Running Head: EXPERIENCE INTERVIEW
Carmen Haas
EDUC 521
June 29, 2016
Experience Interview
EXPERIENCE INTERVIEW 2
Experience Interview
Part 1: Demographics
Name of person you are interviewing: Don Guthrie
Name of individual with the disability: Zay Guthrie
Describe the disability: Traumatic Brain Injury (TBI)
Age of the individual with the disability: 11 years
Describe the relationship between the family member and the individual with the disability: Don
is Zay’s father
Part 2: Questionnaire Interview
1.How did you learn that __ZAY_______ has a disability? (Who was present? When did
this happen?) “Zay was a normal little boy, 4 years old, who was being tested for the
gifted program at the time of his accident. He was jumping up and down on the top bunk
of his bunkbed and fell off, hitting his head on the dresser. I was the only one there until
the paramedics arrived and took him to the hospital.”
If you were giving advice to professionals who need to explain to a parent that his/her
child has a special need, what would that advice be? “I imagine that even if a child was
born with a disability or it happened like with Zay, in an accident, it should be handled
the same way. Very gently, but not sugar coated. I wanted to know what we were up
against so we could hit it hard with any kinds of treatments or accommodations that may
be needed.”
2.How did you feel when you received the diagnosis? “All I kept saying was, “Thank God
he’s alive!” “I could have easily lost him that day. Zay was in a coma for four months and
has had five surgeries on his head. He had to relearn how to walk, talk, and do all daily
functions. He’s come a long way, but still has a lot more to go.”
3.Have your feelings changed since the initial diagnosis? “No. I’m still glad he’s alive.”
(said with a grin and small laugh) Describe. “Zay’s mom walked out on us when he was
8 months old. This was not part of my life’s plan, but I got through it. This was another
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example of how unpredictable life can be. You just gotta take each day, one at a time and
make the best of what you handed. I knew that when Zay got hurt.”
4.What have been the positive aspects of having a child in the family with a disability? “It
has definitely taught me patience and how to love no matter what.”
5.What have been the problems or challenges you have experienced having a child with a
disability? “I never planned on being single at this point in my life. I would never call
Zay a problem, but there are challenges. I have to plan my life around his therapy, school,
and activities. Anytime I meet a nice lady, she’ll meet Zay and it’s just too much. I
understand that, but that’s another challenge; going through life alone.”
6.How did your other children react to learning their brother/sister had a disability? What
impact has __________ had on them? (if appropriate) “Zay is an only child.”
7.What kinds of support have been most helpful to you (family members, parent groups,
neighbors, other)? “Zay’s daycare staff has been the most supportive. He is so loved there
and there are several women who help care for him who know that I have to work late
sometimes and they are always eager to help me out with watching him after closing time
if I have to work late or get him to therapy appointments. I really don’t know what I
would do without those ladies.” How would you prioritize your family needs and the
areas in which you feel that you need more assistance? “Well, Zay is first always.
Whatever I do with our little family, which is just me and him, he is always first.”
8.What have been your experiences in working with school personnel? “Usually pretty
good. Everybody seems to want what’s best for him.” What have they done that has been
most helpful? “Zay has a hard time with transitioning between classes and becomes
easily agitated. His teachers and aid are always understanding when it comes to giving
him breaks when needed. I really appreciate that. It helps me not worry about him having
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a good day when I’m not there.” What have they done that was least helpful or even
harmful? “Sometimes, they think they think they know what Zay needs better than I do.
They will plan to do something new without talking to me first and he gets thrown off. If
they would asked me first, I could have told them, nope, it won’t work.”
9.How could the school help your child transition to adulthood? “Zay is always going to be
a person with Traumatic Brain Injury. Even if he continues to get better, he will never be
what the world calls normal. I wish they would focus more on life skills for him instead
of all the state standards. Teach him how to balance a check book or be safe in a kitchen.
I am teaching him these things at home as well, but I think daily tasks and basic reading
and math skills would be time well spent.”
10.If I were to be ___ZAY_______’s teacher next year, what advice would you want to give
me so that he/she has an optimal learning experience? “Zay has a very small attention
span. A lot of teacher’s ignore that and make him keep going when he needs a break. I
know they think it’s in his best interest and they think they are doing him good, but all
that’s happening is setting the tone for the rest of the day and makes him have anxiety
about going to school the next day. Zay requires extra patience and understanding. You
would need to know that.”
11.What would you want me to do/not do in terms of my interactions with you if I were
___Zay_______’s teacher? “I would expect to be kept in the loop about everything that
was going on. My work knows my unique situation and they allow me to take a call or
leave whenever needed when it comes to Zay. I’m just a phone call away. The thing I
would not want to happen is for Zay to have a bad experience and I’m not told about it. I
can help him recover from a bad day, but only if I know it happened.”
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12.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? “Each one is different. You can’t
treat every child with TBI the same. The same diagnosis or condition doesn’t mean the
same symptoms. Be patient and always kind. Kids with disabilities have a reason for
acting out. They’re not just being bratty. Find that reason, honor it, and help them
overcome it so they can learn something.”
Part 3: Summary of Research-Based Strategies
Zay Guthrie and his family face many challenges due to his Traumatic Brain Injury. There is a
difference between Zay’s disability and those that are born with a genetic disorder or other issues
that were determined before or at birth. Traumatic Brain Injury is “an acquired injury to the brain
caused by an external physical force, resulting in total or partial functional disability or
psychosocial impairment, or both, that adversely affects a child’s education performance”,
(Cengage, 2015. Ch.1). Zay was being tested for the gifted program in his kindergarten class
when the injury occurred leaving his family with a whole new challenge. While the
complications are great, there are several strategies that will assist Zay in leading a fulfilling life
while easing the burden of his single father.
Most children who have sustained a traumatic brain injury, even a severe one, will event return
to the classroom. While some will return from a brief hospitalization others may return after a
rehabilitation program. The recovery process varies based on severity, most students will
continue to require treatments for extended periods or even throughout the rest of their lives. In
children, it often becomes the responsibility of their school system to facilitate ongoing recovery
support and needed services to help in the progression of academic functioning, (Bowen, 2007).
Teaching strategies that are empirically supported and proven effective are available for these
students. Teachers must work to find out which ones work best for each student, the techniques
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are effective and can prevent or significantly reduce challenging behaviors while teaching the
active use of compensatory strategies. The Direct Instruction Model is based on the principles of
applied behavior analysis that include pacing, opportunity for frequent response, feedback, and
reinforcement that will help students maintain engagement and ensure learning, (Engelmann &
Carnine, 1982).
The Universal Design for Learning, (UDL) is a variety of strategies that give all students access
to the curriculum, (Cengage, 2015. Ch.4). Technology is used in these strategies to help children
begin working at an appropriate level with the help of technology. Digital talking books, text to
speech, graphic depictions, and flow charts used in videos is a great way for Zay to communicate
and learn. The use of technology will help him keep interest while engaging him in the learning
environment.
Cooperative Learning would also be a great strategy for Zay as he progresses in his academics.
This method is “a set of instructional strategies that emphasizes the use of groups for teaching
students techniques of problem solving and working constructively with others”, (Cengage,
2015. Ch.4).This type of group instruction may work better on Zay’s behalf because he would be
learning to communicate and interact with his peers which will help him learn.
Another strategy that Zay would benefit from practicing is self-determination. This is “the
ability to set personal goals and take appropriate action to achieve them”, (Cengage, 2015. Ch.4).
These types of goals are often set in their IEP’s and practicing decision making skills can help to
strengthen the executive function in the information processing model. If Zay’s teacher were to
make all the decisions for him, this would undermine his key ability for adult adjustment.
Part 4: Conclusion – Reflection and Discussion
Zay is a child who suffered from a life threatening injury that put him in a coma for four
months. His extensive injuries and the emotional toll that it has taken on his father is extreme. He
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is being raised by his dad after his mother left them when Zay was only 8 months old. Zay’s
father, Don, has been left with an incredible task of working full-time, supporting Zay
financially, emotionally, and physically on his own for the past six years. It is very difficult for
Mr. Guthrie to plan a life for himself with Zay’s condition, but he has risen to the challenge of
making sure Zay is as happy, healthy, and supported as possible.
All this would not be possible if the proper support systems were not in place. Zay’s returning
to school following his brain injury presents a number of problems and new challenges for him
as well as those who work with him. Although Zay may be faced with persistent cognitive and
behavior changes, if provided with the right supports, resources, and strategies, Zay can be
successful at reaching his maximum potential. Zay’ teachers and educators will play a key role
with his adjustment to each new challenge. Developing programs and practicing teaching
strategies that will facilitate a successful school experience for Zay is the responsibility of his
educators and they must work together, as a team, in order for him to be successful. The
comprehensive plans developed must be based on Zay’s individual needs, strengths, and
weaknesses. With careful planning, appropriate accommodations, making needed adaptations to
his learning environment, and using instructional aids and strategies will help him acquire new
skills that will help him overcome many of his life difficulties while experiencing success in his
academic and social endeavors.
The learning strategies that can be utilized in Zay’s classroom activities, can help him adjust to
daily learning while gaining friendship with his peers. Mr. Guthrie expressed the importance of
knowing that Zay is having a good day and how it effects his own life. If Mr. Guthrie cannot rest
in the knowledge that Zay is being cared for, he cannot function to the best of his ability. The
delicate balance of the support system that Zay receives from his educators as well as those in his
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day care environment is of vital importance to Mr. Guthrie. Knowing that teaching strategies are
put into place for Zay helps him achieve all the goals listed in his IEP which is preparing him for
adulthood. Mr. Guthrie also commented on the importance of Zay learning life skills that would
help him in his life transitions.
While the focus for Zay’s success is the main objective, Zay’s father has expressed a desire for
a life that is perhaps less demanding. All of the strategies discussed such as a Universal Design
for Learning, Self-Determination, and Cooperative Learning are helping put a plan into motion
that would relieve Mr. Guthrie from the entire burden of raising a child as a single parent with
this disability.
I have full confidence that if all strategies are practiced, the support system stays strong, and
communication is displayed and honored between Zay, Mr. Guthrie, and Zay’s educators and
caretakers, Zay will progress into a confident young man who has learned the life skills needed
for a successful transition into adulthood with the abilities and confidence to thrive in the world
in spite of his brain injury.
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Cengage Learning, Educating Exceptional Children: Children with Intellectual and
Developmental Disabilities, (2015).
References:
Bowen, J.M., Classroom Interventions for Students with Traumatic Brain Injuries, (2007).
Journal of Head Trauma Rehabilitation 16, 76-93. Retrieved from:
http://www.brainline.org
Engelmann, S., & Carnine, D.W., (1982). Theory of Instruction. New York Irvington. Retrieved
from: http://www.brainline.org
