STORAGE NAME: h0127g.EEC
DATE: 4/8/2025
1
FLORIDA HOUSE OF REPRESENTATIVES
BILL ANALYSIS
This bill analysis was prepared by nonpartisan committee staff and does not constitute an official statement of legislative intent.
BILL #: CS/CS/HB 127
TITLE: Exceptional Student Education
SPONSOR(S): Kendall
COMPANION BILL: CS/SB 102 (Gaetz)
LINKED BILLS: None
RELATED BILLS: None
Committee References
Careers & Workforce
15 Y, 0 N, As CS
Human Services
17 Y, 0 N
PreK-12 Budget
15 Y, 0 N
Education & Employment
16 Y, 0 N, As CS
SUMMARY
Effect of the Bill:
The bill seeks to enhance the employment opportunities for students with autism spectrum disorder (ASD) or on a
modified curriculum by requiring the Florida Department of Education (DOE) to develop and implement a
workforce credential program by January 31, 2026. The DOE is required to work with both the Florida Center for
Students with Unique Abilities housed within the University of Central Florida and the Occupational Safety and
Health Administration in the development of the badges awarded to students through the program. To evaluate the
program's effectiveness, the bill requires that the DOE submit an annual report from 2026 through 2030 with
participation and outcomes data.
Fiscal or Economic Impact:
The bill requires DOE to develop and implement a workforce credential program for students with ASD. A
curriculum framework for students with disabilities already exists. As such, it is unclear if the bill requires DOE to
leverage this existing framework or create a brand-new framework. Additionally, adoption and implementation of
the workforce credential program is at the discretion of school districts. Therefore, the bill will have an
indeterminate fiscal impact on state and local expenditures.
JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
ANALYSIS
EFFECT OF THE BILL:
The bill creates a workforce credential program for students with autism spectrum disorder (ASD) or on a
modified curriculum with the goal of assisting students with securing employment upon graduation. The bill
requires the Florida Department of Education (DOE) to develop and implement this program by January 31, 2026.
Adoption and implementation of the workforce credential program is at the discretion of school districts.
The program must allow students to earn badges that indicate they have acquired specific skills that meet
employer needs. Each workforce certificate must require the student to demonstrate five discrete skills or
behaviors, including, but not limited to, workplace safety. Additionally, the student’s demonstration of the required
skills for each workforce certificate must be validated by two instructional staff members who specialize in
exceptional student education.
In developing the workforce credential program, the bill requires the DOE to work with the Florida Center for
Students with Unique Abilities housed within the University of Central Florida. For those badges associated with
workplace safety, the DOE must consult with the Occupational Health and Safety Administration.
Beginning in 2026 and continuing through 2030, the bill requires the DOE to prepare an annual report by January
31 of the following year detailing the program’s operations. At a minimum, the report must include:
The badges offered by the program;
Data on post-graduation student employment; JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
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Student participation rates; and
Any other outcome data deemed necessary by the DOE. (Section 1)
The effective date of the bill is July 1, 2025. (Section 2)
FISCAL OR ECONOMIC IMPACT:
STATE GOVERNMENT:
The bill requires DOE to develop and implement a workforce credential program for students with ASD and
students on a modified curriculum. A curriculum framework for students with disabilities already exists. As such, it
is unclear if the bill requires DOE to leverage this existing framework or create a brand-new framework. For this
reason, the bill will have an indeterminate impact to state expenditures.
LOCAL GOVERNMENT:
Adoption and implementation of the workforce credential program is at the discretion of school districts.
Therefore, the bill will have an indeterminate impact on local government expenditures.
RELEVANT INFORMATION
SUBJECT OVERVIEW:
Exceptional Student Education
The Individuals with Disabilities in Education Act (IDEA)
1 and Florida law
2 mandate that all students who are
between the ages of 3 to 21 and have a disability have the right to a free, appropriate public education (FAPE).
School districts have the responsibility to ensure that students suspected of having a disability are subject to
general education intervention procedures.
3 Each district school board is required to provide for an appropriate
program of special instruction, facilities, and services for exceptional students. Each district program must:
4
Provide the necessary professional services for diagnosis and evaluation of exceptional students.
Provide the special instruction, classes, and services, either within the district school system, in
cooperation with other district school systems, or through contractual arrangements with approved
private schools or community facilities.
Once a child meets IDEA’s eligibility criteria, FAPE is implemented through the individualized education plan (IEP),
which is the plan for providing special education and related services by the local education agency. The IEP is the
primary tool for outlining a student’s specialized education needs.
5 The IEP is developed by an IEP team composed
of school personnel and the child’s parents or guardian.
6 A student must be properly evaluated and found eligible
as an exceptional student before receiving special instruction or services as follows:
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A school district must evaluate a student within 60 days after receiving signed parental consent.
8
An IEP team, to include the parents of the affected student, must then review the evaluation and determine
the educational needs of the student.
9
Autism Spectrum Disorder and Workforce Challenges
1
34 C.F.R. Part 300.
2
Section 1003.5716, F.S.
3
Rule 6A-6.0331, F.A.C.
4
Section 1003.57(1)(b), F.S.
5
Florida Department of Education, Developing Quality Individual Education Plans (2015), p. 9, available at
http://www.fldoe.org/core/fileparse.php/7690/urlt/0070122-qualityieps.pdf (last visited Apr. 8, 2025).
6
Congressional Research Service, The Individuals with Disabilities Education Act (IDEA), Part B: Key Statutory and Regulatory
Provisions (August 20, 2024), p. 2, available at https://crsreports.congress.gov/product/pdf/R/R41833 (last visited Apr. 8,
2025).
7
Section 1003.57(1)(c), F.S.
8
Rule 6A-6.0331(3)(f), F.A.C.
9
Rule 6A-6.0331(6)(a), F.A.C. JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
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ASD is a developmental disability caused by differences in the brain.
10 As individuals with ASD transition to
adolescence and adulthood, they may face challenges in developing and maintaining friendships, communicating
with peers and adults, or understanding what behaviors are expected in school or on the job.
11 These challenges
can make it difficult to secure and sustain competitive employment, even for those with strong technical skills.
12
Research indicates that employees with ASD have many skills that can contribute a great deal to the workforce.
Despite possessing valuable skill sets, individuals with ASD face higher unemployment and underemployment
rates compared to the general population.
13 Research suggests that targeted training, employer-recognized
credentials, and structured workforce support can significantly enhance employment outcomes for individuals
with disabilities, including ASD.
14
Career Education Services for Students with Disabilities
The DOE has adopted a curriculum framework specifically for career education services for students with
disabilities through a structured sequence of courses designed to develop employability skills, technical training,
and industry certification opportunities. This program is individualized for each student through that student’s IEP
or other accommodations plan and allows students to gain the skills necessary for competitive employment in
their desired occupation.
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The curriculum framework integrates competency-based applied learning, including instruction in:
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Career Ready Practices;
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Workplace safety;
Job-seeking and employability skills;
Self-advocacy and career planning; and
Technical skills in industry-specific fields.
Students may earn multiple credits as they progress through career education courses, with their achievements
documented through the Occupational Completion Point system. Some students may also participate in on-the-job
training opportunities.
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10
Centers for Disease Control and Prevention, About Autism Spectrum Disorder,
https://www.cdc.gov/autism/about/index.html (last visited Apr. 8, 2025).
11
Id.
12
Kate Jackson, Autism in the Technology Workplace, Social Work Today, Vol. 13, No. 6, p. 8 (Nov./Dec. 2013), available at
https://www.socialworktoday.com/archive/111113p8.shtml.
13
A.J. Griffiths et al., Developing Employment Environments Where Individuals with ASD Thrive: Using Machine Learning to
Explore Employer Policies and Practices, Brain Sci., Vol. 10, No. 9, p. 632 (Sept. 11, 2020), available at
https://pmc.ncbi.nlm.nih.gov/articles/PMC7564237/.
14
Florida Department of Education, Florida Department of Economic Opportunity, and CareerSource Florida, 2024-2028 WIOA
Combined Plan, pp. 426-507, available at https://careersourceflorida.com/wp-content/uploads/2024/02/2024-2028-WIOA-
Combined-Plan.pdf.
15
Florida Department of Education, 2024-25 CTE Curriculum Frameworks, available at
https://www.fldoe.org/academics/career-adult-edu/career-tech-edu/curriculum-frameworks/2024-25-
frameworks/additional-cte-programs-courses.stml, download “Career Education Services for Students with Disabilities
(9603100) (RTF).” (last visited Apr. 8, 2025).
16
Id.
17
Career Ready Practices include, but are not limited to, acting as a responsible and contributing citizen and employee,
applying appropriate academic and technical skills, communicating clearly, and using technology to enhance productivity. Id.
18
Id. JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
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BILL HISTORY
COMMITTEE REFERENCE ACTION DATE
STAFF
DIRECTOR/
POLICY CHIEF
ANALYSIS
PREPARED BY
Careers & Workforce
Subcommittee
15 Y, 0 N, As CS 3/13/2025 Kiner Wolff
THE CHANGES ADOPTED BY THE
COMMITTEE:
• Required the DOE to develop and implement a micro-credential program for
students with disabilities by leveraging an existing curriculum framework.
• Required that each course within the curriculum framework have at least one
associated micro-credential that reflects a student’s demonstration of specified
career ready practices or career and technical education standards.
• Required the DOE to consult with both the Florida Center for Students with
Unique Abilities and the Occupational Health and Safety Administration in the
development of the micro-credentials.
• Required that one member of instructional staff that specialized in ESE
instruction and one member of the student’s IEP team validate micro-
credential attainment.
Human Services Subcommittee 17 Y, 0 N 3/18/2025 Mitz Aderibigbe
PreK-12 Budget Subcommittee 15 Y, 0 N 3/25/2025 Potvin Bailey
Education & Employment
Committee
16 Y, 0 N, As CS 4/8/2025 Hassell Wolff
THE CHANGES ADOPTED BY THE
COMMITTEE:
• Narrowed the scope of the workforce credential program to those students
with ASD or on a modified curriculum.
• Provided the DOE discretion in the development of the workforce credential
program and required the development of the badges to be awarded under the
program.
• Removed the requirements that the DOE use the existing curriculum
framework for students with disabilities and create micro-credentials
associated with courses within that framework.
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THIS BILL ANALYSIS HAS BEEN UPDATED TO INCORPORATE ALL OF THE CHANGES DESCRIBED ABOVE.
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