Meaningful Participation When You Don t Speak the Language

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1 Interactive Convention 2014 Learning Labs Meaningful Participation When You Don t Speak the Language Karen Slaughter, ESC Region 10 Fabio Torres, Catholic Charities Fort Worth

2 Session: Meaningful Participation When You Don t Speak the Language Presenters: Karen Slaughter Special Populations Consultant Education Service Center Region 10 Fabio Torres Senior Education and Recruitment Manager Translation & Interpretation Network, a business of Catholic Charities Fort Worth

3 Meaningful Participation When You Don t Speak the Language Fabio Torres & Karen Slaughter Property of Region 10 Education Center. Materials may be reproduced for classroom use. It is the policy of Region 10 Education Center not to discriminate on the basis of race, color, national origin, gender or handicap in its vocational programs, services or activities as required by Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Education Amendments of 1972; and Section 503 and 504 of the Rehabilitation Act of 1973, as amended. Region 10 Education Service Center will take steps to ensure that lack of English language skills will not be a barrier to admission and participation in all educational programs and services. Why is Parent Participation Important? Federal & State law Knowledge of student SPP 8 IEP Consensus Impact of Parent Participation student s attitudes toward school, their social skills & behavior, the probability that they will take more challenging classes Almost 30 years of research and experience has demonstrated that the education of children with disabilities can be made more effective by strengthening the role and responsibility of parents and ensuring that families have meaningful opportunities to participate in the education of their children at school and at home.

4 So How do We Ensure Meaning Parent Participation We all know it s more than just attendance it s meaningful participation What does that look like? What about when there is participation, but it s not so collaborative? TEC : Beginning with the School Year If the LEA chooses to use IEP facilitation as an alternative dispute resolution method, 1) Determine who will be facilitators 2) Describe applicable procedures for requesting facilitation 3) Facilitation will be at no cost to a parent TEC : Beginning with the School Year NOTE: Facilitation must be voluntary and not deny/delay the right to pursue a special education complaint, mediation, or due process. An LEA may choose to use facilitation as a preferred method for ARD committee meetings

5 TEC : Beginning with the School Year TEA shall develop rules applicable to the administration of a state IEP facilitation project. The rules must include: (1) definition of independent IEP facilitation (2) forms & procedures to request, conduct and evaluate independent IEP facilitation (3) training, knowledge, experience, and performance requirements for independent facilitators (4) conditions required to be met in order for the agency to provide individualized education program facilitation at no cost to the parties. Effective Communication Tools for Ensuring Participation Listening Questioning Summarizing Acknowledging Separating Interests & Positions Benefits of Good Listening Better understand the situation. Get the facts & information right. Build relationships. Understand the perceptions of others. Help you respond to the real needs. Increase efficiency in getting things done.

6 Beware Bias is a preference or an inclination, especially one that inhibits impartial judgment. Perceptions influence how a person views a situation or other person and can lead to stereotypes and judgments. We tend to collect evidence to support our bias while dismissing or ignoring information that does not support our perceptions and judgments. Avoid making judgments or being influenced by red or green flag words Use neutral language by: Removing all red and green flag words Laundering the language Detoxifying the words Removing emotion Removing value laden words Using descriptive, non judgmental words Types of Questions Closed Why Leading Open Ended

7 Summarizing Confirm your understanding of what has been said. Acknowledge hearing the other s perspective. Reframe or interpret negative interactions. Refocus or redirect the discussion. Acknowledging People need to be seen, heard, and understood. Acknowledging another is any statement saying, I recognize you, I hear you, I understand you. Feelings Experience Opinions & thoughts Values Efforts/work/contributions Positions Seem logical & reasonable to the person taking the position. Might obscure what a person really wants. Tend to become intertwined with our ego. Leap frogs from problem to solution. Tends to escalate conflict. Hard to generate options when stuck in positions.

8 Interest The WHY behind the position. Not always tangible recognition, value. Always present very real. Holds the key to resolution. Interests of people may be common, compatible, mutually exclusive, or a combination. Share your facts Tell your story Ask for others path Talk tentatively Encourage testing STATE Your Path What If There is a Language Barrier? We are aware of (e f): must ensure that the parent understands the proceedings of the IEP Team meeting AND TEC (d)(1 2) make a good faith effort to provide the parent with a written or audiotaped copy of the child's individualized education program translated into the parent's native language Understanding is more than just words

9 What is an Interpreter? Interpreters work with oral language Interpreters serve as verbal connections between people who need to communicate, but do not speak the same language. Interpreters have great oral command of both languages. Interpreter vs. Translator While the term interpreter is often interchanged with the term translator, many people do not realize that interpreting and translating skills are quite different from each other. Translators work with written language only. What is a Translator? A translator has good organizational skills. A translator has strong grammar, writing skills and a large working vocabulary in each language.

10 Defining Trained Interpreters What does it mean to be a trained interpreter? What is the interpreter s primary goal? What is the interpreter s function during the interpreting encounter? The Chief Purpose of an Interpreter Enable communication between individuals who do not speak the same language. With no language barrier Many skills needed to properly facilitate interpreted communication What is a Good Interpreter? Knows how, where and when to adjust to the needs of any given situation by adjusting the mode of interpreting. Only possible when interpreters receive training, follow a code of ethical behavior, and have practical experience.

11 Session Control: Before Spend time with the interpreter to establish rapport before the session. Do a pre session and allow the interpreter time to do theirs. Provide written text in advance. Session Control: During Keep it simple Speak in short thought sentences and pause Allow time for the interpreter to process the message Maintain eye contact with the client Pay attention to your client s comprehension Be aware of cultural sensitivities Understand the interpreter s ability to reach your target audience Do not distract the interpreter Positioning Best seating arrangement when working through an interpreter and why? Why using communication techniques can help the flow of communication crossculturally? Interpreter Client Provider Affordable Industry Leader Reliable Quality 70+ Languages tintranslation.com

12 Best practices for Cross Cultural Communication What is culture? What is dynamic culture? What is acculturation and assimilation in culture? What are the four styles of communication present in culture. How can I best communicate effectively crossculturally? How can I adjust my style of communication to better serve clients from different cultures? How do I overcome cross cultural barriers? What is Culture? An understanding of communication in culture begins with an understanding of culture itself. Think about culture for a moment. What is culture? What are the components that make up culture? Culture Encompasses Family Work Time Success Social Values Authority Figures Religious Beliefs Communication Style

13 Family Example United States Nuclear family, extended family spread out Children considered adult at 18 Parents equal in childrearing and home care responsibilities Brazil Extended family lives together or in close proximity Children live at home until marriage Women responsible for home and children, maledominated homes Culture is Dynamic Culture is not static Each person changes culturally in response to society. Each person changes culturally in response to their life situations. Societal changes influence culture. Acculturation Happens through changes in customs and beliefs resulting from contact with a new culture. Is the process of adopting new cultural traits or social patterns of another culture. Is borrowing elements of a hosting culture that works well.

14 Age Gender Occupation Education Knowledge of English Socioeconomic status Considerations Cross Cultural Styles of Communication Aggressive Passive Passive aggressive Assertive What is Your Communication Style? Understanding your communication style will help you communicate more effectively with those you provide services to. Understanding your communication style will help you accomplish the goals desired. Understanding your communication style will generate success when communicating crossculturally.

15 Linear active Cultural Type Assertive culture, tends to be cool, factual, decisive planners. In communication, wait until the conversation is passed (as in basketball) before speaking. Are prepared with information and facts ahead of time to prove a point. Are straight to the point. Multi active Cultural Type Aggressive culture, tend to be warm, emotional, loquacious, and impulsive. In communication many people will speak at the same time. Respectfully interrupt in order to keep to your timeframe. Communication will tend to be emotional. Watch your reactions to dramatic, emotional stories. Reactive Cultural Type Passive culture, tend to be courteous, amiable, accommodating, compromisers and good listeners. Take turns in speaking Wait before responding May nod to be polite, this may not be an indication of agreement. Ask specific and detailed questions for true responses. Might need assurances that negativity is okay.

16 Modify Your Communication Style What communication style do you have? Based on this knowledge, how can you adjust your communication style? Guidelines for Cross Cultural Communication When working cross culturally, be alert for potential cultural barriers that can cause misunderstanding. Be transparent, if you are not sure the client is understanding the message, stop and check their understanding. Remember that acronyms are not understood in the other language. Guidelines for Cross Cultural Communication (Cont.) Lower the language level you are using, especially if you are working with refugees that have come from rural areas. Do not use slang and idiomatic expressions, this might increase confusion.

17 CORE: Take Culture in Account Consider Every person is a unique individual with a valid culture. Observe Most communication issues stem from a lack of cultural knowledge. Respect Respecting another s cultural practices creates mutual respect. Educate & Explain Anything unfamiliar to a person s cultural reference point seems threatening. Thank You Fabio Torres ftorres@ccdofw.org Karen Slaughter karen.slaughter@region10.org Fabio Torres, is the Senior Education and Recruitment Manager for the Translation and Interpretation Network, a business of Catholic Charities Fort Worth. Fabio is an experienced language teacher and interpreter trainer. He received his Bachelor of Arts in Religion in 1996 and Masters of Arts in Church and Community Ministry in Fabio is a certified bilingual medical interpreter (Portuguese<>English, Spanish<>English) and cross cultural trainer. Fabio has worked as a professional interpreter in various capacities since 1989, and has been with Catholic Charities since He is responsible for recruiting, screening, and supervising hundreds of interpreters and has developed, implemented, and taught interpreter training and continuing education courses. Fabio is an active member of the American Translators Association, International Medical Association, Metroplex Interpreters and Translators Association, Texas Association of Health Care Interpreters and Translators, National Association of Judiciary Interpreters and Translators. Fabio currently serves on the Advisory Committee on Qualifications for Health Care Translators and Interpreters. Additionally, Fabio has served as a director on the National Council on Interpreting in Health Care and has advised local and national bodies on interpreting and translation legislations and best practices.

18 Karen Slaughter is a special populations consultant at Region 10 ESC where she has provided technical assistance and professional development to schools in the area of special education for the past 10 years. She has over 25 years of experience that include working as a Special Education Director/Coordinator at A+ Academy and Inspired Vision, a teacher in grades K 12 in the Dallas Independent School District, and an adjunct professor at the community college level. Karen has been involved in developing curriculum, co chairing the development and implementation of a middle school student mentoring program, and development of various professional development events. Karen has a Texas teaching certifications in Special Education, English as a Second Language, and Secondary Psychology. She received a Bachelor of Science degree in special education from the University of Texas at Dallas and a Master of Science degree in computer science from Texas A & M at Commerce (East Texas State University). Resources McDonald, L., & Otey, L. (2008). Facilitating IEPs. Region 13 ESC. Austin. Network, T. &. (2013). Introduction to Community Interpreting for Professionals: Review. Fort Worth, TX. Nicholas, M. (2005). A Guide to Collaboration for IEP Teams. Baltimore: Paul H. Brookes Publishing Company. Patterson, K., Grenny, J., McMillan, R., & Switzler, A. (2012). Crucial Conversations Tools for Talking When Stakes Are High. New York: McGraw Hill. Questions and Answers about IDEA: Parent Participation. (2009, April). (NICHCY, Producer) Retrieved April 20, 2014, from Center for Parent Information and Resources:

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