Twice-exceptional students; recommendations

(105 ILCS 5/22-50)     Sec. 22-50. Twice-exceptional students; recommendations.     (a) 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, those who are gifted and talented and have a disability. The Councils shall then jointly make recommendations to the State 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. 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.     (b) Suggested best practices for addressing the educational and related needs of a twice-exceptional student, as well as any student who (i) is gifted, talented, or accelerated or would benefit from an advanced academic program, as defined in Section 14A-17 and as offered according to the policies and procedures of the school district, and (ii) is eligible for a Section 504 plan under the federal Rehabilitation Act of 1973 pursuant to federal or State eligibility, may include, but are not limited to:         (1) individualizing services;         (2) providing appropriate challenges for the student;         (3) focusing on the strengths of the student first;         (4) encouraging the 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 oral questions;         (9) extending the time for demonstrating knowledge;         (10) using remote educational programs if appropriate     to meet the academic needs of the student;        (11) offering assessment procedures that accommodate     language and cultural differences; and        (12) using both formal and informal assessments.     (c) A school board may adopt a policy to allow for the development of a written education plan to address the advanced abilities or achievement levels of twice-exceptional students through individualized services, goals, accommodations, and objectives for a student, while continuing to provide services and support for the student's disabilities in all educational settings. (Source: P.A. 104-822, eff. 8-7-26.)