Article
8. Inclusive Education and Universal Design for Learning
56194.5.
For purposes of this article, the following definitions apply:(a) “Commission” means the Commission on Teacher Credentialing.
(b) “Inclusive practices” means evidence-based approaches to education based on a proactive design of learning environments, social-emotional supports, and instruction to address learner variability and identified barriers. Inclusive practices includes the structural, professional development and leadership drivers that recognize and value the diversity of all pupils, and equip support staff, teachers, and administrators with the knowledge and resources to provide effective instruction to
diverse learners. Inclusive practices ensure the active engagement of all pupils in
their school community in every aspect of pupil life.
(c) “Universal design for learning” or “UDL” means a coherent system of education that provides instruction, services, and supports to pupils as they are needed, as well as professional learning for educator training. UDL also means a set of principles for designing learning opportunities that provide all pupils equal opportunities to learn. These principles include all of the following:
(1) Multiple means of representation, using a variety of methods to present information, providing a range of means to support pupils.
(2) Multiple means of action and expression to provide learners with alternative ways to act skillfully and demonstrate what they know.
(3) Multiple means of engagement to tap into learners’ interests by offering choices of content and tools, thereby motivating learners by offering adjustable levels of challenge, including varied and flexible ways to present or access information, concepts, and ideas; plan and execute learning tasks; and
increase engagement in learning.
56194.6.
(a) On or before January 1, June 30, 2025, the commission shall revise its administrative services credential standards and performance expectations to include and strengthen preparation for inclusion with a focus on inclusive learning environments, UDL, multi-tiered system of supports (MTSS), effects of mindsets, culture, and the promotion of equitable environments that includes, but is not limited to, an overview of the Americans with Disabilities Act of 1990 (42 U.S.C. Sec. 12101, et seq.), as amended, and its implementing regulations; Section 504
of the federal Rehabilitation Act of 1973 (29 U.S.C. Sec. 701 et seq.), as amended, and its implementing regulations; the Individuals with Disabilities Education Act (20 U.S.C. Sec. 1400 et seq.), as amended, and its implementing regulations; individualized education programs; child find requirements under applicable law; and effective general education inclusive classroom practices.(b) Administrator preparation programs shall ensure faculty are prepared in inclusive practices, UDL, MTSS, coteaching, the history of disability and justice, and other evidence-based and high-leverage practices. The faculty in these programs shall be encouraged to work directly with local educational agencies implementing model inclusion practices to link instruction to practice within general education classrooms.
56194.7.
(a) The department, upon an appropriation made by the Legislature for these purposes, and in consultation with the commission, shall on or before March 31, 2025, 2027, develop and disseminate joint guidance clarifying the ways in which inclusive classrooms and placements may be staffed under current law. The joint guidance shall include all of the following:(1) Guidance on staffing of inclusive classrooms, including those in which coteaching is used for instruction.
(2) Guidance on staffing of case management of pupils with disabilities, including ways of reducing the administrative burden on special education teachers so that they may focus more on instruction of pupils and collaboration with general education teachers.
(3) Guidance for teacher, early childhood educator, and administrator preparation programs emphasizing general and special educator competencies for collaboratively delivering instruction and assessment to all pupils, including pupils with disabilities.
(4) Guidance on providing related services in the general education setting.
(5) Recommendations relating to state laws and regulations that produce
obstacles to inclusion and whether those laws should be amended or repealed.
(b) (1) On or before March 31, 2025, the The department, upon an appropriation by the Legislature for these purposes, and in consultation with the commission, shall shall, on or before March 31, 2026, submit a report to the appropriate fiscal and policy committees of the Legislature on recommendations for statutory or
regulatory changes necessary to eliminate barriers to the staffing of inclusive placements.
(2) Pursuant to Section 10231.5 of the Government Code, this subdivision shall become inoperative on March 31, 2029. 2030.
56194.8.
(a) For children who are deaf, hard of hearing, blind, visually impaired, or deaf-blind, inclusive practices and strategies to improve pupil outcomes shall mean placement in settings that provide full access to language and specialized services. Placement settings that provide full access to language and specialized services for deaf, hard of hearing, blind, visually impaired, or deaf-blind children shall be considered by the team implementing the individualized education program or family service plan to serve as the least restrictive environment for the child. For purposes of this section, the least restrictive environment may include, but not necessarily be limited to, the California Schools for the Deaf, the California
School for the Blind, or nonprofit organizations, including, but not limited to, nonpublic, nonsectarian schools or agencies certified pursuant to Section 56366.1 and who specialize in serving deaf, hard of hearing, blind, visually impaired, or deaf-blind infants and children. For purposes of this section, “full access to language and specialized services” means a level of access consistent with the findings and declarations in subdivision (b) of Section 56000.5.(b) In implementing this section, any discussion of deaf, hard of hearing, blind, visually impaired, or deaf-blind pupils in the local educational agency setting, including for generalization trainings or universal design for learning, shall ensure the input and participation of the deaf, hard of hearing, blind, visually impaired, or deaf-blind communities through the community advisory
committees, established pursuant to Article 7 (commencing with Section 56190).
(c) Nothing in this section shall be construed as modifying or otherwise affecting the right of pupils with disabilities, including pupils who are deaf, hard of hearing, blind, visually impaired, or deaf-blind, to a free and appropriate public education pursuant to the federal Individuals with Disabilities Education Act (20 U.S.C. Sec. 1400 et seq.), the development of an individualized education program, as defined in Section 56032, or the individualized education program team’s determination of placement pursuant to Sections 300.320 to 300.328, inclusive, of Title 34 of the Code of Federal Regulations, and Section 56345, aids to ensure effective communication pursuant to Section 35.160 of Title 28 of the Code of Federal Regulations, or the continuum of
program options that shall be made available as required by Sections 56000.5, 56360, and 56361.