Bill Amendment: IL SB3533 | 2025-2026 | 104th General Assembly

NOTE: For additional amemendments please see the Bill Drafting List

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Bill Title: SCHCD-TWICE-EXCEPTIONAL STUDNT

Status: 2026-06-29 - Sent to the Governor [SB3533 Detail]

Download: Illinois-2025-SB3533-Senate_Amendment_001.html

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Sen. Adriane Johnson

Filed: 5/19/2026

 

 

 

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AMENDMENT TO SENATE BILL 3533
AMENDMENT NO. ______. Amend Senate Bill 3533 by replacing
everything after the enacting clause with the following:
"Section 5. The School Code is amended by changing Section
22-50 as follows:
(105 ILCS 5/22-50)
Sec. 22-50. Twice-exceptional students children;
recommendations.
(a) As used in this Section, "twice-exceptional student"
means a student who has the potential for high achievement and
who is gifted, talented, or accelerated, would benefit from an
advanced academic program, as defined in Section 14A-17 of
this Code, and is eligible for an individualized education
program (IEP) or for a Section 504 plan under Section 504 of
the federal Rehabilitation Act of 1973, as defined by federal
or State eligibility criteria.

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(b) 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 students "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 students 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.
(c) In the development of the IEP or the Section 504 plan
for a twice-exceptional student, if the student's ability or
achievement indicates that the student would benefit from an
advanced academic program, as defined in Section 14A-17 of
this Code, then that ability or achievement level shall be
recognized and documented in the student's IEP or Section 504
plan, while the student is provided with appropriate services
and support for the student's disabilities in all educational
settings.

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(d) Services, goals, objectives, accommodations, and best
practices for identifying and addressing the educational and
related needs of a twice-exceptional student may include, but
are not limited to:
(1) individualizing services;
(2) providing appropriate challenges for the student;
(3) focusing on the strengths of the student first;
(4) encouraging classroom flexible grouping of
students;
(5) allowing flexibility to show mastery;
(6) grading by learning objective rather than by the
execution of directions;
(7) using a strength-based approach;
(8) using a multidimensional approach to identify
twice-exceptional students;
(9) using oral questions;
(10) extending the time for demonstrating knowledge;
(11) using remote educational programs if appropriate
to meet the academic needs of the student;
(12) offering assessment procedures that accommodate
language and cultural differences; and
(13) using both formal and informal assessments.
(e) A school district may adopt a policy to allow for the
development of a written education plan to address the
advanced abilities or achievement levels of twice-exceptional
students through individualized services, goals,

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accommodations, and objectives for a student, while continuing
to provide services and support for the student's disabilities
in all educational settings.
(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.".