The special education field is challenged by a lack of attention to and recruitment of well-trained language interpreters in schools. As such, special education teachers need to take a leadership role in working with interpreters to ensure diverse families are collaborative members of individualized education program (IEP) teams. Using the framework of collaborative family school partnerships, this article describes practical strategies for special educators when working with interpreters during IEP meetings with families. Taking a proactive role when working with interpreters can help improve the quality of service delivery for diverse students with disabilities and their families.
- bilingual issues
ASJC Scopus subject areas
- Developmental and Educational Psychology
- Clinical Psychology