One of the most challenging papers I ever had to write while in college for my bachelor’s was for my Philosophy of Aesthetics class, and it dealt with proving how Robert Mapplethorpe’s artistic work was indeed “beautiful”. Considering the amount of controversy tied to his pieces, I found myself relishing the opportunity to argue for him. I dived in and typed up a flurry of arguments, laced with tremendously long multisyllabic words, driven by the spirits of Immanuel Kant and Georg Wilhelm Friedrich Hegel. I was so enthusiastic that I scheduled a meeting with my advisor at the time, Dr. Begres, so I could share with her all of my hard work.
She listened intently, and after ten minutes, leaned forward across her desk and said, “Well, that’s all very nice, Marina, but if no one else can understand what the hell you’re talking about, then what good is it?”
I remember feeling very insulted. Philosophy was not meant for mere mortals; it was a subject that was meant for the intellectually superior! But instead of soothing my wounded twenty-something ego, she went on to say, “Explain it to me as if I were a fifth grader.”
To say I was shocked is something of an understatement. Fifth graders didn’t read the works I found myself pouring over, but Dr. Begres didn’t care. I went back, reedited all of my paper, and suffice it to say, I ended up getting an A-.
Dr. Begres’ lesson that day has stayed with me, but in a completely different context. Too often, I find myself sitting in ARD/IEP meetings in which professionals bombard parents with intellectual jargon that is difficult to understand and hard to follow. Consider the following:
“Sarah has a bilateral sensioneural hearing loss, and she is currently utilizing two cochlear implants. Her most recent TAPS-3 scores show her weakest area is auditory cognition, including auditory comprehension and reasoning. She struggles with answering questions that involve drawing conclusions and inferencing.”
versus
“Sarah has a hearing loss in both of her ears. Her hearing loss is in the inner ear, and currently, she is using two cochlear implants. On a recent test called the Test of Auditory Processing Skills, 3rd edition, she scored the lowest in the area labeled auditory cognition. This means that Sarah has a hard time listening to oral information and using it to draw conclusions or to make predictions about what might happen next.”
Now, I am not insinuating that our parents are on a fifth grade level! However, if we want parents to become active, contributing members of our ARD/IEP meetings, then we must put aside our overuse of educational jargon.
It is a parent’s right to understand what occurs in these meetings. Just because a parent may sit quietly and agree with everything that is being proposed does not mean that she understands all that is being said to her. By being proactive and anticipating what may be difficult to understand, educators can then figure out better ways to communicate important information with parents within ARD/IEP meetings.
I completely agree! This is a wonderful topic.
Thank you, Shea!
Marina,
Amen! Far too often I have come in contact with educational professionals who feel like they have to speak in Educational Jargon just to make themselves seem smarter. Smarter in a sense that maybe they don’t sound knowledgeable, but more so like they’re trying too hard to impress the ARD/IEP Team, then their assistance and/or presence in the actual meeting comes across false. Which do we want? Fake teachers who envy sounding like they know what they’re doing OR teachers who take the time to speak in a such a manner where the families feel like they are welcomed and are able to follow the conversation.
Couldn’t have said it better myself!
It’s all about building partnerships, and in my opinion, that only happens with honest communication. Perhaps it’s a matter of coaching professionals in this area to improve parent involvement in ARD/IEP meetings.
I LOVE this!! It is so true in the educational field as well as the medical field. When you care about loved ones, you want the person whom you have put your trust in to speak at a level of understanding. It is hard enough to just swallow the news of hearing loss, illness etc. let alone decide in an educated way what are the best steps to take to help them. Great post Marina!
I think you’re absolutely right, Becky. Some of our parents are working through the grief cycle, and they need well-spoken, compassionate educators who can guide them through the special education process. Your point is critical to remember.
I absolutely agree! Thank you for reminding me how important it is to monitor the amount of jargon I use when speaking with parents.
I’m so glad you enjoyed the article, Sarah. I hope you and your team are having a fantastic school year!
Marina,
You are so right!! I’ve gone into meetings with educators who speak ike this…they are usually surprised when I understand what they’re saying about my child. Often, they hadn’t realized I was an educator myself. But, why are they using htat terminology if they don’t expect the parents to understand it? That is my question!