Local education agency development

A copy of the management plan developed under the regulations shall be available in the administrative offices of the local educational agency for inspection by the public, including teachers, other school personnel, and parents. The local educational agency shall notify parent, teacher, and employee organizations of the availability of such plan. 

The local educational agency shall, within 720 days after October 22, 1986, develop and begin implementation of an operation and maintenance plan with respect to friable asbestos-containing material in a school building under its authority. Such plan shall provide for the education of school service and maintenance personnel about safety procedmes with respect to asbestos-containing material, including friable asbestos-containing material. 

I) A soHcitation by the local educational agency to contract with an accredited asbestos contractor for inspection or management plan development. 

Such diagnostic and remedial efforts shall be carried out with a view to developing technology and expertise for the purpose of making such technology and expertise available to any local educational agency and the several States. 

Organic standards have to be developed around these challenges and the solutions provided by science and practical experience. To implement the necessary practices into the organic standards, certification agencies have to be established in the countries and inspectors have to be recruited locally. They must be educated so that the products are both produced in a locally sustainable manner and meeting the requirements of the organic movement. 

In other words, the agency expects to see evidence that the research and education components blend together well. The proposal should articulate how the personnel will collaborate, and how the project will benefit from the synergy. For example, there are successful MRSEC centers that provide educational opportunities for students from underserved populations in their geographical locale, that have special summer programs for high school teachers, or that involve curriculum development directly related to the scientific research (5). All these situations provide excellent possibilities for the teaming of researchers and educators. 

These key characteristics can provide a useful checklist for schools (see the CD, Chapter 3 Example 6) in measuring how far they have progressed towards developing an inclusive school. There are a number of useful checklists and inclusion standards that schools can use to help establish and review inclusive practices for example. Inclusion Standard - High Standards for All - Manchester Education Department, www.manchester.gov.uk/education, and Index for Inclusion, www.inclusion.org.uk and www.csie.org.uk. It is also important to remember that working in isolation is not an option - all schools need the involvement and support of the local authority, special schools and services, statutory, voluntary and other agencies if their school is to become tmly inclusive. 

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