Read the full stored bill text
Florida Senate
-
2026
SB 1330
By
Senator Rodriguez
40-01494-26 20261330__
1 A bill to be entitled
2 An act relating to disability awareness and inclusion
3 education; providing a short title; creating s.
4 1003.4299, F.S.; providing legislative intent;
5 authorizing the Department of Education to create the
6 Disability Awareness and Inclusion Education Program;
7 providing the goals of the program; authorizing the
8 department, in consultation with certain advocates,
9 educators, and experts, to develop and make available
10 disability awareness instruction; specifying goals and
11 grade-level expectations; providing for phased
12 implementation of the program; authorizing the
13 department to provide professional development
14 opportunities; authorizing training sessions;
15 providing requirements for the training sessions;
16 authorizing the department to collaborate with
17 advocacy organizations and other entities; authorizing
18 the department to award grants, subject to legislative
19 appropriation; authorizing the department to provide
20 program guidelines to school districts by a specified
21 date; authorizing schools to collect and report
22 certain data to the department; providing an effective
23 date.
24
25 WHEREAS, approximately one in seven children in the United
26 States receives services under the Individuals with Disabilities
27 Education Act or Section 504 of the Rehabilitation Act of 1973,
28 and
29 WHEREAS, students with disabilities are an integral part of
30 our school communities, yet many of their peers and educators
31 have limited opportunities to learn about disability awareness,
32 inclusion, and accessibility, and
33 WHEREAS, research demonstrates that early, age-appropriate
34 disability awareness education fosters empathy, reduces
35 bullying, and promotes acceptance and inclusion in school
36 environments, and
37 WHEREAS, the Legislature recognizes the importance of
38 providing students with knowledge and experiences that prepare
39 them to be compassionate, inclusive, and responsible citizens,
40 and
41 WHEREAS, schools play a vital role in promoting
42 understanding, respect, and positive attitudes toward people of
43 all abilities, thereby strengthening the social fabric of our
44 communities, NOW, THEREFORE,
45
46 Be It Enacted by the Legislature of the State of Florida:
47
48 Section 1.
This act may be cited as the “Disability
49
Awareness and Inclusion Education Act.”
50 Section 2. Section 1003.4299, Florida Statutes, is created
51 to read:
52
1003.4299 Disability Awareness and Inclusion Education
53
Program.—
54
(1) LEGISLATIVE INTENT.—It is the intent of the Legislature
55
to promote empathy, acceptance, and inclusion among all students
56
by integrating disability awareness education in
this state’s
K
57
12 public school curriculum. The Legislature finds that early
58
education about disabilities fosters compassion, reduces stigma,
59
and contributes to positive school climates.
60
(2)
PROGRAM
CREATION AND
GOALS.
—
61
(a)
The Department of Education
may
create the Disability
62
Awareness and Inclusion Education Program.
63
(b)
The Disability Awareness and Inclusion Education
64
Program shall:
65
1.
Increase awareness of visible and invisible
66
disabilities;
67
2.
Promote empathy through storytelling, simulations, and
68
interactive learning;
69
3.
Encourage inclusion by reducing stigma and fostering
70
friendship and belonging; and
71
4.
Inspire student advocacy and leadership to support peers
72
with disabilities.
73
(3)
CURRICULUM FRAMEWORK.
—
74
(a)
The
department
, in consultation with disability
75
advocates, educators, and subject-matter experts,
may
develop
76
and make available age-appropriate curriculum standards and
77
instructional materials for implementation in
kindergarten
78
through grade 12
.
79
(b)
Instruction may include:
80
1.
For kindergarten through grade 5,
a
t least one lesson
81
per month emphasizing kindness, empathy, and understanding of
82
disabilities through stories and simple activities.
83
2.
For grades 6 through 8,
a
t least two lessons per month
84
incorporating hands-on activities
,
such as simulations,
as well
85
as
group projects and lessons on accessibility and disability
86
history.
87
3.
For grades 9 through 12,
a
4- to 6-
week annual program
88
addressing disability rights, advocacy, media representation,
89
and community service projects.
90
(4)
IMPLEMENTATION AND TRAINING.
—
91
(a)
The program may be implemented in three phases:
92
1.
Phase 1
may include
p
ilot implementation in selected
93
schools
for one year
.
94
2.
Phase 2
may begin the second year of the program and
95
shall include
d
istrictwide expansion.
96
3.
Phase 3
may begin the fourth year of the program and
97
include s
tatewide
expansion.
98
(b)
The
d
epartment
may
provide
guidance and professional
99
development opportunities for teachers and parents involved in
100
supporting disability awareness education.
101
(c)
Training sessions
may
be conducted at least twice per
102
year, either in person or virtually, and
may
include:
103
1.
Evidence-based strategies to promote inclusion, empathy,
104
and understanding of disabilities;
105
2.
Tools to support students with disabilities in academic
106
and social settings; and
107
3.
Methods to enhance home–school collaboration and
108
reinforce inclusive practices across environments.
109
(5)
COLLABORATION.
—
The
department
may collaborate with
110
disability advocacy organizations, parent training and
111
information centers, and universities with expertise in
112
inclusive education to develop, implement, and evaluate
113
curriculum and training materials.
114
(6)
FUNDING.
—
Subject to legislative appropriation, the
115
department
may award grants to school districts to support
116
implementation of this program, including the development of
117
instructional materials and professional development activities.
118
(7)
IMPLEMENTATION TIMELINE.
—
The
department
may
establish
119
program guidelines and make them available to school districts
120
no later than January 1, 2027.
121
(8)
PROGRAM EVALUATION.
—
Participating schools may collect
122
and report data
to the department
on student empathy surveys,
123
teacher and parent observations, and indicators of school
124
climate, including measures of inclusion and bullying. The
125
department
may use this information to guide program improvement
126
and statewide rollout.
127 Section 3. This act shall take effect July 1, 2026.