The committee reported CS for SB 102 favorably after sponsor remarks and questions about implementation and fiscal effects.

Senator Gates explained the bill would direct the Florida Department of Education to develop a workforce credential and modified curriculum for students with autism spectrum disorder or students who have not yet received a formal diagnosis but would benefit from training. The program would allow students to earn badges demonstrating specific job skills and behaviors, including workforce safety, and the Department would report on badges earned and post‑graduation employment performance.

In questioning, committee members pressed the sponsor on the bill’s fiscal impact and on how and when teachers would be trained. Senator Gates and staff said committee staff had reviewed the bill and determined there was “no fiscal” — noting the Department already works with special-education programming and that the Occupational Safety and Health Administration had indicated it would assist without charge. Members including Senator Davis and others expressed concern that specialized teacher training, substitute coverage, administrative duties, parent support, and program delivery could carry costs for districts and should be considered and funded at the district level.

Parents and advocates spoke in support. Chantelle Smith described the bill as inclusive and urged funding and parental involvement in Individualized Education Program (IEP) team decisions. Several school boards and education groups filed support (appearance forms waved in), including school-board members and the Florida PTA.

By roll call the committee reported CS for SB 102 favorably. Sponsors said the bill aims to prepare students with autism spectrum disorder for employment and to reduce the post‑school employment gap.