FR Doc E7-23975
[Federal Register: December 11, 2007 (Volume 72, Number 237)]
[Notices]
[Page 70316-70319]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
[DOCID:fr11de07-39]
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DEPARTMENT OF EDUCATION
National Institute on Disability and Rehabilitation Research
(NIDRR)--Disability and Rehabilitation Research Projects and Centers
Program--Disability Rehabilitation Research Projects (DRRP)
AGENCY: Office of Special Education and Rehabilitative Services,
Department of Education.
ACTION: Notice of proposed priority and definitions.
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SUMMARY: The Assistant Secretary for Special Education and
Rehabilitative Services, the Assistant Secretary for Vocational and
Adult Education, and the Assistant Secretary for Postsecondary
Education jointly propose a priority and definitions for a center on
postsecondary education for students with intellectual disabilities
under the DRRP program administered by NIDRR. The Assistant Secretary
for Special Education and Rehabilitative Services may use this priority
for competitions in fiscal year (FY) 2008 and later years. We take this
action to focus attention on an area of national need. We intend this
priority to improve postsecondary education and other outcomes for
individuals with intellectual disabilities.
DATES: We must receive your comments on or before January 10, 2008.
ADDRESSES: Address all comments about this proposed priority and
definitions to Donna Nangle, U.S. Department of Education, 400 Maryland
Avenue, SW., room 6029, Potomac Center Plaza (PCP), Washington, DC
20204-2700. If you prefer to send your comments through the Internet,
use the following address: donna.nangle@ed.gov.
You must include the term ``Intellectual Disability Center
Priority'' in the subject line of your electronic message.
FOR FURTHER INFORMATION CONTACT: Donna Nangle. Telephone: (202) 245-
7462 or by e-mail: donna.nangle@ed.gov.
If you use a telecommunications device for the deaf (TDD), you can
call the Federal Relay Service (FRS), toll free, at 1-800-877-8339.
Individuals with disabilities can obtain this document in an
alternative format (e.g., Braille, large print, audiotape, or computer
diskette) on request to the contact person listed under FOR FURTHER
INFORMATION CONTACT.
SUPPLEMENTARY INFORMATION: This notice of proposed priority and
definitions is in concert with President George W. Bush's New Freedom
Initiative (NFI) and NIDRR's Final Long-Range Plan for FY 2005-2009
(Plan). The NFI can be accessed on the Internet at the following site:
http://www.whitehouse.gov/infocus/newfreedom.
The Plan, which was published in the Federal Register on February
15, 2006 (71 FR 8165), can be accessed on the Internet at the following
site: http://www.ed.gov/about/offices/list/osers/nidrr/policy.html.
Through the implementation of the NFI and the Plan, NIDRR seeks to:
(1) Improve the quality and utility of disability and rehabilitation
research; (2) foster an exchange of expertise, information, and
training to facilitate the advancement of knowledge and understanding
of the unique needs of traditionally underserved populations; (3)
determine best strategies and programs to improve rehabilitation
outcomes for underserved populations; (4) identify research gaps; (5)
identify mechanisms of integrating research and practice; and (6)
disseminate findings.
Invitation to Comment
We invite you to submit comments regarding the proposed priority
and definitions in this notice. To ensure that your comments have
maximum effect in developing the notice of final priority and
definitions, we urge you to identify clearly the specific topic that
each comment addresses.
We invite you to assist us in complying with the specific
requirements of Executive Order 12866 and its overall requirement of
reducing regulatory burden that might result from the priority and
definitions proposed in this notice. Please let us know of any further
opportunities we should take to reduce potential costs or increase
potential benefits while preserving the effective and efficient
administration of the program.
[[Page 70317]]
During and after the comment period, you may inspect all public
comments about the proposed priority and definitions in this notice in
room 6029, 550 12th Street, SW., PCP, Washington, DC, between the hours
of 8:30 a.m. and 4 p.m., Eastern time, Monday through Friday of each
week except Federal holidays.
Assistance to Individuals With Disabilities in Reviewing the Rulemaking
Record
On request, we will supply an appropriate aid, such as a reader or
print magnifier, to an individual with a disability who needs
assistance to review the comments or other documents in the public
rulemaking record for the priority and definitions proposed in this
notice. If you want to schedule an appointment for this type of aid,
please contact the person listed under FOR FURTHER INFORMATION CONTACT.
We will announce the final priority and definitions in a notice in
the Federal Register. We will determine the final priority and
definitions after considering responses to this notice and other
information available to the Department. This notice does not preclude
us from proposing or using additional priorities or definitions,
subject to meeting applicable rulemaking requirements.
Note: This notice does not solicit applications. In any year in
which we choose to use the priority proposed in this notice, we
invite applications through a notice in the Federal Register. When
inviting applications we designate the priority as absolute,
competitive preference, or invitational. The effect of each type of
priority follows:
Absolute priority: Under an absolute priority, we consider only
applications that meet the priority (34 CFR 75.105(c)(3)).
Competitive preference priority: Under a competitive preference
priority, we give competitive preference to an application by either
(1) awarding additional points, depending on how well or the extent to
which the application meets the competitive preference priority (34 CFR
75.105(c)(2)(i)); or (2) selecting an application that meets the
competitive preference priority over an application of comparable merit
that does not meet the priority (34 CFR 75.105(c)(2)(ii)).
Invitational priority: Under an invitational priority, we are
particularly interested in applications that meet the invitational
priority. However, we do not give an application that meets the
invitational priority a competitive or absolute preference over other
applications (34 CFR 75.105(c)(1)).
Disability and Rehabilitation Research Projects (DRRP) Program
The purpose of the DRRP program is to plan and conduct research,
demonstration projects, training, and related activities to develop
methods, procedures, and rehabilitation technologies that maximize the
full inclusion and integration into society, employment, independent
living, family support, and economic and social self-sufficiency of
individuals with disabilities, especially individuals with the most
severe disabilities, and to improve the effectiveness of services
authorized under the Rehabilitation Act of 1973, as amended. DRRPs
carry out one or more of the following types of activities, as
specified and defined in 34 CFR 350.13 through 350.19: Research,
development, demonstration, training, dissemination, utilization, and
technical assistance.
An applicant for assistance under this program must demonstrate in
its application how it will address, in whole or in part, the needs of
individuals with disabilities from minority backgrounds (34 CFR
350.40(a)). The approaches an applicant may take to meet this
requirement are found in 34 CFR 350.40(b). In addition, NIDRR intends
to require all DRRP applicants to meet the requirements of the General
Disability and Rehabilitation Research Projects (DRRP) Requirements
priority that it published in a notice of final priorities in the
Federal Register on April 28, 2006 (71 FR 25472).
Additional information on the DRRP program can be found at:
http://www.ed.gov/rschstat/research/pubs/res-program.html#DRRP.
Priority
Background
The Elementary and Secondary Education Act of 1965, as amended by
the No Child Left Behind Act of 2001 (20 U.S.C. 6300) and the 2004
amendments to the Individuals with Disabilities Education Act (IDEA)
(20 U.S.C. 1400 et seq.) have expanded educational opportunities for
all students, including those with intellectual disabilities. More and
more students with intellectual disabilities are enrolling in
postsecondary education programs, including community colleges,
vocational-technical schools, four-year colleges, and specialized
programs on college campuses that promote independence and improve
employment options. A small number of two- and four-year colleges
(approximately 15) provide individualized supports so that students
with intellectual disabilities, such as students with Down syndrome,
can participate in regular college credit courses. More common are two-
year colleges that enroll individuals with intellectual disabilities in
programs that are separate from the traditional academic programs of
those institutions. The majority of these programs are dual enrollment
programs for students ages 18 through 21 who receive special education
services and who are still enrolled in high school and take courses on
college campuses that focus on academic and personal skill building
(e.g., social skills, life skills) as part of their individualized
education program under IDEA.
Despite the growing interest in postsecondary education programs
for students with intellectual disabilities, there are relatively
little data on: (a) The participation rates of students with
intellectual disabilities in postsecondary education; (b) the types of
programs and services provided for students with intellectual
disabilities in these programs; and (c) the outcomes for students with
intellectual disabilities who participate in different types of
postsecondary education programs.
Individuals with intellectual disabilities face significant
barriers to successful participation in postsecondary education and
vocational-technical programs. According to the President's Committee
for People with Intellectual Disabilities (2004), fewer than 15 percent
of young adults with intellectual disabilities participate in
postsecondary education programs. The Committee also reported that
approximately 90 percent of adults with intellectual disabilities are
not employed.
Research on postsecondary education for students with intellectual
disabilities is limited. However, there is some evidence to suggest
that independent living and employment outcomes may improve for
students with intellectual disabilities who participate in college-
based programs (Hart et al., 2006; Wagner et al., 2006). In two
studies, students with intellectual disabilities who attended
postsecondary education courses and programs had higher levels of self-
esteem, better vocational outcomes, and greater personal success when
compared to their peers who did not attend postsecondary education
programs (Hart et al., 2004, 2006).
To address the gaps in knowledge about the participation of
individuals with intellectual disabilities in postsecondary education
programs, NIDRR seeks to establish a center that will conduct research
and disseminate information on scientifically based
[[Page 70318]]
approaches for improving long-term independent living and employment
opportunities for individuals with intellectual disabilities through
the participation of such individuals in postsecondary education
programs.
References
Hart, D., Pasternack, R.H., Mele-McCarthy, J., Zimbrich, K., &
Parker, D.R. (2004). ``Community College: A Pathway to Success for
Youth with Learning, Cognitive, and Intellectual Disabilities in
Secondary Settings.'' Education and Training in Developmental
Disabilities, Volume 39, Number 4: 54-66.
Hart, D., Grigal, M., Sax, C., Martinez, D., & Will, M. (2006).
``Postsecondary Education Options for Students with Intellectual
Disabilities.'' Research to Practice, Issue 45. Accessed
online October 21, 2007 at:
http://www.communityinclusion.org/article.php?article_id=178&staff_id=19.
President's Committee for People with Intellectual Disabilities
(2004). A Charge We Have To Keep. A Road Map to Personal and Economic
Freedom for People with Intellectual Disabilities in the 21st Century.
Washington, DC: U.S. Department of Health and Human Services,
Administration for Children and Families.
Wagner, M., Newman, L., Cameto, R., & Levine, P. (2006). The
Academic Achievement and Functional Performance of Youth With
Disabilities. A Report From the National Longitudinal Transition
Study--2 (NLTS2). (NCSER 2006-3000). Menlo Park, CA: SRI International.
Proposed Priority--Center on Postsecondary Education for Students with
Intellectual Disabilities
The Assistant Secretary for Special Education and Rehabilitative
Services, the Assistant Secretary for Vocational and Adult Education,
and the Assistant Secretary for Postsecondary Education jointly propose
a priority for a DRRP--the Center on Postsecondary Education for
Students with Intellectual Disabilities (Center). In order to meet this
priority, the Center must--
(a) Identify key characteristics and promising practices of
postsecondary education programs that currently serve students with
intellectual disabilities, including collecting information on--
(1) How students with intellectual disabilities are recruited and
retained in these programs;
(2) The extent to which students with intellectual disabilities are
enrolled in academic courses as part of these programs; and
(3) The types and extent of accommodations provided to students
with intellectual disabilities in order to ensure their active
participation in these programs;
(b) Conduct scientifically based research (as defined in 20 U.S.C.
7801(37)) to determine whether variation in educational, vocational,
and independent living outcomes for students with intellectual
disabilities is associated with participation in different types of
postsecondary education programs. To fulfill this requirement, the
Center must conduct a longitudinal study or secondary analyses of
existing national and State longitudinal datasets. At a minimum, the
Center must analyze data from the National Longitudinal Transition
Study-2 (NLTS-2) and the Florida K-20 Education Data Warehouse. The
NLTS-2 can be accessed at: http://www.nlts2.org.
The Florida K-20 Education Data Warehouse can be accessed at:
http://www.edwapp.doe.state.fl.us/doe/.
(c) Compile existing technical assistance materials and develop new
materials, as needed, including information on promising practices that
can be replicated, for postsecondary education institutions that are
developing new programs or expanding existing programs to provide
activities for students with intellectual disabilities. Technical
assistance materials must be informed by knowledge acquired through the
Center's research program, as the knowledge becomes available;
(d) Partner with existing training and technical assistance
providers for the purpose of disseminating technical assistance
materials to postsecondary education programs interested in developing
new programs or expanding existing programs for students with
intellectual disabilities. To the extent possible, technical assistance
and other informational materials should be disseminated to interested
students with intellectual disabilities and their families;
(e) Provide technical assistance information and materials to
appropriate NIDRR research and dissemination centers, including the
National Center for the Dissemination of Disability Research and the
Research Utilization Support and Help (RUSH) Project at the Southwest
Educational Development Laboratory, and the Center for International
Rehabilitation Research Information and Exchange at the State
University of New York at Buffalo;
(f) Establish an advisory committee of researchers, vocational
rehabilitation providers, transition planners, secondary and
postsecondary educators, individuals with intellectual disabilities,
and parents of individuals with intellectual disabilities to provide
the Center, on an ongoing basis, with guidance on the Center's research
and technical assistance activities;
(g) Conduct a formative evaluation of the Center's activities,
using clear performance objectives to ensure continuous improvement in
the operation of the Center, including objective measures of progress
in implementing the project and ensuring the quality of products and
services; and
(h) To the extent possible, consult with the sponsors of activities
that are similar or related to the Center's activities, especially,
existing training and technical assistance resources that have been
established by relevant offices within the U.S. Department of
Education, including the Rehabilitation Service Administration's
Rehabilitation Continuing Education Programs; the Office of Special
Education Programs' Technical Assistance and Dissemination Network, and
Technical Assistance Communities of Practice; the Office of Vocational
and Adult Education's National Research Center for Career and Technical
Education; and the NIDRR network of Knowledge Translation grantees.
This consultation must be designed to avoid duplication of efforts and
to facilitate the exchange of information, pool resources, and improve
the overall effectiveness of the Center's activities.
Definitions
The Assistant Secretary for Special Education and Rehabilitative
Services, the Assistant Secretary for Vocational and Adult Education,
and the Assistant Secretary for Postsecondary Education jointly propose
to establish the following definitions for the purpose of the Center on
Postsecondary Education for Students with Intellectual Disabilities
priority:
(1) Adaptive skill areas, as used in the definition of students
with intellectual disabilities, means the basic skills needed for
everyday life, such as communication, self-care, home living, social
skills, leisure, health and safety, self-direction, functional
academics (reading, writing, basic math), and work.
(2) Postsecondary education programs means programs and activities
at community colleges, vocational-technical schools, four-year
colleges, and specialized programs on college campuses that are
intended to promote independence and improve employment outcomes for
students with intellectual disabilities.
[[Page 70319]]
(3) Scientifically based research has the meaning given the term in
20 U.S.C. 7801(37): Research that involves the application of rigorous,
systematic, and objective procedures to obtain reliable and valid
knowledge relevant to education activities and programs. It includes
research that--
(a) employs systematic, empirical methods that draw on observation
or experiment;
(b) involves rigorous data analyses that are adequate to test the
stated hypotheses and justify the general conclusions drawn;
(c) relies on measurements or observational methods that provide
reliable and valid data across evaluators and observers, across
multiple measurements and observations, and across studies by the same
or different investigators;
(d) utilizes experimental or quasi-experimental designs in which
individual entities, programs, or activities are assigned to different
conditions and with appropriate controls to evaluate the effects of the
condition of interest, with a preference for random-assignment
experiments, or other designs to the extent that those designs contain
within-condition or across-condition controls;
(e) ensures that experimental studies are presented in sufficient
detail and clarity to allow for replication or, at a minimum, offer the
opportunity to build systematically on their findings; and
(f) has been accepted by a peer-reviewed journal or approved by a
panel of independent experts through a comparably rigorous, objective,
and scientific review.
(4) Students with intellectual disabilities means--
(a) individuals between the ages of 16 and 24 whose intellectual
functioning levels require significant changes in instructional methods
and modifications to the curriculum in order to participate in
postsecondary educational activities;
(b) individuals who have significant limitations in adaptive skill
areas as expressed in conceptual, social, and practical adaptive
skills; and
(c) individuals whose disabilities originated before the age of 18.
Executive Order 12866
This notice of proposed priority and definitions has been reviewed
in accordance with Executive Order 12866. Under the terms of the order,
we have assessed the potential costs and benefits of this regulatory
action.
The potential costs associated with this notice of proposed
priority and definitions are those resulting from statutory
requirements and those we have determined as necessary for
administering this program effectively and efficiently.
In assessing the potential costs and benefits--both quantitative
and qualitative--of this notice of proposed priority and definitions,
we have determined that the benefits of the proposed priority and
definitions justify the costs.
Summary of potential costs and benefits
The benefits of the DRRP programs have been well established over
the years in that other DRRP projects have been completed successfully.
The priority and definitions proposed in this notice will generate new
knowledge through research, development, dissemination, utilization,
and technical assistance.
Another benefit of the proposed priority and definitions is that
establishing a new DRRP will support the President's NFI and improve
the lives of individuals with disabilities. The new DRRP will generate,
disseminate, and promote the use of new information that will improve
the options for individuals with intellectual disabilities to achieve
improved education, employment, and independent living outcomes.
Intergovernmental Review
This program is not subject to Executive Order 12372 and the
regulations in 34 part 79.
Applicable Program Regulations: 34 CFR part 350.
Electronic Access to This Document
You may view this document, as well as all other Department of
Education documents published in the Federal Register, in text or Adobe
Portable Document Format (PDF) on the Internet at the following site:
http://www.ed.gov/news/fedregister.
To use PDF you must have Adobe Acrobat Reader, which is available
free at this site. If you have questions about using PDF, call the U.S.
Government Printing Office (GPO), toll free, at 1-888-293-6498; or in
the Washington, DC, area at (202) 512-1530.
Note: The official version of this document is the document
published in the Federal Register. Free Internet access to the
official edition of the Federal Register and the Code of Federal
Regulations is available on GPO Access at:
http://www.gpoaccess.gov/nara/index.html.
(Catalog of Federal Domestic Assistance Numbers 84.133A Disability
Rehabilitation Research Projects)
Program Authority: 29 U.S.C. 762(g) and 764(a).
Dated: December 5, 2007.
Raymond Simon,
Acting Assistant Secretary for Special Education and Rehabilitative
Services.
[FR Doc. E7-23975 Filed 12-10-07; 8:45 am]
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