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HB 2327

Local Education Agencies - As introduced, requires an LEA or public charter school to allow a private pay provider for a student with autism spectrum disorder or developmental delays access to the student during the school day to provide the student with private pay services in educational settings, including classroom settings, as determined by the student's IEP or service agreement. - Amends TCA Title 49; Title 68 and Title 71.

114th Regular Session (2025-2026) Introduced by Brock Martin

Requires Tennessee schools to allow private-pay service providers access to students with autism/developmental delays during school days to deliver classroom-based services per IEP.

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Bill Summary · HB 2327

Legislative bill overview

HB 2327 requires Tennessee local education agencies (LEAs) and public charter schools to grant private pay service providers access to students with autism spectrum disorder or developmental delays during the school day to deliver services in classroom settings, as outlined in the student's IEP or service agreement. The bill modifies Tennessee education and health codes to implement this requirement.

Why is this important

This directly affects how school-based services are delivered to students with disabilities. It could increase access to specialized services for families who can afford private providers, but also raises operational questions about classroom disruption, liability, provider credentials, and how schools manage multiple outside professionals in educational settings. The impact on school resources and instructional continuity depends heavily on implementation details.

Potential points of contention

  • Classroom access standards: Unclear what qualifications or vetting private providers must meet before entering classrooms, and who bears liability for their actions
  • Instructional disruption: Potential conflicts between IEP service delivery and maintaining classroom learning environments, especially in shared or special education settings
  • Equity concerns: Creates a two-tiered system where only families with financial means can access private services during school hours, potentially widening disparities
  • Implementation burden: Schools must coordinate scheduling, space allocation, and supervision without clear guidance on funding or administrative support

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

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