118 STAT. 2772 PUBLIC LAW 108–446—DEC. 3, 2004 ‘‘(5) Carrying out programs and activities that are designed to improve the quality of personnel who serve children with disabilities, such as— ‘‘(A) innovative professional development programs (which may be provided through partnerships that include institutions of higher education), including programs that train teachers and principals to integrate technology into curricula and instruction to improve teaching, learning, and technology literacy, which professional development shall be consistent with the definition of professional development in section 9101 of the Elementary and Sec ondary Education Act of 1965; and ‘‘(B) the development and use of proven, cost effective strategies for the implementation of professional develop ment activities, such as through the use of technology and distance learning. ‘‘(6) Carrying out programs and activities that are designed to improve the quality of early intervention personnel, including paraprofessionals and primary referral sources, such as— ‘‘(A) professional development programs to improve the delivery of early intervention services; ‘‘(B) initiatives to promote the recruitment and reten tion of early intervention personnel; and ‘‘(C) interagency activities to ensure that early inter vention personnel are adequately prepared and trained. ‘‘(b) OTHER ACTIVITIES.—A State educational agency that receives a grant under this subpart shall use the grant funds to support activities in accordance with the State’s plan described in section 653, including 1 or more of the following: ‘‘(1) Reforming special education and regular education teacher certification (including recertification) or licensing requirements to ensure that— ‘‘(A) special education and regular education teachers have— ‘‘(i) the training and information necessary to address the full range of needs of children with disabil ities across disability categories; and ‘‘(ii) the necessary subject matter knowledge and teaching skills in the academic subjects that the teachers teach; ‘‘(B) special education and regular education teacher certification (including recertification) or licensing require ments are aligned with challenging State academic content standards; and ‘‘(C) special education and regular education teachers have the subject matter knowledge and teaching skills, including technology literacy, necessary to help students with disabilities meet challenging State student academic achievement and functional standards. ‘‘(2) Programs that establish, expand, or improve alter native routes for State certification of special education teachers for highly qualified individuals with a baccalaureate or master’s degree, including mid career professionals from other occupa tions, paraprofessionals, and recent college or university grad uates with records of academic distinction who demonstrate the potential to become highly effective special education teachers.
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