118 STAT. 2775 PUBLIC LAW 108–446—DEC. 3, 2004 with disabilities, or children with disabilities, consistent with the qualifications described in section 612(a)(14). ‘‘(2) To ensure that those personnel have the necessary skills and knowledge, derived from practices that have been determined, through scientifically based research, to be success ful in serving those children. ‘‘(3) To encourage increased focus on academics and core content areas in special education personnel preparation pro grams. ‘‘(4) To ensure that regular education teachers have the necessary skills and knowledge to provide instruction to stu dents with disabilities in the regular education classroom. ‘‘(5) To ensure that all special education teachers are highly qualified. ‘‘(6) To ensure that preservice and in service personnel preparation programs include training in— ‘‘(A) the use of new technologies; ‘‘(B) the area of early intervention, educational, and transition services; ‘‘(C) effectively involving parents; and ‘‘(D) positive behavioral supports. ‘‘(7) To provide high quality professional development for principals, superintendents, and other administrators, including training in— ‘‘(A) instructional leadership; ‘‘(B) behavioral supports in the school and classroom; ‘‘(C) paperwork reduction; ‘‘(D) promoting improved collaboration between special education and general education teachers; ‘‘(E) assessment and accountability; ‘‘(F) ensuring effective learning environments; and ‘‘(G) fostering positive relationships with parents. ‘‘(b) PERSONNEL DEVELOPMENT; ENHANCED SUPPORT FOR BEGIN NING SPECIAL EDUCATORS.— ‘‘(1) IN GENERAL.—In carrying out this section, the Sec retary 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, prin cipals, 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, edu cational, 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 edu cators, consistent with the objectives described in sub section (a). ‘‘(2) PERSONNEL DEVELOPMENT.—In carrying out paragraph (1)(A), the Secretary shall support not less than 1 of the fol lowing 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
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