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20 U.S.C. § 9567b — Commissioner for Special Education Research

Federal law — U.S. Code and appendices · legal_authorities

20 U.S.C. § 9567b — Commissioner for Special Education Research

The Special Education Research Center shall be headed by a Commissioner for Special Education Research (in this part referred to as the “Special Education Research Commissioner”) who 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.

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Source location: Title 20, Chapter 76, § 9567b; chapter-076-education-research-statistics-evaluation-information-and-dissemination.md

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Federal law — U.S. Code and appendices · legal_authorities

20 U.S.C. § 1400 — Short title; findings; purposes

**(a) Short title** This chapter may be cited as the “Individuals with Disabilities Education Act”. **(b) Omitted** **(c) Findings** Congress finds the following: (1) Disability is a natural part of the human experience and in no way diminishes the right of individuals to participate in or contribute to society. Improving educational results for children with disabilities is an essential element of our national policy of ensuring equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities. (2) Before the date of enactment of the Education for All Handicapped Children Act of 1975 (Public Law 94–142), the educational needs of millions of children with disabilities were not being fully met because— (A) the children did not receive appropriate educational services; (B) the children were excluded entirely from the public school system and from being educated with their peers; (C) undiagnosed disabilities prevented the children from having a successful educational experience; or (D) a lack of adequate resources within the public school system forced families to find services outside the public school system. (3) Since the enactment and implementation of the Education for All Handicapped Children Act of 1975, this chapter has been successful in ensuring children with disabilities and the families of such children access to a free appropriate public education and in improving educational results for children with disabilities. (4) However, the implementation of this chapter has been impeded by low expectations, and an insufficient focus on applying replicable research on proven methods of teaching and learning for children with disabilities. (5) Almost 30 years of research and experience has

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Federal law — U.S. Code and appendices · legal_authorities

20 U.S.C. § 9567b — Duties

Page 1723 TITLE 20—EDUCATION § 9567b complete classification of this Act to the Code, see sec- tion 1400 of this title and Tables. § 9567a. Commissioner for Special Education Re- search The Special Education Research Center shall be headed by a Commissioner for Special Edu- cation Research (in this part referred to as the ‘‘Special Education Research Commissioner’’) who 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 edu- cation of children with disabilities. (Pub. L. 107–279, title I, § 176, as added Pub. L. 108–446, title II, § 201(a)(2), Dec. 3, 2004, 118 Stat. 2799.) § 9567b. Duties (a) General duties The Special Education Research Center shall carry out research activities under this part consistent with the mission described in section 9567(b) of this title, such as activities that— (1) improve services provided under the Indi- viduals with Disabilities Education Act [20 U.S.C. 1400 et seq.] in order to improve— (A) academic achievement, functional out- comes, 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 disabilities; (3) examine the special needs of preschool aged children, infants, and toddlers with dis- abilities, including factors that may result in developmental delays; (4) identify scientifically based related serv- ices and interventions that promote participa- tion and progress in the general education cur- riculum and general education s

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