Module 3: Case Scenarios

Considering Communication

Module 3 Context for Paul:

Paul’s teacher tries to call Paul’s mother several times, with no answer. One day, Paul’s mother comes to pick up Paul early from school for a doctor’s appointment. Paul’s teacher asks to talk to her in the hallway. She starts the conversation by telling Paul’s mother that Paul keeps having aggressive meltdowns (throwing things and yelling) and is not listening well in class. She is concerned that he’s not making progress. She tried to call, but no one ever answered, and she wasn’t sure if she could leave a voicemail.

Paul’s mother is shocked that he’s having meltdowns, she always knew he was an active kid, but he has never been destructive. Paul’s mother states “He is not an aggressive kid. He’s never done anything like that before, maybe the classroom isn’t right for him.”

Paul’s mother explains that she works four 12-hour shifts as a nurse and that they live with Paul’s grandma. After a brief conversation, they agree that the teacher should contact Paul’s grandma during the day and communicate with a daily folder regarding Paul’s behavior in the classroom.

Paul

1. What supports might Paul need to better communicate his needs?

Paul’s Mother

1. How do you think Paul’s mother felt during the conversation?
2. What assumptions might the mother have about the teacher?
3. How could the mother have shared how she was feeling in a way that could lead to problem solving?

Paul’s Teacher

1. What assumptions might the teacher have about the mother going into the conversation?
2. What impact could this first contact have on developing a positive trusting partnership?

Continuing in the Conversation

    3. What neutralizing routine could the teacher use to decrease the likelihood of making a biased decision?

    4. How can the teacher use reflections and summaries to let Paul’s mother know she understands her perspective?

    Starting Over

    5. How can the teacher use reflections and summaries to let Paul’s mother know she understands her perspective?

    6. What other ways could the teacher have tried to connect with Paul’s mother?

    7. How could Paul’s teacher create a more welcoming school atmosphere for Paul’s family?

    8. How do you think sharing challenging news with a family can be easier if a strong partnership is in place?

Module 3 Context for Kamaria:

Kamaria’s teacher tried to call the family with the school interpreter, but the family did not answer, and the voicemail was not set up to leave a message. So, Kamaria’s teacher sends a note home to the family in English and Spanish inviting them to a meeting with some of Kamaria’s school team on the upcoming Wednesday morning to talk about concerns. This would not be an individualized education program (IEP) meeting; she will be re-evaluated later this year, so her multidisciplinary team (MDT) meeting and IEP would not be scheduled until later in the year.

Kamaria’s parents get the note from school. Her father will be unable to attend the meeting because he has to work and her mother does not feel comfortable going to the school on her own. They decide that Kamaria’s mother will attend the meeting with Kamaria’s sister who is in 11th grade at the school.

When Kamaria’s mother comes to the school for the meeting, she is on time, but is told the meeting is over. However, the teacher could meet with her. Kamaria’s teacher comes to the office and states “Sorry we missed you. Everyone else was available earlier and since we had not heard from you, we did not think you were able to come, so we decided to get started.” He shares what happened in the meeting. Kamaria’s sister interprets for him because the interpreter was in another meeting. He tells about the plan they developed to help Kamaria calm down when she is overwhelmed or frustrated. Kamaria’s mother listens and nods her head as her daughter interprets. When asked if she has any questions, she shakes her head “No.” The teacher thanks her for coming in, walks Kamari’s mother to the exit, and goes back to the classroom.

Kamaria

1. What supports might Kamaria need to better communicate her needs?
2. How could she have been involved in the meeting to gain self-advocacy skills?

Kamaria’s Father

1. How do you think Kamaria’s father felt about not being able to attend the meeting?
2. How do you think Kamaria’s mother felt when she was told the meeting had already concluded and then during the conversation with Kamaria’s teacher?
3. What assumptions might the parents have about the teacher?
4. How could the family share how they are feeling in a way that could lead to problem-solving?

Kamaria’s Teacher

1. What assumptions might the teacher have had about the family going into the conversation?
2. What impact could this first contact have on developing a positive trusting partnership?

Continuing in the Conversation

    3. What neutralizing routine could the teacher use to decrease the likelihood of making a biased decision?

    4. How can the teacher use open-ended questions, reflections and summaries to learn more about Kamaria’s father’s perspective? 

    Starting Over

    5. What other ways could the teacher have tried to connect with Kamaria’s family?

    6. How could Kamaria’s teacher create a more welcoming school atmosphere for Kamaria’s family? 

    7. How do you think sharing challenging news with a family can be easier if a strong

partnership is in place?

Module 3 Context for Ava:

Ava’s mother called the teacher to schedule a meeting because she was concerned that Ava’s individualized education program (IEP) was not being implemented as outlined. She also noted concern with Ava’s resistance to going to school and limited communication from the teacher. Ava’s teacher is surprised and states “I have been sending you updates, but you never respond.” Ava’s mother responds, “You must have the wrong email because I haven’t received any emails from you.” She provides her email and says that they need to set up a meeting to straighten everything out and make sure that Ava’s IEP is being followed. Ava’s teacher agrees and says that she would also like to talk about Ava’s aggressive behaviors at the meeting. Ava’s mother responds, “Ava is not aggressive, you must be doing something that is not helpful.” Ava’s teacher says that she has to get back to her classroom but will coordinate with the team and call her tomorrow with times the team is available to meet.

Ava

1. What supports might Ava need to better communicate her needs?

Ava’s Mother

1. How do you think Ava’s mother felt during the conversation?
2. What assumptions might Ava’s mother have about the teacher?
3. How could Ava’s mother have shared how she was feeling in a way that could lead to problem-solving? 

Ava’s Teacher

1. What assumptions might the teacher have about Ava’s mother going into the conversation?
2. How could Ava’s teacher have shared how she was feeling in a way that could lead to problem-solving?
3. What impact could this contact have on developing a positive trusting partnership?

Continuing in the Conversation

   4. What neutralizing routine could the teacher use to decrease the likelihood of making a biased decision? 

   5. How can the teacher use open-ended questions, reflections and summaries to learn more about Ava’s mother’s perspective? 

   Starting Over

   6. What other ways could the teacher have tried to connect with Ava’s mother?

   7. How could Ava’s teacher create a more welcoming school atmosphere for Ava’s family? 

   8. How do you think sharing challenging news with a family can be easier if a strong partnership is in place?