Sec. 163. Duties

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Section 163 ( 29 U.S.C. 9567b ), as redesignated by section 102, is amended— by redesignating subsection

(f)as subsection (g); by striking subsections

(a)through

(e)and inserting the following: The Special Education Research Commissioner shall— maintain published peer-review standards and standards for the conduct and evaluation of all research and development carried out under the auspices of the Special Education Research Center, aligned with the principles of scientifically valid research, in accordance with this part; propose to the Director a special education research plan in accordance with subsection (b), and implement the research plan approved as part of the Institute's plan under section 115A; and carry out research activities under this part consistent with the priorities and mission of the Institute and the mission of the Special Education Research Center described in section 161(b), and that are approved by the Director, such as activities that— improve services provided under the Individuals with Disabilities Education Act in order to improve— student outcomes, including academic achievement, functional outcomes, and educational results for children with disabilities and youth with disabilities; and developmental outcomes for infants and toddlers with disabilities; identify and support the development of evidence-based services, strategies, interventions, or policies, including multi-tier systems of supports and positive behavioral interventions and supports, that— support learning and improve student outcomes, including academic achievement, functional outcomes, and educational results for all children with disabilities and youth with disabilities; promote participation and progress in the general education curriculum and general education settings; and improve reading, literacy, mathematics, and science skills of children with disabilities and youth with disabilities; ensure that research conducted under the direction of the Special Education Research Center— supports the collaborative identification and development of research questions, designs, measurements, and methods among researchers, students, families, practitioners, education system leaders, and policymakers; improves evidence use by practitioners, education system leaders, and policymakers; is relevant to improving education practice and policy; and informs decisionmaking by education system leaders and policymakers; examine the needs of infants and toddlers with disabilities, including factors that may result in developmental delays; improve the alignment, compatibility, and development of valid and reliable assessments, including alternate assessments, as required by section 1111(b)(2) of the Elementary and Secondary Education Act of 1965; examine challenging State academic standards and alternate assessments for students with the most significant cognitive disabilities in terms of academic achievement, individualized instructional need, appropriate education settings, and improved educational outcomes; examine the educational, developmental, and transitional needs of children with high-incidence and low-incidence disabilities; examine the extent to which overidentification and underidentification of infants and toddlers with disabilities, children with disabilities, and youth with disabilities occurs, and the causes thereof; examine and improve secondary and postsecondary education, transitional, and employment outcomes and results for children with disabilities and youth with disabilities, including such individuals’ access to or completion of— a regular high school diploma; career and technical education; postsecondary education; and vocational rehabilitation and competitive integrated employment; examine methods of early intervention for infants and toddlers with disabilities and children with disabilities, including children with multiple or complex developmental delays; examine and incorporate principles of universal design for learning in the development of standards, assessments, curricula, and instructional methods to improve educational and transitional results for children with disabilities and youth with disabilities; improve the preparation of personnel, including early intervention personnel, who provide educational and related services to infants or toddlers with disabilities, children with disabilities, or youth with disabilities, including methods to support evidence use among such personnel and increase the academic achievement and functional performance of such infants, toddlers, children, or youth; and examine the requirements related to the professional qualifications of such personnel in regard to sections 612(a)(14) and 635(a)(9) of the Individuals with Disabilities Education Act; examine the excess costs of educating a child with a disability and expenses associated with high-cost special education and related services; help parents improve educational and transitional results for infants and toddlers with disabilities, children with disabilities, and youth with disabilities; examine the unique needs of infants and toddlers with disabilities, children with disabilities, and youth with disabilities, including who also— are English learners or gifted and talented; reside in rural communities; or have the most significant cognitive disabilities; and examine existing and emerging assistive, adaptive, accessible, and instructional technologies, including— online delivery of services; use of such technologies in general education settings; factors that support or limit the use of such technologies; and the impact of such technologies on infants or toddlers with disabilities, children with disabilities, or youth with disabilities. Not later than 60 days after the date on which the Board approves the priorities under section 115, the Special Education Research Commissioner shall develop, in collaboration with the Assistant Secretary for Special Education and Rehabilitative Services, and submit a special education research plan to the Director that— is consistent with the priorities and mission of the Institute and the mission of the Special Education Research Center; is consistent with the purposes of the Individuals with Disabilities Education Act; contains an appropriate balance across all age ranges and by disability category under the Individuals with Disabilities Education Act, as appropriate; provides for research that is objective and uses measurable indicators, including timelines, to assess its progress and results; meets the procedures for peer review established by the Director under section 114(f)(5) and the standards of research described in section 134; is coordinated with the comprehensive plan developed under section 681 of the Individuals with Disabilities Education Act; and specifies how the Special Education Research Center will carry out research activities described in subsection (a)(3). In carrying out the duties under this section, the Special Education Research Commissioner may award grants to, or enter into contracts or cooperative agreements with, eligible applicants. The requirements described in section 133(d) shall apply to the Special Education Research Commissioner in the same manner as such requirements apply to the Research Commissioner. Contracts, grants, or cooperative agreements for activities under this subsection shall be awarded only to applicants with the ability and capacity to conduct scientifically valid research. An eligible applicant that wishes to receive a grant, or enter into a contract or cooperative agreement, under this subsection shall submit an application to the Director at such time, in such manner, and containing such information as the Director may require. In carrying out the duties under subsection (a), the Special Education Research Commissioner may award grants to, or enter into contracts or cooperative agreements with, eligible entities to carry out research-practice partnerships in the same manner, and subject to the same definitions, terms, and conditions, as research-practice partnerships supported under section 133(e). The Special Education Research Commissioner shall— synthesize and disseminate the findings and results of special education research conducted or supported by the Special Education Research Center through— the National Center for Education Evaluation and Evidence Use; activities funded under section 663 of the Individuals with Disabilities Education Act; parent training and information centers supported under section 671 of such Act; and activities funded under section 673 of such Act; and assist the Director in the preparation of the biennial report described in section 119. ; and in subsection (g), as redesignated by paragraph (1), by striking fiscal years 2005 through 2010 and inserting fiscal years 2024 through 2029 .

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29 USC 9567b

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Sec. 163

Duties

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