Education (Special Education)

Amends the Educator Licensure Article of the School Code. Provides that a social work associate endorsement on an Educator License with stipulations may be issued to an applicant who (i) holds a degree from a graduate program of social work that has been approved by the Council on Social Work Education and (ii) has an active license through the Department of Financial and Professional Regulation under the Clinical Social Work and Social Work Practice Act as either a licensed clinical social worker or licensed social worker. Provides that the holder of a social work associate endorsement is authorized to perform responsibilities associated with traditional social work practice, subject to the restrictions in the Clinical Social Work and Social Work Practice Act regarding independent clinical practice, including Tier 1 and Tier 2 interventions in a multi-tiered system of support. Provides that all responsibilities of the holder of a social work associate endorsement shall be performed in consultation with an individual who holds a Professional Educator License with a school support personnel endorsement in the area of school social work. Provides that the holder of a social work associate endorsement is not authorized to perform Tier 3 multi-tiered system of support interventions or participate in the individualized education program process or the federal Section 504 plan process for any student with a disability. Provides that the holder of a social work associate endorsement may not be employed by a school district or any other entity to replace any presently employed Professional Educator License holder with a school support personnel endorsement who otherwise would not be replaced for any reason. Provides that an applicant for a social work associate endorsement is not required to pass a content area test under the Code. Makes related changes. Effective immediately.

Amends the Children with Disabilities Article of the School Code. Provides that, by no later than the beginning of a student's third year of high school or by the student's 16th birthday, whichever occurs first, the transition planning process must include a consideration of whether the student is a candidate for graduation. Requires this process to involve discussions with the student's individualized education program team, including the parent and the student. Provides that the discussions must address the implications of graduating with a regular diploma, particularly how it affects the student's right to receive a free appropriate public education (FAPE). Effective immediately.

Amends the Children with Disabilities Article of the School Code. With respect to identification, evaluation, and placement, provides that, beginning no later than the first annual review meeting after a child turns 13 years of age, the individualized education program (IEP) team shall determine at each annual review meeting whether it would be appropriate for the child to participate in IEP meetings with the child's IEP team.

Amends the Children with Disabilities Article of the School Code. Provides that a school shall provide written notice to the parents or guardian of a child with disabilities that the parents or guardian have the right to have an individualized education program (IEP) advocate present at any meeting regarding the child's current or prospective individualized education program and that the parents or guardian have the right to ask for an IEP facilitator for the child's IEP. Provides that the school may provide the written notification as a part of other provided documentation, including, but not limited to, admission and enrollment documents.

Amends the Children with Disabilities Article of the School Code. Requires the State Board of Education to provide regulatory guidance to relevant stakeholders regarding individualized education program evaluations.

Amends the Courses of Study Article of the School Code. Repeals provisions regarding disability history and awareness. Provides instead that, beginning with the 2027-2028 school year, every public elementary school and high school shall include in its curriculum a unit of instruction studying disability history and culture. Requires the State Board of Education to prepare and make available to all school boards instructional materials, some of which must be used in the unit of instruction and others of which may be used as guidelines for development of a unit of instruction. Provides that the minimum amount of instructional time that qualifies as a unit of instruction is one hour and the minimum required cumulative total instructional time through grades kindergarten through 12 is 10 hours. Requires the regional superintendent of schools to monitor a school district's compliance with the curricular requirements during his or her annual compliance visit. Sets forth requirements concerning the unit of instruction. Provides for what the instruction, study, and discussion in grades kindergarten through 5 may include and what the instruction, study, and discussion in grades 6 through 12 shall include. Provides for collaboration.

Amends the School Code. Requires a school district to develop and implement a plan to provide additional instructional services, support, or special accommodations to students who suffer from trauma related to experiencing the death of a sibling, parent, guardian, or household member by suicide or homicide or suffer from trauma caused by domestic violence or abuse and whom the school has determined require additional instructional services, support, or special accommodations but do not qualify for an individualized education program or for services under Section 504 of the federal Rehabilitation Act of 1973. Sets forth what the plan may include. Provides that the plan shall remain in place until the student (i) is no longer enrolled in the district or (ii) has made such significant and sustained academic progress that the student no longer requires the plan. In provisions relating to children with disabilities, provides that beginning with the 2025-2026 school year, the notice that a school board provides concerning who qualifies for services under Section 504 shall include that a child may qualify for those services if the child is a student who is at least 3 years old or older and under 22 years and who (i) has experienced the death of a sibling, parent, guardian, or household member by suicide or homicide or (ii) suffers from trauma caused by domestic violence or abuse. Effective immediately.

Creates the Local Advisory Committees on Special Education Act. Allows each school district or regional cooperative program providing special education services to establish and appoint a local advisory committee on special education if a local advisory committee is requested by more than 3 parents or guardians of the students receiving the services. Establishes the membership and responsibilities of a local advisory committee and the duties of the school district or regional cooperative program. Provides that members of a local advisory committee shall serve without compensation but may be reimbursed for reasonable and necessary expenses incurred in the performance of their duties. Makes other changes. Effective July 1, 2026.

Amends the Children with Disabilities Article of the School Code. Provides that any student with an individualized education program or any child with a disability who has not been removed from the regular education environment shall receive educational services at the local building that the child would attend if the child did not require special education services.

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.