Assignment 6_ Analyze Skilled Dialogue and an IEP Meeting (Group Assignment)
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SED 606
Module 3 Assignment 2: Skilled Dialogue and IEP Meetings
Jessica Bennett
Nohelani Balbin
Jesus Lopez
Qualities
Respect
To honor someone’s identity is to see that person
as she defines herself, not as we define her. To do
that, we must interact with the actual person, not
just with our idea of that person. An “overwhelmed mom,” for example, may define herself as an American Indian, an artist, a storyteller, someone ashamed of who she is, or someone overwhelmed by the stress of needing to learn how to navigate an entirely new cultural environment—or she may well define herself as all of those things at the same time. A child who Example from the Mock IEP video
An example of respect in the Mock IEP video was apparent through the patience that all participants exhibited with the language barrier between Sekeriye’s mother and his educators.
Revised: September 6, 2023
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Module 3 Assignment 2: Skilled Dialogue and IEP Meetings
seldom speaks may define himself as a child struggling with stuttering as well as a child from a
culture considered to be less socially verbal—or perhaps as only one of those. Everyone’s self-
definition is multifaceted and multidimensional (Barrea & Kramer, 2012).
I chose this example from the video because….
The reason that I chose this example is because ample time was provided for the translator and Sekeriye’s mother to fully translate and comprehend what the teachers were discussing. Sekeriye’s mother exhibited the same kind of patience when his teachers were expressing his progress and their concerns with Sekeriye appropriately initiating play with his peers. It did not seem like anyone was trying to rush through the process which ensures that all IEP participants are truly getting down to Revised: September 6, 2023
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Module 3 Assignment 2: Skilled Dialogue and IEP Meetings
what is best for Sekeriye. This patience with each other during the IEP process indicates respect because, just as the example above, Sekeriye’s mother is getting used to a new cultural environment along with raising and advocating for multiple children with a hearing disability. Reciprocity
One simple reflection of reciprocity is the proportion of time given to listening to another’s views, beliefs, and opinions. It is unfortunately too common for practitioners to talk more than the children or family members with whom they are talking. Underlying this inequity is usually the belief that “experts” and “leaders” have more to contribute than “learners” and “followers.” In contrast, reciprocal interactions happen when we
allow ourselves to be learners as well as teachers.
Example from the Mock IEP video
An example I observed was the high amount of involvement of Sekeriye's Mother. Throughout the meeting, Sekeriye's mother actively participates and shares her observations, concerns, and hopes for her son's progress. Revised: September 6, 2023
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SED 606
Module 3 Assignment 2: Skilled Dialogue and IEP Meetings
After all, it is when we feel that we are active and valued participants that we have the greatest motivation to work with someone (Barrea & Kramer, 2012).
She contributes valuable insights about Sekeriye's struggles at home such as his frustrations and communication
difficulties.
I chose this example from the video because….
These are clear instances that depict the reciprocal conversation, where Sekeriye's mother contributes her insights and concerns and the importance of parent involvement. I really appreciated the statements made such as "I totally agree" or "That sounds appropriate to me" because they reflect the teacher’s and other staff’s acknowledgment of Sekeriye's mother's input. We can build a better relationship with parents and build rapport by listening to their perspective. The discussion reflected a Revised: September 6, 2023
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Module 3 Assignment 2: Skilled Dialogue and IEP Meetings
team collaboration. Overall, I chose this example because it highlights how by validating a parent's input, we can create a collaborative and inclusive environment to benefit a child's education.
Responsiveness
The third quality important in Skilled Dialogue, responsiveness, honors the fact that all beliefs, perspectives, and behaviors are connected, no matter how contradictory they may seem. To be responsive involves entertaining the possibility of connection; it requires that we ask ourselves how
another’s perspective connects with our own, rather than assuming that diverse perspectives are mutually exclusive. One metaphor for this focus on connection is to think of interactions as three-legged races. The diverse perspectives, Example from the Mock IEP video
An example related to responsiveness is when the special education teacher talked
to the mom before the meeting,
mentioning she has concerns about Sekeriye's expressive sign
language. The teacher assured the parents that they would Revised: September 6, 2023
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Module 3 Assignment 2: Skilled Dialogue and IEP Meetings
values, and beliefs of participants in an interaction remain tied together, fueling and supporting each other much like the two legs that
are tied together. Even when it seems each is pulling in a separate direction, neither is moving independently of the other (Barrea & Kramer, 2012).
address these concerns during the meeting.
I chose this example from the video because….
I selected this example because both the teacher and the parent have similar concerns regarding Sekeriye. The mother mentioned that Sekeriye gets upset and frustrated when she doesn't understand what he's asking for. The educators are working with different forms of communication with him, such as objects, pictures, and PECS, and have been successful in doing so. The mother knows that the school Revised: September 6, 2023
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Module 3 Assignment 2: Skilled Dialogue and IEP Meetings
staff is there for her child and is finding the best approach to meet the student's needs. Both the mother and the staff have come to an agreement on wanting the best for Sekeriye.
Dispositions
Choosing Relationships Over Control
The disposition of Choosing Relationship over Control reflects our intentional choice to give priority to people rather than to our desired outcomes; that is, to pay more attention to who the other is in relation to me and who I am in relation to him than to what I want him to do. If we choose control and limit our focus to having others do what we’ve determined is best for them, the intended changes become more important than the person we wish to change. Example from the Mock IEP video
I believe an example of Choosing Relationships Over Control was shown in the video when participants were discussing concerns about what Sekeriye is struggling to communicate. Revised: September 6, 2023
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Module 3 Assignment 2: Skilled Dialogue and IEP Meetings
Our regard becomes conditional on their change (Barrea & Kramer, 2012).
I chose this example from the video because….
I chose this example because Sekeriye seems to engage in challenging behaviors when he is not sure how to appropriately express what he wants; however, teachers recognized that Sekeriye is bumping and pushing his peers because he wants to engage in play. Educators and Sekeriye’s mother agreed to implement picture cards to help him initiate play with his peers. In this situation, Sekeriye’s teachers recognized that their role is to give him the tools to express himself rather than presenting him as a challenging student engaging in inappropriate behaviors. Setting the Stage for Miracles
Setting the Stage for Miracles is a corollary disposition that focuses on the intentional choice to remain open to creative options other than our
Example from the Mock IEP video
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Module 3 Assignment 2: Skilled Dialogue and IEP Meetings
own. This disposition moves us away from fixed agendas and outcomes toward more open-ended
collaborations that leave room for another’s strengths and creativity to generate unanticipated and unpredicted changes. It insists on the possibility of “miracles”— outcomes that cannot be predicted from the existing data (Barrea & Kramer, 2012).
In the Mock IEP video, the special education teacher gave an example of setting the stage for miracles. She explained that when Sekeriye wants to ask his friends to play with him, he pushes or bumps them. To help him ask his friends in a more appropriate manner, the teacher suggested using a picture prompt. By using the picture prompt, Sekeriye can learn to ask his friends to play Revised: September 6, 2023
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Module 3 Assignment 2: Skilled Dialogue and IEP Meetings
with him without resorting to pushing or bumping them.
I chose this example from the video because….
I selected this example as it provides an opportunity for Sekeriye to improve his way of asking his friends to play with him. By finding a better approach, a positive environment can be created in the classroom. Additionally, the other students can be shown images of sign language for "you and me play," so they can comprehend what Sekeriye is signing when he asks his friends to play.
Revised: September 6, 2023
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