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PS 439

“Para enmendar los Artículos 1.03, 2.01, 2.04, 2.05, 7.04, añadir un nuevo Capítulo XIV, reenumerar los actuales Capítulos XIV, XV, y XVI como los nuevos Capítulos XV, XVI y XVII, reenumerar los actuales Artículos 14.01 al 14.09, como los nuevos Artículos 15.01 al 15.09, reenumerar el actual Artículo 15.01 como el nuevo Artículo 16.01, reenumerar los actuales Artículos 16.01 al 16.07, como los nuevos Artículos 17.01 al 17.07, de la Ley 85-2018, según enmendada y conocida como “Ley de Reforma Educativa de Puerto Rico” a los fines de realizar enmiendas que permitan establecer un nuevo modelo educativo conocido como “Escuelas Públicas de Inclusión” donde todos los estudiantes de educación especial y/o con diversidad funcional puedan desempeñarse por grados académicos junto con estudiantes de la corriente regular y recibir en el mismo plantel escolar, todos los servicios necesarios; fomentar ambientes inclusivos dentro del sistema público de enseñanza; integrar a los Municipios que así lo deseen en este nuevo modelo educativo; establecer un término de cinco (5) para que el Departamento de Educación formalice el establecimiento de “Escuelas Públicas de Inclusión” en cada uno de los Municipios de Puerto Rico; y para otros fines relacionados.”

2025-2028 Session

PS 439 would create Public Inclusive Schools where students with disabilities learn alongside general students on the same campus, receiving services there, over five years.

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Bill Summary · PS 439

Summary of PS 439 (Puerto Rico)

Overview and intent

PS 439 proposes a comprehensive amendment to Ley 85-2018, known as the Puerto Rico Educational Reform Law, to establish a new educational model called “Escuelas Públicas de Inclusión” (Public Inclusive Schools). The core goal is to allow all students in special education and/or with functional diversity to participate with general education students in the same school settings, and to receive in-school services within the same campus. The bill aims to foster inclusive environments in the public education system, enable municipalities to participate voluntarily, and set a five-year timeline for the Department of Education (DOE) to formalize the establishment of Inclusive Public Schools in each municipality. The proposed changes include extensive renumbering and reorganization of the law’s structure to accommodate the new model.

Key provisions and changes

  • Structural changes to Ley 85-2018:
    • Create a new Chapter XIV.
    • Re-enumerate existing Chapters XIV, XV, and XVI as the new Chapters XV, XVI, and XVII.
    • Re-enumerate the current Articles 14.01–14.09 as the new Articles 15.01–15.09.
    • Re-enumerate the current Article 15.01 as the new Article 16.01.
    • Re-enumerate the current Articles 16.01–16.07 as the new Articles 17.01–17.07.
  • Establishment of “Escuelas Públicas de Inclusión”:
    • All students in special education and/or with functional diversity would study by grade level alongside general education students and receive necessary services in the same school.
    • Promote inclusive environments within the Puerto Rico public education system.
  • Municipal participation:
    • Municipalities that wish to participate would be integrated into the new model.
    • A five-year period is established for the DOE to formalize the establishment of Inclusive Public Schools in every municipality.
  • Other related provisions:
    • The bill is drafted to enable associated administrative and operational changes necessary to implement the inclusive model within the current and amended legal framework.

Who is affected

  • Department of Education (DOE): responsible for implementing, overseeing, and formalizing the new model within the mandated five-year timeline.
  • Municipalities: potential participants in the Inclusive Public School model.
  • Students: individuals in special education and/or with functional diversity, who would attend inclusive classrooms alongside general education students and receive services at the same school.
  • General education students and school staff: would participate in the inclusive environment and adapt to integrated placement and service delivery.

Procedural status and timeline

  • Introduced: March 19, 2025.
  • 2025-03-31: Appeared in First Reading in the Senate and referred to committees.
  • 2025-06-30: The committee adopted a report stating it does not recommend approval of the measure (i.e., not favorable for advancement in its current form).
  • Path forward: As the bill currently has a negative committee recommendation, it would require substantial revisions to overcome procedural hurdles or be reintroduced in a future session to advance.

Potential implications and considerations

  • Policy shift: A substantive move toward inclusive education with organizational changes to how services are delivered in schools.
  • Structural changes: Requires renumbering and reorganization of legal provisions, which could affect statutory interpretation and implementation.
  • Resource and planning needs: The five-year formalization period implies phased planning, funding, staff training, and infrastructure adjustments in DOE and participating municipalities.
  • Stakeholder impact: Strengthens inclusive opportunities for students with disabilities but may raise questions about resource allocation, teacher training, and feasibility at local levels.

Next steps for readers

  • Monitor updates on PS 439’s status in the Senate and any committee revisions.
  • Consider potential fiscal and operational implications for school districts and municipalities if the bill progresses.
  • Review subsequent amendments or new versions that address committee concerns and potential modifications to the five-year timeline or implementation details.

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

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