INTERVIEW ASSIGNMENT 1
Interview Assignment
School of Education, Liberty University
August 11, 2024
Part 1: Demographics
Demographics: Kimberly Day was diagnosed with a spectrum disorder at the end of 2012
when she was just 3 years old. She is currently 6 years old and is struggling with engaging in
verbal communication and participating in social interactions with others. Kimberly is the
youngest of two children; she has an older sister and is the only one in the family with autism.
Her mother, Melinda Day, is a Career Tech instructor in Atlanta, Georgia.
INTERVIEW ASSIGNMENT 2
Interview Assignment
Part 1: Demographics
Interviewee’s
Name
Melinda Day
Name of
Individual with
the Disability
Kimberly Day
Description of the
Disability
Autism Disorder
Age of the
Individual with
the Disability
3
Describe the
relationship
between the
interviewee and
the individual
with the
disability:
Melinda Day is currently employed as a Career Tech instructor in
Atlanta, Georgia. She is dedicated to providing valuable education
and guidance to her daughters while going through this transitional
phase in her life.
Part 2: Interview Questions
1. How did you learn that _________ has a disability? (Who was present? When did this
happen?) If you were giving advice to professionals who need to explain to a parent
that their child has a special need, what would that advice be?
In late 2012, when Kimberly was only three years old, her mother noticed that Kimberly had
not yet begun to speak and was developing much more slowly than other children her age (M.
Day, personal communication, August 12, 2024).
2. How did you feel when you received the diagnosis?
Melinda has come to realize that her feelings haven't completely transformed. Rather, she’s
noticed a gradual shift towards a heightened sensitivity to the intricate nature of autism and
its far-reaching effects. She stated that the newfound awareness has played a crucial role in
equipping her with the tools to provide better support for Kimberly as she continues on her
educational and developmental path. (M, Day personal communication, August 12, 2024).
Melinda stated that her feelings about the initial diagnosis have remained consistent.
She conveyed that, over time, she has developed a more profound understanding of
INTERVIEW ASSIGNMENT 3
autism and its implications. This enhanced insight has equipped her with the tools
and knowledge necessary to more effectively support Kimberly's learning and
development as she navigates her growth journey. Melinda believes that by fostering
a supportive environment tailored to Kimberly's needs, she can help her reach her
full potential. (M, personal communication, August 12, 2024)Melinda stated that her
feelings about the initial diagnosis have remained consistent. She conveyed that, over
time, she has developed a more profound understanding of autism and its
implications. This enhanced insight has equipped her with the tools and knowledge
necessary to more effectively support Kimberly's learning and development as she
navigates her growth journey. Melinda believes that by fostering a supportive
environment tailored to Kimberly's needs, she can help her reach her full potential.
(M, personal communication, August 12, 2024)
3. What have been the positive aspects of having a child with a disability?
One of the positive aspects of having a child in a family with a disability is that it fosters a
sense of teamwork and unity among family members. They have found that in facing the
challenges of helping Kimberly reach her potential, they have become more supportive and
empathetic toward each other. They are learning to understand Kimberly's needs better and
appreciate the value of patience, positivity, and mutual support as they navigate this
journey together. (M. Day personal communication, August 12, 2024.)
4. What problems or challenges have you experienced with having a child with a
disability?
Melinda didn't indicate any specific problems, but the main challenge facing her is helping
Kimberly to become more expressive. Despite her intelligence, Kimberly is hesitant to
vocalize her thoughts and feelings, making it challenging for us to truly understand her and her
needs." (M. Day, personal communication, August 12, 2024).
5. How did your other children react to learning their brother/sister had a disability?
What impact has __________ had on them? (if applicable)
Kimberly, the youngest sibling, with an older sister named Ashley, has been facing a
challenging situation due to her recent diagnosis of a chronic illness. However, with the
unwavering support and guidance of her loving older sister, Ashley, Kimberly has been able to
navigate through her daily struggles. Despite Kimberly's initial worries about her health, her
sister has been by her side every step of the way, providing not just practical assistance, but
also emotional support and encouragement. Ashley's continuous dedication has had a profound
impact on Kimberly, enabling her to build confidence, foster meaningful connections with
others, and vastly improve her ability to communicate her feelings and needs effectively. (M.
Day, personal communication, August 12, 2024).
Family members play a vital role in supporting Kimberly's social interactions and
INTERVIEW ASSIGNMENT 4
communication. They actively encourage her to engage more frequently with them. The
family prioritizes their commitment to each other as well as Kimberly's education. By
working together as a united front, they emphasize the importance of improving
Kimberly's education, placing it above any other potential challenges that may arise
within their household. (M. Day, personal communication, August 12, 2024).
6. What have been your experiences in working with school personnel? What have they
done that has been most helpful? What have they done that was least helpful or even
harmful?
Melinda’s role as an educator possesses a deep understanding of the intricacies involved in
supporting students with disabilities. She is profoundly grateful for Kimberly's teacher, who
consistently demonstrates remarkable understanding and support in working with Kimberly on
a daily basis. Since Kimberly's autism diagnosis, the teacher diligently captures and documents
her progress every day. Whenever Kimberly independently engages in communication, the
teacher meticulously records these moments on camera. The teacher then shares these videos
to provide a vivid illustration of Kimberly's remarkable progress. It's abundantly clear that the
teacher consistently goes above and beyond the call of duty to ensure Kimberly's academic and
social success." (M. Day personal communication, August 12, 2024).
7. How could the school help your child transition to adulthood?
Kimberly's school is devoted to helping her seamlessly transition into adulthood by
offering individualized training. This particular training was designed to equip her with the
skills to communicate independently, articulate her thoughts confidently, and express her
own opinions effectively. The goal is to empower her to use her voice assertively and
navigate the challenges of adulthood with self-assurance. (M. Day personal
communication, August 12, 2024).
If I were to be Melinda's teacher next year, what specific advice would you want to
offer to ensure she has the best possible learning experience?
Melinda would greatly benefit from participating in daily speech improvement
exercises tailored to her individual needs. By dedicating consistent time and
demonstrating patience, we have a valuable opportunity to guide her in developing
critical communication skills necessary for effective interactions with her peers.
It is clear that Melinda is eager to connect with others and engage in social
interactions, but she may encounter difficulties expressing her thoughts clearly. To
address this, I suggest incorporating a variety of activities focused on language
development, such as role-playing conversations, reading aloud to practice
pronunciation, and using visual aids to help her articulate ideas.
Additionally, creating a supportive and encouraging classroom environment will be
INTERVIEW ASSIGNMENT 5
crucial. Regular feedback and constructive encouragement can help boost her
confidence as she navigates these challenges. Through this ongoing support and
structured practice, we can assist Melinda in honing her language abilities, ultimately
empowering her to express herself more clearly and confidently in various social
settings.
8. What would you want me to do/not do in terms of my interactions with you if I were
__________’s teacher?
Melinda made a sincere commitment to keep me informed about her activities and her
daughter’s progress in speech and social interaction with other children. She also emphasized
that she wants to ensure that Kimberly is not pressured to exceed normal developmental
milestones for her age. (M. Day personal communication, August 12, 2024).
9. I am just learning about students with disabilities and how to work effectively with
them in my classroom. What other information would you like me—and my
classmates—to know about working with children with special needs?
Melinda stresses the critical importance of cultivating a culture of empathy, patience, and
understanding when interacting with individuals who have special needs. It's essential to
recognize that these individuals may encounter challenges that aren't immediately
apparent, such as struggling with rigid behavior patterns and finding it difficult to adapt to
changes. Moreover, they may exhibit repetitive behaviors that can impact their ability to
function in various situations. In such instances, it's incumbent upon us to provide tailored
support, extend kindness, and foster a deep understanding to help them navigate through
these intricate challenges and lead fulfilling lives. (M, Day personal communication,
August 12, 2024)
**Part 3: Summary of Research-Based Strategies**
Autism is a complex developmental disability that significantly affects an
individual's ability to communicate, both verbally and nonverbally, as well as their
capacity to engage in social interactions. This condition typically becomes noticeable before
the age of three and can impact a child's educational performance.
INTERVIEW ASSIGNMENT 6
Effective teaching strategies founded on research emphasize the importance of
creating a supportive and inclusive classroom environment. In subjects such as Language
Arts, Science, and Social Studies, students with autism often benefit from working
alongside a collaborating teacher who can assist with accommodations during class.
Teachers can utilize various techniques, such as providing visual aids—like contextual
pictures—and helping students transition their skills to reading actual text. For example, a
teacher might organize students into small groups with peer tutors to help navigate
challenging vocabulary and improve comprehension. This approach not only supports
academic growth but also encourages independent thinking, allowing students to utilize all
available strategies and cues to aid in their reading.
Regarding educational placement, students with autism may require dedicated time
in a resource room for direct instruction with a special education teacher. This focused
instruction can target essential skills, such as understanding spelling rules and developing
basic comprehension strategies.
Educators also adopt inclusive practices, such as co-teaching, to ensure that students
with autism and others who may be struggling are not singled out in the classroom. By
fostering a positive classroom climate, students feel supported and included. Additionally,
parallel teaching increases opportunities for student engagement, as the special education
teacher can pose targeted questions to help all students, including those with autism,
recognize instructional cues. This multi-teacher approach allows for the introduction of
INTERVIEW ASSIGNMENT 7
new skills and provides sufficient time to address any instructional gaps, while offering
cues and prompts to enhance understanding.
**Part 4: Conclusion – Reflection and Discussion**
As an educator, I have gained invaluable insights from this assignment. It has
equipped me with the knowledge to support special education teachers and professionals in
ensuring that students with autism and other disabilities have access to the general
education curriculum. The practical examples provided will not only benefit other
educators but will also enhance my ability to plan and implement strategies that facilitate
access to the curriculum for students with autism. The strategies outlined aim to promote
developmentally appropriate and meaningful learning experiences within inclusive
environments that align with general education content standards. By employing a variety
of approaches, educators can enhance the prospects of students with autism, like Kimberly,
becoming actively engaged learners in inclusive classrooms.**Part 3: Summary of
Research-Based Strategies**
Autism is a complex developmental disability that significantly affects an
individual's ability to communicate, both verbally and nonverbally, as well as their
capacity to engage in social interactions. This condition typically becomes noticeable before
the age of three and can impact a child's educational performance.
INTERVIEW ASSIGNMENT 8
Effective teaching strategies founded on research emphasize the importance of
creating a supportive and inclusive classroom environment. In subjects such as Language
Arts, Science, and Social Studies, students with autism often benefit from working
alongside a collaborating teacher who can assist with accommodations during class.
Teachers can utilize various techniques, such as providing visual aids—like contextual
pictures—and helping students transition their skills to reading actual text. For example, a
teacher might organize students into small groups with peer tutors to help navigate
challenging vocabulary and improve comprehension. This approach not only supports
academic growth but also encourages independent thinking, allowing students to utilize all
available strategies and cues to aid in their reading.
Regarding educational placement, students with autism may require dedicated time
in a resource room for direct instruction with a special education teacher. This focused
instruction can target essential skills, such as understanding spelling rules and developing
basic comprehension strategies.
Educators also adopt inclusive practices, such as co-teaching, to ensure that students
with autism and others who may be struggling are not singled out in the classroom. By
fostering a positive classroom climate, students feel supported and included. Additionally,
parallel teaching increases opportunities for student engagement, as the special education
teacher can pose targeted questions to help all students, including those with autism,
recognize instructional cues. This multi-teacher approach allows for the introduction of
INTERVIEW ASSIGNMENT 9
new skills and provides sufficient time to address any instructional gaps, while offering
cues and prompts to enhance understanding.
**Part 4: Conclusion – Reflection and Discussion**
As an educator, I have gained invaluable insights from this assignment. It has
equipped me with the knowledge to support special education teachers and professionals in
ensuring that students with autism and other disabilities have access to the general
education curriculum. The practical examples provided will not only benefit other
educators but will also enhance my ability to plan and implement strategies that facilitate
access to the curriculum for students with autism. The strategies outlined aim to promote
developmentally appropriate and meaningful learning experiences within inclusive
environments that align with general education content standards. By employing a variety
of approaches, educators can enhance the prospects of students with autism, like Kimberly,
becoming actively engaged learners in inclusive classrooms.
References
Kirk, S., Gallagher, J., & Coleman, M. R. (2015).Educating exceptional children(14thed.).
Stanford, CT: Cengage Learning.
References Finnegan, E., & Mazin, A. L. (2016, May). Strategies for increasing reading
comprehension skills in students with autism spectrum disorder: a review of the
literature.Education & Treatment of Children, 39(2),
http://link.galegroup.com.ezproxy.liberty.edu/apps/doc/A452881454/
INTERVIEW ASSIGNMENT 10
Olson, A. J., Roberts, C. A., & Leko, M. M. (2015). Teacher-, Student-, and Peer-Directed
Strategies to Access the General Education Curriculum for Students with Autism.
Intervention in School and Clinic, 51(1), 37-44
