Bill Text: IL HB4582 | 2025-2026 | 104th General Assembly | Introduced

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Bill Title: 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.

Sponsorship: Bipartisan Bill

Status: (Introduced - Dead) 2026-04-17 - House Floor Amendment No. 1 Rule 19(c) / Re-referred to Rules Committee [HB4582 Detail]

Download: Illinois-2025-HB4582-Introduced.html

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104TH GENERAL ASSEMBLY State of Illinois 2025 and 2026HB4582 Introduced , by Rep. Michelle Mussman 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 17871 LNS 31307 b
A BILL FOR
HB4582 LRB104 17871 LNS 31307 b
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 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
advanced academic programs, 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.
(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

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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
advanced academic programs as defined in Section 14A-17 of
this Code, 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.
(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;

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(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) 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.