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).

The major problem in this case is miscommunication due to language barrier. It is a major no-no not

to have a certified translator for parents whose language is not primarily English. First of all, it will not just

result to inadequate understanding but may eventually end in a state complaint. The IDEA contains

specific directives regarding interpretation and translation. IDEA makes it clear that communicating with

non-English speaking parents about special education demands the highest standards in regards to

interpretation and translation. The Father should not be assigned as the certified interpreter. First of all,

when the special education staff knew prior to the meeting that the parents first language is not English,

then she shouldve contracted an interpreter. The parent must be fully informed of all information in their

native language. Since the team cannot do anymore about that IEP meeting that just happened, it is best

to send a prior written notice to the parents regarding the IEP teams decisions in their native language in

order to clarify misunderstandings. Second, to rectify the problem, I suggest that the team hold another

IEP meeting with the districts certified translator or interpreter. Although the father indicated that he can

interpret the conversations, I would suggest that the team explain to him that his intentions are good but

having a professional interpreter during IEP meetings is mandated by the federal law. Third, discuss to the
parents regarding the previous meeting and the decisions of the team. Seek for the parents concerns and

give them time to share their inputs. Answer the parents concerns point-by-point while the translator

translating every decisions or discussions to the team. Again, send another Prior Written Notice in their

native language to avoid confusion. It is also best to follow through with the decisions of the team and

continue to communicate with the parents throughout the school year to avoid mishaps in the process.

This will make the parents feel valued and respected. When they feel they are not neglected, trust is

established.

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?

Just like in the first case, the special education staff should employ a certified Russian interpreter

at the meeting. The parents should be given information that an interpreter will be available at the

meeting. Also, all meeting notices, phone conversations and correspondence should be in the parents

native language as stipulated in the IDEA mandate regarding interpretation and translation. Next, the

special education staff should provide the interpreter a copy of the IEP at least hours prior to the meeting

to prepare her of the important details such as the supplementary aids and services, accommodations,

modifications, services and placement. The special education teacher should also collaborate with the
classroom teacher and other service providers regarding possible issues that might be brought up at the

meeting and solutions that the school have tried. Also, all professionals involve should collaborate how to

discuss service program delivery from the IEP and how it will be in a different environment. It is also best

practice to contact the parent via phone prior to the meeting to hear their apprehensions or concerns. In

the state of Maryland, we have a phone interpreting system that we use to help us communicate with the

parents in their native language. It will be best to use this strategy as well to communicate with the Russian

family. Also, the parents should be provided a copy of the Procedural Safeguards in their native language

prior to or during the meeting. During the meeting, it is best practice to introduce the purpose of the

meeting with the interpreter interpreting the discussion and decisions of the team. In this case, I really

dont know the purpose of the meeting, so I assume that the student has an IEP in place and has to be

implemented at the new school. So it is best to review the students records prior to the meeting to check

the students educational and behavioral history. It is important that the IEP team make the parents

comfortable and welcome at the new school. They should also consider the parents cultural and ethnic

background. In Russian culture, parenting and educating a child is a group activity. They are very involved

in their childs education. A lot of times, when they are not satisfied with the public school system, they

just end up homeschooling their children. In this regard, it is best to get the parents inputs regarding their

expectations about the students educational program. When the parents are given a chance to talk, they

feel acknowledged and valued.