identify scientifically based educational practices that support learning and improve academic achievement, functional outcomes, and educational results for all students with disabilities;

examine the special needs of preschool aged children, infants, and toddlers with disabilities, including factors that may result in developmental delays;

identify scientifically based related services and interventions that promote participation and progress in the general education curriculum and general education settings;

improve the alignment, compatibility, and development of valid and reliable assessments, including alternate assessments, as required by section 6311(b) of this title;

examine State content standards and alternate assessments for students with significant cognitive impairment in terms of academic achievement, individualized instructional need, appropriate education settings, and improved post-school results;

examine the educational, developmental, and transitional needs of children with high incidence and low incidence disabilities;

examine the extent to which overidentification and underidentification of children with disabilities occurs, and the causes thereof;

improve reading and literacy skills of children with disabilities;

examine and improve secondary and postsecondary education and transitional outcomes and results for children with disabilities;

examine methods of early intervention for children with disabilities, including children with multiple or complex developmental delays;

examine and incorporate universal design concepts in the development of standards, assessments, curricula, and instructional methods to improve educational and transitional results for children with disabilities;

improve the preparation of personnel, including early intervention personnel, who provide educational and related services to children with disabilities to increase the academic achievement and functional performance of students with disabilities;

examine the excess costs of educating a child with a disability and expenses associated with high cost special education and related services;

help parents improve educational results for their children, particularly related to transition issues;

address the unique needs of children with significant cognitive disabilities; and

examine the special needs of limited English proficient children with disabilities.

conform to high standards of quality, integrity, accuracy, validity, and reliability;

are carried out in accordance with the standards for the conduct and evaluation of all research and development established by the National Center for Education Research; and

are objective, secular, neutral, and nonideological, and are free of partisan political influence, and racial, cultural, gender, regional, or disability bias.

is consistent with the priorities and mission of the Institute and the mission of the Special Education Research Center;

is carried out, updated, and modified, as appropriate;

is consistent with the purposes of the Individuals with Disabilities Education Act [20 U.S.C. 1400 et seq.];

contains an appropriate balance across all age ranges and types of children with disabilities;

provides for research that is objective and uses measurable indicators to assess its progress and results; and

is coordinated with the comprehensive plan developed under section 681 of the Individuals with Disabilities Education Act [20 U.S.C. 1481].

synthesize and disseminate, through the National Center for Education Evaluation and Regional Assistance, the findings and results of special education research conducted or supported by the Special Education Research Center; and

assist the Director in the preparation of a biennial report, as described in section 9519 of this title.