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LC 2637

Allow the term "emotional disability" to be used instead of "emotional disturbance" as it relates to special education

2025 Regular Session

The bill allows using the term “emotional disability” instead of “emotional disturbance” in special education eligibility, IEPs, and related documents.

(LC) Draft Delivered to Requester
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Bill Summary · LC 2637

Summary of LC 2637: Use of "emotional disability" in Special Education

Quick overview

LC 2637 proposes to allow the term “emotional disability” to be used instead of “emotional disturbance” in matters related to special education. The bill is currently a draft in the Legislative Counsel and has progressed through multiple drafting stages since its introduction on December 10, 2024. As of March 25, 2025, the status is “Draft Delivered to Requester.”

Purpose and intent

  • Align terminology used in state special education policy with a preferred or updated descriptor.
  • Provide districts, schools, and education professionals with an authorized term—“emotional disability”—to reference students who require special education services for emotional or behavioral needs.
  • Facilitate clarity in eligibility determinations, IEP documentation, and related services by standardizing the terminology available for use in statutory and regulatory framework.

Key provisions (high-level)

  • Amend existing state law and/or regulations governing special education to authorize the use of the term “emotional disability” as an acceptable descriptor for students with emotional/behavioral needs.
  • Establish that districts and education agencies may reference “emotional disability” in eligibility determinations, IEPs, and related documents, potentially alongside any existing term (“emotional disturbance”) as permitted by the bill.
  • Require ongoing guidance from the state Department of Education (or equivalent agency) to implement the terminology change, including updates to IEP forms, documentation standards, and professional development materials.
  • Align cross-references within the education code to ensure consistency with federal IDEA terminology where applicable.

Affected parties

  • Students with emotional/behavioral needs who receive or may receive special education services.
  • School districts, charter schools, and other public education agencies.
  • Special education administrators, teachers, school psychologists, speech-language pathologists, and related service providers.
  • Families and guardians of affected students.

Procedural and timeline notes

  • Introduced: December 10, 2024.
  • Draft progression:
    • 2024-12-10: Drafter Assigned
    • 2025-01-16: Draft On Hold
    • 2025-03-19 to 2025-03-25: Drafts move through Legal Review, Edit, Final Drafter Review, and Delivery to Requester.
  • Current status: (LC) Draft Delivered to Requester as of March 25, 2025.

Fiscal considerations

  • No explicit dollar amounts provided in the available materials.
  • Potential costs could include administrative updates (forms, guidance materials, training) and any required regulatory updates; overall fiscal impact will depend on the scope of implementation by the state and affected districts.

Next steps for uptake

  • If advanced, the bill would proceed through committee hearings, potential amendments, and floor votes.
  • Implementing guidance would likely be issued by the state department to accompany any statutory change, outlining timelines for districts to adopt updated terminology.

Compiled from official sources — confirm details with the bill’s official record.

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