; (2) identify, document, and disseminate information regarding best and promising practices (in existence on the date of identification of the practices), from research carried out in a manner that includes individuals with significant disabilities affecting communication and their families at every point in the research process, to increase communication access, literacy, and effective communication for individuals with significant disabilities affecting communication; (3) partner with assistive technology or engineering programs in institutions of higher education to conduct research in and development of communication options for individuals with significant disabilities affecting communication; (4) increase the skills of speech-language pathologists, special educators, early intervention specialists, occupational therapists, administrators, and related services personnel, to evaluate and provide communication services, and other supports to individuals with significant disabilities affecting communication to enable those individuals to obtain increased or improved— (A) participation in elementary, secondary, and postsecondary education; (B) academic skills including literacy and math skills; (C) employment and career outcomes; and (D) self-advocacy and self-determination skills