SOMERA-MAUREEN-SPED854-M7-INTERVIEW

INTERVIEWEE: Mrs. Lucina Gina Suarez (Mother of John Suarez)

BACKGROUND INFORMATION:

John is a 2nd grade student with Down syndrome enrolled in a regional special education program

in his resident county. John receives specialized transportation due to mobility issues. He receives PT, OT,

Speech and Special Education instructional services in an LRE C (less than 40% in the general education

classroom) placement. Mrs. Suarez is a high school teacher by profession, who works in the district where

her son goes. Mrs. Suarez is a supportive parent. She attends IEP meetings consistently; contacts her sons

school for questions, updates or concerns; and takes the initiative to seek outside professional help so

John can receive ABA therapy. Johns form of communication are sign language, crying and

smiling/laughing. He signs for music, milk (drink), eat, and sit. He has progressed significantly in the past

three or four years especially with walking, climbing up and down the stairs, playing with toys, and sorting

objects. He also improved his visual tracking skills by gazing at objects directly.

QUESTIONS AND ANSWERS

1. How do you collaborate and communicate with your sons teachers when it comes to his services?

We communicate with my sons teacher, principal and service providers thru a communication

notebook, phone calls, e- mails and informal conversation when attending school activities. I get messages

about my sons daily activities and how he did on those, instructions for my sons homework and

replenishment of supplies like diaper, wipes, extra clothes and lunch money from the daily communication

notebook. I get phone calls from the nurse about Johns medical concerns while in school. I get e- mails

from the principal about Johns Woohoo and Aha! moments. Finally, I get updates about Johns

progress or how he did on that particular day when my husband and I attend school activities like open

house and parent night. These forms of communication lend themselves to collaboration. On top of these,
our whole family is involved in providing the home extension that John needs to follow thru the therapies

that he gets in school like going up and down the stairs, feeding himself using spoon and fork, using sign

language for eating, drinking and listening to music.

2. What are the challenges you experienced in working with education personnel when it comes to

your sons special education services.

I commend my sons teacher, paraprofessionals and service providers for their efficiency in delivering

the services specified on Johns IEP. I especially like the collaboration of his therapists on the session called

SPOT which stands for Speech and Occupational Therapy. I basically do not experience challenges as far

as efficiency in delivering the services. What I consider a challenge is the vulnerability of my son to physical

abuse from peers in the bus and in the classroom and the leniency of the concerned adult (i.e bus drivers,

paraprofessionals, dedicated aides and teachers) in ensuring the safety of every children under their

care.

3. Related to the challenges you experienced in that school, what is your suggestion to give to your

sons teachers in improving his special education process.

To address these problems, I suggest that my child be given a dedicated aide who will ensure Johns

safety and protect him from being hurt and harmed by peers in the classroom and in the bus.

4. May you please give an example of a situation that you find successful when working with your sons

teachers?

A communication notebook, for me, is a very effective tool that gives the teacher, the service

providers and the counselor a way to ensure that messages concerning John are taken and delivered in

real time.
REFLECTION:

This interview is very personal for me because John is my godson. Ive observed his growth

throughout his lifetime and the support and care his parents and siblings provide. Ive experienced and

observed their sorrows when he went to the hospital for his surgeries and when hes not feeling well. Ive

experienced and seen the joy he brings to his family and to us when he hugs us, when he wants to play

the wheels on the bus by holding our hands to turn them around and when he laughs or smiles. We are

so proud of the significant or meaningful progress John has made throughout his lifetime. His parents are

very involved in his education and wellbeing. They also try to involve us, the family friends, when it comes

to Johns safety issues at school. When I asked Mrs. Suarezs permission to interview her for this

assignment, she instantly gave permission without hesitation even if they already had travel plans this

week. Shes always been willing to sacrifice and contribute for the benefit of his son.

This interview did not really open up new information for me because Ive known John and his

family for several years now. Mrs. Suarez is also like an older sister to me. I have several realizations

though that I will tie up to the big idea of collaboration and communication. John made significant

progress because his parents and the people around him are supportive, compassionate and willing to

sacrifice for his welfare and education. Mrs. Suarez is a teacher. She knows the ins and outs of the system

and the education process. She knows friends who are professionals who can help her in educating John

and in dealing with the special education process. Johns school and his parents exhibited a partnership

that is full of trust because of the different modes of communication they used and the openness of both

parties. Although Mrs. Suarezs has indicated a challenge with regards to Johns safety on the bus, she is

willing to discuss options with the school in a non-derogatory way because the school already established

a partnership or rapport with her.

 I dont have any recommendations in improving family-school partnership. All I want to express

is for Mrs. Suarez to continue to build that family-school partnership. Also, I would like to suggest that she

asks for community partnerships such as the Maryland Family Support Center (Parent Center) where she

can join family support groups or seek services that are not provided in Johns school. I like how Mrs.

Suarez and her family continues to reinforce the skills John needs to learn from his IEP. If they will continue

to do this support, John will definitely reach his highest potential.