118 STAT. 2800 PUBLIC LAW 108–446—DEC. 3, 2004 shall have substantial knowledge of the Special Education Research Center’s activities, including a high level of expertise in the fields of research, research management, and the education of children with disabilities. ‘‘SEC. 177. DUTIES. ‘‘(a) GENERAL DUTIES.—The Special Education Research Center shall carry out research activities under this part consistent with the mission described in section 175(b), such as activities that— ‘‘(1) improve services provided under the Individuals with Disabilities Education Act in order to improve— ‘‘(A) academic achievement, functional outcomes, and educational results for children with disabilities; and ‘‘(B) developmental outcomes for infants or toddlers with disabilities; ‘‘(2) identify scientifically based educational practices that support learning and improve academic achievement, functional outcomes, and educational results for all students with disabil ities; ‘‘(3) examine the special needs of preschool aged children, infants, and toddlers with disabilities, including factors that may result in developmental delays; ‘‘(4) identify scientifically based related services and inter ventions that promote participation and progress in the general education curriculum and general education settings; ‘‘(5) improve the alignment, compatibility, and development of valid and reliable assessments, including alternate assess ments, as required by section 1111(b) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6311(b)); ‘‘(6) examine State content standards and alternate assess ments for students with significant cognitive impairment in terms of academic achievement, individualized instructional need, appropriate education settings, and improved post school results; ‘‘(7) examine the educational, developmental, and transi tional needs of children with high incidence and low incidence disabilities; ‘‘(8) examine the extent to which overidentification and underidentification of children with disabilities occurs, and the causes thereof; ‘‘(9) improve reading and literacy skills of children with disabilities; ‘‘(10) examine and improve secondary and postsecondary education and transitional outcomes and results for children with disabilities; ‘‘(11) examine methods of early intervention for children with disabilities, including children with multiple or complex developmental delays; ‘‘(12) 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; ‘‘(13) 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; 20 USC 9567b.
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