§ 1463.
Technical assistance, demonstration projects, dissemination of information, and implementation of scientifically based research
(b)
Required activities
Funds received under this section shall be used to support activities to improve services provided under this chapter, including the practices of professionals and others involved in providing such services to children with disabilities, that promote academic achievement and improve results for children with disabilities through—
(1)
implementing effective strategies for addressing inappropriate behavior of students with disabilities in schools, including strategies to prevent children with emotional and behavioral problems from developing emotional disturbances that require the provision of special education and related services;
(2)
improving the alignment, compatibility, and development of valid and reliable assessments and alternate assessments for assessing student academic achievement, as described under
section 6311(b)(2) of this title;
(3)
providing training for both regular education teachers and special education teachers to address the needs of students with different learning styles;
(4)
disseminating information about innovative, effective, and efficient curricula designs, instructional approaches, and strategies, and identifying positive academic and social learning opportunities, that—
(A)
provide effective transitions between educational settings or from school to post school settings; and
(B)
improve educational and transitional results at all levels of the educational system in which the activities are carried out and, in particular, that improve the progress of children with disabilities, as measured by assessments within the general education curriculum involved; and
(5)
applying scientifically based findings to facilitate systemic changes, related to the provision of services to children with disabilities, in policy, procedure, practice, and the training and use of personnel.
(c)
Authorized activities
Activities that may be carried out under this section include activities to improve services provided under this chapter, including the practices of professionals and others involved in providing such services to children with disabilities, that promote academic achievement and improve results for children with disabilities through—
(1)
applying and testing research findings in typical settings where children with disabilities receive services to determine the usefulness, effectiveness, and general applicability of such research findings in such areas as improving instructional methods, curricula, and tools, such as textbooks and media;
(2)
supporting and promoting the coordination of early intervention and educational services for children with disabilities with services provided by health, rehabilitation, and social service agencies;
(3)
promoting improved alignment and compatibility of general and special education reforms concerned with curricular and instructional reform, and evaluation of such reforms;
(4)
enabling professionals, parents of children with disabilities, and other persons to learn about, and implement, the findings of scientifically based research, and successful practices developed in model demonstration projects, relating to the provision of services to children with disabilities;
(5)
conducting outreach, and disseminating information, relating to successful approaches to overcoming systemic barriers to the effective and efficient delivery of early intervention, educational, and transitional services to personnel who provide services to children with disabilities;
(6)
assisting States and local educational agencies with the process of planning systemic changes that will promote improved early intervention, educational, and transitional results for children with disabilities;
(7)
promoting change through a multistate or regional framework that benefits States, local educational agencies, and other participants in partnerships that are in the process of achieving systemic-change outcomes;
(8)
focusing on the needs and issues that are specific to a population of children with disabilities, such as providing single-State and multi-State technical assistance and in-service training—
(A)
to schools and agencies serving deaf-blind children and their families;
(B)
to programs and agencies serving other groups of children with low incidence disabilities and their families;
(C)
addressing the postsecondary education needs of individuals who are deaf or hard-of-hearing; and
(D)
to schools and personnel providing special education and related services for children with autism spectrum disorders;
(9)
demonstrating models of personnel preparation to ensure appropriate placements and services for all students and to reduce disproportionality in eligibility, placement, and disciplinary actions for minority and limited English proficient children; and
(10)
disseminating information on how to reduce inappropriate racial and ethnic disproportionalities identified under
section 1418 of this title.
([Pub. L. 91–230, title VI, § 663], as added [Pub. L. 108–446, title I, § 101], Dec. 3, 2004, [118 Stat. 2781]; amended [Pub. L. 114–95, title IX, § 9215(ss)(10)], Dec. 10, 2015, [129 Stat. 2183].)