104TH GENERAL ASSEMBLY
State of Illinois
2025 and 2026
SB3533
 
Introduced 2/5/2026, by Sen. Adriane Johnson
 
SYNOPSIS AS INTRODUCED:
 
105 ILCS 5/22-50
    Amends the School Code. In a provision concerning twice-exceptional children, changes references from "children" to "students" and defines "twice-exceptional student". Provides that in the development of an individualized education program (IEP) or federal Section 504 plan for a twice-exceptional student, if the student's ability or achievement indicates that the student would benefit from advanced academic programs, then those abilities or achievement levels shall be recognized and addressed in the student's IEP or Section 504 plan and be reflected in the individualized services, goals, accommodations, and objectives for the student, while continuing to provide appropriate services and support for the student's disabilities in all educational settings. Sets forth what the services, goals, objectives, accommodations, and best practices for identifying and addressing the educational and related needs of a twice-exceptional student may include. Effective immediately.


LRB104 18419 LNS 31861 b

 
 
A BILL FOR
 
SB3533LRB104 18419 LNS 31861 b

1    AN ACT concerning education.
 
2    Be it enacted by the People of the State of Illinois, 
3represented in the General Assembly:
 
4    Section 5. The School Code is amended by changing Section 
522-50 as follows:
 
6    (105 ILCS 5/22-50)
7    Sec. 22-50. Twice-exceptional students children; 
8recommendations.
9    (a) As used in this Section, "twice-exceptional student" 
10means a student who has the potential for high achievement and 
11who is gifted, talented, or accelerated, would benefit from 
12advanced academic programs, as defined in Section 14A-17 of 
13this Code, and is eligible for an individualized education 
14program (IEP) or for a Section 504 plan under Section 504 of 
15the federal Rehabilitation Act of 1973, as defined by federal 
16or State eligibility criteria.
17    (b) The State Advisory Council on the Education of 
18Children with Disabilities and the Advisory Council on the 
19Education of Gifted and Talented Children shall research and 
20discuss best practices for addressing the needs of 
21twice-exceptional students "twice-exceptional" children, 
22those who are gifted and talented and have a disability. The 
23Councils shall then jointly make recommendations to the State 
 
 
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1Board of Education with respect to the State Board of 
2Education providing guidance and technical assistance to 
3school districts in furthering improved educational outcomes 
4for gifted and twice-exceptional students children. 
5Recommendations shall include strategies to (i) educate 
6teachers and other providers about the unique needs of this 
7population, (ii) train teachers in target, research-based, 
8identification and pedagogical methods, and (iii) establish 
9guidelines for unique programming for twice-exceptional 
10students.
11    (c) In the development of the IEP or the Section 504 plan 
12for a twice-exceptional student, if the student's ability or 
13achievement indicates that the student would benefit from 
14advanced academic programs as defined in Section 14A-17 of 
15this Code, then those abilities or achievement levels shall be 
16recognized and addressed in the student's IEP or Section 504 
17plan and be reflected in the individualized services, goals, 
18accommodations, and objectives for the student, while 
19continuing to provide appropriate services and support for the 
20student's disabilities in all educational settings.
21    (d) Services, goals, objectives, accommodations, and best 
22practices for identifying and addressing the educational and 
23related needs of a twice-exceptional student may include, but 
24are not limited to:
25        (1) individualizing services;
26        (2) providing appropriate challenges for the student;
 
 
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1        (3) focusing on the strengths of the student first;
2        (4) encouraging classroom flexible grouping of 
3    students;
4        (5) allowing flexibility to show mastery;
5        (6) grading by learning objective rather than by the 
6    execution of directions;
7        (7) using a strength-based approach;
8        (8) using a multidimensional approach to identify 
9    twice-exceptional students;
10        (9) using oral questions;
11        (10) extending the time for demonstrating knowledge;
12        (11) offering assessment procedures that accommodate 
13    language and cultural differences; and
14        (12) using both formal and informal assessments. 
15(Source: P.A. 96-382, eff. 8-13-09; 96-1000, eff. 7-2-10.)
 
16    Section 99. Effective date. This Act takes effect upon 
17becoming law.