Professional Documents
Culture Documents
McCabe
SPED
854
Module
7
Case
Studies
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).
Problem
&
Solution
The
largest
problem
in
this
case
is
the
ability
to
check
for
understanding.
Without
an
interpreter
present
at
the
meeting,
there
is
no
way
to
know
what
or
how
the
information
is
being
translated.
Keeping
in
mind
and
respecting
the
fathers
preference
to
translate
for
his
wife,
it
would
still
be
important
to
have
an
interpreter
present
to
assist
in
the
clarification
of
inaccuracies.
Asking
an
interpreter
to
be
present,
but
explaining
that
interjection
will
only
needed
to
clear
up
something
which
may
be
misquoted
or
misunderstood
would
be
one
way
to
address
this
issue.
Doing
so
would
allow
the
father
to
translate
for
his
wife,
but
also
allow
the
school
to
know
that
the
information
is
being
relayed
correctly.
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.
Problem
&
Solution
First
and
foremost,
I
believe
it
would
be
important
to
reach
out
to
the
family
previously
to
find
out
their
communication
preferences.
If
necessary,
I
would
make
arrangements
to
have
an
interpreter
present
at
the
IEP
meeting.
I
would
begin
the
meeting
by
providing
an
overview
of
how
the
meeting
will
run,
and
then
asking
the
parents
about
their
perception
of
their
child
at
home
and
at
school.
In
addition,
I
would
structure
the
meeting
so
that
time
allows
for
the
pre-
teaching
important
phrases
that
will
be
used,
presentation
of
the
information
and
data,
and
a
check
for
understanding.
Another
important
aspect
of
the
meeting
is
listening
to
the
parents
goals
for
their
child
so
I
would
be
certain
to
make
time
for
the
parents
to
speak.
The
meeting
would
include
visual
representations
of
data,
and
would
be
void
of
educational
jargon
or
acronyms,
which
are
so
often
used
during
IEP
meetings.