; (ii) use of such technologies in general education settings; (iii) factors that support or limit the use of such technologies, including training for students, practitioners, and parents and the interoperability of devices; and (iv) the impact of such technologies on infants or toddlers with disabilities, children with disabilities, or youth with disabilities. (b) Special education research plan Not later than 60 days after the date on which the Board approves the priorities under section 115, the Special Education Research Commissioner shall develop, in collaboration with the Assistant Secretary for Special Education and Rehabilitative Services, and submit a special education research plan to the Director that— (1) is consistent with the priorities and mission of the Institute and the mission of the Special Education Research Center and incorporates the perspectives and priorities of individuals and families with lived experience, including individuals with disabilities; (2) is consistent with the purposes of the Individuals with Disabilities Education Act; (3) contains an appropriate balance across all age ranges and by disability category under the Individuals with Disabilities Education Act, as appropriate; (4) provides for research that is objective and uses measurable indicators, including timelines, to assess its progress and results; (5) meets the procedures for peer review established by the Director under section 114(f)(5) and the standards of research described in section 134; (6) is coordinated with the comprehensive plan developed under section 681 of the Individuals with Disabilities Education Act