Parents, advocates press PWCS on dyslexia support, ASL interpreter removal and federal special‑education funding concerns

Several parents, clinicians and advocates used the Oct. 15 public‑comment period to press the Prince William County School Board for stronger supports for students with learning differences and disabilities, raising three recurring concerns: stronger structured‑literacy/dyslexia interventions, better identification and supports for girls with ADHD, and restoration of an in‑class American Sign Language interpreter at Colgan High School.

Mary Anne Hill, speaking on behalf of the parent group Decoding Dyslexia Virginia — Prince William County, said families are seeking local resources and connections for children with dyslexia and asked the division not to treat dyslexia as “done.” She recounted parent inquiries asking for help and requested school recommendations for specialists and parental support networks.

Licensed clinical social worker Shaylyn Klinger urged the board to expand training and screening so teachers and counselors can better detect ADHD in girls, noting that girls often present with inattentive or internalized symptoms that existing screening misses. Klinger called for classroom supports such as movement breaks, visual schedules and equitable screening practices.

Julianne Fisher described changes to the American Sign Language (ASL) program at Colgan High School after a deaf teacher, Mr. Parks, lost an in‑class interpreter. She said the replacement accommodations have been “laughable at best,” described classroom learning that has become largely asynchronous and said students are now using earplugs and noise‑canceling headphones to cope. Fisher asked the board and superintendent to restore effective in‑class interpreting to ensure Mr. Parks can teach and students can access synchronous instruction.

Other speakers raised broader concerns about special‑education funding and federal oversight. A commenter urged the board to reaffirm its commitment to IDEA protections in light of reported federal staffing cuts that, the speaker said, could jeopardize compliance and federal reimbursements. Speakers encouraged continued advocacy so state or local funds could replace potential federal shortfalls.

School leaders and board members took note of these concerns during board remarks and later in the meeting several board members — including Ms. Zargarpur and Ms. Williams — thanked advocates and encouraged continued engagement. The board did not adopt new policy or funding allocations at the Oct. 15 meeting; instead, staff and board members said the public’s concerns would inform future agenda items and advocacy work.