118 STAT. 2764 PUBLIC LAW 108–446—DEC. 3, 2004 ‘‘(B) to assume leadership positions in administration and direct services; ‘‘(C) to provide teacher training; and ‘‘(D) to conduct high quality research to improve special education. ‘‘(6) High quality, comprehensive professional development programs are essential to ensure that the persons responsible for the education or transition of children with disabilities possess the skills and knowledge necessary to address the edu cational and related needs of those children. ‘‘(7) Models of professional development should be scientif ically based and reflect successful practices, including strategies for recruiting, preparing, and retaining personnel. ‘‘(8) Continued support is essential for the development and maintenance of a coordinated and high quality program of research to inform successful teaching practices and model curricula for educating children with disabilities. ‘‘(9) Training, technical assistance, support, and dissemina tion activities are necessary to ensure that parts B and C are fully implemented and achieve high quality early interven tion, educational, and transitional results for children with disabilities and their families. ‘‘(10) Parents, teachers, administrators, and related services personnel need technical assistance and information in a timely, coordinated, and accessible manner in order to improve early intervention, educational, and transitional services and results at the State and local levels for children with disabilities and their families. ‘‘(11) Parent training and information activities assist par ents of a child with a disability in dealing with the multiple pressures of parenting such a child and are of particular impor tance in— ‘‘(A) playing a vital role in creating and preserving constructive relationships between parents of children with disabilities and schools by facilitating open communication between the parents and schools; encouraging dispute reso lution at the earliest possible point in time; and discour aging the escalation of an adversarial process between the parents and schools; ‘‘(B) ensuring the involvement of parents in planning and decisionmaking with respect to early intervention, edu cational, and transitional services; ‘‘(C) achieving high quality early intervention, edu cational, and transitional results for children with disabil ities; ‘‘(D) providing such parents information on their rights, protections, and responsibilities under this title to ensure improved early intervention, educational, and transitional results for children with disabilities; ‘‘(E) assisting such parents in the development of skills to participate effectively in the education and development of their children and in the transitions described in section 673(b)(6); ‘‘(F) supporting the roles of such parents as partici pants within partnerships seeking to improve early inter vention, educational, and transitional services and results for children with disabilities and their families; and
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