[Federal Register Volume 59, Number 232 (Monday, December 5, 1994)]
[Unknown Section]
[Page 0]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 94-29859]
[[Page Unknown]]
[Federal Register: December 5, 1994]
_______________________________________________________________________
Part V
Department of Education
_______________________________________________________________________
Rehabilitation Training Programs; Notices
=======================================================================
-----------------------------------------------------------------------
DEPARTMENT OF EDUCATION
RIN 1820-ZA01
Rehabilitation Training Programs
AGENCY: Department of Education.
ACTION: Notice of final priorities.
-----------------------------------------------------------------------
SUMMARY: The Secretary announces priorities for four programs
administered by the Office of Special Education and Rehabilitative
Services. The Secretary may use these priorities for competitions in
fiscal year (FY) 1995 and subsequent years. The Secretary takes this
action to focus Federal financial assistance on areas of identified
national need. These priorities are intended to prepare individuals to
enter rehabilitation professions and to maintain and upgrade the basic
skills and knowledge of trained rehabilitation professionals.
EFFECTIVE DATE: These priorities take effect on January 4, 1995.
FOR FURTHER INFORMATION CONTACT: The name, address, and telephone
number of the person at the Department to contact for information on a
specific priority is in the section describing the program under which
the priority is being announced.
SUPPLEMENTARY INFORMATION: This notice contains one priority under the
statutory authority for Rehabilitation Training, one priority under the
Rehabilitation Continuing Education Programs, four priorities under the
Rehabilitation Short-Term Training program, and two priorities under
the Interpreter Training for Individuals Who Are Deaf and Individuals
Who Are Deaf-Blind program. A separate competition will be established
for each priority. These programs are authorized by section 302 of the
Rehabilitation Act of 1973, as amended (Act). The purpose of each
program is stated separately under the title of that program. The
announcement for each program also lists the name, address, and
telephone number of the person who may be contacted for further
information.
These priorities support the National Education Goal that, by the
year 2000, every adult American will be literate and will possess the
knowledge and skills necessary to compete in a global economy and
exercise the rights and responsibilities of citizenship. The Department
supports a variety of training activities in vocational rehabilitation
and training that enhance the knowledge and skills of personnel.
On September 6, 1994, the Secretary published a notice of proposed
priorities for these programs in the Federal Register (59 FR 46118).
Note: This notice of final priorities does not solicit
applications. In any year in which the Secretary chooses to use a
priority, the Secretary invites applications through a notice in the
Federal Register and designates that priority as absolute or
competitive preference or invitational. The effect of each type of
priority is explained in the notice of proposed priorities and in 34
CFR 75.105.
Notices inviting applications under these competitions are
published in separate notices in this issue of the Federal Register.
Analysis of Comments and Changes
In response to the Secretary's invitation in the notice of proposed
priorities, 64 parties submitted comments. An analysis of the comments
and of the changes in the priorities since publication of the notice of
proposed priorities follows. Please note that this section addresses
only those proposed priorities on which substantive comments were
received or priorities that have been substantially changed as a result
of the Secretary's review. Technical and other minor changes--and
suggested changes the Secretary is not legally authorized to make under
the applicable statutory authority--are also not addressed.
General Comments
Comments: Three commenters expressed concern that vocational
evaluation and work adjustment, an important component of the
rehabilitation of persons with disabilities, is being eliminated by the
Rehabilitation Services Administration (RSA) as a training focus from
its discretionary grant programs in general and from these priorities
in particular. Therefore, it was recommended that an additional
priority be included to provide training for community rehabilitation
personnel in the field of vocational evaluation and work adjustment.
Discussion: An announcement to fund projects that will provide
vocational evaluation and work adjustment training for FY 1995 was
published on June 16, 1994. In addition, vocational evaluation and work
adjustment training is not precluded under these priorities.
Changes: None.
Comments: One commenter recommended that every priority included in
the notice, and every future RSA priority, provide training in access
to assistive technology and devices. In addition, one of the same
commenters proposed that two technology-specific priorities be added to
this notice.
Discussion: Training in this area is allowed under any of the
priorities in this notice. The Secretary believes that training
rehabilitation personnel in assistive technology can lead to increased
choices and opportunities for persons with disabilities.
Changes: None.
Comments: One commenter suggested that a priority be added that
would provide additional resources to State vocational rehabilitation
agencies to facilitate ongoing career advancement opportunities on
behalf of their clients.
Discussion: The Secretary agrees that the facilitation of ongoing
career advancement opportunities on behalf of clients of State
vocational rehabilitation agencies is important. State vocational
rehabilitation agencies are currently provided resources under the in-
service training program to carry out post-employment programs, such as
the development of career advancement opportunities for their clients.
Changes: None.
Comments: One commenter recommended that the order in which the
priorities are listed in this notice be changed to give preference for
funding to one of the priorities that is not listed as number one.
Discussion: The order in which the priorities appear in the notice
is not related to importance or any preference.
Changes: None.
Rehabilitation Training
Priority--National Clearinghouse of Rehabilitation Training Materials
Comments: Four of the commenters suggested specific criteria that a
National Clearinghouse should address during the grant competition:
linkages with other clearinghouses, the provision of materials in
alternative formats, adequate facilities for storage and dissemination,
and a project director experienced in both rehabilitation and
information systems.
Discussion: The current selection criteria already include the
concerns raised by the commenters and will provide the basis for the
evaluation of the proposals under this program.
Changes: None.
Comments: One commenter suggested that the proposed National
Clearinghouse of Rehabilitation Training Materials be merged with the
National Rehabilitation Information Center, which is funded by the
National Institute on Disability and Rehabilitation Research.
Discussion: While such a merger is not feasible at this time, the
possibility of such a merger will be considered.
Changes: None.
Rehabilitation Continuing Education Programs
Priority--Rehabilitation Continuing Education Programs for Providers of
Community Rehabilitation Services
Comments: Ten of the commenters indicated their desire to have a
project under this priority in their geographical region.
Discussion: The Secretary will consider the needs of all regions as
well as the geographical distribution of projects in selecting
grantees. Regions that are not announced for funding in FY 1995 will be
considered for competitions in FY 1996 and FY 1997.
Changes: None.
Comments: Six commenters expressed concern regarding the
availability of training under this priority to direct service
personnel in rural areas, and several of these commenters recommended
that projects under this priority be required to coordinate training
through existing programs in rural areas or use distance education
strategies.
Discussion: Projects funded under this priority are required to
provide training for direct service personnel throughout a multi-State
geographical area. The use of distance education strategies and
linkages with existing training programs serving rural areas is not
precluded under this priority.
Changes: None.
Comments: Two commenters expressed concern that the priority will
discourage academic and certificate training, and one commenter
suggested that academic-type training be included under the priority.
Discussion: The focus of this priority is on the provision of
ongoing post-employment training in community rehabilitation programs.
The Secretary believes that the training proposed is appropriate to
meet these needs.
Changes: None.
Comments: Two commenters recommended that the priority emphasize
human resource development principles.
Discussion: The Secretary believes that the provision of quality
post-employment training that will maintain or upgrade the skills of
persons engaged in community rehabilitation programs is career
enhancing and reflective of human resource development principles.
Changes: None.
Comments: Two commenters suggested that programs funded under this
priority provide technical assistance and demonstrate institutional
collaboration.
Discussion: These activities may be carried out by projects funded
under this priority.
Changes: None.
Comments: One commenter expressed concern that the priority will
not provide training opportunities for professional persons, such as
vocational evaluators and work adjustment personnel, who are employed
by community rehabilitation programs.
Discussion: The Secretary notes that the priority addresses the
need for ongoing post-employment training for all personnel employed by
community rehabilitation programs.
Changes: None.
Comments: One commenter suggested that the priority be more
responsive to individuals with disabilities by requiring the projects
funded under this priority to promote cooperation with local
partnerships funded by the School-to-Work Opportunities Act and with
employment centers, and to include training in the evaluation of
occupational and skill attainment.
Discussion: The Secretary believes that these activities are
encouraged under the priority as projects are required to coordinate
their efforts with employment agencies and school-to-work projects, as
well as to provide training to meet recurrent and common training
needs, which could include the evaluation of occupational and skill
attainment.
Changes: None.
Comments: One commenter expressed concern that the term ``community
rehabilitation programs'' may be perceived in many parts of the country
to include organizations serving mentally ill individuals, and in other
parts of the country it may be more narrowly defined to include only
facilities or sheltered workshops.
Discussion: The Secretary believes that the term ``community
rehabilitation programs'' is inclusive of organizations serving
individuals with mental illness.
Changes: None.
Comments: One commenter suggested that the training under this
priority be restricted to State vocational rehabilitation personnel.
Discussion: State vocational rehabilitation personnel are but one
resource for individuals with disabilities. Other significant resources
include services and personnel provided by community rehabilitation
programs. On-going post-employment training targeted to these programs
is necessary to achieve improved employment outcomes for persons with
disabilities. In addition, the Rehabilitation Act requires that a large
portion of the training program allocation be used solely for State
agency personnel training. The purpose of this priority is to target
funds specifically toward a population of personnel that does not
receive specific funding.
Changes: None.
Rehabilitation Short-Term Training Program
Priority 1--Personnel Specifically Trained To Deliver Services in
Client Assistance Programs
Comments: One commenter indicated that the priority would be
enhanced by inclusion of training in systemic advocacy.
Discussion: The Secretary agrees that systemic advocacy is an
important component of Client Assistance Programs and believes that the
priority as written allows for this type of training under this
priority.
Changes: None.
Priority 2--Training Rehabilitation and Mental Health Personnel To
Provide Improved Rehabilitation Services to Individuals With Mental
Illness
Comments: One commenter indicated that the use of a strong peer-
counseling role in the provision of support to consumers and their
families has been beneficial and should be a component of the proposed
priority.
Discussion: Training on the use of demonstrated beneficial
strategies such as peer-counseling is authorized under the priority.
Changes: None.
Priority 3--Training Members of American Indian Tribes, State
Vocational Rehabilitation Staff, and Rehabilitation Educators on
Services for American Indians With Disabilities
Comments: One commenter expressed concern that the priority
restricts training to States having high American Indian populations
when the needs of American Indians living in States with low
populations are just as great. In addition, the commenter indicated
that, since the needs of these two groups are different, it will be
difficult for States with low American Indian populations to
successfully replicate the training models developed. For these
reasons, the commenter recommended that the priority be opened to all
States.
Discussion: The Secretary does not agree that the needs and issues
of the individuals are different if the population of American Indians
is low in the State. Services still must be culturally appropriate for
the individuals. The purpose of the training is to develop the skills
of rehabilitation counselors and other staff who work in State
rehabilitation agencies on how to work effectively with American
Indians. The priority mandates that the project address the use of
appropriate rehabilitation methods, cultural differences, and
development of mutual understanding and trust between the service
provider and recipient of services through the development of
culturally sensitive rehabilitation training materials. The Secretary
does not agree that replication will be difficult since the size of the
population within the State is not considered to be a factor in using
appropriate rehabilitation methods that respect the cultural
differences. The Secretary does agree, however, that the training
should be made available to all States where there is a significant
population of American Indians since the State is required to provide
vocational rehabilitation services to American Indians who are
individuals with disabilities residing in the State to the same extent
as the State provides those services to other significant segments of
the population of individuals with disabilities residing in the State
(section 101(a)(20) of the Rehabilitation Act of 1973, as amended).
Changes: The priority has been changed to target States with
significant rather than high American Indian populations.
Comments: One commenter indicated opposition to the priority
because of its focus on one specific population, stating that such a
focus would encourage division among the underserved and unserved.
Discussion: The Secretary does not agree that focusing this
priority on a population that is one of the most underserved and
unserved groups of individuals with disabilities would encourage
division among unserved and underserved groups. The Secretary believes
that the cultural differences of American Indians requires special
emphasis to improve services.
Changes: None.
Comments: One commenter expressed concern over the train-the-
trainer approach required by this priority and recommended that the
best approach to understanding the rehabilitation issues and ensuring
sensitivity to cultural needs is to use American Indians to help State
agency personnel improve skills necessary for the provision of
services. The commenter believes that focusing on the development of
local relationships and the use of available materials would serve
State agencies better and that a collaborative training approach would
be more appropriate.
Discussion: The inclusion of American Indians in the development of
all aspects of the training and in the development of training
materials under this priority is mandatory. Additionally, nothing in
this priority or in the train-the-trainer approach would preclude the
use of already available materials. The Secretary further notes that
training in the development of local relationships can be included in
the training materials that address appropriate rehabilitation methods
in providing vocational rehabilitation services to American Indians
with disabilities.
Changes: None.
Training of Interpreters for Individuals Who Are Deaf and Individuals
Who Are Deaf-Blind
General Comments
Comments: Two commenters recommended that a significant effort and
commitment be made to the training of oral interpreters and that
training become a funding priority. It was suggested that applicants
for grants be asked to document how they will interest people in oral
interpreting training and to include information on the contents of the
curriculum.
Discussion: The regulations in 34 CFR 396.1 describe the Training
of Interpreters for Individuals Who Are Deaf and Individuals Who Are
Deaf-Blind program as a program that trains a sufficient number of
skilled interpreters to meet the communication needs of individuals who
are deaf and individuals who are deaf-blind by training manual,
tactile, oral, and cued speech interpreters. The curriculum developed
by the National Technical Institute for the Deaf for the training of
oral interpreters is included in the training program conducted by the
two federally funded national interpreter training projects and is also
being used by the 10 regional interpreter training projects. In
addition, within the curriculum of each of the affiliate institutions,
preservice training programs provide an introduction to oral
interpreting and other interpreting methodologies.
Changes: None.
Comments: One commenter recommended that research be conducted,
perhaps under the auspices of National Institute on Disability and
Rehabilitation Research (NIDRR), in the area of sign-to-voice
interpreting to identify the factors involved in the development of
competency in sign-to-voice interpreting. Concern was also expressed
about the proliferation of the interpreter certification systems, and
commenters urged that a stronger link be established between current
projects involved in training of sign language interpreters and
external practices for evaluation and certification of sign language
interpreters.
Discussion: The Secretary recognizes the importance of competency
in the area of sign-to-voice interpreting and believes that it is the
responsibility of the training projects to include this aspect of
interpreting in their curricula. The comment concerning the need for
research in this area will be shared with appropriate individuals in
NIDRR. Concerning the need for stronger links between the training
projects and the authorities responsible for evaluation and
certification of interpreters, 34 CFR 396.20 of the regulations on
application content requires that an application include an assurance
that the project shall cooperate or coordinate its activities, as
appropriate, with the activities of other projects funded under this
program. In addition, the Secretary points out that certain projects
that are currently funded are coordinating with external entities in
the field for the certification of sign language interpreters.
Changes: None.
Comments: One commenter supported the priority to increase the
focus on training of interpreters for individuals who are deaf-blind;
however, it was requested that the Department consider the maximum
possible project period of 60 months as a full funding cycle rather
than assessing the project during its third year to determine whether
there is a need to provide funding beyond 36 months.
Discussion: The Secretary has identified a maximum possible project
period of 60 months. The Secretary believes that at least 36 months
will be necessary to meet the requirements of the priority. The
Secretary believes that an assessment during the third year of the
project period is necessary to ensure that the project is meeting the
objectives established in its original application and to determine
whether there is a need to provide funding beyond 36 months.
Changes: None.
Comments: Two commenters suggested that the project period be
permitted to extend beyond 60 months.
Discussion: The project period is limited by the Act to no more
than 60 months. Furthermore, the Secretary believes that the 60-month
project period will provide sufficient time to carry out the
requirements of this priority.
Changes: None.
Comments: One commenter requested that additional requirements be
included under this priority to require adherence to the Conference of
Interpreter Trainers program standards, and that the project also
include a program component that shows an effort to recruit and train
individuals who are deaf to become interpreters/transliterators for
individuals who are deaf-blind.
Discussion: The regulations in Sec. 396.4 define ``qualified
professional'' as an individual who has either met existing national or
State certification or evaluation requirements; or successfully
demonstrated equivalent interpreting skills through prior work
experience. The Secretary believes that this definition gives the
project the necessary flexibility to determine the most appropriate
certification or evaluation requirements for its purpose and geographic
area. The regulations in 34 CFR 385.44 require that any grantee who
provides training must give due regard to the training of individuals
with disabilities as part of its effort to increase the number of
qualified personnel available to provide rehabilitation services. The
Secretary believes that this requirement adequately responds to the
recommendation that the project make an effort to recruit and train
individuals who are deaf to become interpreters/transliterators for
individuals who are deaf-blind.
Changes: None.
Priority 1--National Project with Major Emphasis on Interpreting for
Individuals Who Are Deaf-Blind
Comments: One commenter suggested that the training program be
located in proximity to a substantial population of individuals who are
deaf-blind.
Discussion: The regulations in 34 CFR 396.20(b) require that the
project's application include a description of the geographical area to
be served. The instructions accompanying the request for applications
will emphasize further this requirement to highlight the importance of
the existence of an adequate target population to be served by the
project in its geographical area.
Changes: None.
Priority 2--National Project to Address the Interpreting Needs of
Culturally Diverse Communities
Comment: One commenter suggested that the purpose of the program as
stated in the notice of proposed priorities be modified by inserting
between the words ``skilled interpreters'' and ``throughout'' the
following phrase: ``particularly those from culturally diverse
backgrounds.''
Discussion: The Secretary agrees that this suggestion has merit
because it emphasizes the importance of recruiting potential
interpreters from those culturally diverse communities; however, the
purpose of the program is stated in the regulations and was simply
repeated for informational purposes in the notice of proposed
priorities. Consequently, it would be necessary to propose the
requested change in a notice of proposed rulemaking.
Changes: None.
Comment: Two commenters voiced support for this priority and one of
these two commenters recommended that the training projects be housed
in an Historically Black College or University (HBCU). The other
commenter believed that the priority should establish appropriate
liaisons with postsecondary education institutions with significant
enrollment of students representing culturally diverse backgrounds,
particularly Historically Black Colleges and Universities.
Discussion: The Secretary appreciates this support and notes that
the regulations in 34 CFR 396.2 concerning eligibility for an award
would include applications for training grants from Historically Black
Colleges and Universities.
Changes: None.
Rehabilitation Training
Purpose of Program: The Rehabilitation Training program supports
projects to ensure that skilled personnel are available to provide
rehabilitation services to individuals with disabilities through
vocational, medical, social, and psychological rehabilitation programs,
through supported employment programs, through independent living
services programs, and through client assistance programs. The program
supports projects to maintain and upgrade basic skills and knowledge of
personnel employed to provide state-of-the-art service delivery systems
and rehabilitation technology services.
For Further Information Contact: Robert Werner, U.S. Department of
Education, 600 Independence Avenue, S.W., Room 3322 Switzer Building,
Washington, D.C. 20202-2649. Telephone: (202) 205-8291. Individuals who
use a telecommunications device for the deaf may call the Federal
Information Relay Service (FIRS) at 1-800-877-8339 between 8 a.m. and 8
p.m., Eastern time, Monday through Friday.
Priority
Priority--National Clearinghouse of Rehabilitation Training Materials
Background
The Rehabilitation Services Administration (RSA) has funded a
clearinghouse for rehabilitation training materials since 1961. Over
the years, the clearinghouse has facilitated the development and
dissemination of material for use in the training of rehabilitation
personnel. Regulations for the Rehabilitation Training program in 34
CFR 385.42 state that a set of any training materials developed under
the Rehabilitation Training program must be submitted to any
information clearinghouse designated by the Secretary. The project
funded under this priority would be designated to receive training
materials developed by other projects during the project's duration.
Users of the clearinghouse cover the range of rehabilitation providers,
but most frequently include State vocational rehabilitation agency
personnel, rehabilitation counselors, rehabilitation educators,
community rehabilitation program personnel, and advocates for
individuals with disabilities.
The Secretary has identified a maximum possible project period of
60 months. The Secretary believes that at least 36 months will be
necessary to meet the requirements of the priority. The Secretary will
be assessing, during the third year of the project period, whether
there is a need to provide funding beyond 36 months.
Priority
The project must--
Demonstrate experience and capacity to provide for a
national clearinghouse of rehabilitation training materials;
Identify and gather rehabilitation information and
training materials for use in preparing pre-service and in-service
education and training for rehabilitation personnel;
Disseminate, in a cost-effective manner, rehabilitation
information and state-of-the-art training materials and methods to
rehabilitation personnel to assist them in achieving improved outcomes
in vocational rehabilitation, supported employment, and independent
living; and
Provide linkages and policies for the exchange of
information and referral of inquiries with other existing
clearinghouses and information centers supported by the U.S. Department
of Education, including the Educational Resources Information Center
and the National Rehabilitation Information Center.
Selection Criteria
In evaluating applications for grants under this competition, the
Secretary uses the Education Department General Administrative
Regulations selection criteria in 34 CFR 75.210.
The regulations in 34 CFR 75.210 provide that the Secretary may
award up to 100 points for the selection criteria, including a reserved
15 points. For this competition, the Secretary distributes the
additional 15 points as follows:
Plan of operation (34 CFR 75.210(b)(3)). Fifteen points are added
to this criterion for a possible total of 30 points.
Applicable Program Regulations: 34 CFR Part 385.
Program Authority: 29 U.S.C. 774.
Rehabilitation Continuing Education Programs
Purpose of Program: The Rehabilitation Continuing Education
Programs are designed to support training centers that serve either a
Federal region or another geographical area and provide for a broad
integrated sequence of training activities that focus on meeting
recurrent and common training needs of employed rehabilitation
personnel throughout a multi-State geographical area.
For Further Information Contact: Beverly Steburg, U.S. Department
of Education, 600 Independence Avenue, S.W., Room 3328 Switzer
Building, Washington, D.C. 20202-2649. Telephone: (202) 205-9817.
Individuals who use a telecommunications device for the deaf (TDD) may
call the Federal Information Relay Service (FIRS) at 1-800-877-8339
between 8 a.m. and 8 p.m., Eastern time, Monday through Friday.
Priority
Priority--Rehabilitation Continuing Education Programs for Providers of
Community Rehabilitation Services
Background
In section 2(a) (2) and (5) of the Act, Congress reported findings
that, as a group, individuals with disabilities constitute one of the
most disadvantaged groups in society subject to discrimination in many
critical areas, including employment. Furthermore, Congress found that
individuals with disabilities, including individuals with the most
severe disabilities, have demonstrated their ability to achieve gainful
employment in integrated settings if appropriate services and supports
are provided.
Community rehabilitation programs, working closely with individuals
with disabilities, their advocates, representatives, families, labor
unions, and employers, are a significant resource for addressing the
national problem of unemployment and underemployment of individuals
with severe disabilities. Those programs serve an estimated two million
individuals with disabilities annually, many through referral
arrangements with vocational rehabilitation State agencies.
Ongoing post-employment training is needed for all who work in
community rehabilitation programs to achieve improved employment
outcomes for individuals with disabilities, especially volunteers,
providers, and employers who fill key roles in staffing, directing, and
using these programs.
In the past, RSA funded many nonacademic training programs that
maintain or upgrade the skills of currently employed individuals in
community rehabilitation programs under the Rehabilitation Long-Term
Training program. However, final regulations for the Rehabilitation
Long-Term Training program (59 FR 31060) focus on the support of
academic programs that award degrees or certificates. Therefore,
support for nonacademic training programs will be carried out under the
other applicable training program authorities, such as this
Rehabilitation Continuing Education program, the Short-Term Training
program, and the Experimental and Innovative Training program.
The Secretary has identified a maximum possible project period of
60 months. The Secretary believes that at least 36 months will be
necessary to meet the requirements of the priority. The Secretary will
be assessing, during the third year of the project period, whether
there is a need to provide funding beyond 36 months.
Priority
The project must--
Provide post-employment training for job coaches and other
direct service community rehabilitation personnel, including employers
and co-workers of people with disabilities who provide support at work
for persons with severe disabilities (often called natural support),
administrators, volunteers and peer counselors, and other personnel of
community rehabilitation programs;
Coordinate with activities supported by business and
industry, State vocational rehabilitation agencies, school-to-work
transition projects, and job development centers funded by the National
Institute on Disability and Rehabilitation Research;
Provide seminars, forums, train-the-trainer training,
technical assistance, and similar methods to meet recurrent and common
training needs of employed rehabilitation personnel throughout a multi-
State geographical area; and
Demonstrate potential for replication of training methods
based on project outcomes through the dissemination of training
materials and protocols.
Applicable Program Regulations: 34 CFR Part 389.
Program Authority: 29 U.S.C. 774.
Rehabilitation Short-Term Training
Purpose of Program: The purpose of the Rehabilitation Short-Term
Training program is to provide Federal support for the development and
conduct of special seminars, institutes, workshops, and technical
instruction in areas of special significance to the delivery of
vocational, medical, social, and psychological rehabilitation services.
For Further Information Contact: For priority 1, contact Beverly
Steburg, U.S. Department of Education, 600 Independence Avenue, S.W.,
Room 3328, Switzer Building, Washington, D.C. 20202-2649. Telephone:
(202) 205-9817. For priority 2, contact Ellen Chesley, U.S. Department
of Education, 600 Independence Avenue, S.W., Room 3318, Switzer
Building, Washington, D.C. 20202-2649. Telephone (202) 205-9481. For
priority 3, contact Barbara Sweeney, U.S. Department of Education, 600
Independence Avenue, S.W., Room 3225, Switzer Building, Washington,
D.C. 20202-2735. Telephone: (202) 205-9544. For priority 4, contact
Parma Yarkin, U.S. Department of Education, 600 Independence Avenue,
S.W., Room 3220, Switzer Building, Washington, D.C. 20202-2647.
Telephone: (202) 205-8733. Individuals who use a telecommunications
device for the deaf (TDD) may call the Federal Information Relay
Service (FIRS) at 1-800-877-8339 between 8 a.m. and 8 p.m., Eastern
time, Monday through Friday.
Priorities
Priority 1--Personnel Specifically Trained to Deliver Services in
Client Assistance Programs
Background
The Rehabilitation Act Amendments of 1992 (Pub. L. 102-569) made
significant changes in rehabilitation service provisions under Title I
of the Act. Client Assistance Programs (CAPs) provide assistance in
informing and advising all clients and applicants of available benefits
under the Act. Section 302 of the Act includes personnel specifically
trained to deliver services in CAPs to be among the personnel that the
Rehabilitation Training program must consider in reviewing personnel
shortages and training needs. Through the 1992 Survey of Personnel
Shortages and Training Needs in Vocational Rehabilitation, CAP
directors have reported critical training needs for both CAP
administrative and service-delivery personnel.
The Secretary has identified a maximum possible project period of
60 months. The Secretary believes that at least 36 months will be
necessary to meet the requirements of the priority. The Secretary will
be assessing, during the third year of the project period, whether
there is a need to provide funding beyond 36 months.
Priority
The project must--
Provide training to CAP personnel on an as-needed basis,
including--(1) Management training on skills needed for strategic and
operational planning and direction of CAP services; and (2) Consumer
advocacy training on skills and knowledge needed by CAP staff to assist
persons with disabilities to gain access to and to use the services and
benefits available under the Rehabilitation Act, particularly new Title
I requirements;
Coordinate training efforts with training supported by the
Center for Mental Health Services and the Administration on
Developmental Disabilities for protection and advocacy on common areas,
such as financial management; and
Include both national and regional training seminars in
each project year.
Priority 2--Training Rehabilitation and Mental Health Personnel to
Provide Improved Rehabilitation Services to Individuals With Mental
Illness
Background
High turnover rates and inadequate academic preparation of service
staff are continuing problems among programs providing rehabilitation
services to individuals with severe mental illness (Pratt and Gill,
``Developing Interagency In-Service Training,'' Psychosocial
Rehabilitation Journal, Vol. 16, No. 1, July, 1992). Ongoing research
has documented the need for competency-based training to promote the
recruitment, career development, and retention of personnel who provide
support and rehabilitation services to persons with mental illness (``A
Comprehensive Study of Human Resource Development Issues--Present and
Future--for Personnel Providing Psychosocial Rehabilitation Services,''
Project No. H133G10072, awarded July 1, 1991, by the National Institute
on Disability and Rehabilitation Research to the International
Association of Psychosocial Rehabilitation Services).
Provision of rehabilitation services to persons with severe mental
illness is complicated by the need for staff to interact frequently
with professionals in other agencies and disciplines. Cross-training of
counselors, psychiatrists, psychologists, social workers, evaluators,
and other professionals is essential to effective interagency
cooperation. Rehabilitation and related staff must be knowledgeable
about key legislation such as the Rehabilitation Act of 1973, the
Americans with Disabilities Act, and the Social Security Act.
Increasingly, rehabilitation services involve persons with severe
mental illness making their own choices and family members having a
role in rehabilitation programs. Staff require training to be effective
in consumer-directed rehabilitation.
The Secretary intends to make an award with a project period of up
to 36 months.
Priority
Projects must--
Develop training to improve the skills and knowledge of
existing personnel in providing mental health and vocational
rehabilitation services to persons with severe mental illness;
Disseminate training materials on organizational
coordination, resources, and organizational linkages, including
findings from RSA-supported demonstration projects, that will enhance
employment outcomes of individuals with mental illness served by the
programs of vocational rehabilitation, supported employment, and
independent living;
Improve the skills of rehabilitation counselors,
administrators, and related professionals, such as psychologists,
evaluators, and psychiatrists, in working with persons with mental
illness disabilities in the development and implementation of
Individualized Written Rehabilitation Programs and vocational
placements;
Develop instructional techniques for working with
consumers and family members on problem-solving and decisionmaking
skills that will enhance employment outcomes;
Include information in curriculum materials on provisions
of Titles II and XVI of the Social Security Act that are related to
work incentives for individuals with disabilities and on employment-
related provisions of the Americans with Disabilities Act;
Provide training through special seminars, institutes,
workshops, and other short-term courses in technical matters relating
to the delivery of rehabilitation services to individuals with severe
mental illness;
Provide training for three or more States; and
Demonstrate potential for replication based on project
outcomes through the dissemination of training materials and protocols.
Priority 3--Training Members of American Indian Tribes, State
Vocational Rehabilitation Agency Staff, and Rehabilitation Educators on
Services for American Indians With Disabilities
Background
The Act has a number of provisions that relate to the needs of
American Indians with disabilities. Under section 101(a)(20), States
are required, as appropriate, to actively consult in the development of
the State plan for vocational services with American Indian tribes and
tribal organizations and Native Hawaiian organizations.
Section 101(a)(15) requires that States conduct continuing
statewide studies of the needs of individuals with disabilities and how
these needs may be most effectively met, including outreach to
minorities and those who have been unserved or underserved. Vocational
rehabilitation services are provided under section 130 of the Act to
American Indians residing on reservations. Under the Act, the term
American Indians includes Eskimos and Aleuts.
American Indians have one of the highest disability rates of all
population groups. Yet, according to recent RSA statistical data on the
vocational rehabilitation program, when American Indians with
disabilities receive vocational rehabilitation services, they have a
low rehabilitation success rate.
Some of the major problems in providing services to American
Indians include--(1) Lack of outreach efforts to rural and isolated
areas where many American Indians live; (2) Cultural differences that
make use of standard rehabilitation practices or methods less effective
and may lead to lack of mutual understanding and trust between the
provider and recipient of services; (3) Language and communication
barriers; and (4) Limited employment opportunities in rural areas and
on reservations.
These problems are being addressed, in part, through the American
Indian vocational rehabilitation services (section 130) discretionary
grants. Increased cooperative efforts and sharing of information have
occurred as a result of linkages between the discretionary projects and
State rehabilitation agencies. There is a great need, however, for
training methods and materials to improve the provision of services to
American Indians with disabilities. Rehabilitation counselors and other
staff who work in State rehabilitation agencies that serve significant
populations of American Indians need training on how to work
effectively with this population. In addition, institutions of higher
education, which prepare individuals to provide vocational
rehabilitation services to American Indians with disabilities, have a
need for culturally appropriate materials.
The Secretary intends to make an award with a project period of up
to 36 months.
Priority
The project must--
Develop, with the active participation of American
Indians, culturally sensitive rehabilitation training materials that
address the use of appropriate rehabilitation methods, cultural
differences, and development of mutual understanding and trust between
service provider and recipient;
Use a ``train-the-trainer'' approach to train State
rehabilitation unit in-service training educators and rehabilitation
educators on all materials developed in order to improve the skills and
knowledge of personnel providing vocational rehabilitation services to
American Indians with disabilities;
Conduct seminars and workshops for rehabilitation
counselors and upper management rehabilitation administrators in States
with significant American Indian populations on how to reach out to
American Indian populations with disabilities, including effective
services planning in conjunction with section 130 American Indian
vocational rehabilitation services grants;
Provide training in State agencies with significant
American Indian populations; and
Demonstrate potential for replication based on project
outcomes through the dissemination of training materials and protocols.
Priority 4--Training Impartial Hearing Officers on Provisions of the
Act
Background
The Rehabilitation Act Amendments of 1992 contain several new
requirements for due process applicable to State rehabilitation
agencies that provide services under Title I of the Act. For example,
agency personnel shall presume that an applicant can benefit from
vocational rehabilitation services unless they can demonstrate by clear
and convincing evidence that the applicant is incapable of benefiting
from vocational rehabilitation services in terms of an employment
outcome. If an individual with a disability is dissatisfied with an
eligibility determination or other decisions affecting the nature,
scope, onset, duration, or other conditions of services, the applicant
or recipient is entitled to a fair hearing before an impartial hearing
officer under section 102(d) of the Act.
An impartial hearing officer is defined in section 7(28) of the
Act. Among the qualifications the impartial hearing officer must have
is knowledge of the delivery of vocational rehabilitation services, the
State plan for rehabilitation services, and the Federal and State
regulations governing the provision of services. Hearing officers are
required in section 102(d)(2)(C) of the Act to be qualified to perform
their official duties.
One problem in training hearing officers is that there is a lack of
an organized and accessible information base of hearing decisions and
appeals such as is commonly found in our judicial system. Those
compilations relate hearing decisions to State administrative case law,
encourage the use of precedent in hearing decisions, provide evaluative
data to State agencies on policies and practices that require revision
or remediation, and provide information for use by the Federal
Government in its monitoring responsibilities. A digest of hearing
decisions and appeals, if published nationally, would also be of great
benefit to multiple agencies, constituent groups, and Client Assistance
Programs.
The Secretary intends to make an award with a project period of up
to 36 months. The Secretary expects that the materials developed under
this project would be used by projects funded under the State
Vocational Rehabilitation Unit In-Service Training program, the
Rehabilitation Continuing Education Program, and the Client Assistance
Program training projects.
Priority
The project must--
Provide seminars and workshops for impartial hearing
officers that address the many changes in due process requirements in
the Act, including--(1) The rights and remedies for people with
disabilities seeking services under Title I of the Act; and (2) The
conduct of impartial hearings;
Develop model materials and decision compilations
(including, if appropriate, computer-accessed compilations) for in-
State and national dissemination of information on hearing decisions
and appeals; and
Provide training that is national in scope and training
approaches and materials that, when replicated and adapted, are suited
to train State rehabilitation agency staff and Client Assistance
Program staff who have significant involvement with hearings and
hearing officers.
Applicable Program Regulations: 34 CFR Part 390.
Program Authority: 29 U.S.C. 774.
Training of Interpreters for Individuals Who Are Deaf and Individuals
Who Are Deaf-Blind
Purpose of Program: The purpose of this program is to assist in
providing a sufficient number of skilled interpreters throughout the
country for employment in public and private agencies, schools, and
other service-providing institutions to meet the communication needs of
individuals who are deaf and individuals who are deaf-blind by--(1)
Training manual, tactile, oral, and cued speech interpreters; (2)
Ensuring the maintenance of the skills of interpreters; and (3)
Providing opportunities for interpreters to raise their level of
competence.
For Further Information Contact: Victor Galloway, U.S. Department
of Education, 600 Independence Avenue, S.W., Room 3228, Switzer
Building, Washington, D.C. 20202-2736. Telephone: (202) 205-9152.
Individuals who use a telecommunications device for the deaf (TDD) may
call the TDD number at (202) 205-8352.
Priorities:
Priority 1--National Project With Major Emphasis on Interpreting for
Individuals Who Are Deaf-Blind
Background
The Rehabilitation Act Amendments of 1992 expanded the purpose and
scope of this program to include a requirement that each funded project
train interpreters for ``individuals who are deaf-blind'' as well as
interpreters for ``individuals who are deaf.'' Each project has the
discretion to provide training for interpreters for these two
disability populations to the extent, and in the specific communication
modes, appropriate to the needs of these populations in the
geographical area to be served by the project. To participate in major
life activities, increased numbers of individuals who are deaf-blind
require skilled interpreting services. Interpreting for individuals who
are deaf-blind is an intensive, one-to-one exercise, requiring
significant skill. Expertise in the training of interpreters for
individuals who are deaf-blind needs to be developed and made available
to the field. A national project is needed that will give primary focus
to training interpreters for individuals who are deaf-blind to better
enable regional projects supported under this program to meet the
communication needs of individuals who are deaf-blind. A national
project is also needed to assist in improving the training of
interpreters for individuals who are deaf.
There is also need for technical assistance to regional projects on
curriculum development for interpreters to serve deaf-blind individuals
and on model methods of instruction for use in the training of
interpreters. The Secretary has identified a maximum possible project
period of 60 months. The Secretary believes that at least 36 months
will be necessary to meet the requirements of the priority. The
Secretary will be assessing, during the third year of the project
period, whether there is a need to provide funding beyond 36 months.
Priority
This project must--
Be of national scope;
Concentrate on curriculum development for training
interpreters for individuals who are deaf-blind in order to improve the
capabilities of regional projects;
Furnish technical assistance to the regional projects in
training interpreters to meet the communication needs of individuals
who are deaf;
Establish cooperative relationships with the regional
interpreter training projects to be funded by the Secretary in fiscal
year 1995;
Use collaborative training approaches, such as workshops
and seminars, to address curriculum development, classroom training of
interpreters, preparation of interpreter trainers (faculty
development), and other activities that will increase the number of
interpreters and the skills and knowledge of interpreters to meet the
communication needs of individuals who are deaf and individuals who are
deaf-blind.
Priority 2--National Project to Address the Interpreting Needs of
Culturally Diverse Communities
Background
A national project is needed that will provide technical assistance
to interpreter training projects to improve the recruitment of
interpreters who are minority group members and to improve the training
of interpreters to better meet the special needs of minority
individuals who are deaf or deaf-blind. This project would assist all
other projects funded under this program in increasing their efforts in
these areas and in better meeting the interpreting needs of different
cultures.
The interpreter service needs of minority group individuals who are
deaf or hard of hearing is an issue that has been raised nationally. An
RSA-funded evaluation study reported that approximately 90 percent of
graduates from the interpreter training programs around the country are
White, while 4 percent are African-American and 5 percent are Hispanic.
The National Registry of Interpreters for the Deaf reported that, in a
given year, of 2,057 interpreters certified by their registry, only 20
were non-White persons. A Health Interview Survey, conducted by the
National Center for Health Statistics in 1990-91, reported that of the
20 million individuals who are deaf or hard of hearing, 1.2 million are
Afro-American and 900,000 are Hispanic.
A national project is needed to concentrate on curriculum that will
improve the skills of interpreters working with minority group members.
Strategies for the recruitment of minority interpreters also need to be
developed and made available to the field.
The Secretary has identified a maximum possible project period of
60 months. The Secretary believes that at least 36 months will be
necessary to meet the requirements of the priority. The Secretary will
be assessing, during the third year of the project period, whether
there is a need to provide funding beyond 36 months.
Priority
This project must--
Be of national scope;
Provide technical assistance to the regional interpreter
training projects supported under this program in recruiting and
training interpreters to meet the communication needs of culturally
diverse populations;
Develop curriculum to improve the knowledge of
interpreters with respect to social and cultural concepts of
interpreting, such as body language, spatial considerations, and
communication between individuals from different cultures;
Establish cooperative relationships with the regional
projects to be funded by the Secretary during fiscal year 1995 by
conducting workshops and seminars to improve curriculum development,
classroom training of interpreters, preparation of interpreter
trainers, recruitment outreach to members of racial and ethnic minority
groups, and other activities that will increase the number and skills
of interpreters to help meet the communication needs of individuals
from different cultures; and
In carrying out project activities, address at a minimum
the needs of the minority populations referred to in section 21 of the
Rehabilitation Act, including African-Americans, Hispanics, American
Indians, and Asian-Americans.
Applicable Program Regulations: 34 CFR Part 396.
Program Authority: 29 U.S.C. 771a(f).
Intergovernmental Review
These programs are subject to the requirements of Executive Order
12372 and the regulations in 34 CFR Part 79. The objective of the
Executive order is to foster an intergovernmental partnership and a
strengthened federalism by relying on processes developed by State and
local governments for coordination and review of proposed Federal
financial assistance.
In accordance with the order, this document is intended to provide
early notification of the Department's specific plans and actions for
these programs.
(Catalog of Federal Domestic Assistance Number 84.264
Rehabilitation Continuing Education Program; 84.246 Rehabilitation
Short-Term Training; 84.275 Rehabilitation Training--General; and
84.160 Training of Interpreters for Individuals Who Are Deaf and
Individuals Who Are Deaf-Blind)
Dated: November 30, 1994.
Judith E. Heumann,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 94-29859 Filed 12-2-94; 8:45 am]
BILLING CODE 4000-01-P
