Section 1454 (a) (3) (B)

  • (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;

    • Severe Discrepancy
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      Last modified on November 7, 2019