Transcript Highlights:

• So a few years ago, we started thinking about what we could do to help support our neurodiverse learners
• We have a designated block of rooms that are conducive to neurodiverse learners.
• And that can be overwhelming for our neurodiverse students.
• It’s open to everybody, but we’re hoping more neurodiverse students come.
• So we want to create something for our neurodiverse students there that can support them.

Summary: The committee first approved the minutes from November 17 by motion and voice vote. It then heard a presentation from Arkansas State University on its inclusive postsecondary education programs, HOWL and ATLAS, led by Dr. Kristen Johnson and Shane Broadway. The programs serve students with intellectual and developmental disabilities, including autism, by providing on-campus living, academic support, life-skills training, financial literacy, internships, employment support, and community integration. Johnson explained that HOWL is a comprehensive transition program that does not lead to a degree but is eligible for financial aid, while ATLAS is degree-seeking and provides additional supports. She reported strong outcomes, including high goal attainment and a majority of graduates working full time, and emphasized that the programs are designed to help students build autonomous adult lives. Members asked about recruitment, eligibility, costs, school outreach, business partnerships, and transition planning. Johnson said the programs have done extensive outreach through IEP meetings, transition symposia, email blasts, and school visits, but that awareness remains a challenge. She identified major roadblocks as business concerns about liability, fragmented collaboration, and difficulty navigating funding streams such as vocational rehabilitation and Medicaid. She also said more coordinated statewide communication and coalition-building are needed, and noted that ASU is helping launch a state alliance for similar programs, with new programs opening at ASU Mountain Home and the University of Arkansas Pine Bluff. The committee then heard from the University of Central Arkansas about Project Ascend, a new low-sensory living-learning community for neurodiverse students in Hughes Hall. Dr. Debbie Daly and Jeremy Gillum described it as a voluntary, self-identified program focused on community building, belonging, and retention rather than remediation or degree planning. The program has hosted a few low-sensory social events and plans to expand outreach through campus tours, orientation, and targeted communications. Members asked about recruitment, participation, success measures, and how to avoid duplicating ASU’s efforts; UCA said it is still in its infancy and will measure success mainly through participation, retention, and student engagement. The meeting ended with general support from members, discussion of collaboration across institutions and agencies, and adjournment of the task force.

Transcript Highlights:

• I did a presentation for our faculty a few weeks ago in terms of supporting neurodiverse students on
• So, you know, the goal is, next slide, Ashton, we want the workplace to be neurodiverse.
• Our biggest community event is the SLS 5K for neurodiversity.
• ... ...neurodiversity health care conference.
• Basically, [to] get a finger on the pulse of neurodiversity in the workforce in NWA.

Summary: The committee heard presentations on three Arkansas programs serving students and adults with autism and other developmental disabilities. University of Arkansas representatives described the Empower Program, a non-degree, four-year inclusive postsecondary program for young adults with mild intellectual disabilities, and the Autism Support Program, which provides intensive academic, peer, and career coaching for degree-seeking students with autism. They explained the programs’ person-centered planning, residential and employment supports, fee structure of $5,000 per semester for each program, and scholarship/fundraising efforts to offset costs. Members asked about dorm arrangements, mentoring, individualized plans, and how students move in and out of support services, and the presenters emphasized independence, integrated campus life, and transition planning. Pulaski Technical College staff then presented the 3D program, a three-year transition program in culinary, baking, and hospitality for students with intellectual and developmental disabilities. They outlined integrated classes, internships, job placement outcomes, and data showing strong completion and employment retention rates. Questions focused on how success is measured, tuition and financial aid, and the challenge of securing community partners for practicum and employment sites. The presenters said the program uses rubrics that include technical and professional skills, charges $5,700 per semester, and is pursuing accreditation through the Inclusive Higher Education Accreditation Council. The final presentation was from SLS Community, a Fayetteville nonprofit serving neurodivergent adults through residential supports, supported employment, and community initiatives. Leaders described their vision for a future mixed-use “live-work-play” development at Cato Springs, current residential and vocational services, and community events such as a 5K and a neurodiversity health care conference. Family members testified about the need for adult services, trained direct support professionals, and better reimbursement and behavioral health supports after age 21. No formal votes were taken beyond approving the prior meeting minutes, and members also announced upcoming autism-related events and requested future discussion on task force appointments and ABA-related issues.

Transcript Highlights:

• I did a presentation for our faculty a few weeks ago in terms of supporting neurodiverse students on
• So, you know, the goal is—next slide, Ashton—we want the workplace to be neurodiverse.
• Our biggest community event is the SLS 5K for neurodiversity.
• It’s the neurodiversity in the Northwest Arkansas workforce study, modeled off of a U.K. study.
• Basically, it gets the finger on the pulse of neurodiversity in the workforce in NWA.

Summary: The meeting opened with routine business, including approval of the January 13, 2026 minutes, and a brief recognition of Autism Awareness Month. The task force then heard a presentation from the University of Arkansas College of Education and Health Professions on two student support programs: the Empower Program for non-degree-seeking students ages 18–24 with mild intellectual disabilities, and the Autism Support Program for degree-seeking students with autism. Speakers described academic coaching, peer and career coaching, residential supports, person-centered planning, internships, and scholarship/fee structures, noting that both programs charge a $5,000 per-semester fee and rely on scholarships and fundraising to offset costs. Members asked about dorm arrangements, individualized plans, and how students transition in and out of supports; presenters explained that Empower students remain in the program throughout, while Autism Support Program students may enter or leave services as needed. The committee next heard from Pulaski Technical College’s 3D program, a three-year transition and post-secondary program for students with intellectual and developmental disabilities focused on culinary, baking, and hospitality training. Presenters outlined integrated classes with traditional students, faded support over time, internships, and outcomes such as 97 students enrolled since the program began, 57 graduates, strong completion rates, and many graduates obtaining and retaining jobs in the food service industry. Members asked about how success is measured, why rates are not 100 percent, the role of integrated classes, tuition, and community partnerships; staff explained that grading includes technical and professional skills, tuition is $5,700 per semester, and scholarships such as GETS and FAFSA help reduce costs. They also noted plans to expand offerings and pursue accreditation through the Inclusive Higher Education Accreditation Council. Finally, the task force received a presentation from SLS Community, a Fayetteville nonprofit serving neurodivergent adults through residential supports, supported employment, community activities, and advocacy. Leaders described a long-term vision tied to the Cato Springs mixed-use development, where housing, jobs, clinical services, and community amenities would be integrated in a “live, work, play” model. They discussed a residential program, a new vocational program called Program Forge, community events, and the challenges of the “services cliff” after age 21, especially for adults with complex support needs. Members and parents spoke about the importance of trained direct support professionals, ABA-based supports, and the need for better funding and service models for adults. The meeting ended with announcements about upcoming autism-related events and a request for future discussion on task force appointments and broader issues around ABA oversight and misuse.

Transcript Highlights:

• I have neurodiversity conditions and it impacts my life and I'm working on that.
• I have neurodiversity conditions and it impacts my life and I'm working on that.
• The first report that we had made reference to ADHD and neurodiversity.
• Neurodiversity includes anything on the autism spectrum.
• <00:59:02.960> affects autism and neurodiversity affects autism and neurodiversity affects

Keywords: 958, all

Summary: The Kentucky Legislative Ethics Commission met on November 18, 2025, approved the October 14 minutes, and then took up five motions in ethics matters 24LEC3 and 24LEC6. Those motions included a renewed motion to dismiss and motion to quash by Representative Daniel Gberg, a renewed motion to compel/sanctions and continuance request by Mr. Jenkins, and competing motions in limine concerning evidence and redaction of deposition transcripts. Vice Chair Mike Schaw was appointed hearing officer for the motion practice, and the commission agreed to hear the motions one at a time in open session. Representative Chris Lily joined later by Zoom. Counsel for Representative Gberg argued the remaining allegations were minor, that the commission lacked key exculpatory materials such as an alleged LRC report, policies, procedures, and training materials, and that the record did not support the ethics charges. She also argued the case had been broadened by extraneous allegations and that the respondent had been unfairly prejudiced. Enforcement counsel responded that he had produced all materials in his possession, that any LRC materials were not in the commission’s custody, and that the commission’s probable-cause findings were based on sworn testimony and affidavits already in the record. He argued the motions to dismiss and for summary judgment should be denied because genuine issues of material fact remained and the commission had already found probable cause on three ethics violations. Commission members questioned both sides about the alleged LRC report and whether it was part of the commission’s record. The chair stated the commission had not relied on any LRC report and had not withheld anything, while another member emphasized that the proceeding concerned alleged violations of the ethics code, not LRC sexual-harassment policy. A commissioner also noted the unusual structure of the proceeding and questioned whether the complaints, taken as true, stated a basis for dismissal. The transcript ends during continued discussion of the standard for dismissal and summary judgment, with no final ruling on the motions captured in the excerpt.

Transcript Highlights:

• I'm here not just as a clinician, but also as a parent of four neurodiverse kids.
• I'm here not just as a clinician, but also as a parent of four neurodiverse kids.
• I'm here not just as a clinician, but also as a parent of four neurodiverse kids, two who have autism

Summary: The Assembly Appropriations Committee met on April 8, 2026, with a quorum established and 59 bills listed for consideration. The committee first approved two consent calendars: several bills were sent to the Assembly floor on a due-pass basis, and a smaller set was approved due-pass but not eligible for the floor consent calendar. The proposed suspense calendar was then deemed approved without individual debate on those measures. The committee heard several bills in regular order. AB 1977, sponsored by the Secretary of State, would clean up and clarify the Online Notarization Act to support implementation by 2030; it drew no opposition and was approved. AB 2011 would codify existing federal mental health parity standards into state law; supporters said it would preserve enforcement authority, while health plans opposed it as premature given federal uncertainty and possible premium impacts; the bill was placed on the B roll call. AB 1673 would give county fish and game commissions more flexibility to use certain revenues for wildlife conflict prevention, and it advanced on an A roll call. AB 2233 would allow unused authorized ABA therapy hours for children with autism to be made up within the authorization period; supporters emphasized access and continuity of care, while insurers warned of higher costs and reduced utilization safeguards; it advanced on an A roll call. AB 1660, as amended, would give courts more flexibility in cases involving financial institutions and public guardians/conservators, with supporters saying it could save counties time and money; it was approved due-pass as amended. During general public comment, speakers voiced support for AB 2081 and AB 1667, and opposition to AB 1777. After public comment and final vote recording for absent members, the committee adjourned.

Transcript Highlights:

• I mean, it is a curriculum that is refashioned for the neurodiverse learners in the program.
• I mean, it is a curriculum that is refashioned for the neurodiverse learners in the program.
• I mean, it is a curriculum that is refashioned for the neurodiverse learners in the program.
• It is a modified curriculum to help neurodiverse learners teach welding, and I think maybe sheet metal

Keywords: 995, all

Summary: The Workforce Support Subcommittee met to discuss using registered apprenticeships to help address workforce shortages in disability services, human services, and other high-need fields. Co-chairs and staff introduced the session as a follow-up to earlier discussions with state labor officials and representatives from developmental disability and behavioral health provider associations. The panel focused on how apprenticeships can create paid, structured pathways into jobs while also supporting credentialing and retention. Amara Ramon of the Division of Apprenticeship Standards explained how Massachusetts apprenticeship programs are registered and supported, including the roles of apprenticeship liaison staff, operations, quality assurance, and grant support. She described the core features of apprenticeships—paid on-the-job training, related technical instruction, wage progression, and industry credentials—and contrasted them with internships or co-ops. Melissa Chabelli of the MassHire Hampden County Workforce Board described the intermediary role her board plays in designing programs, registering apprentices, coordinating employers, and handling compliance. She emphasized flexibility, employer investment, tax credits, retention benefits, and the importance of mentors and local workforce partnerships. Lisa Morris of UMass Chan/For Health Consulting described a developing apprenticeship for medical interpreters, built from an existing training foundation and designed to address the gap between classroom preparation and work experience. She said the model would combine pre-apprenticeship training, employer interviews, 2,000 hours of apprenticeship, and related technical instruction tied to national certification. Speakers also discussed examples for nursing, early childhood education, CNC machining, and programs serving neurodivergent learners, including Bridgewater State’s Excel program. In response to audience questions, panelists said state agencies can serve as intermediaries, recruitment can come through career centers, youth programs, community colleges, ESL centers, and incumbent workers, and accommodations or modified curricula can support apprentices with disabilities. No votes were taken; the session ended with encouragement for attendees to contact the presenters and Division of Apprenticeship Standards for help developing programs.

Transcript Highlights:

• <00:21:33.320> differences<00:21:33.960> by<00:21:34.159> providing neurodiverse
• The challenges facing autistic and neurodiverse young adults are significant.
• vital role in preparing neurodiverse vital role in preparing neurodiverse individuals<00:31:12.760
• It empowers young adults with autism and neurodiverse differences to have a college experience, achieve
• It empowers young adults with autism and neurodiverse differences to have a college experience, achieve

Keywords: 1183, house

Transcript Highlights:

• <01:41:49.800> students<01:41:50.040> and serves neurodiverse students and serves neurodiverse
• I don't remember the exact language that you used, neurodiverse.
• So they do a lot of mental health counseling, and specifically for those students—neurodiverse, autism
• I very much appreciate everyone that spoke, but in the last comments, in the neurodiverse—that's just
• that's just one of the many neurodiverse that's just one of the many areas<01:53:42.639> where

Keywords: 1187, senate, all

Summary: The Education Finance Committee met on February 5, 2025, to hear testimony from representatives of Minnesota’s Catholic and other nonpublic schools, focused on state nonpublic pupil aid, transportation, counseling, nursing, and related support programs. Meg Forette of the Archdiocese of St. Paul and Minneapolis argued that Catholic schools serve more than 30,000 students across many districts, educate a diverse population, and achieve strong academic results while operating at far lower per-student costs than public schools. She urged lawmakers to reject proposed cuts to nonpublic funding, saying they would be inequitable and harmful to lower-income families, and also raised concerns about state teacher-licensing requirements conflicting with Catholic values. Trisha Menshu, principal of St. John Paul II Catholic School in Northeast Minneapolis, described a student body with high levels of poverty, learning needs, and academic gaps, and said state-funded nurse and guidance-counseling services are essential to keeping students safe, healthy, and on track for high school. She said the school absorbs many costs itself, including medical supplies and significant staff time, and credited the support programs with helping students make strong academic growth and graduate on time. In response to a senator’s question, she clarified that the school uses the nursing aid for limited nurse time and pays other medical-related costs from operating funds, with no billing back to public school districts. Committee members asked follow-up questions about the relationship between teacher licensing and Catholic values, and about how medical needs for nonpublic students are funded. Forette said the concern was not with welcoming all students but with how DEI-related trainings and language are presented in ways that conflict with Catholic teaching. The committee then moved on to the next testifier, Andrew Hiliker of Stella Maris Academy in Duluth, who began by describing his school’s growth and the state’s role in supporting all students, regardless of school choice.

Transcript Highlights:

• will create a positive and supportive classroom environment where every student, including the neurodiverse
• will create a positive and supportive classroom environment where every student, including the neurodiverse
• As we look and as we establish the Center for Neurodiversity at the University of Florida this year to
• They have a neurodiversity program there as well.

Bills: S0124, S0206, S0420

Keywords: Florida Virtual School, FLVS, virtual school, online education, distance learning, K-12 education, public school choice, charter-like franchise, student enrollment priorities, home education, homeschool, military families, active duty military, rural schools, inner-city schools, accelerated graduation, education technology, supplemental funding, direct-support organization, foundation

Summary: The committee first heard SB 124, which updates Florida Virtual School’s statute to remove outdated language and clarify its service, funding, governance, reporting, and district coordination provisions without changing day-to-day operations. Florida Virtual School testified in support, members praised the bill, and it passed unanimously on a roll call vote. The committee then took up CS for SB 206 on students with autism spectrum disorder. Senator Harrell explained that the bill would require autism and neurodevelopmental training in educator preparation programs, require ESE-certified teachers to complete an autism microcredential, create an Autism Educator Loan Forgiveness Program, provide salary supplements for teachers with the autism endorsement, and require district professional development to include autism-specific training with local CARD centers. A large number of speakers—teachers, parents, students, and advocacy groups—supported the bill while urging that implementation be fully funded, high quality, and not become an unfunded mandate. Several members spoke in favor, emphasizing the growing number of students with autism and the need to recruit and retain special education teachers. The bill was reported favorably by committee vote. Finally, the committee considered SB 420 on patriotic displays in classrooms. Chair Burgess explained the bill as a way to place portraits of George Washington and Abraham Lincoln in schools to encourage civic and patriotic reflection, and he offered an amendment narrowing the requirement from every classroom to one prominent display in each school and adding language making it subject to state appropriation. The amendment was adopted. Testimony on the bill was mixed: some speakers supported the idea as a spark for civic discussion, while many others opposed it as symbolic, unnecessary, or better addressed through curriculum and teacher training rather than mandated displays. In debate, some senators argued the portraits could prompt broader historical conversations, while others raised concerns about representation, classroom autonomy, and funding. The transcript ends during debate on the amended bill, before a final vote is shown.

Transcript Highlights:

• HR has been working with an external resource to help with neurodiversity in the workplace.
• They’ve been working on employment for people who are neurodiverse, and they’re also working on education

Keywords: 995, all

Summary: The Massachusetts Commission on the Status of Persons with Disabilities subcommittee on Disability Employment approved the prior meeting minutes, welcomed new commission member Victoria Gill, and heard an opening quote on leadership before moving to presentations and planning. The main presentation was from Kristen Grip and Katie McCarthy of Boston Children’s Hospital’s Disability Alliance employee-led group, which described its mission to build an inclusive workplace through education, community-building, and advocacy. They discussed monthly disability-awareness programming, intersectional events, accommodation and accessibility efforts, internal ableism, universal design, and BCH’s recognition in the 2025 Disability Equality Index. They also described their own lived experience and emphasized that employees with disabilities should lead disability-related workplace efforts. Committee members asked how to start a disability employee resource group and what external partnerships might help. The presenters said BCH’s HR diversity team helped launch the group over about a year, and members noted related resources, including a Work Without Limits guide and possible connections with Spalding Rehabilitation and other hospitals. The committee also discussed BCH’s continued support for disability inclusion work despite broader political pressure, and members praised the hospital’s efforts and offered to share additional contacts and resources. The subcommittee then turned to possible collaboration with SEED, the State Exchange on Employment and Disability, on Massachusetts as a model employer and benefit cliff analysis work. Members agreed SEED could help with policy framing, comparative data, stakeholder education, and youth disability employment efforts, and they approved inviting SEED to brief the subcommittee in January or February. The group also discussed possible links to CAPE-Youth, Commonwealth HR and DEI offices, and a future partnership with the Office of the Veterans Advocate. The meeting ended with a motion to adjourn, which was seconded and approved.

Transcript Highlights:

• Trying to go from working in a job that has a vertical hierarchy is very difficult for a lot of neurodiverse
• for<00:36:55.160> a<00:36:55.200> lot<00:36:55.359> of<00:36:55.400> neurodiverse
• very difficult for a lot of neurodiverse very difficult for a lot of neurodiverse individuals. individuals
• I find it personally very hard to work full-time, as a lot of neurodiverse people do.
• I really do think that co-ops can be a really good safe haven for people with disabilities and neurodiverse

Keywords: 1187, senate, all

Transcript Highlights:

• Unfortunately, individuals with neurodiversity disabilities and invisible disabilities often have to
• Unfortunately, individuals with neurodiversity disabilities and invisible disabilities often have to
• Unfortunately, individuals with neurodiversity disabilities and invisible disabilities often have to

Keywords: 1183, house

Transcript Highlights:

• Labor to establish a voluntary training and certification program for employers entitled the Neurodiversity

Keywords: 993, senate, all

Summary: The Senate Standing Committee on Labor met for its third meeting of the 26th Legislative Session and considered six bills. The agenda included workers’ compensation, labor law, minimum wage reporting, and employer training measures. Senators present included Ferdinandis, Jackson, Mayer, Zellner, and Mattera, with Senator Mayer’s bill on direct deposit for workers’ compensation payments opening the meeting. The committee advanced SB 4467, which would allow certain workers’ compensation payments to be made by direct deposit; SB 4473, which concerns liquidated damages for labor law violations; SB 4514A, which would require an annual Department of Labor report on cost of living, poverty rates, and the effectiveness of the state minimum wage; SB 4832, which would require additional annual reporting by the Workers’ Compensation Board; and SB 6912, which would define mental health practitioners with diagnostic authority under workers’ compensation law. It also advanced SB 4593, which would create a voluntary Department of Labor training and certification program for employers called the Neurodiversity Training Pledge. For each bill, a motion was made and the committee voted to report the measure forward, generally by voice vote with no opposition noted in the transcript. Most bills were reported to the calendar, while SB 4593 was reported to the Finance Committee. The chair closed by thanking members for an effective meeting and inviting them to the next Labor Committee meeting.

Transcript Highlights:

• DEI initiatives often include programs that support neurodiverse students with disabilities and provide
• Neurodiversity, which encompasses.
• Removing DEI programs could signal a move away from valuing and supporting neurodiversity, potentially

Bills: SB1637, SB1, HB300, SB2601, SB37, HB2011, HB3595, HB3071, SB12, HB3372, SB457, HB2067, SB2337, SB447, SB1506, SB1566, SB763, HB3556, SB13, SB2018, SB331, SB379, HB145, SB441, SB2878, HB2885, HB2017, HB5246, SB8, SB2308, SB1540, HB 119, SB1405, SB3059, SB15, SB568

Keywords: SB 1637, deadly conduct, Texas Penal Code, Section 22.05, firearm, gun, pointing a gun, recklessness presumption, peace officer, law enforcement, police, officer-involved shooting, use of force, justification, self-defense, defense of others, Chapter 9, criminal prosecution, Penal Code amendment, appropriations

Transcript Highlights:

• Her report says nothing whatsoever about ADHD, autism, neurodiversity.
• says nothing whatsoever about ADHD, says nothing whatsoever about ADHD, autism,<00:43:54.880> neurodiversity
• autism, neurodiversity. autism, neurodiversity.

Keywords: 958, all

Summary: The commission heard argument on a renewed motion to compel discovery and related sanctions in an ethics case. Enforcement counsel said the respondent had provided incomplete and inconsistent discovery responses, including no authenticated medical records, and asked the commission to compel full interrogatory answers, bar the respondent from relying on unsupported medical claims at hearing, allow subpoenas for medical records and an LRC report, and continue the December 2 hearing. Respondent’s counsel replied that the defense had complied with discovery, that medical records were being withheld for reasons previously discussed, and that no outstanding discovery remained. The next matter was enforcement counsel’s motion in limine, which sought to exclude a wide range of evidence as irrelevant to the three ethics charges already found to have probable cause. Counsel argued the hearing should focus only on whether the respondent intimidated Fox’s, offered a favor in exchange for a donation, and engaged in inappropriate conduct while intoxicated in his office, and not on complainants’ motives, media coverage, bullying, religious discrimination claims, LRC policies, or other legislators’ conduct. He also argued that any claim of mental or physical condition should be excluded absent supporting medical proof. Respondent’s counsel opposed the motion, saying the excluded topics went to witness credibility, bias, motive, and context, and that LRC materials and testimony from additional witnesses were important to the defense. Commission members questioned both sides about the breadth of the motion in limine and whether any topics could be agreed to as irrelevant. Counsel for the respondent maintained that some challenged topics, including Lexington media coverage and broader legislative practices, were relevant to credibility and context. Enforcement counsel responded that even if such conduct were common, it would not excuse a violation of the ethics code. No final ruling or vote was announced in the excerpt provided.

Transcript Highlights:

• DEI initiatives often include programs that support neurodiversity and provide accommodations for students
• Neurodiversity, which encompasses autism and other neurological differences, is a key aspect of DEI.
• Removing DEI programs could signal a move away from valuing and supporting neurodiversity, potentially

Summary: The House met in a late-session floor session that began with prayer, pledges, quorum, and a series of excused absences and Senate messages reporting action on numerous bills, conference committee appointments, and conference reports. Members also adopted a memorial resolution honoring Mark James Hanna, a Capitol lobbyist and advocate for nurses, and a congratulatory resolution for Rishi Tarumalasetti, an eighth-grade civics bee winner from Katy. The chamber also received and recorded a parliamentary colloquy about an unusual Senate request on SB 293, with the Chair stating the House could not recede from only part of its amendments and could not suspend the rules because the bill had not been returned from the Senate. The bulk of the session was devoted to taking up conference committee reports and related procedural resolutions, especially the state budget. The House adopted a resolution allowing the SB 1 conferees to go outside the normal bounds, then adopted the SB 1 conference report on a 107-21 vote. Debate on the budget centered on public education funding, tax relief, health care, corrections pay, and judicial compensation, with supporters calling it a responsible compromise and opponents arguing it was overly expansive and insufficient on property tax relief. The House also adopted a technical correction resolution tying judicial pay increases in SB 1 to the House version of SB 293, and members discussed at length the relationship between judicial salaries and legislative pensions. The chamber then adopted a long series of conference reports on measures covering topics such as school library review and book challenges (SB 13), SNAP restrictions on sweetened drinks and candy (SB 379), hospital price transparency (SB 331), nursing home accountability (SB 457), school district personnel compensation conflicts (HB 3372), property notice rules (HB 2011), research and development tax credits (SB 2018), and several other bills affecting elections, permits, education, and criminal justice. Most reports passed by wide margins, though some drew significant opposition, especially SB 13 and SB 379. The House also granted several Senate requests for conference committees and introduced additional resolutions to suspend conferee limits on various bills as the session moved toward adjournment.

Transcript Highlights:

• Autism, neurodiversity in general, does not see gender, but women can mask it for much longer.

Summary: The Senate Education Pre-K-12 Committee heard and passed two autism-related bills. SB 112, by Senator Harrell, would expand autism screening and referral grants, extend Early Steps services from age three to age four, designate the University of Florida autism center as a statewide hub, create grants for autism-focused charter schools and summer programs, and establish an autism microcredential for educators and paraprofessionals. Three technical or clarifying amendments were adopted, and the bill received support from Autism Speaks, The Arc of Florida, Foundation for Florida’s Future, and Miami-Dade County Commissioner Raquel Regalado, who emphasized early intervention and the need for training and expanded services. The bill was reported favorably by committee vote. The committee then considered SB 102, by Senator Gaetz, which would direct the Department of Education to create a workforce credential for students with autism spectrum disorder, including badges for job skills and workplace safety, and require reporting on outcomes such as employment after graduation. An amendment was adopted to allow students on a modified curriculum before formal diagnosis to participate and to require coordination with the Florida Center for Students with Unique Abilities and OSHA. Testimony from Amy Weatherby of the FSU Autism Institute and CARD strongly supported the bill, stressing the importance of employment outcomes and early preparation, while other organizations also supported it. SB 102 was reported favorably, and the committee adjourned after Senator Harrell was recorded as voting in the affirmative on SB 112.

Transcript Highlights:

• I strongly oppose this bill on behalf of my neurodiverse students. Hi my name is Dawn Soles.
• our concerns where we feel that the version in print really looked at a five-year-old with a neurodiversity
• This is true no matter the zip code, background, home language, neurodiversity or other factors that

Keywords: 988, house, all

Transcript Highlights:

• And finally, I am the parent of a neurodiverse 22-year-old who is working and doing great. Cool.

Keywords: 995, all

Summary: The Disability Employment Subcommittee met with roll call, approved prior meeting minutes, and shared an inspirational quote from Jane Goodall about the importance of every individual. Members then introduced themselves and their roles, including state disability advocates, providers, and commission members, before hearing a presentation from Katia Alpanis and Dina Klumkina of the State Exchange on Employment and Disability (SEED). SEED described its role as a technical assistance and policy resource for states, focused on sharing best practices and examples from other states to expand employment opportunities for people with disabilities. The presentation outlined SEED’s seven policy areas: career readiness and work-based learning, behavioral health and work, stay-at-work/return-to-work supports, employer recruitment and retention tools, entrepreneurship and disability-owned business development, interagency coordination, and state government as a model employer. Examples from other states included scholarship and transition supports in Kentucky and Virginia, stay-at-work programs in Alaska and Washington, accommodation funds in Minnesota, procurement and small business initiatives in New Jersey and Virginia, and model employer efforts in Colorado, New York, and Tennessee. Members also asked about digital accessibility and PEAT; SEED said PEAT has been refunded and that SEED can help with policy-level questions and peer examples, but not implementation of accessibility requirements. Discussion then shifted to possible Massachusetts projects. Members raised concerns about upcoming Medicaid work or civic engagement requirements and how people with disabilities might fall through the cracks, and they asked whether SEED could help Massachusetts use existing documentation, such as IEPs, to reduce barriers. The group identified two main areas for follow-up: a Massachusetts “state as a model employer” roadmap and a youth/young adult employment and volunteer pipeline, potentially linked to transition services and apprenticeship opportunities. SEED agreed to provide Massachusetts-specific analysis and two briefs, one on career readiness policies and one on state-as-model-employer strategies, and the subcommittee planned an offline follow-up meeting to narrow priorities and develop a scope of work.

Transcript Highlights:

• I also want to give a shout-out to the University of San Diego Center for Embodied Equity in Neurodiversity
• The third strategy is... ...in neurodiversity and learning.

Summary: The Assembly Budget Subcommittee on Education Finance heard an extended discussion on state efforts to recruit, prepare, and retain teachers, with a focus on whether current programs are sustainable and well targeted. Testimony from the Learning Policy Institute, the Commission on Teacher Credentialing, the Department of Education, and the Legislative Analyst’s Office described persistent shortages, especially in special education, math, science, bilingual education, and high-need schools. Speakers emphasized that residency programs, Golden State Teacher Grants, National Board incentives, classified employee pathways, and undergraduate teacher pipelines have helped increase preparation and retention, but many of these efforts rely on one-time funding and lack long-term certainty. Committee members repeatedly raised concerns about the “leaky pipeline,” working conditions, the burden of student debt, and whether the state should simplify and institutionalize support for aspiring teachers rather than rely on a patchwork of grants. The agencies presented data showing continuing shortages and uneven distribution of fully credentialed teachers. CTC reported projected hiring needs of roughly 20,000 to 25,000 teachers annually, with the highest needs in self-contained classrooms, special education, and certain regions of the state. It also noted that emergency permits, waivers, and intern credentials remain high, and that teachers entering through those routes have higher turnover. LPI cited research showing residency-prepared teachers are more effective and more likely to stay, and argued that Golden State Teacher Grants attract candidates who might not otherwise enter teaching and help them complete preparation. CDE stressed that most new demand comes from attrition and urged support for multiple entry points, tuition assistance, and campus-based coursework. Several members also discussed the role of community college pathways, dual credentialing, and support for school leaders as part of retention. The LAO recommended rejecting the educator pipeline proposals under discussion, citing limited evidence of effectiveness and suggesting that any new spending should be more narrowly targeted to the highest-need schools and long-standing shortage subjects. The LAO also said that if the Legislature funds new programs this year, Proposition 98 would be preferable given the state’s fiscal condition. Committee members pushed back on the idea that declining enrollment or layoffs would solve shortages, noting that shortages and layoffs can coexist in different subject areas and regions. The discussion ended with agreement that staff would continue working with agencies on how to make teacher pipeline investments more consistent, coherent, and easier for candidates to navigate. The committee then turned to the Golden State Teacher Grant Program. Finance proposed $50 million in one-time General Fund support to extend the program for one additional year, while the LAO recommended rejecting the proposal because the first CSAC evaluation is not due until later in the year and because the funding would be non-Proposition 98. CSAC supported the extension, saying demand has been strong, over 20,000 aspiring educators have been served since 2021, and the agency had to pause applications after receiving more than 9,200 this year; it also said more than 2,500 candidates had already expressed interest for next year. Members asked how many students the new funding would serve, and CSAC estimated just under 5,000 awards at $10,000 each. The discussion also covered whether the grant could be moved into Proposition 98 and how the one-time nature of the funding affects confidence among prospective teachers.