Sponsors (19)
Last progress June 9, 2025 (8 months ago)
Introduced on June 9, 2025 by David Scott
Creates a competitive Inclusive Arts Education Grant Program to help schools include children with disabilities in arts education. The program funds inclusive arts activities, teacher training, and creative arts therapy services and sets application rules, project priorities, diversity goals, and recipient limits. Authorizes federal funding to support the program for fiscal years 2026 through 2030 and includes definitions and eligibility requirements to guide grant awards. The program is competitive and prioritizes projects that advance inclusion and equity in school-based arts education.
Referred to the House Committee on Education and Workforce.
Secretary must award competitive grants to eligible entities to carry out the activities described in subsection (d) not later than 120 days after the date of enactment of the Act.
Eligible entities must submit an application to the Secretary at such time, in such manner, and containing such information as the Secretary may require to be considered for a grant.
The Secretary shall not award a grant to a local educational agency that is served by a State educational agency that is awarded a grant under this section.
The Secretary shall not award a grant to a partnership that includes an entity described in clause (i), (ii), or (iii) of subsection (f)(2)(c) if that entity is a member of a partnership that is awarded a grant under this section.
Grant funds must be used to promote curricula, best practices, professional development for arts educators and creative arts therapists, and innovative approaches (including creative arts therapies) in elementary and secondary schools.
Primary beneficiaries will be children with disabilities who gain greater access to arts education and therapeutic arts services in school settings. K–12 schools that receive grants can expand inclusive arts programming and provide teacher professional development to better serve students with diverse learning needs. Educators will benefit from funded training opportunities in inclusive instruction and arts-integrated approaches; creative arts therapists and related providers may receive funding to deliver services or partner with schools.
Because grants are competitive, some schools and districts will benefit while others may not receive funding; applicants must meet program requirements and selection priorities. Federal agencies administering the program will incur implementation responsibilities (application processing, awarding grants, monitoring). There is an administrative burden on applicants and recipients to apply for funds, document compliance with program rules, and meet reporting or performance expectations established by the administering agency. The program’s focus on diversity and inclusion aims to reduce disparities in arts access, but measurable outcomes will depend on award levels set by later appropriations and the design of funded projects.