Section 1454 (a) (3)

  • (3) Providing professional development activities that—
    • (A) improve the knowledge of special education and regular education teachers concerning—
      • (i) the academic and developmental or functional needs of students with disabilities; or
      • (ii) effective instructional strategies, methods, and skills, and the use of State academic content standards and student academic achievement and functional standards, and State assessments, to improve teaching practices and student academic achievement;

    • (B) improve the knowledge of special education and regular education teachers and principals and, in appropriate cases, paraprofessionals, concerning effective instructional practices, and that—
      • (i) provide training in how to teach and address the needs of children with different learning styles and children who are limited English proficient;
      • (ii) involve collaborative groups of teachers, administrators, and, in appropriate cases, related services personnel;
      • (iii) provide training in methods of—
        • (I) positive behavioral interventions and supports to improve student behavior in the classroom;
        • (II) scientifically based reading instruction, including early literacy instruction;
        • (III) early and appropriate interventions to identify and help children with disabilities;
        • (IV) effective instruction for children with low incidence disabilities;
        • (V) successful transitioning to postsecondary opportunities; and
        • (VI) using classroom-based techniques to assist children prior to referral for special education;

      • (iv) provide training to enable personnel to work with and involve parents in their child’s education, including parents of low income and limited English proficient children with disabilities;
      • (v) provide training for special education personnel and regular education personnel in planning, developing, and implementing effective and appropriate IEPs; and
      • (vi) provide training to meet the needs of students with significant health, mobility, or behavioral needs prior to serving such students;

    • (C) train administrators, principals, and other relevant school personnel in conducting effective IEP meetings; and
    • (D) train early intervention, preschool, and related services providers, and other relevant school personnel, in conducting effective individualized family service plan (IFSP) meetings.

    • Severe Discrepancy
      idea_regulations-template-default single single-idea_regulations postid-77665 wp-custom-logo wp-embed-responsive with-font-selector no-anchor-scroll footer-on-bottom animate-body-popup social-brand-colors hide-focus-outline link-style-standard has-sidebar content-title-style-normal content-width-normal content-style-boxed content-vertical-padding-show non-transparent-header mobile-non-transparent-header kadence-elementor-colors elementor-default elementor-kit-82278 1454(a)(3) Section1454(a)(3) Section 1454 (a) (3) Section 1454 (a) (3) Section 1454 a 3 Section1454a3 1454 a 3 1454a3 Section-1454-a-3 Section 1454 a 3 Section-1454-a-3 Section1454a3

      Last modified on November 7, 2019