---
kind: "section"
citation: "20 U.S.C. § 1462"
title: "20"
title_heading: "Education"
number: "1462"
heading: "Personnel development to improve services and results for children with disabilities"
release: "119-102"
date: "2026-07-12"
url: "https://uscodex.org/usc/20/1462"
units:
  - "Chapter 33 — Education of Individuals with Disabilities"
  - "Subchapter IV — National Activities to Improve Education of Children with Disabilities"
  - "Part B — Personnel Preparation, Technical Assistance, Model Demonstration Projects, and Dissemination of Information"
---

# §1462. Personnel development to improve services and results for children with disabilities

- (a) **In general—** The [Secretary](/usc/20/1401.md?p=28), on a competitive basis, shall award grants to, or enter into contracts or cooperative agreements with, [eligible entities](/usc/20/1461.md?p=b-1) to carry out 1 or more of the following objectives:
  - (1) To help address the needs identified in the [State](/usc/20/1401.md?p=31) plan described in [section 1453(a)(2) of this title](/usc/20/1453.md?p=a-2) for [personnel](/usc/20/1451.md?p=b), as defined in [section 1451(b) of this title](/usc/20/1451.md?p=b), who meet the applicable requirements described in [section 1412(a)(14) of this title](/usc/20/1412.md?p=a-14), to work with infants or toddlers with disabilities, or children with disabilities, consistent with the qualifications described in [section 1412(a)(14) of this title](/usc/20/1412.md?p=a-14).
  - (2) To ensure that those [personnel](/usc/20/1451.md?p=b) have the necessary skills and knowledge, derived from practices that have been determined, through scientifically based research, to be successful in serving those children.
  - (3) To encourage increased focus on academics and core content areas in [special education](/usc/20/1401.md?p=29) [personnel](/usc/20/1451.md?p=b) preparation programs.
  - (4) To ensure that regular education teachers have the necessary skills and knowledge to provide instruction to students with disabilities in the regular education classroom.
  - (5) To ensure that all [special education](/usc/20/1401.md?p=29) teachers meet the qualifications described in [section 1412(a)(14)(C) of this title](/usc/20/1412.md?p=a-14-C).
  - (6) To ensure that preservice and in-service [personnel](/usc/20/1451.md?p=b) preparation programs include training in—
    - (A) the use of new technologies;
    - (B) the area of early intervention, educational, and [transition services](/usc/20/1401.md?p=34);
    - (C) effectively involving [parents](/usc/20/1401.md?p=23); 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](/usc/20/1401.md?p=29) and general education teachers;
    - (E) assessment and accountability;
    - (F) ensuring effective learning environments; and
    - (G) fostering positive relationships with [parents](/usc/20/1401.md?p=23).
- (b) **Personnel development; enhanced support for beginning special educators—**
  - (1) **In general—** In carrying out this section, the [Secretary](/usc/20/1401.md?p=28) shall support activities—
    - (A) for [personnel](/usc/20/1451.md?p=b) development, including activities for the preparation of [personnel](/usc/20/1451.md?p=b) who will serve children with high incidence and low incidence disabilities, to prepare [special education](/usc/20/1401.md?p=29) and general education teachers, principals, administrators, and [related services](/usc/20/1401.md?p=26-A) [personnel](/usc/20/1451.md?p=b) (and school board members, when appropriate) to meet the diverse and individualized instructional needs of children with disabilities and improve early intervention, educational, and transitional services and results for children with disabilities, consistent with the objectives described in [subsection (a)](#a); and
    - (B) for enhanced support for beginning special educators, consistent with the objectives described in [subsection (a)](#a).
  - (2) **Personnel development—** In carrying out [paragraph (1)(A)](#b-1-A), the [Secretary](/usc/20/1401.md?p=28) shall support not less than 1 of the following activities:
    - (A) Assisting effective existing, improving existing, or developing new, collaborative [personnel](/usc/20/1451.md?p=b) preparation activities undertaken by institutions of higher education, [local educational agencies](/usc/20/1401.md?p=19-A), and other local entities that incorporate best practices and scientifically based research, where applicable, in providing [special education](/usc/20/1401.md?p=29) and general education teachers, principals, administrators, and [related services](/usc/20/1401.md?p=26-A) [personnel](/usc/20/1451.md?p=b) with the knowledge and skills to effectively support students with disabilities, including—
      - (i) working collaboratively in regular classroom settings;
      - (ii) using appropriate supports, accommodations, and curriculum modifications;
      - (iii) implementing effective teaching strategies, classroom-based techniques, and interventions to ensure appropriate identification of students who may be eligible for [special education](/usc/20/1401.md?p=29) services, and to prevent the misidentification, inappropriate overidentification, or underidentification of children as having a disability, especially minority and [limited English proficient](/usc/20/1401.md?p=18) children;
      - (iv) effectively working with and involving [parents](/usc/20/1401.md?p=23) in the education of their children;
      - (v) utilizing strategies, including positive behavioral interventions, for addressing the conduct of children with disabilities that impedes their learning and that of others in the classroom;
      - (vi) effectively constructing [IEPs](/usc/20/1401.md?p=14), participating in [IEP](/usc/20/1401.md?p=14) meetings, and implementing [IEPs](/usc/20/1401.md?p=14);
      - (vii) preparing children with disabilities to participate in statewide assessments (with or without accommodations) and alternate assessments, as appropriate, and to ensure that all children with disabilities are a part of all accountability systems under the Elementary and Secondary Education Act of 1965 [[20 U.S.C. 6301](/usc/20/6301.md) et seq.]; and
      - (viii) working in high need [elementary schools](/usc/20/1401.md?p=6) and [secondary schools](/usc/20/1401.md?p=27), including urban schools, rural schools, and schools operated by an entity described in section 6113(d)(1)(A)(ii) of the Elementary and Secondary Education Act of 1965 [[20 U.S.C. 7423(d)(1)(A)(ii)](/usc/20/7423.md?p=d-1-A-ii)], and schools that serve high numbers or percentages of [limited English proficient](/usc/20/1401.md?p=18) children.
    - (B) Developing, evaluating, and disseminating innovative models for the recruitment, induction, retention, and assessment of new, [special education](/usc/20/1401.md?p=29) teachers who meet the qualifications described in [section 1412(a)(14)(C) of this title](/usc/20/1412.md?p=a-14-C) to reduce teacher shortages, especially from groups that are underrepresented in the teaching profession, including individuals with disabilities.
    - (C) Providing continuous [personnel](/usc/20/1451.md?p=b) preparation, training, and professional development designed to provide support and ensure retention of [special education](/usc/20/1401.md?p=29) and general education teachers and [personnel](/usc/20/1451.md?p=b) who teach and provide [related services](/usc/20/1401.md?p=26-A) to children with disabilities.
    - (D) Developing and improving programs for paraprofessionals to become [special education](/usc/20/1401.md?p=29) teachers, [related services](/usc/20/1401.md?p=26-A) [personnel](/usc/20/1451.md?p=b), and early intervention [personnel](/usc/20/1451.md?p=b), including interdisciplinary training to enable the paraprofessionals to improve early intervention, educational, and transitional results for children with disabilities.
    - (E) In the case of principals and superintendents, providing activities to promote instructional leadership and improved collaboration between general educators, [special education](/usc/20/1401.md?p=29) teachers, and [related services](/usc/20/1401.md?p=26-A) [personnel](/usc/20/1451.md?p=b).
    - (F) Supporting institutions of higher education with minority enrollments of not less than 25 percent for the purpose of preparing [personnel](/usc/20/1451.md?p=b) to work with children with disabilities.
    - (G) Developing and improving programs to train [special education](/usc/20/1401.md?p=29) teachers to develop an expertise in autism spectrum disorders.
    - (H) Providing continuous [personnel](/usc/20/1451.md?p=b) preparation, training, and professional development designed to provide support and improve the qualifications of [personnel](/usc/20/1451.md?p=b) who provide [related services](/usc/20/1401.md?p=26-A) to children with disabilities, including to enable such [personnel](/usc/20/1451.md?p=b) to obtain advanced degrees.
  - (3) **Enhanced support for beginning special educators—** In carrying out [paragraph (1)(B)](#b-1-B), the [Secretary](/usc/20/1401.md?p=28) shall support not less than 1 of the following activities:
    - (A) Enhancing and restructuring existing programs or developing preservice teacher education programs to prepare [special education](/usc/20/1401.md?p=29) teachers, at colleges or [departments](/usc/20/1221.md?p=c-3) of education within institutions of higher education, by incorporating an extended (such as an additional 5th year) clinical learning opportunity, field experience, or supervised practicum into such programs.
    - (B) Creating or supporting teacher-faculty partnerships (such as professional development schools) that—
      - (i) consist of not less than—
        - (I) 1 or more institutions of higher education with [special education](/usc/20/1401.md?p=29) [personnel](/usc/20/1451.md?p=b) preparation programs;
        - (II) 1 or more [local educational agencies](/usc/20/1401.md?p=19-A) that serve high numbers or percentages of low-income students; or
        - (III) 1 or more [elementary schools](/usc/20/1401.md?p=6) or [secondary schools](/usc/20/1401.md?p=27), particularly schools that have failed to make adequate yearly progress on the basis, in whole and in part, of the assessment results of the disaggregated subgroup of students with disabilities;
      - (ii) may include other entities eligible for assistance under this subchapter; and
      - (iii) provide—
        - (I) high-quality mentoring and induction opportunities with ongoing support for beginning [special education](/usc/20/1401.md?p=29) teachers; or
        - (II) inservice professional development to beginning and veteran [special education](/usc/20/1401.md?p=29) teachers through the ongoing exchange of information and instructional strategies with faculty.
- (c) **Low incidence disabilities; authorized activities—**
  - (1) **In general—** In carrying out this section, the [Secretary](/usc/20/1401.md?p=28) shall support activities, consistent with the objectives described in [subsection (a)](#a), that benefit children with low incidence disabilities.
  - (2) **Authorized activities—** Activities that may be carried out under this subsection include activities such as the following:
    - (A) Preparing persons who—
      - (i) have prior training in educational and other related service fields; and
      - (ii) are studying to obtain degrees, certificates, or licensure that will enable the persons to assist children with low incidence disabilities to achieve the objectives set out in their [individualized education programs](/usc/20/1401.md?p=14) described in [section 1414(d) of this title](/usc/20/1414.md?p=d), or to assist infants and toddlers with low incidence disabilities to achieve the outcomes described in their [individualized family service plans](/usc/20/1401.md?p=15) described in [section 1436 of this title](/usc/20/1436.md).
    - (B) Providing [personnel](/usc/20/1451.md?p=b) from various disciplines with interdisciplinary training that will contribute to improvement in early intervention, educational, and transitional results for children with low incidence disabilities.
    - (C) Preparing [personnel](/usc/20/1451.md?p=b) in the innovative uses and application of technology, including universally designed technologies, [assistive technology devices](/usc/20/1401.md?p=1-A), and [assistive technology services](/usc/20/1401.md?p=2)—
      - (i) to enhance learning by children with low incidence disabilities through early intervention, educational, and transitional services; and
      - (ii) to improve communication with [parents](/usc/20/1401.md?p=23).
    - (D) Preparing [personnel](/usc/20/1451.md?p=b) who provide services to visually impaired or blind children to teach and use Braille in the provision of services to such children.
    - (E) Preparing [personnel](/usc/20/1451.md?p=b) to be qualified educational interpreters, to assist children with low incidence disabilities, particularly deaf and hard of hearing children in school and school related activities, and deaf and hard of hearing infants and toddlers and preschool children in early intervention and preschool programs.
    - (F) Preparing [personnel](/usc/20/1451.md?p=b) who provide services to children with significant cognitive disabilities and children with multiple disabilities.
    - (G) Preparing [personnel](/usc/20/1451.md?p=b) who provide services to children with low incidence disabilities and [limited English proficient](/usc/20/1401.md?p=18) children.
  - (3) **Definition—** In this section, the term “low incidence disability” means—
    - (A) a visual or hearing impairment, or simultaneous visual and hearing impairments;
    - (B) a significant cognitive impairment; or
    - (C) any impairment for which a small number of [personnel](/usc/20/1451.md?p=b) with highly specialized skills and knowledge are needed in order for children with that impairment to receive early intervention services or a [free appropriate public education](/usc/20/1401.md?p=9).
  - (4) **Selection of recipients—** In selecting [eligible entities](/usc/20/1461.md?p=b-1) for assistance under this subsection, the [Secretary](/usc/20/1401.md?p=28) may give preference to [eligible entities](/usc/20/1461.md?p=b-1) submitting applications that include 1 or more of the following:
    - (A) A proposal to prepare [personnel](/usc/20/1451.md?p=b) in more than 1 low incidence disability, such as deafness and blindness.
    - (B) A demonstration of an effective collaboration between an [eligible entity](/usc/20/1461.md?p=b-1) and a [local educational agency](/usc/20/1401.md?p=19-A) that promotes recruitment and subsequent retention of [personnel](/usc/20/1451.md?p=b) who meet the applicable requirements described in [section 1412(a)(14) of this title](/usc/20/1412.md?p=a-14) to serve children with low incidence disabilities.
  - (5) **Preparation in use of braille—** The [Secretary](/usc/20/1401.md?p=28) shall ensure that all recipients of awards under this subsection who will use that assistance to prepare [personnel](/usc/20/1451.md?p=b) to provide services to visually impaired or blind children that can appropriately be provided in Braille, will prepare those individuals to provide those services in Braille.
- (d) **Leadership preparation; authorized activities—**
  - (1) **In general—** In carrying out this section, the [Secretary](/usc/20/1401.md?p=28) shall support leadership preparation activities that are consistent with the objectives described in [subsection (a)](#a).
  - (2) **Authorized activities—** Activities that may be carried out under this subsection include activities such as the following:
    - (A) Preparing [personnel](/usc/20/1451.md?p=b) at the graduate, doctoral, and postdoctoral levels of training to administer, enhance, or provide services to improve results for children with disabilities.
    - (B) Providing interdisciplinary training for various types of leadership [personnel](/usc/20/1451.md?p=b), including teacher preparation faculty, [related services](/usc/20/1401.md?p=26-A) faculty, administrators, researchers, supervisors, principals, and other persons whose work affects early intervention, educational, and transitional services for children with disabilities, including children with disabilities who are [limited English proficient](/usc/20/1401.md?p=18) children.
- (e) **Applications—**
  - (1) **In general—** An [eligible entity](/usc/20/1461.md?p=b-1) that wishes to receive a grant, or enter into a contract or cooperative agreement, under this section shall submit an application to the [Secretary](/usc/20/1401.md?p=28) at such time, in such manner, and containing such information as the [Secretary](/usc/20/1401.md?p=28) may require.
  - (2) **Identified State needs—**
    - (A) **Requirement to address identified needs—** An application for assistance under subsection [(b)](#b), [(c)](#c), or [(d)](#d) shall include information demonstrating to the satisfaction of the [Secretary](/usc/20/1401.md?p=28) that the activities described in the application will address needs identified by the [State](/usc/20/1401.md?p=31) or [States](/usc/20/1401.md?p=31) the [eligible entity](/usc/20/1461.md?p=b-1) proposes to serve.
    - (B) **Cooperation with State educational agencies—** An [eligible entity](/usc/20/1461.md?p=b-1) that is not a [local educational agency](/usc/20/1401.md?p=19-A) or a [State educational agency](/usc/20/1401.md?p=32) shall include in the [eligible entity](/usc/20/1461.md?p=b-1)’s application information demonstrating to the satisfaction of the [Secretary](/usc/20/1401.md?p=28) that the [eligible entity](/usc/20/1461.md?p=b-1) and 1 or more [State educational agencies](/usc/20/1401.md?p=32) or [local educational agencies](/usc/20/1401.md?p=19-A) will cooperate in carrying out and monitoring the proposed project.
  - (3) **Acceptance by States of personnel preparation requirements—** The [Secretary](/usc/20/1401.md?p=28) may require [eligible entities](/usc/20/1461.md?p=b-1) to provide in the [eligible entities](/usc/20/1461.md?p=b-1)’ applications assurances from 1 or more [States](/usc/20/1401.md?p=31) that such [States](/usc/20/1401.md?p=31) intend to accept successful completion of the proposed [personnel](/usc/20/1451.md?p=b) preparation program as meeting [State](/usc/20/1401.md?p=31) [personnel](/usc/20/1451.md?p=b) standards or other requirements in [State](/usc/20/1401.md?p=31) law or regulation for serving children with disabilities or serving infants and toddlers with disabilities.
- (f) **Selection of recipients—**
  - (1) **Impact of project—** In selecting [eligible entities](/usc/20/1461.md?p=b-1) for assistance under this section, the [Secretary](/usc/20/1401.md?p=28) shall consider the impact of the proposed project described in the application in meeting the need for [personnel](/usc/20/1451.md?p=b) identified by the [States](/usc/20/1401.md?p=31).
  - (2) **Requirement for eligible entities to meet State and professional qualifications—** The [Secretary](/usc/20/1401.md?p=28) shall make grants and enter into contracts and cooperative agreements under this section only to [eligible entities](/usc/20/1461.md?p=b-1) that meet [State](/usc/20/1401.md?p=31) and professionally recognized qualifications for the preparation of [special education](/usc/20/1401.md?p=29) and [related services](/usc/20/1401.md?p=26-A) [personnel](/usc/20/1451.md?p=b), if the purpose of the project is to assist [personnel](/usc/20/1451.md?p=b) in obtaining degrees.
  - (3) **Preferences—** In selecting [eligible entities](/usc/20/1461.md?p=b-1) for assistance under this section, the [Secretary](/usc/20/1401.md?p=28) may give preference to [eligible entities](/usc/20/1461.md?p=b-1) that are institutions of higher education that are—
    - (A) educating regular education [personnel](/usc/20/1451.md?p=b) to meet the needs of children with disabilities in integrated settings;
    - (B) educating [special education](/usc/20/1401.md?p=29) [personnel](/usc/20/1451.md?p=b) to work in collaboration with regular educators in integrated settings; and
    - (C) successfully recruiting and preparing individuals with disabilities and individuals from groups that are underrepresented in the profession for which the [institution of higher education](/usc/20/1401.md?p=17) is preparing individuals.
- (g) **Scholarships—** The [Secretary](/usc/20/1401.md?p=28) may include funds for scholarships, with necessary stipends and allowances, in awards under subsections [(b)](#b), [(c)](#c), and [(d)](#d).
- (h) **Service obligation—**
  - (1) **In general—** Each application for assistance under subsections [(b)](#b), [(c)](#c), and [(d)](#d) shall include an assurance that the [eligible entity](/usc/20/1461.md?p=b-1) will ensure that individuals who receive a scholarship under the proposed project agree to subsequently provide [special education](/usc/20/1401.md?p=29) and [related services](/usc/20/1401.md?p=26-A) to children with disabilities, or in the case of leadership [personnel](/usc/20/1451.md?p=b) to subsequently work in the appropriate field, for a period of 2 years for every year for which the scholarship was received or repay all or part of the amount of the scholarship, in accordance with regulations issued by the [Secretary](/usc/20/1401.md?p=28).
  - (2) **Special rule—** Notwithstanding [paragraph (1)](#h-1), the [Secretary](/usc/20/1401.md?p=28) may reduce or waive the service obligation requirement under [paragraph (1)](#h-1) if the [Secretary](/usc/20/1401.md?p=28) determines that the service obligation is acting as a deterrent to the recruitment of students into [special education](/usc/20/1401.md?p=29) or a related field.
  - (3) **Secretary’s responsibility—** The [Secretary](/usc/20/1401.md?p=28)—
    - (A) shall ensure that individuals described in [paragraph (1)](#h-1) comply with the requirements of that paragraph; and
    - (B) may use not more than 0.5 percent of the funds appropriated under [subsection (i)](#i) for each fiscal year, to carry out [subparagraph (A)](#h-3-A), in addition to any other funds that are available for that purpose.
- (i) **Authorization of appropriations—** There are authorized to be appropriated to carry out this section such sums as may be necessary for each of the fiscal years 2005 through 2010.

## Source credit

(Pub. L. 91–230, title VI, § 662, as added Pub. L. 108–446, title I, § 101, Dec. 3, 2004, 118 Stat. 2774; amended Pub. L. 114–95, title IX, §§ 9214(d)(4)(C), 9215(ss)(9), Dec. 10, 2015, 129 Stat. 2165, 2183.)

## Notes

### Editorial Notes

### References in Text

The Elementary and Secondary Education Act of 1965, referred to in subsec. (b)(2)(A)(vii), is Pub. L. 89–10, Apr. 11, 1965, 79 Stat. 27, which is classified generally to chapter 70 (§ 6301 et seq.) of this title. For complete classification of this Act to the Code, see Short Title note set out under section 6301 of this title and Tables.

### Prior Provisions

A prior section 1462, Pub. L. 91–230, title VI, § 662, as added Pub. L. 99–457, title III, § 317, Oct. 8, 1986, 100 Stat. 1172; amended Pub. L. 101–476, title VII, § 702, Oct. 30, 1990, 104 Stat. 1141, authorized appropriations, prior to repeal by Pub. L. 105–17, title II, § 203(c), June 4, 1997, 111 Stat. 157, effective Oct. 1, 1997.

A prior section 662 of Pub. L. 91–230, title VI, Apr. 13, 1970, 84 Stat. 188, eff. July 1, 1971, repealed sections 611 to 618, 621 to 624, and 871 to 880a of this title, and sections 2491 to 2494 and 2698 to 2698b of Title 42, The Public Health and Welfare, and amended section 676 of this title, prior to repeal by Pub. L. 98–199, § 14, Dec. 2, 1983, 97 Stat. 1374.

### Amendments

2015—Subsec. (a)(1). Pub. L. 114–95, § 9214(d)(4)(C)(i)(I), substituted “personnel, as defined in section 1451(b) of this title, who meet the applicable requirements described in section 1412(a)(14) of this title” for “highly qualified personnel, as defined in section 1451(b) of this title”.

Subsec. (a)(5). Pub. L. 114–95, § 9214(d)(4)(C)(i)(II), substituted “special education teachers meet the qualifications described in section 1412(a)(14)(C) of this title” for “special education teachers are highly qualified”.

Subsec. (b)(2)(A)(viii). Pub. L. 114–95, § 9215(ss)(9), substituted “section 6113(d)(1)(A)(ii)” for “section 7113(d)(1)(A)(ii)”.

Subsec. (b)(2)(B). Pub. L. 114–95, § 9214(d)(4)(C)(ii), substituted “special education teachers who meet the qualifications described in section 1412(a)(14)(C) of this title” for “highly qualified teachers”.

Subsec. (c)(4)(B). Pub. L. 114–95, § 9214(d)(4)(C)(iii), substituted “personnel who meet the applicable requirements described in section 1412(a)(14) of this title” for “highly qualified personnel”.

### Statutory Notes and Related Subsidiaries

### Effective Date of 2015 Amendment

Amendment by Pub. L. 114–95 effective Dec. 10, 2015, except with respect to certain noncompetitive programs and competitive programs, see section 5 of Pub. L. 114–95, set out as a note under section 6301 of this title.