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    Running Head: M7: Case Study Reflection 1

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    This document discusses two case studies involving IEP meetings with families where English is not the primary language. For the first case, the family wants the meeting in English without an interpreter, so the teacher must go slowly, pre-teach terms, and ensure understanding. For the second case involving a Russian family, the teacher should determine if an interpreter is needed, learn about the family's culture, structure the meeting to establish trust, and ensure two-way communication and understanding. The teacher must carefully observe the family for signs of misunderstanding and remain open-minded about their cultural background.

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    Running Head: M7: Case Study Reflection 1

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    This document discusses two case studies involving IEP meetings with families where English is not the primary language. For the first case, the family wants the meeting in English without an interpreter, so the teacher must go slowly, pre-teach terms, and ensure understanding. For the second case involving a Russian family, the teacher should determine if an interpreter is needed, learn about the family's culture, structure the meeting to establish trust, and ensure two-way communication and understanding. The teacher must carefully observe the family for signs of misunderstanding and remain open-minded about their cultural background.

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    This document discusses two case studies involving IEP meetings with families where English is not the primary language. For the first case, the family wants the meeting in English without an interpreter, so the teacher must go slowly, pre-teach terms, and ensure understanding. For the second case involving a Russian family, the teacher should determine if an interpreter is needed, learn about the family's culture, structure the meeting to establish trust, and ensure two-way communication and understanding. The teacher must carefully observe the family for signs of misunderstanding and remain open-minded about their cultural background.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    32 views4 pages

    Running Head: M7: Case Study Reflection 1

    Uploaded by

    api-295546890
    This document discusses two case studies involving IEP meetings with families where English is not the primary language. For the first case, the family wants the meeting in English without an interpreter, so the teacher must go slowly, pre-teach terms, and ensure understanding. For the second case involving a Russian family, the teacher should determine if an interpreter is needed, learn about the family's culture, structure the meeting to establish trust, and ensure two-way communication and understanding. The teacher must carefully observe the family for signs of misunderstanding and remain open-minded about their cultural background.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 4

    Running head: M7: CASE STUDY REFLECTION

    M7: Case Study Reflection


    Jennifer Gamble
    University of Kansas

    M7: CASE STUDY REFLECTION

    2
    M7: Case Study Reflection

    In Case Study 1, the teacher is about to have an IEP meeting with a new family that primarily
    speaks Spanish. S/he has arranged for an interpreter, but the family wants the meeting in English
    without an interpreter. As the father shares what has been said with the mother, you are not sure they
    truly understand the information. Problems include misunderstanding the information shared and the
    parent desire to have the meeting run in English without an interpreter even though they may need one
    to facilitate understanding. The task is to accurately convey information in a manner that the parents
    understand it.
    Since the parents are resistant to the use of an interpreter, it is important to abide by their
    wishes. In this case the teacher should take the time to get to know the parent and understand their
    English language capabilities and needs. Once the teacher develops an understanding of this, there are
    a variety of strategies they can put into place (Cheatham & Ro, 2011). These strategies include
    speaking slowly to allow more time for processing, using words that are easier for the parent to
    understand, asking a parent for their opinions and ideas so you can monitor their understanding,
    relating the topic of conversation to their prior knowledge before the meeting, pre-teaching words and
    phrases that will be used a lot, repeating and exaggerating these words and phrases, as well as
    providing a brochure (Cheatham & Ro, 2011).
    In this case, I would slow the meeting down and start to form a relationship with the parent so
    that I could develop an understanding of their needs. I would make sure that I have a brochure
    prepared of the common special education terms in a variety of languages with definitions. By
    slowing things down taking time to pre-teach important terms, I would be forming the basis of a
    proactive collaborative relationship while still respecting the fathers wish to have the meeting in
    English without an interpreter.
    In Case Study 2, the teacher is about to have a first IEP meeting with a family from Russia.
    The family members do speak some English. Prior to the meeting, I would ask the family if they

    M7: CASE STUDY REFLECTION

    would like an interpreter present. If they would like one I would have one present. I would also
    become familiar with the culture of the family either through research or the child and keep this in
    mind during the meeting.
    The format of this meeting must be carefully structured to ensure the beginning of a positive
    relationship with the family. I would start the meeting with introductions. Next I would carefully have
    each stakeholder talk about their role with the child. During this sharing session, I would have them
    share their role in terms the parents could understand, as I would have gone over the need for this with
    team members prior to the meeting. Next, I would have the parent share their concerns. Once we
    know the parents concerns we would design a program that addresses these as well. This would also
    serve to help the parents relate what we are talking about to their own concerns (Cheatham & Ro,
    2011). I hope this establishes a relationship where they know they are heard, as well. Finally, I would
    repeat what determinations have been made at the meeting and answer any questions the parents may
    have. I would also provide them with a calendar that shows the special education timeline. I would
    offer interpretive services to review the documents if they want them, as well as providing them with
    contact information for the case manager in case they have further questions.
    At this meeting the teacher needs to develop an understanding of the familys English language
    skills. The teacher must observe for signs of frustration, upset, not understanding or that everything is
    okay on the part of the family. These must be signs used to solve any misunderstandings immediately.
    The teacher must remain open minded about the cultural background of the family, not allowing
    preconceived notions or ideas to interfere with communication. It is important that the teacher give the
    family a chance to share their ideas and ask questions they may have (Cheatham & Santos, 2011).
    Only by communicating mutual respect for the role the parents play in the childs life and the
    desire to include the parents in the process will the family feel at ease to collaborate with the school. It
    is imperative that the teacher gets to know the parents as people to form a collaborative relationship
    that will foster the learning and growth of the child.

    M7: CASE STUDY REFLECTION

    4
    References

    Cheatham, G. A., & Ro, Y. E. (2011, May 20). Communication between early educators and parents
    who speak english as a second language: A semantic and pragmatic perspective. Early
    Childhood Education, 39(), 249-256.
    Cheatham, G., & Santos, R. M. (2011, September). Collaborating with families from diverse cultural
    and linguistic backgrounds. Young Children, 66(5), 76-82.

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