California schools will soon have a template for special education programs translated into 10 languages in addition to English.
Advocates and parents of children with disabilities who speak languages other than English say it is a small step forward, but more work needs to be done to address long waits and inaccurate translations experienced by many families across the state.
“Achieving meaningful engagement in their child’s education is challenging for parents who cannot access translated documents,” said Joanna French, senior director of research and policy strategies at Innovate Public Schools. “They are unable to provide informed consent, ask questions, or advocate for the services being proposed.”
A bill introduced by state Sen. Anthony Portantino last year aimed to require school districts to translate individualized education program (IEP) documents within 30 days. However, the bill was stalled in the Senate Appropriations Committee. A revised version of the bill was eventually passed, requiring the California Department of Education to create guidelines for translating IEP templates into the 10 most commonly spoken languages in the state, other than English, by January 1, 2027.
Aurora Flores, a parent in the Long Beach Unified School District, shared her experience of waiting months for special education documents to be translated into Spanish for her son with disabilities. The delays in translations have made it difficult for her to provide timely consent for new services that her son needs.
While some districts, like Long Beach Unified, are dedicated to providing timely translations of IEP documents, challenges exist in finding qualified translators with expertise in educational terminology for less common languages. The complexity of IEPs and the volume of translation requests can further extend the timeframe for completion.
Despite the passage of the bill requiring translated IEP templates, advocates and families are pushing for guidelines on accessing qualified translators and establishing time limits for translations. The lack of consistency in translation timelines across different districts highlights the need for equity in access to translated documents for all parents.
Sara Gomez, a parent in Santa Clara County, emphasized the importance of timely translations in making informed decisions about her child’s education. While the new law is a positive step forward, there is still a need for a required timeline for translations to ensure timely access to critical educational information for families.
Advocates like Allegra Cira Fischer from Disability Rights California stress the importance of addressing the challenges faced by parents in accessing timely translations of IEP documents. They emphasize the need for consistent guidelines and timeframes to ensure that all children with disabilities receive the support they need in a timely manner.