[Congressional Record (Bound Edition), Volume 150 (2004), Part 17]
[Extensions of Remarks]
[Pages 23246-23247]
[From the U.S. Government Publishing Office, www.gpo.gov]




       INTRODUCTION OF THE TEACHER TRAINING EXPANSION ACT OF 2004

                                 ______
                                 

                        HON. ELIJAH E. CUMMINGS

                              of maryland

                    in the house of representatives

                       Thursday, October 7, 2004

  Mr. CUMMINGS. Mr. Speaker, I rise today to introduce the Teacher 
Training Expansion Act of 2004. Right now, too many of our Nation's 
``special needs'' children are underserved. This bill seeks to improve 
education for all of our children by increasing support for public and 
private organizations that train teachers to meet the challenges of 
special education.
  Specifically, the Teacher Training Expansion Act of 2004 would 
authorize the Secretary of Education, under the auspices of the 
Individuals With Disabilities Education Act (IDEA), to give grant 
preference to local educational

[[Page 23247]]

agencies that train teachers to use special education techniques.
  Currently, about 80 percent of students with learning disabilities 
receive the majority of their instruction in general education 
classrooms. According to the U.S. Department of Education, 50 percent 
of disabled students between the ages of 6 and 11, and 30 percent of 
disabled students between the ages of 11 and 12, are taught in regular 
classrooms. These numbers indicate a 10 percent increase in inclusion 
over the last 10 years.
  Mr. Speaker, these numbers demonstrate that IDEA, one of the most 
comprehensive bills addressing equality in education, must continue to 
expand training of special education teachers. IDEA requires that:

     to the maximum extent appropriate, children with disabilities 
     . . . are educated with children who are not disabled, and 
     that special classes, separate schooling, or other removal of 
     children with disabilities from the regular environment 
     occurs only when the nature or severity of the disability is 
     such that education in regular classes with the use of 
     supplementary aids and services cannot be attained 
     satisfactorily. IDEA Sec. 612 (5) (B)

  As more children with disabilities enter general education 
classrooms, it is critical that general education teachers and 
personnel are adequately trained to adapt curricula to suit their 
needs. Regular education teachers and personnel must collaborate with 
special education teachers to ensure that the best individualized 
approaches are utilized for the integration of disabled students into 
the classroom.
  My bill, the Teacher Training Expansion Act of 2004, encourages this 
crucial kind of staff development. Because local educational agencies, 
private and public organizations are at the forefront of training 
teachers who work with disabled students, these groups should be 
eligible to receive the highest consideration when awarding grants.
  By enabling these agencies to receive grant preferences, we will help 
our teachers gain the skills they need to work effectively with 
disabled students in mainstream classrooms. Education is central to 
changing the way disabled students are viewed by their peers, but it 
also helps disabled students cultivate the intellectual and social 
skills they need to compete in society.
  To ensure that inclusion and mainstreaming benefits all students, 
teachers must be trained appropriately. With adequate funding, the 
quality of education will continue to improve for all students. I urge 
my colleagues to join me in this effort by co-sponsoring the Teacher 
Training Expansion Act of 2004.

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