California schools are taking a step forward to improve the translation of special education documents for families who speak languages other than English. A new law requires a template for special education programs to be translated into 10 languages by Jan. 1, 2027, making it easier for non-English speaking parents to understand and engage in their child’s education.
Advocates and parents of children with disabilities have expressed their concerns about the long waits and faulty translations experienced by many families statewide. The delay in receiving translated documents can hinder parents’ ability to provide informed consent, ask questions, or push back on proposed services for their children.
Although the bill that passed and was signed by the governor is seen as a partial victory, there is still more work to be done. Parents like Aurora Flores, whose son has Down syndrome and autism, have faced challenges waiting for translations of special education documents. The delays in translation can impact the timely implementation of services that children need.
School districts, like Long Beach Unified, are dedicated to providing timely access to critical educational information, including Individualized Education Programs (IEPs), for all families, regardless of their primary language. However, finding high-quality translators with expertise in educational terminology can be challenging, especially for less commonly spoken languages.
The importance of timely translations of IEP documents is recognized by most school districts and county offices, but it remains a challenge, particularly for languages that are not common. The introduction of a template for translating IEPs into multiple languages is seen as a positive step that will help districts and translators do a better job.
While the new law is a positive development, parents like Sara Gomez still highlight the need for a required timeline for translations. Waiting months for translated documents can hinder parents’ ability to make informed decisions about their children’s education.
Advocates and families are continuing to push for guidelines on accessing qualified translators and setting a time limit for translations to ensure equity across the state. The inconsistency in translation timelines across different districts remains a concern, and efforts are being made to address this issue.
Overall, the new law is seen as a positive step towards improving access to translated special education documents for non-English speaking families. However, there is still a need for further measures to ensure timely and accurate translations to support children with disabilities and their families.