Wendy Williams

SPED 854
Case Study Reflection
Case Study 1:
1. The father is the interpreter for the meeting. From what the team
can tell, he only understands some English. The team did not have
affirmation to what extent the father could understand English. The
meeting is an IEP meeting, which entails language that is
potentially not within the father or mothers vocabulary. The terms
used within this meeting are confusing to understand in English,
making it difficult for the father to receive and interpret into
another language. The team is not able to clarify their statements
with the mother because everything is translated through the
father.
2. In order to address and resolve some of the problems presented in
the scenario, the team could re-schedule the meeting to have
ensured that there is a translator present, instead of having the
father interpret. The team could also present written information in
Spanish so that the mother and father have the information that is
not relay through anyone. Written information could be carefully
planned to avoid using language that tends to only be used by
those in the field of special education. Definitions for vocabulary
could be adapted to ensure comprehension.
3. I would personally recommend providing the parents with a written
copy of their rights as parents, in Spanish. I would have a Spanishspeaking interpreter present within the meeting not only to
interpret to the parents, but to also interpret information to the IEP

Wendy Williams
SPED 854
Case Study Reflection
team meeting. If the father refused to have an interpreter, I would
provide them with as much Spanish written material to interpret
what we were discussing. Another option I might attempt is to use
an Ap on my iPad or iPhone that interprets for me during times
when information gets confused.
Case Study 2:
1. The meeting would be set up to follow an agenda written in
Russian. Ideally, it would be wise to send the parents a copy of
their parental rights in written in their native language prior to
having the meeting. Introductions would begin to the meeting to
ensure the family has met and knows the role of each IEP team
member. A translator would be to translate information to the
parents; however, if this is not possible it may be beneficial to
research the education system in Russia where they moved. I
would not want to assume the parents did or did not understand
the education system in America. Proper information about why the
meeting was established would be professional and help the
parents gain some background information on the purpose of the
meeting. During the meeting it would be important to explain each
part of the IEP.
2. During the meeting the team should work on communication skills
(verbal and nonverbal, contact, gestures and proximity). Along with
communication skills, the team should develop a cultural

Wendy Williams
SPED 854
Case Study Reflection
awareness to the familys culture, prior to attending the meeting.
Meeting agendas should not be rushed together without any prior
planning. The meeting should not only contain written information
in the English language. Language processing should not contain
homophones, polysemies, idioms, or pragmatic differences.