Jessica Yoakum
Education Specialist
Family Communication
Case Study 1:
You are having your first IEP meeting with a new family. The records you have indicate 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 to the father (adapted from Chen, Chan, Brekken, Lynch, & Valverde, 1993).
This case presents many different issues. The first issue is there should have been an interpreter in the meeting with or without the parent’s request. The interpreter is first and foremost a way to decrease liability within the conversation and expected outcomes. The father should not act as an interpreter because through the parent’s procedural rights it states that the meeting should be interpreted in the parent and/or guardian’s native language. Each area presented to the parents should be translated to the parent so they understand the concepts being discussed. This covered though parental involvement within the six principles of the IDEA.
If this problem were to arise during a meeting I would have to ask that we reschedule or conduct the meeting at a later date. I could explain how the matter being discussed is a legal issue and that protocol has to be followed when conducting an IEP meeting. I would try to contact a translator if the district has one available, if not I would let the parents know about how I plan to contact a translator.
One idea to addressing the issue would be to plan prior to the meeting for an interpreter to be present just in case there are any misinterpretations. Knowing there is a possibility there could be a language barrier. Understanding the cultural differences of the family could also help with this issue because it would give the teacher the knowledge to know how to remediate the situation when it was happening. Although we want to respect the cultural wishes of the family the IEP has certain aspects and criteria that need to be followed.
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.
How will you plan and structure the meeting to accomplish your goals?
What things should and should not take place during the meeting to accomplish your goals?
The structure of this meeting is very important because building a foundational relationship are key components to any future issues which may arise. For the first meeting, I would contact the family using a translator and also plan to have this translator at the meeting. I feel as though having the same person available speaking their native language would help the family feel more open to discussion. This also shows we respect the family.
I would plan an agenda for the first meeting to help explain topics is the easiest way between myself and the family. I would make sure each topic addressed and that the translator also has a copy as well as the family. This will help if there are any concerns. I would make sure each form of paperwork is spoiled and provided in both languages for the parents to take with them. Most importantly I would read all the paperwork which is provided for the student. This will give me insight on the family dynamics so I can provide myself with a contextual analysis.
The meeting should follow the plan and allow for the family and me to talk about important issues as well as allow us time to get to know each other. Allowing time for small talk is okay when building relationships with a new family. This allows the two to create their roles within the student’s learning. Allowing the parents to run the meeting should not be allowed. Depending on cultural differences and differences in education sometimes a parent feels as though they know what is best especially in a new environment. It is the responsibility of the special educator to plan how to respond to these types of issues.