Illinois 2025-2026 Regular Session

Illinois House Bill HB1107 Compare Versions

Only one version of the bill is available at this time.

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1	1	104TH GENERAL ASSEMBLY State of Illinois 2025 and 2026 HB1107 Introduced , by Rep. Jed Davis SYNOPSIS AS INTRODUCED: 105 ILCS 5/14-9.05 new Amends the Children with Disabilities Article of the School Code. Establishes findings. Requires teachers, administrators, and school support personnel to complete training to develop cultural competency, including understanding and reducing unconscious bias and stigmatizing assumptions about persons with disabilities. Sets forth the requirements of the training. Effective July 1, 2025. LRB104 04493 LNS 14520 b STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT MAY APPLY A BILL FOR 104TH GENERAL ASSEMBLY State of Illinois 2025 and 2026 HB1107 Introduced , by Rep. Jed Davis SYNOPSIS AS INTRODUCED: 105 ILCS 5/14-9.05 new 105 ILCS 5/14-9.05 new Amends the Children with Disabilities Article of the School Code. Establishes findings. Requires teachers, administrators, and school support personnel to complete training to develop cultural competency, including understanding and reducing unconscious bias and stigmatizing assumptions about persons with disabilities. Sets forth the requirements of the training. Effective July 1, 2025. LRB104 04493 LNS 14520 b LRB104 04493 LNS 14520 b STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT MAY APPLY STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT MAY APPLY A BILL FOR
2	2	104TH GENERAL ASSEMBLY State of Illinois 2025 and 2026 HB1107 Introduced , by Rep. Jed Davis SYNOPSIS AS INTRODUCED:
3	3	105 ILCS 5/14-9.05 new 105 ILCS 5/14-9.05 new
4	4	105 ILCS 5/14-9.05 new
5	5	Amends the Children with Disabilities Article of the School Code. Establishes findings. Requires teachers, administrators, and school support personnel to complete training to develop cultural competency, including understanding and reducing unconscious bias and stigmatizing assumptions about persons with disabilities. Sets forth the requirements of the training. Effective July 1, 2025.
6	6	LRB104 04493 LNS 14520 b LRB104 04493 LNS 14520 b
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8	8	STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT MAY APPLY STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT MAY APPLY
9	9	STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT MAY APPLY
10	10	A BILL FOR
11	11	HB1107LRB104 04493 LNS 14520 b HB1107 LRB104 04493 LNS 14520 b
12	12	HB1107 LRB104 04493 LNS 14520 b
13	13	1 AN ACT concerning education.
14	14	2 Be it enacted by the People of the State of Illinois,
15	15	3 represented in the General Assembly:
16	16	4 Section 5. The School Code is amended by adding Section
17	17	5 14-9.05 as follows:
18	18	6 (105 ILCS 5/14-9.05 new)
19	19	7 Sec. 14-9.05. Training to reduce unconscious bias and
20	20	8 stigmatization of children with disabilities.
21	21	9 (a) The General Assembly makes all of the following
22	22	10 findings:
23	23	11 (1) Unconscious bias, preconceived notions, and
24	24	12 stigmatizing assumptions about individuals with
25	25	13 disabilities, including those with autism spectrum
26	26	14 disorders and behavioral disorders, influence evaluations,
27	27	15 interactions, and decisions regarding those who are the
28	28	16 subject of the bias.
29	29	17 (2) A "presume competence" attitude is essential to
30	30	18 fostering equitable and inclusive educational environments
31	31	19 for children with disabilities, including those with
32	32	20 autism spectrum disorders and behavioral disorders.
33	33	21 (3) Students with autism spectrum disorders and
34	34	22 behavioral disorders, like all students, benefit from
35	35	23 having access to educators who actively work to reduce
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39	39	104TH GENERAL ASSEMBLY State of Illinois 2025 and 2026 HB1107 Introduced , by Rep. Jed Davis SYNOPSIS AS INTRODUCED:
40	40	105 ILCS 5/14-9.05 new 105 ILCS 5/14-9.05 new
41	41	105 ILCS 5/14-9.05 new
42	42	Amends the Children with Disabilities Article of the School Code. Establishes findings. Requires teachers, administrators, and school support personnel to complete training to develop cultural competency, including understanding and reducing unconscious bias and stigmatizing assumptions about persons with disabilities. Sets forth the requirements of the training. Effective July 1, 2025.
43	43	LRB104 04493 LNS 14520 b LRB104 04493 LNS 14520 b
44	44	LRB104 04493 LNS 14520 b
45	45	STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT MAY APPLY STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT MAY APPLY
46	46	STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT MAY APPLY
47	47	A BILL FOR
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59	59	STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT MAY APPLY
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76	76	1 biases, challenge stigmatizing assumptions, and recognize
77	77	2 potential and capabilities.
78	78	3 (4) Training that helps educators overcome unconscious
79	79	4 bias, reduce stigmatization, and address behavioral
80	80	5 challenges has implications for classroom interactions,
81	81	6 individualized education program planning, equitable
82	82	7 access to resources, and fostering positive academic
83	83	8 self-concepts.
84	84	9 (5) Effective classroom strategies for reducing
85	85	10 unwanted behaviors and reinforcing desired behaviors are
86	86	11 critical to creating a positive learning environment for
87	87	12 children with disabilities.
88	88	13 (6) Communication and engagement are essential for the
89	89	14 success of students with autism spectrum disorders and
90	90	15 behavior disorders, and educators need tools and methods
91	91	16 to support those areas effectively.
92	92	17 (7) Parents and guardians of children with
93	93	18 disabilities provide critical insight into their
94	94	19 children's strengths, needs, and challenges and should
95	95	20 have meaningful opportunities to contribute to the
96	96	21 development and implementation of strategies that support
97	97	22 their children's education.
98	98	23 (b) As used in this Section, "stigmatizing assumptions"
99	99	24 and "unconscious bias" mean preferences, positive or negative,
100	100	25 or unexamined attitudes regarding individuals with
101	101	26 disabilities, including those with autism spectrum disorders
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112	112	1 and behavioral disorders, that operate outside of awareness
113	113	2 and that may have cognitive, affective, and behavioral
114	114	3 components and contribute to lowered expectations and
115	115	4 educational inequities.
116	116	5 (c) Teachers, administrators, and school support personnel
117	117	6 shall complete training to develop cultural competency,
118	118	7 including understanding and reducing unconscious bias and
119	119	8 stigmatizing assumptions about persons with disabilities, as
120	120	9 outlined in Sections 3-11 and 10-22.39. This training must
121	121	10 include all of the following:
122	122	11 (1) Recognition of unconscious bias, assumptive
123	123	12 attitudes, and systemic stigmatization of disabilities,
124	124	13 particularly autism spectrum disorders and behavioral
125	125	14 disorders, and how these manifest in classroom
126	126	15 interactions, evaluations, and decisions.
127	127	16 (2) Strategies to promote a "presume competence"
128	128	17 mindset that affirms the potential of every student,
129	129	18 including those with autism spectrum disorders and
130	130	19 behavioral disorders, and challenges stereotypes.
131	131	20 (3) Classroom strategies to reduce unwanted behaviors
132	132	21 and reinforce desired behaviors, including positive
133	133	22 reinforcement techniques, clear expectations, and
134	134	23 structured support to promote a positive and productive
135	135	24 learning environment.
136	136	25 (4) Methods for supporting communication and
137	137	26 engagement for students with autism spectrum disorders,
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148	148	1 including the use of alternative communication systems,
149	149	2 visual supports, and social skills training.
150	150	3 (5) Education on the rights of children with
151	151	4 disabilities under the federal Individuals with
152	152	5 Disabilities Education Act, Section 504 of the federal
153	153	6 Rehabilitation Act of 1973, and the federal Americans with
154	154	7 Disabilities Act of 1990.
155	155	8 (6) Tools for fostering positive classroom
156	156	9 environments that affirm the dignity, capability, and
157	157	10 individuality of children with disabilities, including
158	158	11 strategies for social and emotional learning.
159	159	12 (7) Opportunities and avenues for educators to receive
160	160	13 input from parents and guardians of children with
161	161	14 disabilities and others with experience in dealing with
162	162	15 these disabilities. This may include sharing the
163	163	16 experience of caring for a child with a disability and the
164	164	17 successful strategies they incorporate in the home
165	165	18 environment.
166	166	19 Additionally, the training may include medical or other
167	167	20 professionals who may offer valuable information and training
168	168	21 for educators in better understanding the impact of a
169	169	22 disability and methods that may help inform the educator.
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