Section 1462 (b)
(b) Personnel development; enhanced support for beginning special educators
- In carrying out this section, the Secretary shall support activities—
- (A) for personnel development, including activities for the preparation of personnel who will serve children with high incidence and low incidence disabilities, to prepare special education and general education teachers, principals, administrators, and related services personnel (and school board members, when appropriate) to meet the diverse and individualized instructional needs of children with disabilities and improve early intervention, educational, and transitional services and results for children with disabilities, consistent with the objectives described in subsection (a); and
- (B) for enhanced support for beginning special educators, consistent with the objectives described in subsection (a).
- In carrying out paragraph (1)(A), the Secretary shall support not less than 1 of the following activities:
- (A) Assisting effective existing, improving existing, or developing new, collaborative personnel preparation activities undertaken by institutions of higher education, local educational agencies, and other local entities that incorporate best practices and scientifically based research, where applicable, in providing special education and general education teachers, principals, administrators, and related services personnel with the knowledge and skills to effectively support students with disabilities, including—
- (i) working collaboratively in regular classroom settings;
- (ii) using appropriate supports, accommodations, and curriculum modifications;
- (iii) implementing effective teaching strategies, classroom-based techniques, and interventions to ensure appropriate identification of students who may be eligible for special education services, and to prevent the misidentification, inappropriate overidentification, or underidentification of children as having a disability, especially minority and limited English proficient children;
- (iv) effectively working with and involving parents in the education of their children;
- (v) utilizing strategies, including positive behavioral interventions, for addressing the conduct of children with disabilities that impedes their learning and that of others in the classroom;
- (vi) effectively constructing IEPs, participating in IEP meetings, and implementing IEPs;
- (vii) preparing children with disabilities to participate in statewide assessments (with or without accommodations) and alternate assessments, as appropriate, and to ensure that all children with disabilities are a part of all accountability systems under the Elementary and Secondary Education Act of 1965 [20 U.S.C. 6301 et seq.]; and
- (viii) working in high need elementary schools and secondary schools, including urban schools, rural schools, and schools operated by an entity described in section 6113(d)(1)(A)(ii) of the Elementary and Secondary Education Act of 1965 [20 U.S.C. 7423(d)(1)(A)(ii)], and schools that serve high numbers or percentages of limited English proficient children.
- (B) Developing, evaluating, and disseminating innovative models for the recruitment, induction, retention, and assessment of new, special education teachers who meet the qualifications described in section 1412(a)(14)(C) of this title to reduce teacher shortages, especially from groups that are underrepresented in the teaching profession, including individuals with disabilities.
- (C) Providing continuous personnel preparation, training, and professional development designed to provide support and ensure retention of special education and general education teachers and personnel who teach and provide related services to children with disabilities.
- (D) Developing and improving programs for paraprofessionals to become special education teachers, related services personnel, and early intervention personnel, including interdisciplinary training to enable the paraprofessionals to improve early intervention, educational, and transitional results for children with disabilities.
- (E) In the case of principals and superintendents, providing activities to promote instructional leadership and improved collaboration between general educators, special education teachers, and related services personnel.
- (F) Supporting institutions of higher education with minority enrollments of not less than 25 percent for the purpose of preparing personnel to work with children with disabilities.
- (G) Developing and improving programs to train special education teachers to develop an expertise in autism spectrum disorders.
- (H) Providing continuous personnel preparation, training, and professional development designed to provide support and improve the qualifications of personnel who provide related services to children with disabilities, including to enable such personnel to obtain advanced degrees.
- In carrying out paragraph (1)(B), the Secretary shall support not less than 1 of the following activities:
- (A) Enhancing and restructuring existing programs or developing preservice teacher education programs to prepare special education teachers, at colleges or departments of education within institutions of higher education, by incorporating an extended (such as an additional 5th year) clinical learning opportunity, field experience, or supervised practicum into such programs.
- (B) Creating or supporting teacher-faculty partnerships (such as professional development schools) that—
- (i) consist of not less than—
- (I) 1 or more institutions of higher education with special education personnel preparation programs;
- (II) 1 or more local educational agencies that serve high numbers or percentages of low-income students; or
- (III) 1 or more elementary schools or secondary schools, particularly schools that have failed to make adequate yearly progress on the basis, in whole and in part, of the assessment results of the disaggregated subgroup of students with disabilities;
- (ii) may include other entities eligible for assistance under this subchapter; and
- (iii) provide—
- (I) high-quality mentoring and induction opportunities with ongoing support for beginning special education teachers; or
- (II) inservice professional development to beginning and veteran special education teachers through the ongoing exchange of information and instructional strategies with faculty.
(1) In general
(2) Personnel development
(3) Enhanced support for beginning special educators
Last modified on November 7, 2019