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42 U.S.C. § 15114 — Staff development curriculum authorization

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

42 U.S.C. § 15114 — Staff development curriculum authorization

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Source file: Laws/federal/codes/united-states-code/title-42/section-15114-staff-development-curriculum-authorization--3e69a0496f.md
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Source location: Title 42, Chapter 144, § 15114; chapter-144-developmental-disabilities-assistance-and-bill-of-rights.md

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**(a) Funding** (1) **In general** — The Secretary shall award funding, on a competitive basis, through a grant, cooperative agreement, or contract, to a public or private entity or a combination of such entities, for the development, evaluation, and dissemination of a staff development curriculum, and related guidelines, for computer-assisted, competency-based, multimedia, interactive instruction, relating to service as a direct support worker. (2) **Participants** — The curriculum shall be developed for individuals who— (A) seek to become direct support workers who assist individuals with developmental disabilities or are such direct support workers; and (B) seek to upgrade their skills and competencies related to being a direct support worker. **(b) Application requirements** To be eligible to receive an award under this section, an entity shall submit to the Secretary an application at such time, in such manner, and containing such information as the Secretary may require, including— (1) a comprehensive analysis of the content of direct support roles; (2) information identifying an advisory group that— (A) is comprised of individuals with experience and expertise with regard to the support provided by direct support workers, and effective ways to provide the support, for individuals with developmental disabilities in diverse settings; and (B) will advise the entity throughout the development, evaluation, and dissemination of the staff development curriculum and guidelines; (3) information describing how the entity will— (A) develop, field test, and validate a staff development curriculum that— (i) relates to the appropriate reading level for direct service workers who assist individuals with disabilities; (ii) allows for multiple levels of instruction; (iii) provides instruction appropriate for direct support workers who work in diverse settings; and (iv) is consistent with subsections (b) and (c) of [section 15001 of this title](https://uscode.house.gov/view.xhtml?req=granuleid:USC-prelim-title42-section15001&num=0&edition=prelim) and [section 15009 of this title](https://uscode.house.gov/view.xhtml?req=granuleid:USC-prelim-title42-section15009&num=0&edition=prelim); (B) develop, field test, and validate guidelines for the organizations that use the curriculum that provide for— (i) providing necessary technical and instructional support to trainers and mentors for the participants; (ii) ensuring easy access to and use of such curriculum by workers that choose to participate in using, and agencies that choose to use, the curriculum; (iii) evaluating the proficiency of the participants with respect to the content of the curriculum; (iv) providing necessary support to the participants to assure that the participants have access to, and proficiency in using, a computer in order to participate in the development, testing, and validation process; (v) providing necessary technical and instructional support to trainers and mentors for the participants in conjunction with the development, testing, and validation process; (vi) addressing the satisfaction of participants, individuals with developmental disabilities and their families, providers of services for such individuals and families, and other relevant entities with the curriculum; and (vii) developing methods to maintain a record of the instruction completed, and the content mastered, by each participant under the curriculum; and (C) nationally disseminate the curriculum and guidelines, including dissemination through— (i) parent training and information centers funded under part D of the Individuals with Disabilities Education Act ([20 U.S.C. 1451](https://uscode.house.gov/view.xhtml?req=granuleid:USC-prelim-title20-section1451&num=0&edition=prelim) et seq.); (ii) community-based organizations of and for individuals with developmental disabilities and their families; (iii) entities funded under subchapter I; (iv) centers for independent living; (v) State educational agencies and local educational agencies; (vi) entities operating appropriate medical facilities; (vii) postsecondary education entities; and (viii) other appropriate entities; and (4) such other information as the Secretary may require.

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

20 U.S.C. § 1451 — Findings

Congress finds the following: (1) The Federal Government has an ongoing obligation to support activities that contribute to positive results for children with disabilities, enabling those children to lead productive and independent adult lives. (2) Systemic change benefiting all students, including children with disabilities, requires the involvement of States, local educational agencies, parents, individuals with disabilities and their families, teachers and other service providers, and other interested individuals and organizations to develop and implement comprehensive strategies that improve educational results for children with disabilities. (3) State educational agencies, in partnership with local educational agencies, parents of children with disabilities, and other individuals and organizations, are in the best position to improve education for children with disabilities and to address their special needs. (4) An effective educational system serving students with disabilities should— (A) maintain high academic achievement standards and clear performance goals for children with disabilities, consistent with the standards and expectations for all students in the educational system, and provide for appropriate and effective strategies and methods to ensure that all children with disabilities have the opportunity to achieve those standards and goals; (B) clearly define, in objective, measurable terms, the school and post-school results that children with disabilities are expected to achieve; and (C) promote transition services and coordinate State and local education, social, health, mental health, and other services, in addressing the full range of student needs, particularly the needs of children with disabilities who need significant levels of suppor

Source: Supplied U.S. Code snapshot — release unconfirmed · 20 U.S.C. § 1451

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

42 U.S.C. § 15001 — Findings, purposes, and policy

**(a) Findings** Congress finds that— (1) disability is a natural part of the human experience that does not diminish the right of individuals with developmental disabilities to live independently, to exert control and choice over their own lives, and to fully participate in and contribute to their communities through full integration and inclusion in the economic, political, social, cultural, and educational mainstream of United States society; (2) in 1999, there were between 3,200,000 and 4,500,000 individuals with developmental disabilities in the United States, and recent studies indicate that individuals with developmental disabilities comprise between 1.2 and 1.65 percent of the United States population; (3) individuals whose disabilities occur during their developmental period frequently have severe disabilities that are likely to continue indefinitely; (4) individuals with developmental disabilities often encounter discrimination in the provision of critical services, such as services in the areas of emphasis (as defined in [section 15002 of this title](https://uscode.house.gov/view.xhtml?req=granuleid:USC-prelim-title42-section15002&num=0&edition=prelim)); (5) individuals with developmental disabilities are at greater risk than the general population of abuse, neglect, financial and sexual exploitation, and the violation of their legal and human rights; (6) a substantial portion of individuals with developmental disabilities and their families do not have access to appropriate support and services, including access to assistive technology, from generic and specialized service systems, and remain unserved or underserved; (7) individuals with developmental disabilities often require lifelong community services, individualized supports, and other forms of a

Source: Supplied U.S. Code snapshot — release unconfirmed · 42 U.S.C. § 15001

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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

Source: Supplied U.S. Code snapshot — release unconfirmed · 20 U.S.C. § 1400

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

42 U.S.C. § 15009 — Rights of individuals with developmental disabilities

**(a) In general** Congress makes the following findings respecting the rights of individuals with developmental disabilities: (1) Individuals with developmental disabilities have a right to appropriate treatment, services, and habilitation for such disabilities, consistent with [section 15001(c) of this title](https://uscode.house.gov/view.xhtml?req=granuleid:USC-prelim-title42-section15001/c&num=0&edition=prelim). (2) The treatment, services, and habitation 11 So in original. Probably should be “habilitation”. for an individual with developmental disabilities should be designed to maximize the potential of the individual and should be provided in the setting that is least restrictive of the individual’s personal liberty. (3) The Federal Government and the States both have an obligation to ensure that public funds are provided only to institutional programs, residential programs, and other community programs, including educational programs in which individuals with developmental disabilities participate, that— (A) provide treatment, services, and habilitation that are appropriate to the needs of such individuals; and (B) meet minimum standards relating to— (i) provision of care that is free of abuse, neglect, sexual and financial exploitation, and violations of legal and human rights and that subjects individuals with developmental disabilities to no greater risk of harm than others in the general population; (ii) provision to such individuals of appropriate and sufficient medical and dental services; (iii) prohibition of the use of physical restraint and seclusion for such an individual unless absolutely necessary to ensure the immediate physical safety of the individual or others, and prohibition of the use of such restraint and seclusion as a

Source: Supplied U.S. Code snapshot — release unconfirmed · 42 U.S.C. § 15009

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

42 U.S.C. § 15115 — Authorization of appropriations

**(a) Scholarships** There are authorized to be appropriated to carry out [section 15113 of this title](https://uscode.house.gov/view.xhtml?req=granuleid:USC-prelim-title42-section15113&num=0&edition=prelim) $800,000 for fiscal year 2001 and such sums as may be necessary for each of fiscal years 2002 through 2007. **(b) Staff development curriculum** There are authorized to be appropriated to carry out [section 15114 of this title](https://uscode.house.gov/view.xhtml?req=granuleid:USC-prelim-title42-section15114&num=0&edition=prelim) $800,000 for fiscal year 2001 and such sums as may be necessary for each of fiscal years 2002 and 2003.

Source: Supplied U.S. Code snapshot — release unconfirmed · 42 U.S.C. § 15115

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

20 U.S.C. § 1451 — Purpose; definition of personnel; program

Page 1000 TITLE 20—EDUCATION § 1451 1 So in original. Probably should be followed by a comma. cluding universally designed technologies, into the lives of children with disabilities, par- ents of children with disabilities, school per- sonnel, and others through curricula, services, and assistive technologies. (Pub. L. 91–230, title VI, § 650, as added Pub. L. 108–446, title I, § 101, Dec. 3, 2004, 118 Stat. 2763.) Statutory Notes and Related Subsidiaries TRANSITION PROVISIONS Pub. L. 105–17, title II, § 202, June 4, 1997, 111 Stat. 156, provided that: ‘‘Notwithstanding any other provision of law, beginning on October 1, 1997, the Secretary of Edu- cation may use funds appropriated under part D of the Individuals with Disabilities Education Act [this sub- chapter] to make continuation awards for projects that were funded under section 618 [former 20 U.S.C. 1418] and parts C through G of such Act [former subchapters III to VII of this chapter] (as in effect on September 30, 1997).’’ PART A—STATE PERSONNEL DEVELOPMENT GRANTS § 1451. Purpose; definition of personnel; program authority (a) Purpose The purpose of this part is to assist State edu- cational agencies in reforming and improving their systems for personnel preparation and pro- fessional development in early intervention, educational, and transition services in order to improve results for children with disabilities. (b) Definition of personnel In this part the term ‘‘personnel’’ means spe- cial education teachers, regular education teachers, principals, administrators, related services personnel, paraprofessionals, and early intervention personnel serving infants, toddlers, preschoolers, or children with disabilities, ex- cept where a particular category of personnel, such a

Source: Supplied 2024 U.S. Code historical extraction · 20 U.S.C. § 1451

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

42 U.S.C. § 15114 — Staff development curriculum authoriza-

Page 8695 TITLE 42—THE PUBLIC HEALTH AND WELFARE § 15114 (4) meets such other conditions as the Sec- retary may specify. (e) Federal share The Federal share of the cost of providing the vouchers shall be not more than 80 percent. (Pub. L. 106–402, title III, § 303, Oct. 30, 2000, 114 Stat. 1735.) § 15114. Staff development curriculum authoriza- tion (a) Funding (1) In general The Secretary shall award funding, on a competitive basis, through a grant, coopera- tive agreement, or contract, to a public or pri- vate entity or a combination of such entities, for the development, evaluation, and dissemi- nation of a staff development curriculum, and related guidelines, for computer-assisted, com- petency-based, multimedia, interactive in- struction, relating to service as a direct sup- port worker. (2) Participants The curriculum shall be developed for indi- viduals who— (A) seek to become direct support workers who assist individuals with developmental disabilities or are such direct support work- ers; and (B) seek to upgrade their skills and com- petencies related to being a direct support worker. (b) Application requirements To be eligible to receive an award under this section, an entity shall submit to the Secretary an application at such time, in such manner, and containing such information as the Sec- retary may require, including— (1) a comprehensive analysis of the content of direct support roles; (2) information identifying an advisory group that— (A) is comprised of individuals with experi- ence and expertise with regard to the sup- port provided by direct support workers, and effective ways to provide the support, for in- dividuals with developmental disabilities in diverse settings; and (B) will advise the entity throughout the devel

Source: Supplied 2024 U.S. Code historical extraction · 42 U.S.C. § 15114

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