Can a Family Member Interpret for an Iep Meeting
By Lisa Carey & Ketia Stokes
February 27, 2018
Co-ordinate to the National Child Traumatic Stress Network (NCTSN), one out of every four children attending school has been exposed to a traumatic event that can affect learning and/or beliefs. Recognition of these statistics has led to a growing focus on trauma-informed practices within the classroom. There is, however, some other area in which schools can improve their responses to children and families who have experienced trauma- the IEP coming together.
The Individuals with Disabilities Education Human action (IDEA) requires that students who access special education services have a documented Individual Educational Plan (IEP). The IEP squad (consisting of the student'south parents, teachers, schoolhouse psychologist, school administrator, and others equally warranted) must come across at to the lowest degree in one case a calendar yr to review the student's IEP. Many parents report stress and anxiety related to attention these meetings. For families who take experienced trauma, the stress may become overwhelming. By existence thoughtful nigh stressors, IEP meetings can get less stressful for all who attend and work toward existence responsive to families who take experienced trauma.
Considerations for a trauma-informed IEP Coming together:
When planning and hosting the IEP meeting, it is important to keep in mind that families who feel a traumatic upshot often feel a loss of choice and control. According to the NCTSN, "The trauma-informed healing surroundings maximizes opportunities for choice and control and happens best in the context of relationships built on mutual trust, respect and empowerment." While it is of import that all families feel a sense of common trust and empowerment at the IEP coming together, it becomes even more of import when a family unit has experienced trauma. A trauma-sensitive approach to conducting IEP meetings requires us to use practices that empower and imply an intention to build a partnership with the family unit. Below are suggestions for creating an environs that will support all attendees at an IEP coming together.
Suggested Practices for the IEP Team:
- Preview the IEP documents and agenda. Information technology is legally required to send notification of the IEP meeting, invited attendees, and a typhoon of documents to be discussed to the parents and/or legal guardians of the student. For a family that is struggling with traumatic stress, reaching out and having a cursory meeting to prepare for the more potentially stressful IEP meeting may assist create a sense of empowerment and ease. Ensure that the parent(s) sympathise what will be happening and why. Encourage them to consider and write down any questions they may accept for the other IEP team members, this will help build a sense of control and empowerment.
- Clearly and calmly fix the intention for the coming together equally well every bit the agenda. Helping the family accept articulate expectations of what will occur in the meeting can alleviate stress and help build relationships. Not sticking to the pre-set agenda has the potential to harm relationships and trust and trigger a stress response. If the IEP team encounters a topic in demand of discussion that was not pre-determined past the agenda, it may be best to schedule an additional coming together.
- Anticipate and advisedly accost whatever potentially triggering information that needs to exist shared. This tin most easily be done if the IEP team is aware of the traumatic events that impacted the family unit. Conversations with the mental health professionals in the IEP team (i.east. school psychologist and/or social worker) may help the residuum of the squad to consider what might crusade family members additional stress and consider ways to address these topics. If an IEP member becomes visibly distressed during a coming together, information technology is okay to suggest taking a break or reconvening at another time. Keep in listen that sharing detailed information about previous history or traumatic events may not be necessary for the squad to identify appropriate supports to address in an IEP. Enquire the parent and/or student what information they are comfortable with being shared with the squad.
- Be careful with your tone and body language.Many parents perceive the IEP meeting as a place in which the school staff take more power. This perceived ability differential tin cause additional stress and difficulty for families who have experienced trauma. Keeping a friendly, calm, and fifty-fifty tone can help to reduce worries related to dealing with authority figures, every bit can body language that is open and non-threatening.
- Empower the parent(s) with frequent opportunities to actively engage in the IEP meeting. Honoring the parent(s) voice and giving choices throughout the meeting helps restore the family'south sense of personal power and change the perceived power differential. While all service providers are expected to come to meetings prepared with recommendations, exist sure to appoint parents past asking for their input about the recommendations or for additional suggestions. Experiencing trauma tin tax a person's problem-solving capabilities. For some parents, it may be overwhelming to think of new strategies or recommendations. As an option, provide the family unit with an opportunity to cull from appropriate goals or services that may be appropriate as a result of the trauma their family has experienced. Engaging the parent in the meeting as the expert on their kid and earnestly seeking their input as a thought partner, helps the family with making active steps to annul the sense of powerlessness trauma often leaves families feeling.
Proceed In Mind:
Trauma impacts the way people approach social situations and individuals, even when those individuals are offering help and assistance. What may announced to exist standoffish behavior may in fact exist a coping mechanism derived from past negative experiences. It is of import to remain professional, calm, and responsive to a families needs when planning for their kid's educational program. For more information on how trauma tin can impact families, please visit the NCTSN Core Concepts site.
Boosted Resource:
- Trauma & Families: Fact Sheet for Providers
- Trauma Sensitivity During the IEP Procedure
- Digital Resources Round-Up: Trauma-Informed Teaching
- Faculty Interview with Dr. Joan Kaufman on Childhood Trauma
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Source: https://www.kennedykrieger.org/stories/linking-research-classrooms-blog/trauma-informed-practices-considerations-iep-meeting
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