Reflection of Case Studies: IEP Meetings

Samantha Hare

Department of Special Education, University of Kansas

SPED 854: Family and Interprofessional Collaboration in Special Education

Dr. Suzanne Robinson

June 27, 2022

Case Study 1: 

You are having your first IEP meeting with a new family. The records you have indicated

that they are primarily Spanish-speaking, so you have arranged for a language

interpreter. The father states that he understands some English. During the visit, he

chooses to serve as the interpreter and relays the information, as he understands it, to

his wife. As a result, you find yourself being misunderstood, misinterpreted, and

misquoted by the father, and you are, therefore, unable to ensure that both the father

and the mother are receiving accurate information. Holding the conversation in English

seems to hold a special purpose for the father (adapted from Chen, Chan, Brekken,

Lynch, & Valverde, 1993).

1. What do you see as the problems in this case?

2. What are some possible ideas for addressing or resolving the problems?

3. What potential solution would you try and why?

Reflection and Comments:

In Case Study 1, the overarching issues stem from an inaccurate translation that

leads to a miscommunication between the educator and the family. Despite a translator

being offered, the father states that he understands some English and is determined to

be the translator in this meeting for his wife. While he may be confident in his

comprehension of common terms, an IEP meeting often uses a lot of jargon, technical,

value-neutral terminology, and objectiveness that is often confusing to families that do

not possess the same professional expertise as teachers. As a result, the father is
unable to contextualize the information being presented and misunderstands,

misinterprets, and misquotes the information while relaying that information to his wife.

To resolve this problem, the educator can provide many accommodations, while

respecting the father’s wishes to be involved in the translation process. Before the IEP

meeting, the educator should be actively listening and respecting the father’s wishes of

being the interpreter but should explain that there will be a lot of technical terminologies

and concepts that will be difficult to translate without a professional background in

special education. The educator should emphasize the need for a translator who is well-

versed in this field to help break the concepts down for them. To maintain a democratic

and cooperative relationship with the parents, the educator can provide a list of

translators to choose from so that the parents feel like their thoughts, feelings, and

opinions are valued. To honor the father’s wishes of being an active member of the

meeting, the educator can further explain that the father is invited to use his translation

skills to communicate other important topics, like how their child is doing behaviorally or

socially in the inclusive, general education classroom. During the meeting, the educator

can present resources as a frame of reference for the father’s comprehension of the

student's progress. These resources can even be translated into Spanish, so the mother

can feel represented, and involved, and establish her understanding of the information

presented.

If I were the educator in this situation, I would try all these potential solutions

because I want the parents to feel valued and respected. According to Turnbull et al.

(2014), “honoring the partnership principles of equality and respect can help you

strengthen partnerships in difficult situations” (p.199). I would approach the need for a
translator with special education background with sensitivity by complimenting his skill

level and knowledge of English but would explain that the jargon used can be easily

misunderstood without enough context surrounding the terminology. I would also

warmly encourage his participation by interpreting social-emotional and behavioral

contexts because I want to foster a relationship of trust and parity with the student's

parents. Having that trust and parity established will enable us to effectively problem-

solve in this IEP meeting and all other meetings subsequently. Having translated

resources for reference is also important because it can provide the parents with visuals

to support their comprehension of what is being said. When parents gain an accurate

understanding of the information presented, they will be empowered to voice their

opinions, problem-solve, and be active participants in creating effective, culturally

relevant accommodations and modifications for their child.

Case Study 2:
You are going to have your first IEP meeting with a Russian family. The family members

speak some English but are not fluent. You want the meeting to go well and to be a

positive beginning to your partnership with the family.

1. How will you plan and structure the meeting to accomplish your goals?

2. What things should and should not take place during the meeting to

accomplish your goals?

Reflection and Comments:

Before the meeting, I would send home Russian-translated resources to obtain a

better understanding of the family's culture and preferences a week in advance. Among

those resources would be a parent survey with questions regarding their preferred time

orientation, communication orientation, and “who in their family or among their friends or

community they want to bring with them and whether they want their child to attend”

(Turnbull, et al., 2014. p. 211). In addition, I would send home a translated handout

listing the special education technical terms with comprehensible definitions to enable

the parents to come to the meeting with prior knowledge, confidence, and any questions

they may have. I would also let the parents know that a translator will be present to aid

in effective problem-solving and collaboration. During the week leading up to the

meeting, I would also research and familiarize myself with cultural-specific

characteristics and learn Russian greetings to show my respect and appreciation for

their values and beliefs.

 I would first introduce myself during the meeting with the newly learned Russian

greetings. I would then introduce the translator and explain that they are welcomed and

encouraged to interject with any questions they have or whether they need further

explanation of a concept or comment I make. Depending on their responses from the

survey sent home, I would alter my pace and adherence to the agenda to meet their

preferences or needs. At the beginning of the meeting, I would display a copy of the

agenda in both English and Russian and review the progression and structure of the

meeting. The sequence of the planned meeting would be as followed:

1. Introduction:

a. Who I am, my role as a special educator, my experience, and the

positive interactions I have had with their child.

b. Translator introduction

c. Introduction of other involved parties

d. Parent introductions

2. Purpose of the Meeting:

a. Explain our goals in helping the child reach higher levels of success

in the classroom.

b. Ask for parental input on the social-emotional, behavioral, and/or

academic goals they have for their child.

3. Expectations:

a. An explanation that they are the experts of their children and that

we encourage them to communicate their thoughts, ideas, and

opinions throughout the entire meeting.

 b. Display a copy of the translated handout listing the special

education technical terms for reference

c. An explanation of how the meetings proceed, the roles and

expectations for parental involvement, and the importance of

partnership to determine the best strategies to help their child.

4. Review of the IEP in full

5. Accommodations and Modifications

6. Questions/ Comments/ Concerns/ Thoughts

Throughout the entirety of the meeting, I would make sure that I speak slowly

and clearly and provide deliberate pauses to encourage parental reflection,

comprehension, and response. I would also use a variety of different “interviewing

techniques such as clarification checks, which restate and summarizes parents’ ideas to

ensure understanding” (Cheatham, G.A., & Santos R.M., 2011. P.82). If the parents are

not showing confidence in their comprehension, educators mustn't continue to the next

topic of discussion until there is a clear understanding. It is also critical that educators

develop rapport through empathic listening and responses, nonverbal means of

validation, like head nods and appropriate facial expressions, and reinforcement that

their personal and cultural experiences and beliefs are respected and considered with

fidelity. When problem-solving with parents, I would make sure that I let the parents

express all their concerns and discontent without interruption or offensiveness. As

stated by Cheatham and Santos (2011), “advocacy and disagreement are important to

collaboration when parents and teachers see each other as equal partners” (p.82).
When we can effectively problem-solve and communicate with honor, the student will be

able to meet the expectations and goals we establish together.

Reference:

Cheatham, G., & Milagros Santos, R. (2011). Collaborating with Families from Diverse
 Cultural and Linguistic Backgrounds. Young Children, 66(5), 76-82.

Cheatham, G., & Ostrosky, M. (2009). Listening for Details of Talk: Early Childhood

Parent-Teacher Conference Communication Facilitators. Young Exceptional

Children,13(36), 36-49.

Cheatham, G., & Ro, Y. (2011). Communication Between Early Educators and Parents

who Speak English as a Second Language A Semantic and Pragmatic

Perspective. Early Childhood Education, 39, 249-256.

Turnbull, A., Turnbull, H. R., Turnbull, E. J., Erwin, E. J., Soodak, L. C., & Shogren, K.

A. (2014). Families, Professionals, and Exceptionality: Positive Outcomes

Through Partnerships and Trust. New York: Pearson, Chapter 8.