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Reflection on Case Study

Andrea L. LaJoie

SPED 854: Family and Interprofessional Collaboration in Special Education

Dr. Suzanne Robinson

June 19, 2021

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Reflection on Case Study

Case Study 1

In Case Study 1, there are a few problems with the communication happening during the

IEP meeting. The first problem is that the mother does not have equal access to the

conversation. Since the father is translating from Spanish to English and vice versa, with a

limited English level, the mother does not have the same level of understanding as the father

and me. While the father has stated that he understands some English, this is causing what I

say to be translated in a way that may not be correct and can be misunderstood. This can also

cause a conflict if the mother’s message is miscommunicated. This creates an issue of

consistency with the message that I am trying to send and the potential for inaccurate

information being received by the parents.

One possible idea for addressing or resolving these problems is to make it mandatory to

have an official interpreter in the meeting. This could be a part of the school’s policy so that all

messages being sent and received are understood correctly. Another idea would be for any

possible written information shared before, during, or after the meeting to be provided in English

and Spanish. With today’s technology, it is easy to translate written information and this allows

time for the parents to digest and understand the information being shared in the meeting.

A potential solution I would try is to insist that the meeting can not happen unless there

is an interpreter present. I can connect it to the school’s policy to ensure that all communication

is accessible to all parties. This will allow equal access for everyone to communicate and share

their ideas accurately. I would also send a follow-up email afterwards in both English and

Spanish to ensure that any actions that were agreed upon in the meeting are documented in

writing and that the information is correct. This type of follow-up also allows for both parents to

have the opportunity to ask any remaining questions they may have.
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Case Study 2

In order to plan and structure the meeting to accomplish my goals in Case Study 2, I

would first start by creating an agenda. I would send this agenda to the family ahead of the

meeting to give them sufficient time to look over it and understand the content of the meeting.

This would also give them time to ask any questions before the day of the meeting. If available, I

would line up an interpreter to come to the meeting as well. Even though the family does speak

some English, it is best to have someone there who can translate if needed. There are many

times that people can better articulate their thoughts in their native language. If an interpreter is

not available, I would ensure that when I’m speaking with them, that I use a level of English that

they are comfortable with and talk at a slower pace to give them time to understand.

During the meeting, I would ask clarifying questions and summarize their ideas to ensure

that everyone is on the same page. This will ensure that information was sent and received

correctly, as well as make any corrections in case there was some miscommunication. I would

not simply do all the talking and assume that they are understanding everything I am saying. I

would also not use unfamiliar vocabulary or jargon that they may not know. Since they know

some English, I would use basic English vocabulary and grammar and if there is an important

term or definition that needs to be understood to continue with the conversation, I would take

the time to describe that. Along with using accessible language, I would also talk at a pace that

allows them to process what I am saying. They may need time to translate both what I am

saying and what they would like to say. For this reason, I would also allow for moments of

silence for this process.