Individualized Education Program Meetings

School is a common experience that a lot of us have. For some, though, it’s not that simple of an experience. Imagine you’re having trouble keeping up in school and not learning at the same rate as others. What can you do? Sometimes doing your best can only take you so far. This is where IEPs come into play.

IEP is a legally binding process.

Individualized Education Programs are a very involved and careful process that involves not only the student, but their parents, and their teachers too. As you might be able to imagine, it’s important that everyone is able to understand each other for such a delicate and important process!

For interpreters, helping to interpret IEP meetings is a rewarding line of work that they actively look forward to. Seeing the smile on the child’s face or the parents’ face when they know that careful attention is being paid and that they can flawlessly communicate with each other without the barrier of language is a great feeling!

While there’s no set formula for the perfect interpreter, all our interpreters agree that experience plays a significant role.

Pedro and Noemi suggest that it typically takes about a year for interpreters to feel comfortable working in special education.

Familiarize yourself with the terminologies and the entire IEP process thoroughly so that you’re fully prepared for what’s to come!

It’s even better if you have a collection of examples ready to share, making it easier to explain and clarify information for parents.

Interpreters Need to possess comprehensive knowledge of the school system and more!

Susy specifically emphasizes the need for interpreters to possess comprehensive knowledge of various aspects, including the school system, resources of the school district, expectations of teachers, staff, and therapists, understanding the background of the family and the list goes on!

To do so, we recommend maintaining close ties with local school districts, which allows you to have a deeper understanding of the ever-evolving systems and resources. Following up with current standards is crucial!

Interpreters Need to have some knowledge of autism and speech development

Autism traits and speech development vary widely, so staying informed and updated on these topics proves immensely beneficial in delivering effective interpretation services. As Flower says, autism is a spectrum, so it is overall best to have some knowledge of it, otherwise someone who is not familiar with certain autism traits and/or the lack of speech development will probably be taken off guard.

Interpreters Need to take notes and/or ask the speaker to pause so they may interpret efficiently.

Interpreters must interpret the core message, and as such must take notes and/or ask the speaker to pause so they may interpret efficiently. While it’s true that interpreters usually bring out the core message, they also try to retain as many of the details and nuances as possible when interpreting for a speaker.

In order to do this, it’s important that the speaker doesn’t speak for too long so that the interpreters can be sure to repeat everything that they said in another language.

The job of an interpreter is to facilitate communication to the point that it’s almost as if the two sides are talking to each other. As such, omitting details is not something that interpreters try to do.

Interpreters Need to interpret in a register that the parents can understand!

Full inclusion refers to the total integration of a student with disabilities into the regular education program with special support. In full inclusion, the student’s primary placement is in the regular education class. However, the student can leave the class to receive related services such as speech or physical therapy.

For some interpreters, one challenge they find is that the language of the IEP’s various pathologists is sometimes at a register far above the level of understanding of the parents.

If that happens, the interpreters should try asking for permission to interpret in a register that the parents could understand.

Also, with COVID-19, the introduction of non-native English-speaking speech and language pathologists, may add another complexity in between IEP meetings.

This is why it’s very helpful for interpreters to have native-level strength in English while also being familiar with speech development. It makes communicating with the correct technical jargon much simpler and also easier to simplify everything for parents.

Our favorite moments despite these difficulties

Needless to say, there are so many cherished moments throughout the process, considering how closely interpreters work alongside the family.

Pedro fondly recalls being able to witness students’ progress and growth, or even celebrate their graduation from needing special education services.

Susy shared a heartwarming moment when the principal, who attended the IEP meeting, acknowledged her passion and dedication, which led him to choose her again for the school district meeting.

These accomplishments are truly what made our interpreters feel deeply satisfied and reaffirm the meaningfulness of their work!

The biggest difference between interpretation for IEP meetings versus other types of interpretation is that you have to be understanding of the student, teacher, and parent. You must understand their situation because no child is the same. This will lead to a more engaging meeting as well as a more successful interpretation event.

IEP meetings are very important for students, parents, and teachers in the United States, so being able to conduct one without issue is a very valuable skill that interpreters should do their best to work at. Some skills that you’ve learned from other interpretation work might be applicable to IEP interpretation, yet it’s important that interpreters learn the other aspects of IEP interpretation to ensure that the meeting goes without a hitch.

Familiarize yourself with the IEP process. It’s important for the interpreter to understand what the IEP process entails, including the purpose of the meeting, the roles of each participant, and the importance of confidentiality.

The interpreter should also be sure to gather information about the student, such as the student’s academic and behavioral history, previous IEPs, and any assessments or evaluations. You should also review the current IEP draft and any supporting documentation. If you are working with an LSP (Language Service Provider), you should ask them to provide this information for you.

A successful interpreter should learn about the student’s strengths, weaknesses, and needs to be able to effectively interpret the discussion about the student’s goals and accommodations.

An IEP interpreter should be familiar with the relevant vocabulary and terminology used in special education and ensure they understand the acronyms and terms used in the meeting. If there is anything you don’t understand, try to look more into it and maybe even jot them down as notes to take with you to the meeting.

As the interpreter, you should be mindful of your role as a neutral interpreter and should adhere to the professional standards and ethical considerations. Be sure that you do not provide any advice, opinions or contribute to the content of the meeting.

As an IEP interpretation provider, we often think about what we can do or what information we can put out to improve the lives of the people we serve. In today’s blog, we will be going over techniques to create a growth mindset in your child, rather than a fixed one.

Fixed Mindset vs. Growth Mindset

Stanford University professor of psychology, Carol Dweck, has written extensively about mindsets and their effect on learning. Carol’s research is often based on the difference between a “fixed” mindset and a “growth” mindset, with “fixed” meaning that the person thinks that their abilities are static and can’t be changed, and “growth” meaning that the person sees setbacks as a chance to learn and improve from their mistakes.

As an example, consider a person who wants to become an artist. She may draw a picture and see only her flaws in it; and any constructive criticism from others makes her think, “I will never be able to get better, unlike the people who have natural talent.” This person would have a “fixed” mindset.

On the other hand, a person with a “growth” mindset would see the flaws and constructive criticism and think, “There is plenty of room for improvement. It might be difficult, but with enough practice and learning, I can become better.” While she might not become the next Michelangelo, this person might find joy in the challenge of improving herself and become a great artist in her own right.

How to Promote a Growth Mindset

1. Praise Effort and Perseverance

Even if your child doesn’t achieve “success” in project or endeavor, it’s still important to praise their attempts at success. For example, say your child wants to read a book aloud, but they read slowly or mispronounce words. It’s the act of doing something, often repeatedly, that allows many of us to improve and hone our skills. Encouraging your child for their effort and perseverance even through failure is vital.

You might do this by giving their efforts genuine interest—such as listening to their reading aloud, or watching them as they paint or color—and saying things like “I’m proud that you don’t give up,” “You’ve improved a lot,” or pointing out specific successes, even minor, like, “Good job on remembering how to read that word!”

2. Teach Leadership and Cooperation

It’s important to remember that, with humans being social creatures, we often have successes, growth, or otherwise positive impacts on ourselves and others through working as a team. While everyone has a different level of comfort with teamwork, teamwork is often a necessary skill in life. Talk with your child about what it took to work in a group, and what they may have done to help take responsibility for their team.

When encouraging leadership, remember that leadership does not correlate 1:1 with authority or a position of power. Rather than praising your child for giving terse, blunt commands, you should praise kindness, calm explanations, or presenting ideas.

3. Encourage Organization and Thoughtfulness

Organization is key in helping your child maintain good habits and mindsets. When a child has good organizational skills, they can keep better track of homework, chores, and the like, which gives them more room to grow. Thoughtfulness and intention are key to starting and keeping good organizational habits. Encourage your child to keep homework in special folders, put clothes away in the correct drawers, or to practice an instrument or sport at routine times, and praise them when they do.

Remember that each child is different. What works for your oldest child might not work for your youngest child, and some might need special assistance if they have a disability. Regardless, remember that your child is growing and learning every day, and that includes making mistakes or not knowing how to do things. Children need not only encouragement, but models to follow. If you’re not particularly good at organization, perhaps your partner or friend is. There’s no harm in asking for help.

An Example

Imagine an elderly woman being brought to a hospital, accompanied by her grandson. The family has only recently moved to the USA from Oaxaca Mexico, but the elderly woman’s first language is Triqui Bajo, an indigenous Oaxacan language. While her grandson understands his grandmother’s speech and can communicate with her, his native language is Spanish.

If an Triqui Bajo interpreter were not provided, the woman would have to speak to her grandson in Triqui Bajo about the pain in her stomach, the grandson relaying her words to the best of his ability in Spanish to the interpreter or hospital staff. Like the children’s version of the “telephone game,” there’s a high chance that some, if not much, information will be lost. As the grandson was not well versed in Triqui Bajo, he may be missing critical vocabulary, such as anything from “fracture” to “pneumonia,” “hernia,” and beyond.

What this Means

This lack of a matching language pair can inhibit the service that a client receives. In severe cases in a medical setting, this can be a matter of life and death. This case study highlights the importance of translators and especially interpreters who are fluent in minority languages. It’s critical to find people with knowledge of these languages. If due to the last minute nature, an in-person interpreter is not available, remote interpretation methods should kick in.

Imagine that they were able to get an interpreter for Triqui Bajo and English; this would allow for a direct flow of communication between the elderly woman and the hospital staff. Response time for treatment would subsequently be quicker, and the woman might therefore feel more comfortable and confident that she is receiving adequate care. While the grandson might need his own English/Spanish interpreter to understand fully the treatment decisions, that could easily be delegated to another interpreter and not require a stretched out “telephone game” where meaning can be lost.

Monterey Language Services provides translation and interpretation services for all languages and is very strong in providing Triqui Bajo interpretation Services. Every day, we send Triqui Bajo interpreters to cover medical interpretation assignments or IEP (Individualized Education Program) assignments. There have been some high profile Triqui Bajo legal interpretation cases served by Monterey Language Services as well.