Parents and state education officials told legislators that a low incidence of hearing loss and sparse statewide capacity create gaps in services for children who are deaf or hard of hearing.

Deanna Anderson of North Dakota Hands & Voices recounted a case in which late diagnosis and inconsistent school supports forced her family to move a daughter out of state to access the North Dakota School for the Deaf’s programs and social opportunities. She called for more teachers of the deaf, FM assistive systems in classrooms and dedicated advocates who can help families navigate IEPs and transitions.

Mary McCarville O’Connor, director of DPI’s Office of Specialty Design Services, said the state sets an educational‑interpreter standard in code (EIPA 3.5 minimum), but acknowledged a shortage of credentialed interpreters and teachers. DPI described initiatives — joining the TACE/EIPA support network, funding AT Builders training and professional development — to raise interpreter skill levels and expand assistive‑technology availability.

Lawmakers asked DPI to report back with data on how many students have interpreters listed on their IEPs, how many sign interpreters are on personnel records, and graduation outcomes for students with hearing losses.