[Congressional Record (Bound Edition), Volume 151 (2005), Part 13]
[Extensions of Remarks]
[Pages 18218-18219]
[From the U.S. Government Publishing Office, www.gpo.gov]




       INTRODUCTION OF THE TEACHER TRAINING EXPANSION ACT OF 2005

                                 ______
                                 

                        HON. ELIJAH E. CUMMINGS

                              of maryland

                    in the house of representatives

                         Tuesday, July 26, 2005

  Mr. CUMMINGS. Mr. Speaker, currently, too many of our nation's 
``special needs'' children are underserved due to inadequate training 
of general education teachers. It was recently reported that 
approximately 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 figures reflect the mandate under the Individuals with 
Disabilities Education Act (IDEA) that requires, 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 achieved satisfactorily. IDEA 
612(a)(5)(A).
  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 be equipped to 
collaborate with special education teachers to ensure that the best 
individualized approaches are utilized for the successful integration 
of disabled students into the classroom.
  For these reasons, I am reintroducing the Teacher Training Expansion 
Act of 2005, legislation that would address this crucial area of 
teacher development. Specifically, this legislation would authorize the 
Secretary of Education to give preference, in the distribution of 
certain grants under IDEA, to local educational agencies and certain 
public or private nonprofit organizations that provide training to 
regular education personnel to meet the needs of children with 
disabilities.
  Under current law, institutions of higher education are already 
granted such a preferential status in the distribution of these grants. 
However, I firmly believe local educational agencies and public or 
private nonprofit organizations that are at the forefront of training 
teachers who work with disabled students, must be eligible to receive 
equal consideration in provide this vital type of professional 
development and training.
  Mr. Speaker, by supporting this legislation we will help our teachers 
gain the skills they need to work effectively with disabled students in 
general education classrooms and help make good on our promise to 
provide a quality education to all students.
  Lastly, as we celebrate the 15th Anniversary of the Americans with 
Disabilities Act today, let us be ever mindful to continue to level the 
playing field for our disabled and special needs communities in any way 
that we can.

[[Page 18219]]

This bill would help in furthering this goal and I urge my colleagues 
to cosponsor the Teacher Training Expansion Act of 2005.

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