When meeting with parents of a student with profound disabilities, which approach aligns with professional standards?

• A. In the interests of professionalism and accuracy, use correct technical terminology as much as possible
• B. In the interests of Diplomacy, do not tell them practical limitations to Realistic possibilities for their child.
• C. In the interests of realistic appraisal, tell them levels of their child's current performance in each area
• D. In the interests of stress relief, tell them do not worry about their children's education but let the team do it.

Answer: (C)

Sharing an honest, data-driven picture of a student’s current functioning with families is essential. When meeting with parents, giving a realistic appraisal by describing the level of performance in each domain helps them understand where the child is now and what supports are needed. This clear baseline enables collaborative goal setting, informed decision making, and effective planning for IEP goals and daily supports. Present this information in plain language, with concrete examples or simple visuals if helpful, so families can participate confidently and know what realistic next steps look like. Relying solely on technical jargon can hinder understanding, while avoiding practical limitations or telling families not to worry shifts responsibility away from shared decision making and can lead to mismatched expectations.