SCHCD-TWICE-EXCEPTIONAL STUDNT

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House Amendment 001

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104TH GENERAL ASSEMBLY
State of Illinois
2025 and 2026
HB4582

Introduced 2/3/2026, 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
1

AN ACT concerning education.

2

Be it enacted by the People of the State of Illinois,
3
represented in the General Assembly:

4

Section 5.
The School Code is amended by changing Section
5
22-50 as follows:

6

(105 ILCS 5/22-50)
7

Sec. 22-50.
Twice-exceptional
students

children
;
8
recommendations.
9

(a) As used in this Section, "twice-exceptional student"
10
means a student who has the potential for high achievement and
11
who is gifted, talented, or accelerated, would benefit from
12
advanced academic programs, as defined in Section 14A-17 of
13
this Code, and is eligible for an individualized education
14
program (IEP) or for a Section 504 plan under Section 504 of
15
the federal Rehabilitation Act of 1973, as defined by federal
16
or State eligibility criteria.
17

(b)
The State Advisory Council on the Education of
18
Children with Disabilities and the Advisory Council on the
19
Education of Gifted and Talented Children shall research and
20
discuss best practices for addressing the needs of
21
twice-exceptional students

"twice-exceptional" children,
22
those who are gifted and talented and have a disability
. The
23
Councils shall then jointly make recommendations to the State

HB4582
- 2 -
LRB104 17871 LNS 31307 b
1
Board of Education with respect to the State Board of
2
Education providing guidance and technical assistance to
3
school districts in furthering improved educational outcomes
4
for gifted and twice-exceptional
students

children
.
5
Recommendations shall include strategies to (i) educate
6
teachers and other providers about the unique needs of this
7
population, (ii) train teachers in target, research-based,
8
identification and pedagogical methods, and (iii) establish
9
guidelines for unique programming for twice-exceptional
10
students.
11

(c) In the development of the IEP or the Section 504 plan
12
for a twice-exceptional student, if the student's ability or
13
achievement indicates that the student would benefit from
14
advanced academic programs as defined in Section 14A-17 of
15
this Code, then those abilities or achievement levels shall be
16
recognized and addressed in the student's IEP or Section 504
17
plan and be reflected in the individualized services, goals,
18
accommodations, and objectives for the student, while
19
continuing to provide appropriate services and support for the
20
student's disabilities in all educational settings.
21

(d) Services, goals, objectives, accommodations, and best
22
practices for identifying and addressing the educational and
23
related needs of a twice-exceptional student may include, but
24
are not limited to:
25

(1) individualizing services;
26

(2) providing appropriate challenges for the student;

HB4582
- 3 -
LRB104 17871 LNS 31307 b
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
17
becoming law.

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