Parents of special ed students who don’t speak English face another hurdle in Washington state
autside.substack.com
A recent article from the Seattle Times discusses how many schools fail to provide adequate language access services for non-English speaking parents of children with disabilities, which prevents them from fully participating in the special education process. It highlights the story of Mireya Barrera, a Spanish-speaking mother who struggled to understand meetings about her autistic son's education and felt excluded. Though federal law requires translation services, schools often lack resources and qualified interpreters. The issue is growing as more English learners receive special ed services. Advocates argue schools must do more to ensure non-English speakers can exercise their rights. The article examines efforts in Washington state and elsewhere to improve language access through legislation, union contracts, and threat of lawsuits. However, problems persist due to limited funding and availability of interpreters.
Integrating refugees
The lack of adequate translation services in special education is especially pressing given the ongoing refugee crisis leading to an influx of newly arrived students with diverse language backgrounds. As schools across the country integrate thousands of refugee children, many of whom have experienced trauma and disrupted education, there is a heightened need for skilled interpreters and translators to ensure families can fully participate in special education meetings. However, the already limited pool of qualified interpreters has been stretched further by growing demand. Without proper language access, refugee parents struggle to advocate for children with disabilities and understand how to support their education. This compromises the rights of vulnerable families during a critical period of adjustment. Improving language services is vital so our public schools can equitably serve all students, including both English learners and children with special needs.
The AutSide is a reader-supported publication. To support my work, consider becoming a paid subscriber.
Parents of special ed students who don’t speak English face another hurdle in Washington state
Parents of special ed students who don’t speak English face another hurdle in Washington state
Parents of special ed students who don’t speak English face another hurdle in Washington state
A recent article from the Seattle Times discusses how many schools fail to provide adequate language access services for non-English speaking parents of children with disabilities, which prevents them from fully participating in the special education process. It highlights the story of Mireya Barrera, a Spanish-speaking mother who struggled to understand meetings about her autistic son's education and felt excluded. Though federal law requires translation services, schools often lack resources and qualified interpreters. The issue is growing as more English learners receive special ed services. Advocates argue schools must do more to ensure non-English speakers can exercise their rights. The article examines efforts in Washington state and elsewhere to improve language access through legislation, union contracts, and threat of lawsuits. However, problems persist due to limited funding and availability of interpreters.
Integrating refugees
The lack of adequate translation services in special education is especially pressing given the ongoing refugee crisis leading to an influx of newly arrived students with diverse language backgrounds. As schools across the country integrate thousands of refugee children, many of whom have experienced trauma and disrupted education, there is a heightened need for skilled interpreters and translators to ensure families can fully participate in special education meetings. However, the already limited pool of qualified interpreters has been stretched further by growing demand. Without proper language access, refugee parents struggle to advocate for children with disabilities and understand how to support their education. This compromises the rights of vulnerable families during a critical period of adjustment. Improving language services is vital so our public schools can equitably serve all students, including both English learners and children with special needs.
The AutSide is a reader-supported publication. To support my work, consider becoming a paid subscriber.