father and mother know that using the interpreter would be their best option.
2. What are some possible ideas for addressing or resolving the problems?
I think the best thing you could do as the teacher is gently stop the process of the meeting and turn the
topic to one of understanding. I would ask the interpreter to jump in as I explained to the family my
worries about misunderstandings.
Keeping eye contact with the father may help him feel that you are addressing him. Use your body
language and eye contact with the parents, that way the interpreter feels more like a tool to be used.
3. What potential solution would you try and why?

I would ask the interpreter to jump in and turn the topic to understanding. I would place the emphasis on
the student and say I think what is best for your child is to continue this meeting with the use of the

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interpreter. I would clearly explain my reasons all while keeping my eye contact and body language
directed towards the mother and father.
CASE STUDY 2:
1. How will you plan and structure the meeting to accomplish your goals?
I would first notify all the IEP team members that we are meeting with a family who does not speak
English that well. So I would prepare everyone that we will likely be going through many of the basics of
putting together an IEP so that the family thoroughly understands what an IEP is, what it means, and what
they can expect throughout the year.
I would also ask the family if they would like an interpreter present at the meeting.
The structure of the meeting would begin with an introduction of some of the common terms that will be
used throughout the meeting. I would ask all members of the team to continue to include the definition
each time they used the term. Example: gross motor goal: the student's big movement processes like
running, moving throughout the room, gym class. I would also structure the meeting so that after every
goal we addressed we would leave ample opportunity for questions.
2. What things should and should not take place during the meeting to accomplish your goals?
Definitions of all terms will be offered and repeatedly given as we speak about them (gross motor, fine
motor, OT/PT, SLP, etc.). The definitions will be given verbally as we are speaking and I would also
include a print out of them as well.
I would ask that a lot of cross talk not take place in the meeting. The IEP team members should have had
those discussions beforehand so that all of the focus of the meeting is on explaining and helping the
parents understand.

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We would employ the use of pausing/waiting so the family has ample time to process the information and
ask questions. We would also use summarizing to go over each goal and/or section of the IEP once more
to place emphasis on understanding.
The IEP team would be reminded not to use idiomatic expressions and terms that could be easily
confused. I would ask that we all monitor each other for use of such terms and if someone does use an
expression or term we think may be confusing to jump in and help define it for the family.