Section 1400 (c) (5)

  • (5) Almost 30 years of research and experience has demonstrated that the education of children with disabilities can be made more effective by—
    • (A) having high expectations for such children and ensuring their access to the general education curriculum in the regular classroom, to the maximum extent possible, in order to—
      • (i) meet developmental goals and, to the maximum extent possible, the challenging expectations that have been established for all children; and
      • (ii) be prepared to lead productive and independent adult lives, to the maximum extent possible;

    • (B) strengthening the role and responsibility of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at home;
    • (C) coordinating this chapter with other local, educational service agency, State, and Federal school improvement efforts, including improvement efforts under the Elementary and Secondary Education Act of 1965 [20 U.S.C. 6301 et seq.], in order to ensure that such children benefit from such efforts and that special education can become a service for such children rather than a place where such children are sent;
    • (D) providing appropriate special education and related services, and aids and supports in the regular classroom, to such children, whenever appropriate;
    • (E) supporting high-quality, intensive preservice preparation and professional development for all personnel who work with children with disabilities in order to ensure that such personnel have the skills and knowledge necessary to improve the academic achievement and functional performance of children with disabilities, including the use of scientifically based instructional practices, to the maximum extent possible;
    • (F) providing incentives for whole-school approaches, scientifically based early reading programs, positive behavioral interventions and supports, and early intervening services to reduce the need to label children as disabled in order to address the learning and behavioral needs of such children;
    • (G) focusing resources on teaching and learning while reducing paperwork and requirements that do not assist in improving educational results; and
    • (H) supporting the development and use of technology, including assistive technology devices and assistive technology services, to maximize accessibility for children with disabilities.

    • Severe Discrepancy
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      Last modified on November 7, 2019