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HB 3198

Discontinue and prevent any agency of state government from using funds originating from taxpayers to subsidize private enterprise in the State of West Virginia

2025 Regular Session Introduced by Elías Coop-González and 3 co-sponsors

Requires public schools to teach a 10-hour disability history and culture unit (K–12) starting 2027–28, with ISBE materials and district oversight.

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Bill Summary · HB 3198

Summary — HB 3198 (104th General Assembly, Rep. Daniel Didech)

Status: In committee upon adjournment (introduced Feb 18/21, 2025)
Companion bill: SB 340

Overview / Purpose

HB 3198 amends the Illinois School Code to require all public elementary schools and high schools to include a unit of instruction on disability history and culture beginning with the 2027–2028 school year. The intent is to educate students about disability as a natural part of human diversity, promote respect for disabled people’s dignity and self‑determination, and reduce disability‑based discrimination. The bill repeals prior statutory language regarding disability history and awareness and replaces it with the new requirements.

Key provisions

  • Adds new Section 27‑23.8a to the School Code directing curriculum on disability history and culture.
  • State Board of Education (ISBE) must prepare and make available instructional materials; some materials are mandatory for the required unit and others serve as development guidelines.
  • Unit sizing and time requirements:
    • Minimum instructional time that counts as one unit: 1 hour.
    • Minimum cumulative K–12 instructional time: 10 hours.
    • At least 5 of those hours must occur in grades 6–12.
    • Cumulative time may be distributed across grades and subjects.
  • Regional superintendents must monitor district compliance during the annual compliance visit.
  • The unit must be founded on self‑determination principles and teach that disabled people have civil, legal, and human rights.

Required content (examples shown in the bill)

  • K–5 (age‑appropriate): respect, definitions of disability, types and apparent vs. non‑apparent disabilities, appropriate language (person‑first and identity‑first), basic etiquette (ask before assisting, don’t stare, avoid condescending behavior).
  • Grades 6–12 (deeper instruction): detailed definitions and types; language preferences and controversies (e.g., person‑first vs identity‑first); models of disability (social, medical, charity/tragedy) and advocacy for the social model; U.S. disability history and laws (e.g., eugenics movement, Social Security Disability Insurance, Architectural Barriers Act 1968, Rehabilitation Act 1973, IDEA and 504 actions, ADA 1990 and Capitol Crawl, 21st‑century events like founding of the Autistic Self Advocacy Network, etc.); notable activists (including Illinois figures); persistence of barriers; etiquette and allyship strategies; discussion of problematic terms (e.g., “special needs”, “differently abled”, “high/low functioning”).

Implementation, oversight, and fiscal note

  • ISBE provides curriculum materials; local districts and teachers implement units.
  • Regional superintendent annual compliance visits monitor adherence.
  • Bill header notes: “STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT” — potential fiscal implications if the mandate creates new costs for local districts.

Who is affected

  • Public K–12 school districts, school boards, teachers and curriculum developers, State Board of Education, regional superintendents, students and families, and disability advocacy communities (both as content subjects and potential collaborators).

Legislative status & timeline highlights

  • Introduced: Feb 18–21, 2025 (Rep. Daniel Didech).
  • Committee activity: public hearing (Feb 3), work session (Feb 10), recommendation “do pass with amendments” and referral to Ways & Means (Feb 13).
  • Read first time: Mar 20, 2025.
  • In committee upon adjournment: Jun 28, 2025.

Note: The bill text focuses on disability history and culture; other metadata provided (title referencing missing and murdered Indigenous people) appears inconsistent with the bill content.

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

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