Kara Sanders — Kara Sanders is introduced as a certified professional in spelling to communicate and then presents her background as a former teacher and trained S2C practitioner. She explains how spelling to communicate works, emphasizing that the helper supports the body rather than the message and introducing the role of a communication regulation partner (CRP). She concludes with a personal example about taking Stella on her first flight to Phoenix, where Stella used spelling to communicate the observation, 'Birds are so lucky.'
Ray Ruiz — Ray Ruiz is introduced as a participant in the presentation and is mentioned together with her mother, Jennifer, as someone the audience will meet.
Ray Ruiz — Ray Ruiz is introduced and then provides testimony about himself as a 25-year-old non-speaker who communicates through spelling to communicate (S2C). He describes speaking Spanish with his family, feeling isolated before S2C, and being misunderstood in school, where others assumed he did not understand him. He says he learned basic academic skills on his own, emphasizes the importance of presuming competence, and shares goals such as studying psychology, advocating for others, and marrying someday. Ray explains that his whole body apraxia requires ongoing support from a communication regulation partner and body exercises to help him succeed, and he urges schools to include S2C and learn more about non-speakers. The committee then asks follow-up questions about when he started spelling, how hard it was to learn other languages, and whether he has enrolled in classes yet; Ray says he began spelling at 23, that learning languages was not hard, and that he is not yet enrolled but hopes to do so soon.
Jennifer — Jennifer, identified as Ray's mother, is introduced as the person who will present Ray's prepared statement to the committee.
Stella — Identified as a 14-year-old autistic person who inspired Kara Sanders to pursue the training.
Jennifer Ruiz — Jennifer Ruiz introduced herself, identified herself as the mother of two adult non-speaking sons, Ray and Joshua, and explained that she would be representing Ray’s voice during the hearing. She was later noted, along with Ray, as being available to answer committee questions.
Ray — Identified as one of Jennifer Ruiz's adult non-speaking children and a speller.
Ray — The discussion centers on Ray’s happiness and personal growth, especially in her advocacy role and her ability to communicate more directly. The speaker reflects that Ray is happiest in her advocacy realm and describes how meaningful it is to see her daughter’s world open up and be able to talk. This leads into a broader reflection on the years spent guessing Ray’s thoughts, understanding, and capabilities before communication became possible.
Joshua — Identified as Jennifer Ruiz's other adult non-speaking child and a speller.
Kevin Cook — Senator Kevin Cook is identified as the first committee member to ask a question, then follows up by asking Ray how old she was when she started spelling.
Kevin Cook — Senator Kevin Cook asks a follow-up question to Ray's mother about what it was like after 23 years to have her daughter's world open up and be able to talk to her, and he is then thanked after the testimony.
Kevin Cook — Thanked by the presenters and asked a question about generative AI and teacher professional development.
Cindy Carlson — Senator Cindy Carlson is identified as asking a follow-up question and then asks Ray what her absolute favorite activity is; later, the discussion refers back to that same question about Ray’s favorite activity.
Ray's mom — Ray's mom is asked about the emotional experience of reconnecting with her daughter after 23 years. She explains that it was very emotional, but also meaningful because it gave her the chance to truly get to know her daughter for the first time. She adds that being able to learn who her daughter really is and have her share her true self felt like a gift from God and a miracle.
Dr. Brooke Blevins — Dr. Brooke Blevins introduces herself and states she is the Dean of the College of Education.
Brooke Blevins — She identifies herself as Dean at the University of Idaho and says she is representing the Idaho Association of Colleges of Teacher Education.
James Woodward — Senator James Woodward raises concerns about student behavior in schools and asks whether the legislature should provide educators with tools or policy support to address it. He continues the discussion by referencing his wife’s long teaching career and the broader changes she has seen in student behavior. Later, he adds that consistent expectations and a stable environment may matter as much as resources, noting that students can still thrive even in older school buildings when those conditions are present.
Dr. Blevins — Responded that there is no one-size-fits-all approach to classroom management and that more support is needed.
Dr. Blevins — The speaker is called on again to respond to a question about whether schools are a privilege and whether student behavior should have consequences.
Dr. Blevins — Said education is a right, not a privilege, and that every child deserves publicly provided, free education.
Dr. Blevins — Called on again to respond to the idea of conditions or expectations for school participation.
Dr. Blevins — Agreed that resources are essential and said all kids can succeed with the right supports.
Christy Zito — Christy Zito was called on to comment and responded that she disagreed with the prior view, arguing that times have changed and that classroom discipline and student behavior are now reaching a crisis point.
Janie Ward-Engelking — Senator Janie Ward-Engelking asks Ray whether she has enrolled in any classes yet, referencing Ray’s goal of continuing her education and becoming an advocate. The question is repeated in the transcript, and Ray responds that she has not enrolled yet but is looking forward to doing so soon.
Janie Ward-Engelking — Senator Ward-Engelking thanked the witness and emphasized that students and teachers can excel when adequate resources are available. The witness responded in agreement, stating that the issue is fundamentally about resources.
Tammy Nichols — Tammy Nichols participated in two procedural actions during the meeting: she seconded the motion to approve the minutes, and later requested and then made a motion to send RS 32-912 to print.
Tammy Nichols — Senator Tammy Nichols thanked Ray for being present and asked how difficult it was for him to learn multiple languages, repeating and reinforcing the same question as the exchange continued.
Carrie Semmelroth — Carrie Semmelroth appears throughout the opening portion of the meeting, first being asked to lead the committee through the printed hearings and then introducing herself as Senator District 17. She goes on to present RS 32-89 and RS 32-912, describing the latter as a more substantial code cleanup measure. The discussion then transitions to a special presentation, which she introduces by thanking the committee and explaining that the presentation will focus on spelling to communicate and include speakers who will share more about the technique.
Janie Ward-Engelking — Moved to accept the minutes as written for January 21, 2026.