{"id":45832,"date":"2026-02-06T23:58:02","date_gmt":"2026-02-07T05:58:02","guid":{"rendered":"https:\/\/deafnetwork.com\/wordpress\/?p=45832"},"modified":"2026-02-06T23:58:02","modified_gmt":"2026-02-07T05:58:02","slug":"texas-school-for-the-deaf-attempts-to-cleanse-population-parents-allege","status":"publish","type":"post","link":"https:\/\/deafnetwork.com\/wordpress\/blog\/2026\/02\/06\/texas-school-for-the-deaf-attempts-to-cleanse-population-parents-allege\/","title":{"rendered":"Texas School for the Deaf attempts to cleanse population, parents allege"},"content":{"rendered":"

Disclaimer: While we appreciate the coverage, the opinions expressed in the article are those of the author and do not reflect on behalf of DeafNetwork or Grant Laird Jr. If you want to share your concerns or comments, please feel free to email us at info@deafnetwork.com –gwlj<\/em><\/strong><\/p>\n

Texas School for the Deaf attempts to cleanse population, parents allege<\/strong><\/h2>\n

\u201c[My son] may not eat, walk or socialize exactly like you. But he is still deaf \u2014 nothing will change that fact. Your apathy has denied my son his Deaf identity.\u201d<\/em><\/p>\n

Brittany Kelley 02\/04\/2026 02:00 PM (update 02\/04\/2026 03:37 PM)<\/span><\/p>\n

Editor\u2019s note: The Texas School for the Deaf staff member\u2019s name has been changed for anonymity.<\/em><\/p>\n

AUSTIN \u2014 Two families have been left devastated after Texas School for the Deaf (TSD) suddenly deemed their children unfit to attend. After an attempt to rid the school of deaf students with a disability, the parents claim, some children are left to receive a lesser deaf education.<\/p>\n

Heather Skeen\u2019s son was born profoundly deaf, meaning that he has no hearing or access to sound. He also cannot use amplification devices, such as cochlear implants or hearing aids, due to his anatomy. This means that American Sign Language (ASL) is his native language.<\/p>\n

Skeen lives in Buda, so when considering options for her child, his home district \u2014 Hays CISD \u2014 was not the first choice. She explained that this is because the school district does not endorse ASL. Instead, it teaches Exact English, which Skeen noted is a tool developed to help deaf children read English, rather than a language.<\/p>\n

Because of this, his parents believed that TSD was the best opportunity for him. The school, Skeen continued, is the only one within Central Texas that offers a fully-based ASL learning environment.<\/p>\n

\u201cAll of their instruction is in ASL and it\u2019s a large Deaf community, so he has access to great language models there from other day children [and] from other deaf adults that work on campus. It\u2019s a language rich environment; it\u2019s a culturally rich environment for his deaf culture. [TSD is] considered one of the top five deaf schools in the country,\u201d she said.<\/p>\n

Her son began attending in 2017.<\/p>\n

This opportunity to be enriched within a Deaf community is the same reason that Nolan and Jennifer Astrein moved from California to Texas.<\/p>\n

After touring Deaf schools across the nation in early 2023 and speaking with families, the Astreins decided that TSD was the best program for their son, who they enrolled in Early Childhood Intervention, a state program that provides support and services from birth to age 3 for children with developmental delays, disabilities or certain medical diagnoses.<\/p>\n

Skeen\u2019s and the Astreins\u2019 sons are deaf plus, which is when a child is deaf, but also has additional disabilities. For example, both of the families’ children need support when it comes to feeding.<\/p>\n

This was something that Nolan and Jennifer made clear when they were searching for a school.<\/p>\n

\u201cThese are all things we had talked about with the staff and the faculty before moving, like \u2018What would these programs be like? Who would [our son] be with?\u2019 We got to tour the classroom that he was in [and] we got to meet some of the teachers. We really liked the program and they were able to fulfill the additional needs [he has],\u201d emphasized Nolan.<\/p>\n

Although the special education department, which Skeen\u2019s son was planning to join once he reached the age requirement, and the special services class in prekindergarten \u2014 that Jennifer and Nolan were hoping to put their child in \u2014 dissolved, the families were still happy with TSD.<\/p>\n

Skeen, Nolan and Jennifer applauded their sons\u2019 experience with the school, sharing that they felt the school was meeting their needs and supporting their children \u2014 \u201cUp until they didn\u2019t,\u201d stressed Nolan.<\/p>\n

According to Nolan and Jennifer, faculty made clear to them that their son, who attended the ECI program on TSD school grounds, was not actually a student, despite having a school identification card and student number. Because of this, he would have to be evaluated prior to moving into the prekindergarten program.<\/p>\n

It was this initial evaluation that resulted in their son being kicked out of the institution.<\/p>\n

Similarly, Skeen\u2019s son, who had been a student for eight years , received an annual assessment that deemed him unfit for the school.<\/p>\n

Both children had been determined to have an intellectual disability or cognitive deficits prior to the determination that they could no longer attend TSD.<\/p>\n

According to Riley, a staff member at TSD, the school\u2019s reactions to these cognitive impairments is new. Although not revealing their exact length of employment, Riley shared that they noticed \u201cthere have been a lot of changes in a negative way\u201d since Peter Bailey\u2019s induction as superintendent in September 2023.<\/p>\n

For example, with the dissolution of the special education department, Riley explained that there has seemingly been no attempt to retain the teachers that were equipped to attend to the needs deaf-plus students. Although the deaf-plus students still attending TSD are not neglected, Riley stated that there have been no attempts by the school to replace the certified personnel that have left or provide training to certify other teachers, so there is limited staff equipped to meet their needs.<\/p>\n

Applied classes have been created in lieu of the department, said the staff member. These are not labeled as special education, rather they offer slightly modified curriculum and are \u201cfew and far between.\u201d<\/p>\n

The alleged attempt to limit services for those students is throughout the school, including in the Access Program, which is available for students above 18 years old. This is an opportunity for students to learn life skills, such as budgeting, culinary and woodworking, but instead of the classes being for students that need a bit more guidance, it is being tailored to the students that already have good skills: \u201cIt\u2019s almost like they\u2019re just trying to absolve the whole special needs population altogether and try to almost make it more of an elite population \u2026 A one-size-fits-all and if you don\u2019t fit [within] that, your needs are too much,\u201d the staff member explained.<\/p>\n

\u201cThings have really escalated and it\u2019s been made very clear that we are not to accept students with severe cognitive or behavioral needs. Instead of providing that training to the staff there, the kids are just being kicked out,\u201d they said.<\/p>\n

Riley also noticed the increase of families leaving from their Admission, Review and Dismissal (ARD) Committee meetings and not returning to school.<\/p>\n

They explained that TSD is steadily requesting cognitive evaluations for students with behavioral issues or who are slightly slower than some of their peers, though they are not following the appropriate process.<\/p>\n

Riley emphasized that, typically, after the evaluation, families would have an ARD meeting, where they learn the results. This meeting would discuss any recommended accommodations and the committee would agree or disagree. It is then that ARD would inform the family if they feel that TSD is no longer a good fit for the child. This is in accordance with what TSD public information officer Gabriel Cardenas confirmed, which is that the ARD committee is the only entity that makes decisions regarding a student’s education program, including services and placement, as required by state law.<\/p>\n

Despite this, Riley alleged that instead, ARD is delivering the results of the evaluation and, to their knowledge, ending the meeting there. Separately, the TSD admissions office is calling parents and stating that their child is no longer fit for TSD, they stated.<\/p>\n

\u201cIt happens sort of behind everyone\u2019s back,\u201d the staff member continued. \u201cIt\u2019s just administration calling up the parent or video phoning the parent, which that\u2019s against protocol because these types of decisions should be in an individual education plan meeting or ARD meeting decision.\u201d<\/p>\n

Skeen experienced this exact scenario.<\/p>\n

She explained that her son had a full individual evaluation, which occurs approximately every three years. The assessment included speech, cognitive and behavioral components.<\/p>\n

Following the testing, the family met with the ARD committee to review the results. Skeen immediately noted that the scores were lower than previous years \u2014 something that she didn\u2019t agree with \u2014 and also stated that her son qualified for an intellectual disability.<\/p>\n

The mother explained that despite her initial impression of the scores, she signed the paperwork detailing that her son had the disability because she assumed, if anything, that he would have better access to services.<\/p>\n

\u201cIn the moment, and given my history with the school, I trusted them, that they weren\u2019t going to use this as ammunition to remove my child,\u201d recalled Skeen. \u201cIt probably would have been a little different had I not agreed in the meeting [to sign those papers].\u201d<\/p>\n

At a previous evaluation, she recalled that the results also said that her son had an intellectual disability, but, at that time, she declined to sign the documents. He continued to attend TSD, seemingly with no issues.<\/p>\n

Less than an hour after the 2025 meeting, she stated that she received a vague email that included the assistant principal and a woman in admissions: \u201cI asked, \u2018Why are you connecting us with admissions?\u2019 No one said anything [in response] that day and then, the next day, the assistant principal called me and said that my son no longer meets admission criteria and they are referring him out to his home district \u2014 or Hays CISD.\u201d<\/p>\n

She stated that since that day on Oct. 1, 2025, there has been no formal writing stating that her son has been kicked out of TSD, nor any policies declaring the reason why. Only the school\u2019s general admissions criteria was mentioned, said Skeen.<\/p>\n

The criteria Skeen is referencing in TSD\u2019s Board Policy and states the following: \u201c[Texas School for the Deaf] does not serve:<\/p>\n

    \n
  1. students whose needs are appropriately addressed in a home or hospital setting or a residential treatment facility; or<\/li>\n
  2. \n

    students whose primary, ongoing needs are related to a severe or profound emotional, behavioral, or cognitive deficit.\u201d<\/p>\n<\/li>\n<\/ol>\n

    Later, the policy defines severe or profound emotional or behavioral issues to include severe disturbances of behavior, mood, thought processes or interpersonal relationships, while severe or profound cognitive deficit specifies students that are anticipated to require life-long support and supervision for most aspects of personal care and self direction skills.<\/p>\n

    These policies, though changing over the years and adding specific language \u2014 \u201cintensive medical treatments” and removing “intensive\u201d from \u201crequire life-long intensive support\u201d in 2022, \u201cany intervention requiring intensive behavioral supports\u201d and replacing \u201call aspects of personal care\u201d to \u201cmost aspects\u201d in 2025, according to Policy Committee agenda documents \u2014 has been in place since at least 2016, one year prior to Skeen\u2019s son being accepted into the program. It seems that now, the school is attempting to enforce it.<\/p>\n

    \u201cOver the last several years, TSD has made a very concerted effort to cleanse their school of children that are deaf with additional disabilities, children that have emotional or behavioral needs that are \u2018not the right kind of deaf,\u2019 if you will,\u201d said Skeen, adding that even prior to her son\u2019s assessment, she attempted to make her concern over the lack of resources known, offering trainings or aiding in the creation of programs \u2014 all of which were met with indifference.<\/p>\n

    \u201cSince the new superintendent started about two or three years ago, things have been really expedited and, this year in particular, they have kicked out multiple children or attempted to kick out multiple children,\u201d she explained. \u201cIt\u2019s not new for TSD to send kids to their home districts, but the way they\u2019re doing it, they\u2019re doing it very quietly. They\u2019re going without taking the proper steps, like, with my son, there was no IEP meeting held; there was no discussion of placement and coordinating that.\u201d<\/p>\n

    The children that are deaf plus in her child\u2019s class have gradually lessened over the years, she continued, adding that other parents that may not be as familiar with the requirements and legality of the situation have been forced to place their child in a public school district, with little resources.<\/p>\n

    \u201cWe\u2019re in a position of privilege because I used to work there. I\u2019m a behavior therapist; I have a lot of experience and knowledge about these processes and my son\u2019s dad is an attorney \u2026 We know what to do; we can do them expediently,\u201d Skeen said.<\/p>\n

    They proceeded to do exactly that by filing a lawsuit against TSD October 24, 2025.<\/p>\n

    The school responded by denying all allegations that claim Skeen\u2019s son was removed due to his intellectual disability January 9, 2026.<\/p>\n

    Since the judge ordered a put in place order, her son is still attending TSD, at least until the end of the school year, but Skeen emphasized that she would like him to continue his education there.<\/p>\n

    \u201cIt\u2019s always been really warm and welcoming. He\u2019s loved there and he loves going there \u2026 The best outcome would be that TSD makes their campus accessible and welcoming to deaf-plus kids and their families again,\u201d the mother said.<\/p>\n

    While Skeen chose to sue, the Astreins are simply trying to move on after multiple attempts to get their son\u2019s decision changed.<\/p>\n

    According to the denial letter from February 2025, their son \u201cdoes not meet [TSD\u2019s] admission criteria, due to profound cognitive deficits,\u201d citing regression and limited progress and growth. Nolan and his wife immediately filed an appeal, claiming that teachers and the program director state that he is well-liked, engages positively and is an active part of the community. They acknowledged regression in the past, but noted that he made progress on his most recent evaluation a month prior.<\/p>\n

    \u201cResearch has consistently shown that deaf and hard-of-hearing children require continuous exposure to a rich linguistic environment to build foundational communication skills. Denying him access to TSD at this stage risks deepening the very deficits identified in the admission review,\u201d he stressed.<\/p>\n

    Despite their efforts, superintendent Bailey responded by expressing that he \u201cmust maintain consistency and fairness in our admission process to uphold the standards of our school;\u201d therefore, the appeal was denied.<\/p>\n

    The father continued to fight for his child by emailing the board president over the course of 2025, explaining that \u201c[My son] may not eat, walk or socialize exactly like you. But he is still deaf \u2014 nothing will change that fact your apathy has denied my son his Deaf identity,\u201d with no response.<\/p>\n

    Furthermore, he filed a complaint with the Texas Education Agency (TEA), which, after an investigation, found that TSD \u201cdid not require any corrective actions.\u201d<\/p>\n

    In the investigation, TSD, once again, stated that Nolan\u2019s son isn\u2019t actually a child receiving special education services at the school, since he was in the ECI program run on the campus by the Statewide Outreach Center. TEA also reported that the school sent a spreadsheet listing categories that students fit in, including: deaf or hard-of-hearing, autism, intellectual disability, speech impairment, noncategorical early childhood and other health impairment.<\/p>\n

    \u201cIn my interpretation of their response, they just flat out lied to the Texas Education Agency,\u201d claimed Nolan.<\/p>\n

    The parents talked to other families and discovered that they are not alone in this situation. So, Nolan explained that, \u201cUltimately, [Jennifer] and I decided: Why are we trying to force our kid into a place where he\u2019s no longer wanted? Even if we could somehow manage to get him back [in], what would the experience even be for him?\u201d<\/p>\n

    \u201cI\u2019ve heard Peter Bailey at board meetings saying that kids like [my son] are expensive. [Parent Infant program supervisor] Rachel Baker emailed me and reached out to me to apologize for that comment and reassure me that that is not how they viewed [my child]. So, I know for a fact that they view [him] as an expense that they don\u2019t want to spend their funding dollars on,\u201d continued the father.<\/p>\n

    Both Nolan and Skeen alleged that Bailey would rather use the school\u2019s money to beautify the school, by focusing on aesthetics or upgrading the football stadium, rather than support its deaf-plus students.<\/p>\n

    Nearly a year later, the Astreins\u2019 child attends a special education program through Austin ISD, where he is in a class with no deaf peers or instructors. Now, the family is planning to leave the state of Texas, since the reason for relocation was purely for the school that will no longer serve their son.<\/p>\n

    \u201cTSD is a special education school that receives special education funding. It cannot choose to serve only deaf and hard-of-hearing students who require no additional services. That is not special education \u2014 that is deaf general education. Perhaps the school motto should be changed to: learn, grow and exclude,\u201d expressed Nolan.<\/p>\n

    \u201cFor kids who have special needs, a goal is always for them to be in their least restrictive environment. So, by kicking these students out who are deaf or hard-of-hearing, they\u2019re being sent to schools that sign language \u2026 is not the language of those environments. At the end of the day, it\u2019s just a disservice to the students,\u201d concluded Riley. \u201cIf your child is more than deaf or hard-of-hearing, I would not recommend sending them here [to TSD].\u201d<\/p>\n

    TSD did not respond to the Hays Free Press\/News-Dispatch’s request for comment.<\/p>\n

    SOURCE:<\/p>\n

    https:\/\/www.haysfreepress.com\/article\/26045,texas-school-for-the-deaf-attempts-to-cleanse-population-parents-allege<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

    Disclaimer: While we appreciate the coverage, the opinions expressed in the article are those of the author and do not reflect on behalf of DeafNetwork or Grant Laird Jr. If you want to share your concerns or comments, please feel…<\/p>\n

    Read more →<\/a><\/p>\n","protected":false},"author":6,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_crdt_document":"","advanced_seo_description":"","jetpack_seo_html_title":"","jetpack_seo_noindex":false,"jetpack_post_was_ever_published":false,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":true,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2}},"categories":[2],"tags":[28010,1882,4621,28009,28012,27540,28011,3694,3698,604,80],"class_list":["post-45832","post","type-post","status-publish","format-standard","hentry","category-deaf-news","tag-admission-review-and-dismissal","tag-ard","tag-article","tag-brittany-kelley","tag-hays-free-press","tag-peter-bailey","tag-rachel-baker","tag-tea","tag-texas-education-agency","tag-texas-school-for-the-deaf","tag-tsd"],"jetpack_publicize_connections":[],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"jetpack_likes_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p752R-bVe","jetpack-related-posts":[{"id":30077,"url":"https:\/\/deafnetwork.com\/wordpress\/blog\/2015\/02\/14\/baldwin-dont-sell-texas-school-for-the-deaf-property\/","url_meta":{"origin":45832,"position":0},"title":"Baldwin: Don\u2019t sell Texas School for the Deaf property","author":"Grant Laird Jr","date":"February 14, 2015","format":false,"excerpt":"Baldwin: Don\u2019t sell Texas School for the Deaf property February 13, 2015 By Steve C. 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