(105 ILCS 5/14‑1.01)(from Ch. 122, par. 14‑1.01) Sec. 14‑1.01. Meaning of terms. Unless the context indicates otherwise, the terms used in this Article have the meanings ascribed to them in Sections 14‑‑1.02 to 14‑‑1.10, each inclusive. (Source: Laws 1965, p. 1948.)
(105 ILCS 5/14‑1.02)(from Ch. 122, par. 14‑1.02) Sec. 14‑1.02. Children with disabilities. "Children with disabilities" means children between the ages of 3 and 21 for whom it is determined, through definitions and procedures described in the Illinois Rules and Regulations to Govern the Organization and Administration of Special Education, that special education services are needed. An eligible student who requires continued public school educational experience to facilitate his or her successful transition and integration into adult life is eligible for such services through age 21, inclusive, which, for purposes of this Article, means the day before the student's 22nd birthday. An individualized education program must be written and agreed upon by appropriate school personnel and parents or their representatives for any child receiving special education. (Source: P.A. 95‑14, eff. 7‑16‑07.)
(105 ILCS 5/14‑1.03a)(from Ch. 122, par. 14‑1.03a) Sec. 14‑1.03a. Children with Specific Learning Disabilities. "Children with Specific Learning Disabilities" means children between the ages of 3 and 21 years who have a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in imperfect ability to listen, think, speak, read, write, spell or do mathematical calculations. Such disorders include such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. Such term does not include children who have learning problems which are primarily the result of visual, hearing or motor disabilities, of mental retardation, emotional disturbance or environmental disadvantage. (Source: P. A. 89‑397, eff. 8‑20‑95.)
(105 ILCS 5/14‑1.08)(from Ch. 122, par. 14‑1.08) Sec. 14‑1.08. Special educational facilities and services. "Special educational facilities and services" includes special schools, special classes, special housing, including residential facilities, special instruction, special reader service, braillists and typists for children with visual disabilities, sign language interpreters, transportation, maintenance, instructional material, therapy, professional consultant services, medical services only for diagnostic and evaluation purposes provided by a physician licensed to practice medicine in all its branches to determine a child's need for special education and related services, psychological services, school social worker services, special administrative services, salaries of all required special personnel, and other special educational services, including special equipment for use in the classroom, required by the child because of his disability if such services or special equipment are approved by the State Superintendent of Education and the child is eligible therefor under this Article and the regulations of the State Board of Education. (Source: P.A. 89‑397, eff. 8‑20‑95.)
(105 ILCS 5/14‑1.09)(from Ch. 122, par. 14‑1.09) Sec. 14‑1.09. School psychologist. "School psychologist" means a psychologist who has graduated with a master's or higher degree in psychology or educational psychology from an institution of higher learning which maintains equipment, courses of study, and standards of scholarship approved by the State Board of Education, who has had at least one school year of full‑time supervised experience in the delivery of school psychological services of a character approved by the State Superintendent of Education, who has such additional qualifications as may be required by the State Board of Education, and who holds a School Service Personnel Certificate endorsed for school psychology issued pursuant to Section 21‑25. Persons so certified may use the title "school psychologist" and may offer school psychological services which are limited to those services set forth in 23 Ill. Adm. Code 226, Special Education, pertaining to children between the ages of 3 to 21, promulgated by the State Board of Education. School psychologists may make evaluations, recommendations or interventions regarding the placement of children in educational programs or special education classes. However, a school psychologist shall not provide such services outside his or her employment to any student in the district or districts which employ such school psychologist. (Source: P.A. 85‑361.)
(105 ILCS 5/14‑1.09a)(from Ch. 122, par. 14‑1.09a) Sec. 14‑1.09a. School social worker. "School Social Worker" means a social worker who has graduated with a master's or higher degree in social work from an accredited graduate school of social work and who has such additional qualifications as may be required by the State Board of Education and who holds a School Service Personnel Certificate endorsed for school social work issued pursuant to Section 21‑25 of this Code. Persons so certified may use the title "school social worker" and may offer school social work services which are limited to those services set forth in 23 Ill. Adm. Code 226, Special Education, pertaining to children between the ages of 3 to 21, promulgated by the State Board of Education. School social workers may make evaluations, recommendations or interventions regarding the placement of children in educational programs or special education classes. However, a school social worker shall not provide such services outside his or her employment to any student in the district or districts which employ such school social worker. (Source: P.A. 86‑303.)
(105 ILCS 5/14‑1.09b) Sec. 14‑1.09b. Speech‑language pathologist. (a) For purposes of supervision of a speech‑language pathology assistant, "speech‑language pathologist" means a person who has received a license pursuant to the Illinois Speech‑Language Pathology and Audiology Practice Act to engage in the practice of speech‑language pathology. (b) The School Service Personnel Certificate with a speech‑language endorsement shall be issued under Section 21‑25 of this Code to a speech‑language pathologist who meets all of the following requirements: (1) (A) Holds a regular license as a speech‑language
pathologist pursuant to the Illinois Speech‑Language Pathology and Audiology Practice Act, (B) holds a current Certificate of Clinical Competence in speech‑language pathology from the American Speech‑Language‑Hearing Association and a regular license in speech‑language pathology from another state or territory or the District of Columbia and has applied for a regular license as a speech‑language pathologist pursuant to the Illinois Speech‑Language Pathology and Audiology Practice Act, or (C) holds or has applied for a temporary license pursuant to Section 8.1 of the Illinois Speech‑Language Pathology and Audiology Practice Act.
(2) Holds a master's or doctoral degree with a major
emphasis in speech‑language pathology from an institution whose course of study was approved or program was accredited by the Council on Academic Accreditation in Audiology and Speech‑Language Pathology of the American Speech‑Language‑Hearing Association or its predecessor.
(3) Either (i) has completed a program of study that
meets the content area standards for speech‑language pathologists approved by the State Board of Education, in consultation with the State Teachers Certification Board, (ii) has completed a program in another state, territory, or possession of the United States that is comparable to an approved program of study described in item (i), or (iii) holds a certificate issued by another state, territory, or possession of the United States that is comparable to the school service personnel certificate with a speech‑language endorsement. If the requirements described in items (i), (ii), or (iii) of this paragraph (3) have not been met, a person must provide evidence that he or she has completed at least 150 clock hours of supervised experience in speech‑language pathology with students with disabilities in a school setting, including experience required by federal law or federal court order; however, a person who lacks such experience may obtain interim certification as established by the Illinois State Board of Education, in consultation with the State Teacher Certification Board, and shall participate in school‑based professional experience of at least 150 clock hours to meet this requirement.
(4) Has successfully completed the required Illinois
certification tests.
(5) Has paid the application fee required for
certification.
The provisions of this subsection (b) do not preclude the issuance of a teaching certificate to a speech‑language pathologist who qualifies for such a certificate. (Source: P.A. 92‑510, eff. 6‑1‑02; 93‑112, eff. 1‑1‑04; 93‑1060, eff. 12‑23‑04.)
(105 ILCS 5/14‑1.09c) Sec. 14‑1.09c. Speech‑language pathology assistant. "Speech‑language pathology assistant" means a person who has received a license to assist a speech‑language pathologist pursuant to the Illinois Speech‑Language Pathology and Audiology Practice Act. (Source: P.A. 92‑510, eff. 6‑1‑02.)
(105 ILCS 5/14‑1.09.1) Sec. 14‑1.09.1. School psychological services. In the public schools, school psychological services provided by qualified specialists who hold Type 73 School Service Personnel Certificates endorsed for school psychology issued by the State Teacher Certification Board may include, but are not limited to: (i) administration and interpretation of psychological and educational evaluations; (ii) developing school‑based prevention programs, including violence prevention programs; (iii) counseling with students, parents, and teachers on educational and mental health issues; (iv) acting as liaisons between public schools and community agencies; (v) evaluating program effectiveness; (vi) providing crisis intervention within the school setting; (vii) helping teachers, parents, and others involved in the educational process to provide optimum teaching and learning conditions for all students; (viii) supervising school psychologist interns enrolled in school psychology programs that meet the standards established by the State Board of Education; and (ix) screening of school enrollments to identify children who should be referred for individual study. Nothing in this Section prohibits other qualified professionals from providing those services listed for which they are appropriately trained. (Source: P.A. 89‑339, eff. 8‑17‑95.)
(105 ILCS 5/14‑1.09.2) Sec. 14‑1.09.2. School Social Work Services. In the public schools, social work services may be provided by qualified specialists who hold Type 73 School Service Personnel Certificates endorsed for school social work issued by the State Teacher Certification Board. School social work services may include, but are not limited to: (1) Identifying students in need of special
education services by conducting a social‑developmental study in a case study evaluation;
(2) Developing and implementing comprehensive
interventions with students, parents, and teachers that will enhance student adjustment to, and performance in, the school setting;
(3) Consulting and collaborating with teachers and
other school personnel regarding behavior management and intervention plans and inclusion in support of special education students in regular classroom settings;
(4) Counseling with students, parents, and teachers
in accordance with the rules and regulations governing provision of related services, provided that parent permission must be obtained in writing before a student participates in a group counseling session;
(5) Acting as a liaison between the public schools
and community resources;
(6) Developing and implementing school‑based
prevention programs including mediation and violence prevention;
(7) Providing crisis intervention within the school
setting;
(8) Supervising school social work interns enrolled
in school social work programs that meet the standards established by the State Board of Education;
(9) Providing parent education and counseling as
appropriate in relation to the child's educational assessment; and
(10) Assisting in completing a functional behavioral
assessment, as well as assisting in the development of nonaversive behavioral intervention strategies.
Nothing in this Section prohibits other certified professionals from providing any of the services listed in this Section for which they are appropriately trained. (Source: P.A. 92‑362, eff. 8‑15‑01; 92‑651, eff. 7‑11‑02.)
(105 ILCS 5/14‑1.09d) Sec. 14‑1.09d. Behavior analyst. "Behavior analyst" means a person who is certified by the Behavior Analyst Certification Board. (Source: P.A. 94‑948, eff. 1‑1‑07.)
(105 ILCS 5/14‑1.10)(from Ch. 122, par. 14‑1.10) Sec. 14‑1.10. Qualified worker. "Qualified worker" means a trained specialist and includes a behavior analyst, certificated school nurse, professional consultant, registered therapist, school nurse intern, school counselor, school counselor intern, school psychologist, school psychologist intern, school social worker, school social worker intern, special administrator or supervisor giving full time to special education, speech language pathologist, speech language pathologist intern, and teacher of students with IEPs who meets the requirements of this Article, who has the required special training in the understandings, techniques, and special instructional strategies for children with disabilities and who delivers services to students with IEPs, and any other trained specialist set forth by the State Board of Education in rules. (Source: P.A. 95‑363, eff. 8‑23‑07; 96‑257, eff. 8‑11‑09.)
(105 ILCS 5/14‑1.11)(from Ch. 122, par. 14‑1.11) Sec. 14‑1.11. Resident district; parent; legal guardian. The resident district is the school district in which the parent or guardian, or both parent and guardian, of the student reside when: (1) the parent has legal guardianship of the student
and resides within Illinois; or
(2) an individual guardian has been appointed by the
courts and resides within Illinois; or
(3) an Illinois public agency has legal guardianship
and the student resides either in the home of the parent or within the same district as the parent; or
(4) an Illinois court orders a residential placement
but the parents retain any legal rights or guardianship and have not been subject to a termination of parental rights order.
In cases of divorced or separated parents, when only one parent has legal guardianship or custody, the district in which the parent having legal guardianship or custody resides is the resident district. When both parents retain legal guardianship or custody, the resident district is the district in which either parent who provides the student's primary regular fixed night‑time abode resides; provided, that the election of resident district may be made only one time per school year. When the parent has legal guardianship and lives outside of the State of Illinois, or when the individual legal guardian other than the natural parent lives outside the State of Illinois, the parent, legal guardian, or other placing agent is responsible for making arrangements to pay the Illinois school district serving the child for the educational services provided. Those service costs shall be determined in accordance with Section 14‑7.01. (Source: P.A. 95‑844, eff. 8‑15‑08.)
(105 ILCS 5/14‑1.11a)(from Ch. 122, par. 14‑1.11a) Sec. 14‑1.11a. Resident district; student. The resident district is the school district in which the student resides when: (1) the parent has legal guardianship but the
location of the parent is unknown; or
(2) an individual guardian has been appointed but
the location of the guardian is unknown; or
(3) the student is 18 years of age or older and no
legal guardian has been appointed; or
(4) the student is legally an emancipated minor; or (5) an Illinois public agency has legal guardianship
and such agency or any court in this State has placed the student residentially outside of the school district in which the parent lives.
In cases where an Illinois public agency has legal guardianship and has placed the student residentially outside of Illinois, the last school district that provided at least 45 days of educational service to the student shall continue to be the district of residence until the student is no longer under guardianship of an Illinois public agency or until the student is returned to Illinois. The resident district of a homeless student is the Illinois district in which the student enrolls for educational services. Homeless students include individuals as defined in the Stewart B. McKinney Homeless Assistance Act. (Source: P.A. 95‑844, eff. 8‑15‑08.)
(105 ILCS 5/14‑1.11b)(from Ch. 122, par. 14‑1.11b) Sec. 14‑1.11b. Resident district; applicability. The provisions of Sections 14‑1.11 and 14‑1.11a shall be used to determine the resident district in all cases where special education services and facilities are provided pursuant to Article 14. (Source: P.A. 87‑1117.)
(105 ILCS 5/14‑3.01)(from Ch. 122, par. 14‑3.01) Sec. 14‑3.01. Advisory Council. This amendatory Act of 1998, in compliance with the reauthorization of IDEA in 1997, makes changes in the membership and responsibilities of the Advisory Council on the Education of Children with Disabilities. The Council shall provide advice and policy guidance to the Governor, General Assembly, and the State Board of Education with respect to special education and related services for children with disabilities. The State Board of Education shall seek the advice of the Advisory Council regarding all rules and regulations related to the education of children with disabilities that are to be promulgated by the State Board of Education. The State Board of Education shall seek the advice of the Advisory Council on modifications or additions to comprehensive plans submitted under Section 14‑4.01. The Council shall consider any rule or regulation or plan submitted to it by the State Board of Education within 60 days after its receipt by the chairperson of the Council. Additionally, the Advisory Council shall: (1) advise the General Assembly, the Governor, and the State Board of Education on unmet needs in the education of children with disabilities; (2) assist the State Board of Education in developing evaluations and reporting on data to the United States Secretary of Education; (3) advise the State Board of Education relative to qualifications for hearing officers and the rules and procedures for hearings conducted under Section 14‑8.02 or 14‑8.02a; (4) comment publicly on any rules or regulations proposed by the State regarding the education of children with disabilities and the procedures for distribution of funds under this Act; (5) advise the State Board of Education in developing corrective action plans to address findings identified in federal monitoring reports pursuant to the Individuals with Disabilities Education Act; (6) advise State and local education agencies regarding educational programs and materials that may be provided to children with disabilities to enable them to fully exercise their constitutional and legal rights and entitlements as citizens, including those afforded under the Federal Rehabilitation Act of 1973, as amended, and the Illinois Human Rights Act; and (7) advise the State Board of Education in developing and implementing policies relating to the coordination of services for children with disabilities. The Council shall be composed of 27 members, including 23 voting members appointed by the Governor and 4 ex‑officio voting members. Members shall be broadly representative of the State's population in regard to developmental, physical, and mental disabilities, race, ethnic background, gender, and geographic location. Nine members shall be parents of children with disabilities between the ages of 3 and 21 years currently receiving special education services at public expense. Five members shall be individuals with disabilities, including one student or former student who is at least 18 years of age and no older than 21 years of age at the time of his or her appointment to the Council and who is receiving special education services at public expense or received those services at the time his or her high school program terminated. Within 30 days after the effective date of this amendatory Act of 1998, the Governor or his designee shall invite statewide organizations, being as inclusive as possible and based upon a reasonable inquiry, and Parent Training and Information Centers representing parents of children with disabilities, individuals with disabilities or both, to convene for the purpose of recommending to the Governor twice the number of individuals required to be appointed as members from each of the categories described in this paragraph, from which the Governor may appoint the 14 members of the Council who are parents of children with disabilities and individuals with disabilities. The 9 members who are parents of children with disabilities between the ages of 3 and 21 years receiving special education services at public expense and the 5 members who are individuals with disabilities shall not be current full or part‑time employees of school districts, special education cooperatives, regional service areas or centers, or any agency under the jurisdiction of any elected State official. In addition, the Governor shall appoint one regional superintendent of schools, one representative of an institution of higher education that prepares special education and related services personnel, one teacher of students with disabilities, one superintendent of a public school district, one director of a special education cooperative or special education administrator from a school district of less than 500,000 population, one representative of a public charter school, one representative of a private school serving children with disabilities, one representative of a vocational, community, or business organization that provides transition services to children with disabilities, and one at‑large member from the general public. In addition, the Secretary of Human Services or his or her designee, the Director of Children and Family Services or his or her designee, the Director of Corrections or his or her designee, and the Director of Special Education for the City of Chicago School District #299 or his or her designee shall serve as ex‑officio voting members of the Council. All Council members shall be legal residents of the State of Illinois and shall be selected, as far as practicable, on the basis of their knowledge of, or experience in, the education of children with disabilities. The initial members to be appointed to the Council by the Governor under the provisions of this amendatory Act of 1998 shall be appointed within 60 days after the effective date of that amendatory Act; provided that those persons who are serving as Council members on that effective date and who, as determined by the Governor after consultation with the State Board of Education, meet the requirements established by this amendatory Act for appointment to membership on the Council shall continue to serve as Council members until the completion of the remainder of their current terms. The initial members of the Council who are not Council members on the effective date of this amendatory Act of 1998 and who are appointed by the Governor under this amendatory Act of 1998 shall by lot determine one‑third of their number to serve for a term of 2 years (provided that person appointed as the student or former student member shall be included among those members who are to serve a term of 2 years), one‑third of their number to serve for a term of 3 years, and one‑third of their number to serve for a term of 4 years; provided, that if the total number of initial members so appointed by the Governor is not divisible into 3 whole numbers, all of the initial members so appointed shall by lot be assigned to 3 groups as follows: (i) the members assigned to the first group, who shall include the student or former student member and who shall be equal in number to the number of members who are assigned to the second group, shall serve for a term of 2 years; (ii) the members assigned to the second group, who shall be equal in number to the number of members who are assigned to the first group, shall serve for a term of 3 years; and (iii) the members assigned to the third group, who shall comprise the remainder of the initial members so appointed by the Governor and whose number shall be either one more or one less than the number of members assigned to either the first group or second group, shall serve for a term of 4 years. Upon expiration of the term of office of a member of the Council who is not an ex‑officio member, his or her successor shall be appointed by the Governor to serve for a term of 4 years, except that a successor appointed as the student or former student member shall be appointed to serve for a term of 2 years. Each member of the Council who is not an ex‑officio member and whose term of office expires shall nevertheless continue to serve as a Council member until his or her successor is appointed. Each of the 4 ex‑officio members of the Council shall continue to serve as a Council member during the period in which he or she continues to hold the office by reason of which he or she became an ex‑officio member of the Council. The initial members of the Council who are not ex‑officio members shall not, upon completion of their respective initial terms, be appointed to serve more than one additional consecutive term of 4 years, nor shall any successor member of the Council be appointed to serve more than 2 full consecutive 4‑year terms; provided, that a person appointed as the student or former student member shall serve only one two‑year term and shall not be reappointed to serve for an additional term. Vacancies in Council memberships held by parents of children with disabilities or individuals with disabilities may be filled from the original list of such parents and individuals recommended to the Governor. The Governor shall reconvene the group of organizations that provided the original list of parents of children with disabilities and individuals with disabilities when additional recommendations for those Council memberships are needed, but at a minimum the group shall be convened every 2 years for the purpose of updating the list of recommended parents or individuals. A vacancy in an appointed membership on the Council shall be filled for the unexpired balance of the term of that membership in the same manner that the original appointment for that membership was made. The terms of all persons serving as Advisory Council members on the effective date of this amendatory Act of 1998 who are not determined by the Governor, after consultation with the State Board of Education, to meet the requirements established by this amendatory Act for appointment to initial membership on the Council shall terminate on the date that the Governor completes his appointments of the initial members of the Council under this amendatory Act, and the members of the Council as constituted under this amendatory Act shall take office and assume their powers and duties on that date. The Council as constituted under this amendatory Act of 1998 shall organize with a chairperson selected by the Council members and shall meet at the call of the chairperson upon 10 days written notice but not less than 4 times a year. The Council shall establish such committees and procedures as it deems appropriate to carry out its responsibilities under this Act and the federal Individuals with Disabilities Education Act. The State Board of Education shall designate an employee to act as executive secretary of the Council and shall furnish all professional and clerical assistance necessary for the performance of its duties. Members of the Council shall serve without compensation but shall be reimbursed for the necessary expenses incurred in the performance of their duties in accordance with the State Board of Education's Travel Control Policy. (Source: P.A. 89‑397, eff. 8‑20‑95; 89‑507, eff. 7‑1‑97; 90‑644, eff. 7‑24‑98.)
(105 ILCS 5/14‑3.02) Sec. 14‑3.02. (Repealed). (Source: P.A. 89‑397, eff. 8‑20‑95. Repealed by P.A. 94‑1105, eff. 6‑1‑07.)
(105 ILCS 5/14‑3.03) Sec. 14‑3.03. (Repealed). (Source: P.A. 89‑397, eff. 8‑20‑95. Repealed by P.A. 94‑1105, eff. 6‑1‑07.)
(105 ILCS 5/14‑1.01)(from Ch. 122, par. 14‑1.01) Sec. 14‑1.01. Meaning of terms. Unless the context indicates otherwise, the terms used in this Article have the meanings ascribed to them in Sections 14‑‑1.02 to 14‑‑1.10, each inclusive. (Source: Laws 1965, p. 1948.)
(105 ILCS 5/14‑1.02)(from Ch. 122, par. 14‑1.02) Sec. 14‑1.02. Children with disabilities. "Children with disabilities" means children between the ages of 3 and 21 for whom it is determined, through definitions and procedures described in the Illinois Rules and Regulations to Govern the Organization and Administration of Special Education, that special education services are needed. An eligible student who requires continued public school educational experience to facilitate his or her successful transition and integration into adult life is eligible for such services through age 21, inclusive, which, for purposes of this Article, means the day before the student's 22nd birthday. An individualized education program must be written and agreed upon by appropriate school personnel and parents or their representatives for any child receiving special education. (Source: P.A. 95‑14, eff. 7‑16‑07.)
(105 ILCS 5/14‑1.03a)(from Ch. 122, par. 14‑1.03a) Sec. 14‑1.03a. Children with Specific Learning Disabilities. "Children with Specific Learning Disabilities" means children between the ages of 3 and 21 years who have a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in imperfect ability to listen, think, speak, read, write, spell or do mathematical calculations. Such disorders include such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. Such term does not include children who have learning problems which are primarily the result of visual, hearing or motor disabilities, of mental retardation, emotional disturbance or environmental disadvantage. (Source: P. A. 89‑397, eff. 8‑20‑95.)
(105 ILCS 5/14‑1.08)(from Ch. 122, par. 14‑1.08) Sec. 14‑1.08. Special educational facilities and services. "Special educational facilities and services" includes special schools, special classes, special housing, including residential facilities, special instruction, special reader service, braillists and typists for children with visual disabilities, sign language interpreters, transportation, maintenance, instructional material, therapy, professional consultant services, medical services only for diagnostic and evaluation purposes provided by a physician licensed to practice medicine in all its branches to determine a child's need for special education and related services, psychological services, school social worker services, special administrative services, salaries of all required special personnel, and other special educational services, including special equipment for use in the classroom, required by the child because of his disability if such services or special equipment are approved by the State Superintendent of Education and the child is eligible therefor under this Article and the regulations of the State Board of Education. (Source: P.A. 89‑397, eff. 8‑20‑95.)
(105 ILCS 5/14‑1.09)(from Ch. 122, par. 14‑1.09) Sec. 14‑1.09. School psychologist. "School psychologist" means a psychologist who has graduated with a master's or higher degree in psychology or educational psychology from an institution of higher learning which maintains equipment, courses of study, and standards of scholarship approved by the State Board of Education, who has had at least one school year of full‑time supervised experience in the delivery of school psychological services of a character approved by the State Superintendent of Education, who has such additional qualifications as may be required by the State Board of Education, and who holds a School Service Personnel Certificate endorsed for school psychology issued pursuant to Section 21‑25. Persons so certified may use the title "school psychologist" and may offer school psychological services which are limited to those services set forth in 23 Ill. Adm. Code 226, Special Education, pertaining to children between the ages of 3 to 21, promulgated by the State Board of Education. School psychologists may make evaluations, recommendations or interventions regarding the placement of children in educational programs or special education classes. However, a school psychologist shall not provide such services outside his or her employment to any student in the district or districts which employ such school psychologist. (Source: P.A. 85‑361.)
(105 ILCS 5/14‑1.09a)(from Ch. 122, par. 14‑1.09a) Sec. 14‑1.09a. School social worker. "School Social Worker" means a social worker who has graduated with a master's or higher degree in social work from an accredited graduate school of social work and who has such additional qualifications as may be required by the State Board of Education and who holds a School Service Personnel Certificate endorsed for school social work issued pursuant to Section 21‑25 of this Code. Persons so certified may use the title "school social worker" and may offer school social work services which are limited to those services set forth in 23 Ill. Adm. Code 226, Special Education, pertaining to children between the ages of 3 to 21, promulgated by the State Board of Education. School social workers may make evaluations, recommendations or interventions regarding the placement of children in educational programs or special education classes. However, a school social worker shall not provide such services outside his or her employment to any student in the district or districts which employ such school social worker. (Source: P.A. 86‑303.)
(105 ILCS 5/14‑1.09b) Sec. 14‑1.09b. Speech‑language pathologist. (a) For purposes of supervision of a speech‑language pathology assistant, "speech‑language pathologist" means a person who has received a license pursuant to the Illinois Speech‑Language Pathology and Audiology Practice Act to engage in the practice of speech‑language pathology. (b) The School Service Personnel Certificate with a speech‑language endorsement shall be issued under Section 21‑25 of this Code to a speech‑language pathologist who meets all of the following requirements: (1) (A) Holds a regular license as a speech‑language
pathologist pursuant to the Illinois Speech‑Language Pathology and Audiology Practice Act, (B) holds a current Certificate of Clinical Competence in speech‑language pathology from the American Speech‑Language‑Hearing Association and a regular license in speech‑language pathology from another state or territory or the District of Columbia and has applied for a regular license as a speech‑language pathologist pursuant to the Illinois Speech‑Language Pathology and Audiology Practice Act, or (C) holds or has applied for a temporary license pursuant to Section 8.1 of the Illinois Speech‑Language Pathology and Audiology Practice Act.
(2) Holds a master's or doctoral degree with a major
emphasis in speech‑language pathology from an institution whose course of study was approved or program was accredited by the Council on Academic Accreditation in Audiology and Speech‑Language Pathology of the American Speech‑Language‑Hearing Association or its predecessor.
(3) Either (i) has completed a program of study that
meets the content area standards for speech‑language pathologists approved by the State Board of Education, in consultation with the State Teachers Certification Board, (ii) has completed a program in another state, territory, or possession of the United States that is comparable to an approved program of study described in item (i), or (iii) holds a certificate issued by another state, territory, or possession of the United States that is comparable to the school service personnel certificate with a speech‑language endorsement. If the requirements described in items (i), (ii), or (iii) of this paragraph (3) have not been met, a person must provide evidence that he or she has completed at least 150 clock hours of supervised experience in speech‑language pathology with students with disabilities in a school setting, including experience required by federal law or federal court order; however, a person who lacks such experience may obtain interim certification as established by the Illinois State Board of Education, in consultation with the State Teacher Certification Board, and shall participate in school‑based professional experience of at least 150 clock hours to meet this requirement.
(4) Has successfully completed the required Illinois
certification tests.
(5) Has paid the application fee required for
certification.
The provisions of this subsection (b) do not preclude the issuance of a teaching certificate to a speech‑language pathologist who qualifies for such a certificate. (Source: P.A. 92‑510, eff. 6‑1‑02; 93‑112, eff. 1‑1‑04; 93‑1060, eff. 12‑23‑04.)
(105 ILCS 5/14‑1.09c) Sec. 14‑1.09c. Speech‑language pathology assistant. "Speech‑language pathology assistant" means a person who has received a license to assist a speech‑language pathologist pursuant to the Illinois Speech‑Language Pathology and Audiology Practice Act. (Source: P.A. 92‑510, eff. 6‑1‑02.)
(105 ILCS 5/14‑1.09.1) Sec. 14‑1.09.1. School psychological services. In the public schools, school psychological services provided by qualified specialists who hold Type 73 School Service Personnel Certificates endorsed for school psychology issued by the State Teacher Certification Board may include, but are not limited to: (i) administration and interpretation of psychological and educational evaluations; (ii) developing school‑based prevention programs, including violence prevention programs; (iii) counseling with students, parents, and teachers on educational and mental health issues; (iv) acting as liaisons between public schools and community agencies; (v) evaluating program effectiveness; (vi) providing crisis intervention within the school setting; (vii) helping teachers, parents, and others involved in the educational process to provide optimum teaching and learning conditions for all students; (viii) supervising school psychologist interns enrolled in school psychology programs that meet the standards established by the State Board of Education; and (ix) screening of school enrollments to identify children who should be referred for individual study. Nothing in this Section prohibits other qualified professionals from providing those services listed for which they are appropriately trained. (Source: P.A. 89‑339, eff. 8‑17‑95.)
(105 ILCS 5/14‑1.09.2) Sec. 14‑1.09.2. School Social Work Services. In the public schools, social work services may be provided by qualified specialists who hold Type 73 School Service Personnel Certificates endorsed for school social work issued by the State Teacher Certification Board. School social work services may include, but are not limited to: (1) Identifying students in need of special
education services by conducting a social‑developmental study in a case study evaluation;
(2) Developing and implementing comprehensive
interventions with students, parents, and teachers that will enhance student adjustment to, and performance in, the school setting;
(3) Consulting and collaborating with teachers and
other school personnel regarding behavior management and intervention plans and inclusion in support of special education students in regular classroom settings;
(4) Counseling with students, parents, and teachers
in accordance with the rules and regulations governing provision of related services, provided that parent permission must be obtained in writing before a student participates in a group counseling session;
(5) Acting as a liaison between the public schools
and community resources;
(6) Developing and implementing school‑based
prevention programs including mediation and violence prevention;
(7) Providing crisis intervention within the school
setting;
(8) Supervising school social work interns enrolled
in school social work programs that meet the standards established by the State Board of Education;
(9) Providing parent education and counseling as
appropriate in relation to the child's educational assessment; and
(10) Assisting in completing a functional behavioral
assessment, as well as assisting in the development of nonaversive behavioral intervention strategies.
Nothing in this Section prohibits other certified professionals from providing any of the services listed in this Section for which they are appropriately trained. (Source: P.A. 92‑362, eff. 8‑15‑01; 92‑651, eff. 7‑11‑02.)
(105 ILCS 5/14‑1.09d) Sec. 14‑1.09d. Behavior analyst. "Behavior analyst" means a person who is certified by the Behavior Analyst Certification Board. (Source: P.A. 94‑948, eff. 1‑1‑07.)
(105 ILCS 5/14‑1.10)(from Ch. 122, par. 14‑1.10) Sec. 14‑1.10. Qualified worker. "Qualified worker" means a trained specialist and includes a behavior analyst, certificated school nurse, professional consultant, registered therapist, school nurse intern, school counselor, school counselor intern, school psychologist, school psychologist intern, school social worker, school social worker intern, special administrator or supervisor giving full time to special education, speech language pathologist, speech language pathologist intern, and teacher of students with IEPs who meets the requirements of this Article, who has the required special training in the understandings, techniques, and special instructional strategies for children with disabilities and who delivers services to students with IEPs, and any other trained specialist set forth by the State Board of Education in rules. (Source: P.A. 95‑363, eff. 8‑23‑07; 96‑257, eff. 8‑11‑09.)
(105 ILCS 5/14‑1.11)(from Ch. 122, par. 14‑1.11) Sec. 14‑1.11. Resident district; parent; legal guardian. The resident district is the school district in which the parent or guardian, or both parent and guardian, of the student reside when: (1) the parent has legal guardianship of the student
and resides within Illinois; or
(2) an individual guardian has been appointed by the
courts and resides within Illinois; or
(3) an Illinois public agency has legal guardianship
and the student resides either in the home of the parent or within the same district as the parent; or
(4) an Illinois court orders a residential placement
but the parents retain any legal rights or guardianship and have not been subject to a termination of parental rights order.
In cases of divorced or separated parents, when only one parent has legal guardianship or custody, the district in which the parent having legal guardianship or custody resides is the resident district. When both parents retain legal guardianship or custody, the resident district is the district in which either parent who provides the student's primary regular fixed night‑time abode resides; provided, that the election of resident district may be made only one time per school year. When the parent has legal guardianship and lives outside of the State of Illinois, or when the individual legal guardian other than the natural parent lives outside the State of Illinois, the parent, legal guardian, or other placing agent is responsible for making arrangements to pay the Illinois school district serving the child for the educational services provided. Those service costs shall be determined in accordance with Section 14‑7.01. (Source: P.A. 95‑844, eff. 8‑15‑08.)
(105 ILCS 5/14‑1.11a)(from Ch. 122, par. 14‑1.11a) Sec. 14‑1.11a. Resident district; student. The resident district is the school district in which the student resides when: (1) the parent has legal guardianship but the
location of the parent is unknown; or
(2) an individual guardian has been appointed but
the location of the guardian is unknown; or
(3) the student is 18 years of age or older and no
legal guardian has been appointed; or
(4) the student is legally an emancipated minor; or (5) an Illinois public agency has legal guardianship
and such agency or any court in this State has placed the student residentially outside of the school district in which the parent lives.
In cases where an Illinois public agency has legal guardianship and has placed the student residentially outside of Illinois, the last school district that provided at least 45 days of educational service to the student shall continue to be the district of residence until the student is no longer under guardianship of an Illinois public agency or until the student is returned to Illinois. The resident district of a homeless student is the Illinois district in which the student enrolls for educational services. Homeless students include individuals as defined in the Stewart B. McKinney Homeless Assistance Act. (Source: P.A. 95‑844, eff. 8‑15‑08.)
(105 ILCS 5/14‑1.11b)(from Ch. 122, par. 14‑1.11b) Sec. 14‑1.11b. Resident district; applicability. The provisions of Sections 14‑1.11 and 14‑1.11a shall be used to determine the resident district in all cases where special education services and facilities are provided pursuant to Article 14. (Source: P.A. 87‑1117.)
(105 ILCS 5/14‑3.01)(from Ch. 122, par. 14‑3.01) Sec. 14‑3.01. Advisory Council. This amendatory Act of 1998, in compliance with the reauthorization of IDEA in 1997, makes changes in the membership and responsibilities of the Advisory Council on the Education of Children with Disabilities. The Council shall provide advice and policy guidance to the Governor, General Assembly, and the State Board of Education with respect to special education and related services for children with disabilities. The State Board of Education shall seek the advice of the Advisory Council regarding all rules and regulations related to the education of children with disabilities that are to be promulgated by the State Board of Education. The State Board of Education shall seek the advice of the Advisory Council on modifications or additions to comprehensive plans submitted under Section 14‑4.01. The Council shall consider any rule or regulation or plan submitted to it by the State Board of Education within 60 days after its receipt by the chairperson of the Council. Additionally, the Advisory Council shall: (1) advise the General Assembly, the Governor, and the State Board of Education on unmet needs in the education of children with disabilities; (2) assist the State Board of Education in developing evaluations and reporting on data to the United States Secretary of Education; (3) advise the State Board of Education relative to qualifications for hearing officers and the rules and procedures for hearings conducted under Section 14‑8.02 or 14‑8.02a; (4) comment publicly on any rules or regulations proposed by the State regarding the education of children with disabilities and the procedures for distribution of funds under this Act; (5) advise the State Board of Education in developing corrective action plans to address findings identified in federal monitoring reports pursuant to the Individuals with Disabilities Education Act; (6) advise State and local education agencies regarding educational programs and materials that may be provided to children with disabilities to enable them to fully exercise their constitutional and legal rights and entitlements as citizens, including those afforded under the Federal Rehabilitation Act of 1973, as amended, and the Illinois Human Rights Act; and (7) advise the State Board of Education in developing and implementing policies relating to the coordination of services for children with disabilities. The Council shall be composed of 27 members, including 23 voting members appointed by the Governor and 4 ex‑officio voting members. Members shall be broadly representative of the State's population in regard to developmental, physical, and mental disabilities, race, ethnic background, gender, and geographic location. Nine members shall be parents of children with disabilities between the ages of 3 and 21 years currently receiving special education services at public expense. Five members shall be individuals with disabilities, including one student or former student who is at least 18 years of age and no older than 21 years of age at the time of his or her appointment to the Council and who is receiving special education services at public expense or received those services at the time his or her high school program terminated. Within 30 days after the effective date of this amendatory Act of 1998, the Governor or his designee shall invite statewide organizations, being as inclusive as possible and based upon a reasonable inquiry, and Parent Training and Information Centers representing parents of children with disabilities, individuals with disabilities or both, to convene for the purpose of recommending to the Governor twice the number of individuals required to be appointed as members from each of the categories described in this paragraph, from which the Governor may appoint the 14 members of the Council who are parents of children with disabilities and individuals with disabilities. The 9 members who are parents of children with disabilities between the ages of 3 and 21 years receiving special education services at public expense and the 5 members who are individuals with disabilities shall not be current full or part‑time employees of school districts, special education cooperatives, regional service areas or centers, or any agency under the jurisdiction of any elected State official. In addition, the Governor shall appoint one regional superintendent of schools, one representative of an institution of higher education that prepares special education and related services personnel, one teacher of students with disabilities, one superintendent of a public school district, one director of a special education cooperative or special education administrator from a school district of less than 500,000 population, one representative of a public charter school, one representative of a private school serving children with disabilities, one representative of a vocational, community, or business organization that provides transition services to children with disabilities, and one at‑large member from the general public. In addition, the Secretary of Human Services or his or her designee, the Director of Children and Family Services or his or her designee, the Director of Corrections or his or her designee, and the Director of Special Education for the City of Chicago School District #299 or his or her designee shall serve as ex‑officio voting members of the Council. All Council members shall be legal residents of the State of Illinois and shall be selected, as far as practicable, on the basis of their knowledge of, or experience in, the education of children with disabilities. The initial members to be appointed to the Council by the Governor under the provisions of this amendatory Act of 1998 shall be appointed within 60 days after the effective date of that amendatory Act; provided that those persons who are serving as Council members on that effective date and who, as determined by the Governor after consultation with the State Board of Education, meet the requirements established by this amendatory Act for appointment to membership on the Council shall continue to serve as Council members until the completion of the remainder of their current terms. The initial members of the Council who are not Council members on the effective date of this amendatory Act of 1998 and who are appointed by the Governor under this amendatory Act of 1998 shall by lot determine one‑third of their number to serve for a term of 2 years (provided that person appointed as the student or former student member shall be included among those members who are to serve a term of 2 years), one‑third of their number to serve for a term of 3 years, and one‑third of their number to serve for a term of 4 years; provided, that if the total number of initial members so appointed by the Governor is not divisible into 3 whole numbers, all of the initial members so appointed shall by lot be assigned to 3 groups as follows: (i) the members assigned to the first group, who shall include the student or former student member and who shall be equal in number to the number of members who are assigned to the second group, shall serve for a term of 2 years; (ii) the members assigned to the second group, who shall be equal in number to the number of members who are assigned to the first group, shall serve for a term of 3 years; and (iii) the members assigned to the third group, who shall comprise the remainder of the initial members so appointed by the Governor and whose number shall be either one more or one less than the number of members assigned to either the first group or second group, shall serve for a term of 4 years. Upon expiration of the term of office of a member of the Council who is not an ex‑officio member, his or her successor shall be appointed by the Governor to serve for a term of 4 years, except that a successor appointed as the student or former student member shall be appointed to serve for a term of 2 years. Each member of the Council who is not an ex‑officio member and whose term of office expires shall nevertheless continue to serve as a Council member until his or her successor is appointed. Each of the 4 ex‑officio members of the Council shall continue to serve as a Council member during the period in which he or she continues to hold the office by reason of which he or she became an ex‑officio member of the Council. The initial members of the Council who are not ex‑officio members shall not, upon completion of their respective initial terms, be appointed to serve more than one additional consecutive term of 4 years, nor shall any successor member of the Council be appointed to serve more than 2 full consecutive 4‑year terms; provided, that a person appointed as the student or former student member shall serve only one two‑year term and shall not be reappointed to serve for an additional term. Vacancies in Council memberships held by parents of children with disabilities or individuals with disabilities may be filled from the original list of such parents and individuals recommended to the Governor. The Governor shall reconvene the group of organizations that provided the original list of parents of children with disabilities and individuals with disabilities when additional recommendations for those Council memberships are needed, but at a minimum the group shall be convened every 2 years for the purpose of updating the list of recommended parents or individuals. A vacancy in an appointed membership on the Council shall be filled for the unexpired balance of the term of that membership in the same manner that the original appointment for that membership was made. The terms of all persons serving as Advisory Council members on the effective date of this amendatory Act of 1998 who are not determined by the Governor, after consultation with the State Board of Education, to meet the requirements established by this amendatory Act for appointment to initial membership on the Council shall terminate on the date that the Governor completes his appointments of the initial members of the Council under this amendatory Act, and the members of the Council as constituted under this amendatory Act shall take office and assume their powers and duties on that date. The Council as constituted under this amendatory Act of 1998 shall organize with a chairperson selected by the Council members and shall meet at the call of the chairperson upon 10 days written notice but not less than 4 times a year. The Council shall establish such committees and procedures as it deems appropriate to carry out its responsibilities under this Act and the federal Individuals with Disabilities Education Act. The State Board of Education shall designate an employee to act as executive secretary of the Council and shall furnish all professional and clerical assistance necessary for the performance of its duties. Members of the Council shall serve without compensation but shall be reimbursed for the necessary expenses incurred in the performance of their duties in accordance with the State Board of Education's Travel Control Policy. (Source: P.A. 89‑397, eff. 8‑20‑95; 89‑507, eff. 7‑1‑97; 90‑644, eff. 7‑24‑98.)
(105 ILCS 5/14‑3.02) Sec. 14‑3.02. (Repealed). (Source: P.A. 89‑397, eff. 8‑20‑95. Repealed by P.A. 94‑1105, eff. 6‑1‑07.)
(105 ILCS 5/14‑3.03) Sec. 14‑3.03. (Repealed). (Source: P.A. 89‑397, eff. 8‑20‑95. Repealed by P.A. 94‑1105, eff. 6‑1‑07.)
(105 ILCS 5/14‑1.01)(from Ch. 122, par. 14‑1.01) Sec. 14‑1.01. Meaning of terms. Unless the context indicates otherwise, the terms used in this Article have the meanings ascribed to them in Sections 14‑‑1.02 to 14‑‑1.10, each inclusive. (Source: Laws 1965, p. 1948.)
(105 ILCS 5/14‑1.02)(from Ch. 122, par. 14‑1.02) Sec. 14‑1.02. Children with disabilities. "Children with disabilities" means children between the ages of 3 and 21 for whom it is determined, through definitions and procedures described in the Illinois Rules and Regulations to Govern the Organization and Administration of Special Education, that special education services are needed. An eligible student who requires continued public school educational experience to facilitate his or her successful transition and integration into adult life is eligible for such services through age 21, inclusive, which, for purposes of this Article, means the day before the student's 22nd birthday. An individualized education program must be written and agreed upon by appropriate school personnel and parents or their representatives for any child receiving special education. (Source: P.A. 95‑14, eff. 7‑16‑07.)
(105 ILCS 5/14‑1.03a)(from Ch. 122, par. 14‑1.03a) Sec. 14‑1.03a. Children with Specific Learning Disabilities. "Children with Specific Learning Disabilities" means children between the ages of 3 and 21 years who have a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in imperfect ability to listen, think, speak, read, write, spell or do mathematical calculations. Such disorders include such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. Such term does not include children who have learning problems which are primarily the result of visual, hearing or motor disabilities, of mental retardation, emotional disturbance or environmental disadvantage. (Source: P. A. 89‑397, eff. 8‑20‑95.)
(105 ILCS 5/14‑1.08)(from Ch. 122, par. 14‑1.08) Sec. 14‑1.08. Special educational facilities and services. "Special educational facilities and services" includes special schools, special classes, special housing, including residential facilities, special instruction, special reader service, braillists and typists for children with visual disabilities, sign language interpreters, transportation, maintenance, instructional material, therapy, professional consultant services, medical services only for diagnostic and evaluation purposes provided by a physician licensed to practice medicine in all its branches to determine a child's need for special education and related services, psychological services, school social worker services, special administrative services, salaries of all required special personnel, and other special educational services, including special equipment for use in the classroom, required by the child because of his disability if such services or special equipment are approved by the State Superintendent of Education and the child is eligible therefor under this Article and the regulations of the State Board of Education. (Source: P.A. 89‑397, eff. 8‑20‑95.)
(105 ILCS 5/14‑1.09)(from Ch. 122, par. 14‑1.09) Sec. 14‑1.09. School psychologist. "School psychologist" means a psychologist who has graduated with a master's or higher degree in psychology or educational psychology from an institution of higher learning which maintains equipment, courses of study, and standards of scholarship approved by the State Board of Education, who has had at least one school year of full‑time supervised experience in the delivery of school psychological services of a character approved by the State Superintendent of Education, who has such additional qualifications as may be required by the State Board of Education, and who holds a School Service Personnel Certificate endorsed for school psychology issued pursuant to Section 21‑25. Persons so certified may use the title "school psychologist" and may offer school psychological services which are limited to those services set forth in 23 Ill. Adm. Code 226, Special Education, pertaining to children between the ages of 3 to 21, promulgated by the State Board of Education. School psychologists may make evaluations, recommendations or interventions regarding the placement of children in educational programs or special education classes. However, a school psychologist shall not provide such services outside his or her employment to any student in the district or districts which employ such school psychologist. (Source: P.A. 85‑361.)
(105 ILCS 5/14‑1.09a)(from Ch. 122, par. 14‑1.09a) Sec. 14‑1.09a. School social worker. "School Social Worker" means a social worker who has graduated with a master's or higher degree in social work from an accredited graduate school of social work and who has such additional qualifications as may be required by the State Board of Education and who holds a School Service Personnel Certificate endorsed for school social work issued pursuant to Section 21‑25 of this Code. Persons so certified may use the title "school social worker" and may offer school social work services which are limited to those services set forth in 23 Ill. Adm. Code 226, Special Education, pertaining to children between the ages of 3 to 21, promulgated by the State Board of Education. School social workers may make evaluations, recommendations or interventions regarding the placement of children in educational programs or special education classes. However, a school social worker shall not provide such services outside his or her employment to any student in the district or districts which employ such school social worker. (Source: P.A. 86‑303.)
(105 ILCS 5/14‑1.09b) Sec. 14‑1.09b. Speech‑language pathologist. (a) For purposes of supervision of a speech‑language pathology assistant, "speech‑language pathologist" means a person who has received a license pursuant to the Illinois Speech‑Language Pathology and Audiology Practice Act to engage in the practice of speech‑language pathology. (b) The School Service Personnel Certificate with a speech‑language endorsement shall be issued under Section 21‑25 of this Code to a speech‑language pathologist who meets all of the following requirements: (1) (A) Holds a regular license as a speech‑language
pathologist pursuant to the Illinois Speech‑Language Pathology and Audiology Practice Act, (B) holds a current Certificate of Clinical Competence in speech‑language pathology from the American Speech‑Language‑Hearing Association and a regular license in speech‑language pathology from another state or territory or the District of Columbia and has applied for a regular license as a speech‑language pathologist pursuant to the Illinois Speech‑Language Pathology and Audiology Practice Act, or (C) holds or has applied for a temporary license pursuant to Section 8.1 of the Illinois Speech‑Language Pathology and Audiology Practice Act.
(2) Holds a master's or doctoral degree with a major
emphasis in speech‑language pathology from an institution whose course of study was approved or program was accredited by the Council on Academic Accreditation in Audiology and Speech‑Language Pathology of the American Speech‑Language‑Hearing Association or its predecessor.
(3) Either (i) has completed a program of study that
meets the content area standards for speech‑language pathologists approved by the State Board of Education, in consultation with the State Teachers Certification Board, (ii) has completed a program in another state, territory, or possession of the United States that is comparable to an approved program of study described in item (i), or (iii) holds a certificate issued by another state, territory, or possession of the United States that is comparable to the school service personnel certificate with a speech‑language endorsement. If the requirements described in items (i), (ii), or (iii) of this paragraph (3) have not been met, a person must provide evidence that he or she has completed at least 150 clock hours of supervised experience in speech‑language pathology with students with disabilities in a school setting, including experience required by federal law or federal court order; however, a person who lacks such experience may obtain interim certification as established by the Illinois State Board of Education, in consultation with the State Teacher Certification Board, and shall participate in school‑based professional experience of at least 150 clock hours to meet this requirement.
(4) Has successfully completed the required Illinois
certification tests.
(5) Has paid the application fee required for
certification.
The provisions of this subsection (b) do not preclude the issuance of a teaching certificate to a speech‑language pathologist who qualifies for such a certificate. (Source: P.A. 92‑510, eff. 6‑1‑02; 93‑112, eff. 1‑1‑04; 93‑1060, eff. 12‑23‑04.)
(105 ILCS 5/14‑1.09c) Sec. 14‑1.09c. Speech‑language pathology assistant. "Speech‑language pathology assistant" means a person who has received a license to assist a speech‑language pathologist pursuant to the Illinois Speech‑Language Pathology and Audiology Practice Act. (Source: P.A. 92‑510, eff. 6‑1‑02.)
(105 ILCS 5/14‑1.09.1) Sec. 14‑1.09.1. School psychological services. In the public schools, school psychological services provided by qualified specialists who hold Type 73 School Service Personnel Certificates endorsed for school psychology issued by the State Teacher Certification Board may include, but are not limited to: (i) administration and interpretation of psychological and educational evaluations; (ii) developing school‑based prevention programs, including violence prevention programs; (iii) counseling with students, parents, and teachers on educational and mental health issues; (iv) acting as liaisons between public schools and community agencies; (v) evaluating program effectiveness; (vi) providing crisis intervention within the school setting; (vii) helping teachers, parents, and others involved in the educational process to provide optimum teaching and learning conditions for all students; (viii) supervising school psychologist interns enrolled in school psychology programs that meet the standards established by the State Board of Education; and (ix) screening of school enrollments to identify children who should be referred for individual study. Nothing in this Section prohibits other qualified professionals from providing those services listed for which they are appropriately trained. (Source: P.A. 89‑339, eff. 8‑17‑95.)
(105 ILCS 5/14‑1.09.2) Sec. 14‑1.09.2. School Social Work Services. In the public schools, social work services may be provided by qualified specialists who hold Type 73 School Service Personnel Certificates endorsed for school social work issued by the State Teacher Certification Board. School social work services may include, but are not limited to: (1) Identifying students in need of special
education services by conducting a social‑developmental study in a case study evaluation;
(2) Developing and implementing comprehensive
interventions with students, parents, and teachers that will enhance student adjustment to, and performance in, the school setting;
(3) Consulting and collaborating with teachers and
other school personnel regarding behavior management and intervention plans and inclusion in support of special education students in regular classroom settings;
(4) Counseling with students, parents, and teachers
in accordance with the rules and regulations governing provision of related services, provided that parent permission must be obtained in writing before a student participates in a group counseling session;
(5) Acting as a liaison between the public schools
and community resources;
(6) Developing and implementing school‑based
prevention programs including mediation and violence prevention;
(7) Providing crisis intervention within the school
setting;
(8) Supervising school social work interns enrolled
in school social work programs that meet the standards established by the State Board of Education;
(9) Providing parent education and counseling as
appropriate in relation to the child's educational assessment; and
(10) Assisting in completing a functional behavioral
assessment, as well as assisting in the development of nonaversive behavioral intervention strategies.
Nothing in this Section prohibits other certified professionals from providing any of the services listed in this Section for which they are appropriately trained. (Source: P.A. 92‑362, eff. 8‑15‑01; 92‑651, eff. 7‑11‑02.)
(105 ILCS 5/14‑1.09d) Sec. 14‑1.09d. Behavior analyst. "Behavior analyst" means a person who is certified by the Behavior Analyst Certification Board. (Source: P.A. 94‑948, eff. 1‑1‑07.)
(105 ILCS 5/14‑1.10)(from Ch. 122, par. 14‑1.10) Sec. 14‑1.10. Qualified worker. "Qualified worker" means a trained specialist and includes a behavior analyst, certificated school nurse, professional consultant, registered therapist, school nurse intern, school counselor, school counselor intern, school psychologist, school psychologist intern, school social worker, school social worker intern, special administrator or supervisor giving full time to special education, speech language pathologist, speech language pathologist intern, and teacher of students with IEPs who meets the requirements of this Article, who has the required special training in the understandings, techniques, and special instructional strategies for children with disabilities and who delivers services to students with IEPs, and any other trained specialist set forth by the State Board of Education in rules. (Source: P.A. 95‑363, eff. 8‑23‑07; 96‑257, eff. 8‑11‑09.)
(105 ILCS 5/14‑1.11)(from Ch. 122, par. 14‑1.11) Sec. 14‑1.11. Resident district; parent; legal guardian. The resident district is the school district in which the parent or guardian, or both parent and guardian, of the student reside when: (1) the parent has legal guardianship of the student
and resides within Illinois; or
(2) an individual guardian has been appointed by the
courts and resides within Illinois; or
(3) an Illinois public agency has legal guardianship
and the student resides either in the home of the parent or within the same district as the parent; or
(4) an Illinois court orders a residential placement
but the parents retain any legal rights or guardianship and have not been subject to a termination of parental rights order.
In cases of divorced or separated parents, when only one parent has legal guardianship or custody, the district in which the parent having legal guardianship or custody resides is the resident district. When both parents retain legal guardianship or custody, the resident district is the district in which either parent who provides the student's primary regular fixed night‑time abode resides; provided, that the election of resident district may be made only one time per school year. When the parent has legal guardianship and lives outside of the State of Illinois, or when the individual legal guardian other than the natural parent lives outside the State of Illinois, the parent, legal guardian, or other placing agent is responsible for making arrangements to pay the Illinois school district serving the child for the educational services provided. Those service costs shall be determined in accordance with Section 14‑7.01. (Source: P.A. 95‑844, eff. 8‑15‑08.)
(105 ILCS 5/14‑1.11a)(from Ch. 122, par. 14‑1.11a) Sec. 14‑1.11a. Resident district; student. The resident district is the school district in which the student resides when: (1) the parent has legal guardianship but the
location of the parent is unknown; or
(2) an individual guardian has been appointed but
the location of the guardian is unknown; or
(3) the student is 18 years of age or older and no
legal guardian has been appointed; or
(4) the student is legally an emancipated minor; or (5) an Illinois public agency has legal guardianship
and such agency or any court in this State has placed the student residentially outside of the school district in which the parent lives.
In cases where an Illinois public agency has legal guardianship and has placed the student residentially outside of Illinois, the last school district that provided at least 45 days of educational service to the student shall continue to be the district of residence until the student is no longer under guardianship of an Illinois public agency or until the student is returned to Illinois. The resident district of a homeless student is the Illinois district in which the student enrolls for educational services. Homeless students include individuals as defined in the Stewart B. McKinney Homeless Assistance Act. (Source: P.A. 95‑844, eff. 8‑15‑08.)
(105 ILCS 5/14‑1.11b)(from Ch. 122, par. 14‑1.11b) Sec. 14‑1.11b. Resident district; applicability. The provisions of Sections 14‑1.11 and 14‑1.11a shall be used to determine the resident district in all cases where special education services and facilities are provided pursuant to Article 14. (Source: P.A. 87‑1117.)
(105 ILCS 5/14‑3.01)(from Ch. 122, par. 14‑3.01) Sec. 14‑3.01. Advisory Council. This amendatory Act of 1998, in compliance with the reauthorization of IDEA in 1997, makes changes in the membership and responsibilities of the Advisory Council on the Education of Children with Disabilities. The Council shall provide advice and policy guidance to the Governor, General Assembly, and the State Board of Education with respect to special education and related services for children with disabilities. The State Board of Education shall seek the advice of the Advisory Council regarding all rules and regulations related to the education of children with disabilities that are to be promulgated by the State Board of Education. The State Board of Education shall seek the advice of the Advisory Council on modifications or additions to comprehensive plans submitted under Section 14‑4.01. The Council shall consider any rule or regulation or plan submitted to it by the State Board of Education within 60 days after its receipt by the chairperson of the Council. Additionally, the Advisory Council shall: (1) advise the General Assembly, the Governor, and the State Board of Education on unmet needs in the education of children with disabilities; (2) assist the State Board of Education in developing evaluations and reporting on data to the United States Secretary of Education; (3) advise the State Board of Education relative to qualifications for hearing officers and the rules and procedures for hearings conducted under Section 14‑8.02 or 14‑8.02a; (4) comment publicly on any rules or regulations proposed by the State regarding the education of children with disabilities and the procedures for distribution of funds under this Act; (5) advise the State Board of Education in developing corrective action plans to address findings identified in federal monitoring reports pursuant to the Individuals with Disabilities Education Act; (6) advise State and local education agencies regarding educational programs and materials that may be provided to children with disabilities to enable them to fully exercise their constitutional and legal rights and entitlements as citizens, including those afforded under the Federal Rehabilitation Act of 1973, as amended, and the Illinois Human Rights Act; and (7) advise the State Board of Education in developing and implementing policies relating to the coordination of services for children with disabilities. The Council shall be composed of 27 members, including 23 voting members appointed by the Governor and 4 ex‑officio voting members. Members shall be broadly representative of the State's population in regard to developmental, physical, and mental disabilities, race, ethnic background, gender, and geographic location. Nine members shall be parents of children with disabilities between the ages of 3 and 21 years currently receiving special education services at public expense. Five members shall be individuals with disabilities, including one student or former student who is at least 18 years of age and no older than 21 years of age at the time of his or her appointment to the Council and who is receiving special education services at public expense or received those services at the time his or her high school program terminated. Within 30 days after the effective date of this amendatory Act of 1998, the Governor or his designee shall invite statewide organizations, being as inclusive as possible and based upon a reasonable inquiry, and Parent Training and Information Centers representing parents of children with disabilities, individuals with disabilities or both, to convene for the purpose of recommending to the Governor twice the number of individuals required to be appointed as members from each of the categories described in this paragraph, from which the Governor may appoint the 14 members of the Council who are parents of children with disabilities and individuals with disabilities. The 9 members who are parents of children with disabilities between the ages of 3 and 21 years receiving special education services at public expense and the 5 members who are individuals with disabilities shall not be current full or part‑time employees of school districts, special education cooperatives, regional service areas or centers, or any agency under the jurisdiction of any elected State official. In addition, the Governor shall appoint one regional superintendent of schools, one representative of an institution of higher education that prepares special education and related services personnel, one teacher of students with disabilities, one superintendent of a public school district, one director of a special education cooperative or special education administrator from a school district of less than 500,000 population, one representative of a public charter school, one representative of a private school serving children with disabilities, one representative of a vocational, community, or business organization that provides transition services to children with disabilities, and one at‑large member from the general public. In addition, the Secretary of Human Services or his or her designee, the Director of Children and Family Services or his or her designee, the Director of Corrections or his or her designee, and the Director of Special Education for the City of Chicago School District #299 or his or her designee shall serve as ex‑officio voting members of the Council. All Council members shall be legal residents of the State of Illinois and shall be selected, as far as practicable, on the basis of their knowledge of, or experience in, the education of children with disabilities. The initial members to be appointed to the Council by the Governor under the provisions of this amendatory Act of 1998 shall be appointed within 60 days after the effective date of that amendatory Act; provided that those persons who are serving as Council members on that effective date and who, as determined by the Governor after consultation with the State Board of Education, meet the requirements established by this amendatory Act for appointment to membership on the Council shall continue to serve as Council members until the completion of the remainder of their current terms. The initial members of the Council who are not Council members on the effective date of this amendatory Act of 1998 and who are appointed by the Governor under this amendatory Act of 1998 shall by lot determine one‑third of their number to serve for a term of 2 years (provided that person appointed as the student or former student member shall be included among those members who are to serve a term of 2 years), one‑third of their number to serve for a term of 3 years, and one‑third of their number to serve for a term of 4 years; provided, that if the total number of initial members so appointed by the Governor is not divisible into 3 whole numbers, all of the initial members so appointed shall by lot be assigned to 3 groups as follows: (i) the members assigned to the first group, who shall include the student or former student member and who shall be equal in number to the number of members who are assigned to the second group, shall serve for a term of 2 years; (ii) the members assigned to the second group, who shall be equal in number to the number of members who are assigned to the first group, shall serve for a term of 3 years; and (iii) the members assigned to the third group, who shall comprise the remainder of the initial members so appointed by the Governor and whose number shall be either one more or one less than the number of members assigned to either the first group or second group, shall serve for a term of 4 years. Upon expiration of the term of office of a member of the Council who is not an ex‑officio member, his or her successor shall be appointed by the Governor to serve for a term of 4 years, except that a successor appointed as the student or former student member shall be appointed to serve for a term of 2 years. Each member of the Council who is not an ex‑officio member and whose term of office expires shall nevertheless continue to serve as a Council member until his or her successor is appointed. Each of the 4 ex‑officio members of the Council shall continue to serve as a Council member during the period in which he or she continues to hold the office by reason of which he or she became an ex‑officio member of the Council. The initial members of the Council who are not ex‑officio members shall not, upon completion of their respective initial terms, be appointed to serve more than one additional consecutive term of 4 years, nor shall any successor member of the Council be appointed to serve more than 2 full consecutive 4‑year terms; provided, that a person appointed as the student or former student member shall serve only one two‑year term and shall not be reappointed to serve for an additional term. Vacancies in Council memberships held by parents of children with disabilities or individuals with disabilities may be filled from the original list of such parents and individuals recommended to the Governor. The Governor shall reconvene the group of organizations that provided the original list of parents of children with disabilities and individuals with disabilities when additional recommendations for those Council memberships are needed, but at a minimum the group shall be convened every 2 years for the purpose of updating the list of recommended parents or individuals. A vacancy in an appointed membership on the Council shall be filled for the unexpired balance of the term of that membership in the same manner that the original appointment for that membership was made. The terms of all persons serving as Advisory Council members on the effective date of this amendatory Act of 1998 who are not determined by the Governor, after consultation with the State Board of Education, to meet the requirements established by this amendatory Act for appointment to initial membership on the Council shall terminate on the date that the Governor completes his appointments of the initial members of the Council under this amendatory Act, and the members of the Council as constituted under this amendatory Act shall take office and assume their powers and duties on that date. The Council as constituted under this amendatory Act of 1998 shall organize with a chairperson selected by the Council members and shall meet at the call of the chairperson upon 10 days written notice but not less than 4 times a year. The Council shall establish such committees and procedures as it deems appropriate to carry out its responsibilities under this Act and the federal Individuals with Disabilities Education Act. The State Board of Education shall designate an employee to act as executive secretary of the Council and shall furnish all professional and clerical assistance necessary for the performance of its duties. Members of the Council shall serve without compensation but shall be reimbursed for the necessary expenses incurred in the performance of their duties in accordance with the State Board of Education's Travel Control Policy. (Source: P.A. 89‑397, eff. 8‑20‑95; 89‑507, eff. 7‑1‑97; 90‑644, eff. 7‑24‑98.)
(105 ILCS 5/14‑3.02) Sec. 14‑3.02. (Repealed). (Source: P.A. 89‑397, eff. 8‑20‑95. Repealed by P.A. 94‑1105, eff. 6‑1‑07.)
(105 ILCS 5/14‑3.03) Sec. 14‑3.03. (Repealed). (Source: P.A. 89‑397, eff. 8‑20‑95. Repealed by P.A. 94‑1105, eff. 6‑1‑07.)
