Parents, students press IUSD to implement AB 1938 and fully disclose deaf and hard-of-hearing program options

Susan Langevin, a parent and advocate, told the board that Assembly Bill 1938 requires IEP teams and districts to inform parents about “the full range of education options available to deaf and hard-of-hearing students,” and urged consistent, unbiased disclosure at IEP meetings. “School districts and IEP teams must inform parents about all available educational options for their child, not just the program a district may prefer,” Langevin said during public comment.

Peter Langevin, who also identified himself as a parent, said the law aims to correct decades of partial or misleading information. He described his son’s progress after entering a program at University High School, saying the child rose from third-grade reading to sixth-grade reading within a year after placement. “Once my son got into this wonderful program at University High School, he went from third grade reading to sixth grade reading, in 1 year,” Peter Langevin said, noting that parents often were previously unaware that specific DHH programs existed.

Karen Ong, an Irvine resident and child psychologist, described inconsistent or inaccurate guidance she received in an IEP meeting and urged the board to ensure program specialists provide “accurate, complete information so that parents can make truly informed decisions.” Lori Hilbrand, an elementary teacher with decades of experience in DHH settings, urged the board to respect and support both signing and oral approaches and to ensure families receive full, unbiased information.

Several students who participated in the IUCPTA/IUSD High School Advocacy Program also spoke about the impact of DHH programs. Students described how access to American Sign Language, interpreters and specialized instruction changed their classroom experience and social connections. Fifteen-year-old Andre, who said he is hard of hearing, described improved learning and social outcomes after moving to a program where both signing and spoken communication are used: “The deaf programs are important for us to get jobs, for development, for social, for learning, how to even write English,” he said.

No new policy vote on AB 1938 implementation appears on tonight’s agenda; public commenters asked the board to review district IEP practices and ensure program options are included in IEP discussions and materials. The board acknowledged the testimony and invited staff follow-up where appropriate.

The board did not take an on-the-record decision at the time of these public comments; staff and trustees signaled appreciation and said they would consider the callers’ requests as part of ongoing special education oversight and communications work.