Illinois General Assembly - Full Text of SB1910

LRB104 09686 LNS 19752 b

104TH GENERAL ASSEMBLY
State of Illinois
2025 and 2026
SB1910

Introduced 2/6/2025, by Sen. Laura Fine

SYNOPSIS AS INTRODUCED:

105 ILCS 5/22-50

Amends the School Code. Provides that in the development of an individual education program (IEP) or Section 504 plan for a twice-exceptional child, if the child's ability or achievement indicates that the student would benefit from advanced academic programs, then those abilities or achievement levels shall be the primary focus of the child's IEP or Section 504 plan and be reflected in the individualized services, goals, and objectives for the child. Defines "twice-exceptional child". Effective immediately.

A BILL FOR

AN ACT concerning education.

Be it enacted by the People of the State of Illinois, represented in the General Assembly:

Section 5. The School Code is amended by changing Section 22-50 as follows:

(105 ILCS 5/22-50)

Sec. 22-50. Twice-exceptional children; recommendations.

(a) The State Advisory Council on the Education of Children with Disabilities and the Advisory Council on the Education of Gifted and Talented Children shall research and discuss best practices for addressing the needs of "twice-exceptional" children, those who are gifted and talented and have a disability. The Councils shall then jointly make recommendations to the State Board of Education with respect to the State Board of Education providing guidance and technical assistance to school districts in furthering improved educational outcomes for gifted and twice-exceptional children. Recommendations shall include strategies to (i) educate teachers and other providers about the unique needs of this population, (ii) train teachers in target, research-based, identification and pedagogical methods, and (iii) establish guidelines for unique programming for twice-exceptional students.

(b) As used in this Section, "twice-exceptional children" means children who have potential for high achievement who are talented or accelerated, would benefit from advanced academic programs, as defined in Section 14A-17 of this Code, and are eligible for an individualized education program (IEP) or for services under Section 504 of the federal Rehabilitation Act of 1973, as defined by federal or State eligibility criteria.

(c) In the development of the IEP or the Section 504 plan for a twice-exceptional child, if the child's ability or achievement indicates that the student would benefit from advanced academic programs as defined in Section 14A-17 of this Code, then those abilities or achievement levels shall be the primary focus of the child's IEP or Section 504 plan and be reflected in the individualized services, goals, and objectives for the child.

(d) Best practices for identifying and addressing the educational and related needs of twice-exceptional children may include, but are not limited to:

(1) individualizing services;

(2) providing appropriate challenges for the child;

(3) focusing on the strengths of the child first;

(4) being flexible when grouping children;

(5) allowing flexibility to show mastery;

(6) grading by learning objective rather than by execution of directions;

(7) using a strength-based approach;

(8) using a multidimensional approach to identify twice-exceptional children;

(9) using oral questions;

(10) extending time for demonstrating knowledge;

(11) offering assessment procedures that accommodate language and cultural differences; and

(12) using both formal and informal assessments.

(Source: P.A. 96-382, eff. 8-13-09; 96-1000, eff. 7-2-10.)

Section 99. Effective date. This Act takes effect upon becoming law.