HB1107 104TH GENERAL ASSEMBLY

LRB104 04493 LNS 14520 b

104TH GENERAL ASSEMBLY
State of Illinois
2025 and 2026
HB1107

Introduced 1/9/2025, by Rep. Jed Davis

SYNOPSIS AS INTRODUCED:

105 ILCS 5/14-9.05 new

Amends the Children with Disabilities Article of the School Code. Establishes findings. Requires teachers, administrators, and school support personnel to complete training to develop cultural competency, including understanding and reducing unconscious bias and stigmatizing assumptions about persons with disabilities. Sets forth the requirements of the training. Effective July 1, 2025.

STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT MAY APPLY

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 adding Section 14-9.05 as follows:

(105 ILCS 5/14-9.05 new)

Sec. 14-9.05. Training to reduce unconscious bias and stigmatization of children with disabilities.

(a) The General Assembly makes all of the following findings:

(1) Unconscious bias, preconceived notions, and stigmatizing assumptions about individuals with disabilities, including those with autism spectrum disorders and behavioral disorders, influence evaluations, interactions, and decisions regarding those who are the subject of the bias.

(2) A "presume competence" attitude is essential to fostering equitable and inclusive educational environments for children with disabilities, including those with autism spectrum disorders and behavioral disorders.

(3) Students with autism spectrum disorders and behavioral disorders, like all students, benefit from having access to educators who actively work to reduce biases, challenge stigmatizing assumptions, and recognize potential and capabilities.

(4) Training that helps educators overcome unconscious bias, reduce stigmatization, and address behavioral challenges has implications for classroom interactions, individualized education program planning, equitable access to resources, and fostering positive academic self-concepts.

(5) Effective classroom strategies for reducing unwanted behaviors and reinforcing desired behaviors are critical to creating a positive learning environment for children with disabilities.

(6) Communication and engagement are essential for the success of students with autism spectrum disorders and behavior disorders, and educators need tools and methods to support those areas effectively.

(7) Parents and guardians of children with disabilities provide critical insight into their children's strengths, needs, and challenges and should have meaningful opportunities to contribute to the development and implementation of strategies that support their children's education.

(b) As used in this Section, "stigmatizing assumptions" and "unconscious bias" mean preferences, positive or negative, or unexamined attitudes regarding individuals with disabilities, including those with autism spectrum disorders and behavioral disorders, that operate outside of awareness and that may have cognitive, affective, and behavioral components and contribute to lowered expectations and educational inequities.

(c) Teachers, administrators, and school support personnel shall complete training to develop cultural competency, including understanding and reducing unconscious bias and stigmatizing assumptions about persons with disabilities, as outlined in Sections 3-11 and 10-22.39. This training must include all of the following:

(1) Recognition of unconscious bias, assumptive attitudes, and systemic stigmatization of disabilities, particularly autism spectrum disorders and behavioral disorders, and how these manifest in classroom interactions, evaluations, and decisions.

(2) Strategies to promote a "presume competence" mindset that affirms the potential of every student, including those with autism spectrum disorders and behavioral disorders, and challenges stereotypes.

(3) Classroom strategies to reduce unwanted behaviors and reinforce desired behaviors, including positive reinforcement techniques, clear expectations, and structured support to promote a positive and productive learning environment.

(4) Methods for supporting communication and engagement for students with autism spectrum disorders, including the use of alternative communication systems, visual supports, and social skills training.

(5) Education on the rights of children with disabilities under the federal Individuals with Disabilities Education Act, Section 504 of the federal Rehabilitation Act of 1973, and the federal Americans with Disabilities Act of 1990.

(6) Tools for fostering positive classroom environments that affirm the dignity, capability, and individuality of children with disabilities, including strategies for social and emotional learning.

(7) Opportunities and avenues for educators to receive input from parents and guardians of children with disabilities and others with experience in dealing with these disabilities. This may include sharing the experience of caring for a child with a disability and the successful strategies they incorporate in the home environment.

Additionally, the training may include medical or other professionals who may offer valuable information and training for educators in better understanding the impact of a disability and methods that may help inform the educator.

Section 99. Effective date. This Act takes effect July 1, 2025.