Me: My name is………………………, and as I told you earlier, I am conducting a research with regards to Individualized Education Program. You told me that your son is currently on an Individualized Education Program, right?

Susan: Yes. Donald is in an IEP since he experiences problems with non-verbal communication and playing with peers. He also has developmental delays in language, adaptive skills and motor skills.

Me: Are you a member of the IEP Team?

Susan: Yes, I am. I have been there since the program started. I want to be with my son in every step of the way.

Me: What is your role as the member of the team?

Susan: Mmmm…Being a member of the team, I have two major roles. One of them was my involvement with the provision of consent before the entire program commenced. I was approached by Donald’s teacher asking if I was okay with him being enrolled into the program. I was quick to say yes, since I wanted what was best for my son. During the second year of the program, I also had to provide consent for the changing of the program so that it can adapt to the progress that was being made. Apart from provision of consent, I also act as Donald’s voice. This is more like being his advocate. I know him better than any other team member so I am always supplying them with information on various issues.

Me: How frequently do you meet as a team?

Susan: All the members we meet once in a year. What normally happens during the meetings is that…mmmmm…… we review the current program to see if there is any need to make adjustments. Apart from the annual meeting, I tend to meet Donald’s general education teacher and the special education teacher once every month. They update me on his progress and the things I could do to help him move forward.

Me: Are you comfortable with offering contributions during the process?

Susan: I am very comfortable contributing in any way that I can. I want my child to benefit, so I am taking pleasure in the participation. I am already seeing some positive progress, and the teachers involved are very supportive.

Me: Do you feel that the process is authentically focused on the student or the completion of paperwork?

Susan: eeehhh…There is paperwork involved with the process, but that has not been the point of focus. The process is focused on Donald based on the way that it is conducted. The other team members tend to be attentive, and always ask numerous questions so that they can understand my son in a better way. On several occasions, the special education teacher has initiated follow-ups on issues that were not very clear.

Me: Has the process resulted in measurable gains for Donald?

Susan: Yes it has. Nowadays I see my son playing with his peers. Even though not for long, but he does not run in the house upon seeing them like he used to do. To me, this is a huge progress since I am aware of how the situation was previously. I would say that his adaptive skills have also improved. He is not injured often, since he has learnt how to take care of himself. He can now hold a cup from the dining room, up to the kitchen, something that was not possible in the past. As a parent, I feel so happy because of the positive progress (with a smile on her face).

Me: Do you have any concerns regarding the process?

Susan: Not at all. I think everything is working positively. The progress I am seeing on Donald I think is an indicator of that.

Me: Any suggestions to help improve the process?

Susan: Yeah, actually I think that the meeting should be held on a regular basis. I don’t think that meeting once a year is sufficient since there are times when there can be need for adjusting the program, which needs the approval of all the team members.

[Use your preferred closing remarks]

 
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