; (G) examine the educational, developmental, and transitional needs of children with high-incidence and low-incidence disabilities; (H) examine the extent to which overidentification and underidentification of infants and toddlers with disabilities, children with disabilities, and youth with disabilities occurs, and the causes thereof; (I) examine and improve secondary and postsecondary education, transitional, and employment outcomes and results for children with disabilities and youth with disabilities, including such individuals’ access to or completion of— (i) a regular high school diploma; (ii) career and technical education; (iii) postsecondary education; and (iv) vocational rehabilitation and competitive integrated employment; (J) examine methods of early intervention for infants and toddlers with disabilities and children with disabilities, including children with multiple or complex developmental delays; (K) examine and incorporate principles of universal design for learning in the development of standards, assessments, curricula, and instructional methods to improve educational and transitional results for children with disabilities and youth with disabilities; (L) (i) improve the preparation of personnel, including early intervention personnel, who provide educational and related services to infants or toddlers with disabilities, children with disabilities, or youth with disabilities, including methods to support evidence use among such personnel and increase the academic achievement and functional performance of such infants, toddlers, children, or youth; and (ii) examine the requirements related to the professional qualifications of such personnel in regard to sections 612(a)(14) and 635(a)(9) of the Individuals with Disabilities Education Act; (M) examine the excess costs of educating a child with a disability and expenses associated with high-cost special education and related services