[Federal Register Volume 59, Number 109 (Wednesday, June 8, 1994)]
[Unknown Section]
[Page 0]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 94-13930]


[[Page Unknown]]

[Federal Register: June 8, 1994]


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Part II





Department of Education





_______________________________________________________________________



National Institute on Disability and Rehabilitation Research; Notice
 

DEPARTMENT OF EDUCATION

National Institute on Disability and Rehabilitation Research
AGENCY: Department of Education.

ACTION: Notice of final funding priorities for fiscal years 1994-1995 
for the Knowledge Dissemination and Utilization Program.

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SUMMARY: The Secretary announces funding priorities for the Knowledge 
Dissemination and Utilization (D&U) Program under the National 
Institute on Disability and Rehabilitation Research (NIDRR) for fiscal 
years 1994-1995. The Secretary takes this action to ensure that 
rehabilitation knowledge generated from projects and centers funded by 
NIDRR and others is utilized fully to improve the lives of individuals 
with disabilities and their families.

EFFECTIVE DATE: These priorities takes effect either 45 days after 
publication in the Federal Register or later if Congress takes certain 
adjournments. If you want to know the effective date of these 
priorities, call or write the Department of Education contact person.

FOR FURTHER INFORMATION CONTACT: David Esquith, U.S. Department of 
Education, 400 Maryland Avenue SW., room 3424, Switzer Building, 
Washington, DC 20202-2601. Telephone: (202) 205-8801.

SUPPLEMENTARY INFORMATION: This notice contains six priorities under 
the D&U program. These priorities would train persons with rights and 
duties under the Americans with Disabilities Act (ADA). The six 
priority areas are: (1) Independent living centers; (2) family 
organizations; (3) school districts; (4) State and local ADA 
coordinators and policymakers; (5) Hispanics with rights and duties 
under the ADA whose proficiency in English is limited; and (6) 
standards for accessible design.
    Authority for the D&U program of NIDRR is contained in sections 202 
and 204(a) and 204(b)(6) of the Rehabilitation Act of 1973, as amended 
(29 U.S.C. 760-762). Under this program the Secretary makes awards to 
public and private organizations, including institutions of higher 
education and Indian tribes or tribal organizations.
    These priorities support the National Education Goals. National 
Education Goal 6 provides 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.
    Under the regulations for this program (see 34 CFR 355.32), the 
Secretary may establish research priorities by reserving funds to 
support particular research activities.
    NIDRR is in the process of developing a revised long-range plan. 
The priorities in this notice are consistent with the long-range 
planning process.
    On April 6, 1994 the Secretary published a notice of proposed 
priorities in the Federal Register at (59 FR 16486). The Department of 
Education received 18 letters commenting on the proposed priorities. 
Modifications were made to the priorities as a result of those 
comments. The comments, and the Secretary's responses to them, are 
discussed in an appendix to this notice.

    Note: This notice of final priorities does not solicit 
applications. A notice inviting applications under these competition 
is published in a separate notice in this issue of the Federal 
Register.

General

    Unless indicated otherwise in the priority, the following 
requirements apply to the training projects:
    Applicants for the training projects must identify the target 
groups and organizations that will be selected for training as 
specified in each of the priorities and describe in detail how the 
project will schedule and provide training during national, regional, 
State, or local conferences and meetings of the selected organizations. 
Applicants must demonstrate knowledge of the extent to which the target 
groups and organizations have received prior training on the ADA.
    Applicants for training projects must describe how the project will 
provide persons with all types of disabilities an equal opportunity to 
receive training. Applicants for training projects must describe how 
the project will utilize a variety of training methods and deliver 
training in formats and styles that are accessible to individuals with 
a range of sensory, communication, cognitive, and learning 
disabilities.
    Applicants for training projects must describe the training 
materials that the project will develop as well as identify existing 
training materials that the project will use.
    Applicants must establish a timetable for beginning training 
activities and demonstrate that key staff and facilities will be 
available in order to achieve a comprehensive nationwide program within 
the period of the project.
    Applicants for the training projects who propose to use 
subcontractors must demonstrate that it is cost-effective and describe 
how the applicant will directly supervise the subcontractors (see 34 
CFR 75.701).
    The training project must consult with each of NIDRR's regional 
Disability and Business Technical Assistance Centers (DBTACs) during 
the development of its schedule of training activities. To the maximum 
extent feasible, the training project must conduct its training 
activities in collaboration with each of the DBTACs.
    The training project (except Priority 6: Standards for Accessible 
Design) must develop two schedules of regional training activities. The 
first schedule of training activities must be finalized and training 
must begin within six months after the award of the grant. The second 
schedule must be finalized within eighteen months after the award of 
the grant. The training project must carry out its training activities 
as equitably as possible across and within each region of the country.
    The training project must have a staff with expertise on the ADA 
and training and carry out its training activities using those staff 
persons.
    The training project must include individuals with disabilities or 
their family members or representatives to the maximum extent possible 
in all phases of the project's activities.
    The training project must submit final drafts of the training 
materials it produces to NIDRR for review of their legal sufficiency. 
(NIDRR estimates it will take between two and four weeks to review 
materials for legal sufficiency depending upon their length and 
complexity.) The training project must submit monthly status reports on 
its training activities through NIDRR's ADA Technical Assistance 
Coordination Contract to NIDRR. Each training project must submit its 
final report to the National Rehabilitation Information Center 
clearinghouse.
    The training project must cooperate with other Federal agencies 
that provide technical assistance and training on the ADA, such as the 
Equal Employment Opportunity Commission (EEOC), the Department of 
Justice (DOJ), and the Architectural and Transportation Barriers 
Compliance Board (ATBCB).

Priority

    Under 34 CFR 75.105(c)(3) the Secretary gives an absolute 
preference to applications that meet the following priorities. The 
Secretary will fund under this program only applications that meet 
these absolute priorities:

Priorities--Americans With Disabilities Act Training Projects

Background
    Public Law 101-336, the Americans with Disabilities Act (ADA), 
which was enacted on July 26, 1990, prohibits discrimination against 
individuals with disabilities in employment, public accommodations, 
transportation, State and local government services, and 
telecommunications. In 1991 NIDRR established an ADA technical 
assistance program made up of ten regional Disability and Business 
Technical Assistance Centers (DBTACs--previously, Disability and 
Business Accommodation Centers), two national training projects, three 
materials development projects, and an ADA technical assistance 
coordination contract. The two national training projects addressed the 
needs of persons affiliated with independent living centers and peer 
and family networks. These training projects, which were awarded for 
three years, will complete their activities in fiscal year (FY) 1994.
    For FY 1994, Congress provided NIDRR with additional funding, which 
it directed be used ``for training activities related to the 
implementation of the Americans with Disabilities Act'' (1994 Senate 
Appropriations Committee Report, p. 207). In accordance with this 
congressional directive, NIDRR proposes to establish six new training 
projects that will be supported by the additional funding that Congress 
provided as well as by existing NIDRR funds. The training projects will 
enhance the capacity of those with rights and duties under the ADA to 
facilitate its implementation.
    NIDRR has consulted with a range of relevant Federal agencies, 
including, but not limited to, DOJ, EEOC, the Architectural and 
Transportation Barriers Compliance Board (ATBCB), the Department of 
Transportation, and the National Council on Disability, as well as 
representatives from disability organizations, to develop responsive 
and meaningful training projects that will complement the planned 
efforts of other public and private agencies. These priorities were 
developed on the basis of these consultations and relevant information 
from NIDRR projects, including the ADA technical assistance projects. 
NIDRR intends to continue to coordinate activities under this program 
with other Federal agencies and with other public and private 
initiatives to implement the ADA.

Priority 1: ADA Training for Independent Living Centers

Background
    The more than 400 Independent Living Centers (ILCs) in the United 
States emphasize consumer control and peer services. These ILCs have a 
strong incentive to promote the successful implementation of the ADA. 
ILCs serve as resources not only to individuals with disabilities in 
their communities, but also to individuals and entities with 
responsibilities under the Act.
    Preliminary results from a survey conducted by the Independent 
Living Research Utilization Program (ILRU) of persons associated with 
ILCs from around the country indicate that knowledge concerning 
specific sections of the ADA is not high, even among persons who have a 
direct interest in effective ADA implementation. Initial analysis of 
these data suggests that a lack of training opportunities and high 
turnover among the staff who are trained are factors in the current 
level of knowledge of persons associated with ILCs.
    Some ILCs have had opportunities to participate in ADA training 
activities sponsored by Federal agencies, and many ILCs have developed 
into sophisticated community resources on the ADA. Training projects 
for the ILCs have generally taken the form of an ILC sending a 
representative to attend an intensive ADA training session over a 
number of days. This approach has some limitations in terms of impact 
due to the high turnover of ILC staff and multiple or shifting work 
responsibilities in the ILC.
    Other ILCs, due in large part to their size or location, have not 
had ADA training opportunities sponsored by Federal agencies. This 
group of ILCs is the primary target audience for this training project. 
The secondary target group for the training project is composed of 
those ILCs who have lost their ADA-trained staff person. The project is 
intended to enable both of these groups of ILCs to become experts on 
the ADA so that their staff, associates and volunteers can answer 
technical questions, advise individuals on their rights or 
responsibilities, make referrals, increase awareness of the ADA in 
their community, and conduct ADA training activities for covered 
entities in their community.
Priority
    An ADA training project for ILCs shall--
     Identify and select for training ILCs that have either not 
received training from a NIDRR, EEOC, or DOJ ADA project, or lost their 
staff representative who was trained by a NIDRR, EEOC, or DOJ project;
     Develop a strategy and schedule for training as many of 
these ILCs as possible using a variety of approaches, including, but 
not limited to, on-site training, national, regional, State, and local 
meetings, teleconferences, and audioconferences;
     Utilizing existing federally-approved materials to the 
maximum extent appropriate, develop an array of training materials and 
activities that vary in length and content in order to accommodate the 
information and scheduling needs of selected organizations;
     Provide training to staff, associates, and volunteers from 
each selected ILC in order to enable them to answer technical questions 
on the ADA, advise individuals or entities on their rights or 
responsibilities, make referrals, increase awareness of the ADA in 
their community, and conduct ADA training activities for covered 
entities in their community;
     To the maximum extent possible, utilize as trainers those 
individuals with disabilities who are from the same approximate area of 
the country as the selected ILC and who have been trained as trainers 
on the ADA by a NIDRR, EEOC, or DOJ technical assistance or training 
project; and
     For the length of the project, provide selected ILCs with 
quarterly ADA information updates, before and after training, regarding 
legal and policy developments.

Priority 2: ADA Training for Family Organizations

Background
    The National Rehabilitation Information Center (NARIC) publishes a 
National Directory of Information Sources on Disability that includes 
information on many (but not all) organizations serving the disability 
community. According to the NARIC staff who are updating this 
directory, there are a minimum of 411 organizations providing 
information or direct services to individuals with disabilities and 
their families. These organizations disseminate information through 
national, State, and local conferences, as well as publications such as 
newsletters and brochures. They also provide training, using a variety 
of means and settings, to their professional staff as well as to their 
membership.
    According to representatives of disability organizations, the 
extent to which national disability organizations, as well as their 
State and local affiliate organizations, have provided training or 
information to their members about the ADA varies according to the 
primary mission of the organization (e.g., provision of services or 
advocacy), resources available to the organization, and the interest of 
the membership and its leaders. As a result, knowledge about the ADA 
among these organizations can vary widely from one organization to 
another as well as from one affiliate to another within the same 
organization.
    The purpose of this priority is to provide training on the ADA to 
persons who are members or staff of disability organizations that 
provide services and information primarily to individuals with 
disabilities and their families by utilizing the existing training and 
information systems of these organizations.
Priority
    An ADA training project for family organizations shall--
     Placing special emphasis on those organizations that have 
had limited access to ADA training and information, identify and select 
for training a range of disability organizations that provide services 
and information primarily to individuals with disabilities and their 
families, including those organizations focused on developmental, 
cognitive, emotional, physical, or sensory disabilities;
     Develop a strategy and schedule for training the 
membership and staff of these organizations using a variety of 
approaches including, but not limited to, on-site training, national, 
regional, State, and local meetings, teleconferences, and 
audioconferences;
     Utilizing existing Federally approved materials to the 
maximum extent appropriate, develop an array of training materials and 
activities that vary in length and content in order to accommodate the 
information and scheduling needs of selected organizations;
     Provide training to the membership and staff of selected 
organizations on the provisions of the ADA and the resources available 
to them to facilitate the implementation of the ADA;
     To the maximum extent possible, utilize as trainers those 
individuals with disabilities who have been trained as trainers on the 
ADA by a NIDRR, EEOC, or DOJ technical assistance or training project; 
and
     For the length of the project, provide selected 
organizations with quarterly ADA information updates, before and after 
training, regarding legal and policy developments.

Priority 3: ADA Training for School Districts

Background
    There are 15,173 regular school districts in the United States 
according to the U.S. Department of Education National Center for 
Education Statistics (1993 Digest of Education Statistics in the United 
States). These school districts are covered under Title II of the ADA. 
Title II of the ADA prohibits discrimination on the basis of disability 
in all services, programs, and activities of State and local 
governments. The Office for Civil Rights within the U.S. Department of 
Education (OCR/ED) has been designated to enforce Title II in public 
elementary and secondary educational systems and institutions, public 
institutions of higher education and vocational education (other than 
schools of medicine, dentistry, nursing, and other health-related 
schools) and public libraries.
    Title II covers three major categories of programs or activities: 
employment; activities involving general public contact as part of an 
entity's ongoing operation (e.g., telephone contacts, office walk-ins, 
interviews, and public use of the facilities); and activities or 
programs directly administered by the entity for program beneficiaries 
and participants (e.g., programs that provide State or local government 
services or benefits).
    School districts that have received Federal funds have been covered 
by Section 504 of the Rehabilitation Act since 1973. Title II is 
patterned after Section 504, and many school districts need information 
and training to understand not only their responsibilities under the 
ADA, but also the relationship of Section 504 to the ADA. OCR/ED and 
NIDRR cooperated in producing a self-evaluation guide for school 
districts that includes information addressing the relationship between 
Section 504 and the ADA.
    One of the primary purposes of this training project will be to 
assist school districts to conduct their self-evaluations with this new 
self-evaluation guide and implement their plans to comply with the ADA. 
As part of this process, the project will enable trainees to understand 
not only their responsibilities under the ADA, but also the 
relationship of Section 504 to the ADA. The project will place special 
emphasis on school districts where a majority of the students are from 
minority backgrounds because of their limited access to outside 
training opportunities. The project will train selected educational 
organizations whose members have responsibility for complying with the 
ADA in school districts (e.g., superintendents, principals, special 
education directors, school boards, etc.), as well as staff from 
selected individual school districts.
    Applicants may receive an outline of the guide by contacting David 
Esquith at (202) 205-8801. Individuals who use a telecommunications 
device for the deaf (TDD) may call the TDD number at (202) 205-5516.
Priority
    An ADA training project for school districts shall--
     Placing special emphasis on school districts where a 
majority of the students are from minority backgrounds, identify and 
select for direct training a range of school districts, equitably 
distributed throughout the country, including those from urban, rural, 
and suburban areas;
     Identify and select for training the membership and staff 
of educational organizations whose members have responsibility for 
complying with the ADA in school districts;
     Develop a strategy and a schedule for directly training 
school districts as well as the members and staff of selected 
organizations using a variety of approaches including, but not limited 
to, on-site training, national, regional, State, and local meetings, 
teleconferences, and audioconferences;
     Utilizing the OCR/ED self-evaluation guide and other 
existing federally-approved materials to the maximum extent 
appropriate, develop an array of training materials and activities that 
vary in length and content in order to accommodate the information and 
scheduling needs of selected school districts and organizations;
     Provide training to selected school districts and 
organizations on updating or conducting self-evaluations using the new 
guide, understanding the responsibilities of school districts under the 
ADA, implementing changes to comply with the ADA, and the resources 
available to them to facilitate the implementation of the ADA;
     To the maximum extent possible, utilize as trainers those 
individuals with disabilities who have been trained as trainers on the 
ADA by NIDRR, EEOC, or DOJ technical assistance or training project;
     For the length of the project, provide selected school 
districts and organizations with quarterly ADA information updates, 
before and after training, regarding legal and policy developments; and
     Coordinate training activities with the regional offices 
of OCR/ED.

Priority 4: ADA Training for State and Local ADA Coordinators and 
Policymakers

Background
    Governors, mayors, city managers, city planners, county boards, 
agency directors, and other State and local government officials bear 
responsibility for ensuring compliance with Title II of the ADA. In 
addition, Sec. 35.107 of the ADA regulations (28 CFR part 35) requires 
that a public entity that employs 50 or more persons shall designate at 
least one employee to coordinate its efforts to comply with the ADA, 
including investigation of any complaint alleging its noncompliance or 
alleging any prohibited actions. Such persons are frequently identified 
as ``ADA Coordinators'' by State or local governments. According to the 
most recent (1987) report of the U.S. Census Bureau, there are 
approximately 7,665 counties, municipalities, and townships that have 
50 or more full-time employees.
    Title II requires public entities to evaluate their current 
services, policies, and practices to identify and correct any that are 
not consistent with the requirements of Title II. State and local ADA 
Coordinators and government policymakers are responsible for ensuring 
that the self-evaluations are carried out. To ensure that these self-
evaluations are appropriately carried out and the necessary changes 
made, State and local ADA Coordinators and government policymakers need 
information and training about the requirements of the ADA and policy 
developments in the field.
Priority
    An ADA training project for State and local ADA coordinators and 
policymakers shall--
     Identify and select for direct training State and local 
ADA coordinators and government policymakers from every Federal Region 
of the country, including those from urban, rural, and suburban areas, 
and ensuring the broad representation of local governments where a 
majority of the citizens are from minority backgrounds;
     Identify and select for training organizations whose 
members are policymakers in State and local government with 
responsibilities for complying with the ADA;
     Develop a strategy and a schedule for directly training 
State and local ADA coordinators and policymakers as well as the 
membership and staff of selected organizations using a variety of 
approaches including, but not limited to, on-site training, national, 
regional, State, and local meetings, teleconferences, and 
audioconferences;
     Utilizing existing federally-approved materials to the 
maximum extent appropriate, develop an array of training materials and 
activities that vary in length and content in order to accommodate the 
information and scheduling needs of selected coordinators and 
organizations;
     Provide training to selected State and local ADA 
coordinators, policymakers and members of organizations on the 
responsibilities of State and local governments under Title II of the 
ADA and in order to assist State and local governments to undertake 
their self-evaluation plans and make the changes needed to comply with 
the ADA;
     To the maximum extent possible, utilize as trainers those 
individuals with disabilities who have been trained as trainers by a 
NIDRR, EEOC, or DOJ technical assistance or training project;
     For the length of the project provide selected 
coordinators, policymakers and organizations with quarterly ADA 
information updates, before and after training, regarding legal and 
policy developments.

Priority 5: ADA Training for Hispanics With Rights and Duties Under the 
ADA Whose Proficiency in English Is Limited

Background
    The Hispanic population in the U.S. totals approximately 22 million 
people, or 9.0 percent of the population. By the year 2010, the 
Hispanic population is expected to become the second- largest racial/
ethnic group (National Council of La Raza Census Information Center, 
Hispanic Population Factsheet, November 1993).
    There are approximately 3,343,000 persons of Hispanic origin with a 
disability. In other words, one out of every fifteen Americans with a 
disability is Hispanic (McNeil, Americans with Disabilities: 1991-1992, 
Current Population Reports, U.S. Bureau of the Census, 1993).
    In 1990, 17.4 million persons reported that they spoke Spanish at 
home. Of these persons, 8.3 million persons, or 50.8 percent, reported 
that they do not speak English ``very well'' (U.S. Census Bureau, 
Language Spoken at Home and Ability to Speak English for U.S. Regions 
and States, 1993).
    Hispanics with disabilities whose proficiency in English is 
limited, as well as Hispanic business owners and service providers 
whose proficiency in English is limited, need to understand the 
requirements of the ADA. Federal agencies have made a number of their 
ADA publications available in Spanish, and NIDRR has piloted an effort 
with its Region 6 Southwest DBTAC to provide training and technical 
assistance to persons in the Spanish-speaking community. This pilot 
project has included the publication of additional documents in Spanish 
as well as efforts to provide popular Hispanic media with information 
about the ADA that is sensitive to cultural norms regarding disability. 
While these efforts have made certain ADA materials and technical 
assistance available to persons whose proficiency in English is 
limited, more needs to be done.
    Reaching a target population that is broadly dispersed and as 
diverse as Hispanics whose proficiency in English is limited is 
particularly challenging. The Hispanic population includes people from 
different cultural backgrounds and different countries and regions of 
the world, such as Mexico (63.6 percent), Puerto Rico (10.6 percent), 
Cuba (4.7 percent), and Central and South America (14.0 percent) 
(National Council of La Raza Census Information Center, Hispanic 
Population Factsheet, November 1993). For the purposes of this 
priority, ``Hispanics whose proficiency in English is limited'' 
includes all persons from those countries and regions listed above who 
do not speak English very well, if at all.
    In order to reach as wide an audience as possible a training 
project must collaborate with Hispanic organizations that currently 
provide training and information to their members. It must also utilize 
TV, radio, and print media that are popular in the targeted Hispanic 
community. Applicants for this project must demonstrate Spanish 
fluency, knowledge, cultural understanding, and experience in providing 
training and technical assistance to Hispanic organizations and 
individuals. Applicants must recruit Hispanic community leaders to 
participate as trainees in the project. Applicants must also include a 
substantial number of Hispanic individuals with disabilities in all 
phases of the project's activities.
Priority
    An ADA training project for Hispanics with right or duties under 
the ADA whose proficiency in English is limited shall--
     Identify and select for training organizations that 
provide services and information to Hispanics with rights and duties 
under the ADA whose proficiency in English is limited;
     Develop a strategy and a schedule for training the members 
and staff of selected organizations using a variety of approaches 
including, but not limited to, on-site training, national, regional, 
State, and local meetings, teleconferences, and audioconferences;
     Utilizing existing federally-approved materials to the 
maximum extent appropriate, develop an array of training materials and 
activities that vary in length and content in order to accommodate the 
information and scheduling needs of selected organizations;
     Provide training to the members and staff of selected 
organizations on the provisions of the ADA and the resources available 
to them to facilitate the implementation of the ADA;
     To the maximum extent possible, utilize as trainers those 
individuals with disabilities who have been trained as trainers on the 
ADA by a NIDRR, EEOC, or DOJ technical assistance or training project;
     For the length of the project, provide selected 
organizations with quarterly ADA information updates, before and after 
training, regarding legal and policy developments; and
     Provide information about the ADA and technical assistance 
resources in areas with high concentrations of persons who are Spanish-
speaking utilizing popular mass media such as local Hispanic TV and 
radio programming as well as Spanish print media.

Priority 6: ADA Training on Standards for Accessible Design

Background
    Titles II and III of the ADA require that new governmental and 
commercial facilities be built in an accessible manner and require 
that, when existing governmental or commercial facilities are renovated 
or otherwise altered, the alterations be made in an accessible manner. 
In their regulations implementing Titles II and III of the ADA, the 
U.S. Department of Justice (DOJ) and the U.S. Department of 
Transportation (DOT) adopted Standards for Accessible Design for 
purposes of enforcing the ADA's non-discrimination requirements in the 
built environment. For commercial facilities and public transportation 
facilities, they adopted the ADA Accessibility Guidelines for Buildings 
and Facilities (ADAAG), developed by the Architectural and 
Transportation Barriers Compliance Board. For government facilities 
other than transportation facilities covered by DOT, DOJ currently 
permits the use of either the Uniform Federal Accessibility Standards 
or ADAAG as the ``Standards for Accessible Design.''
    These Standards must be followed in new construction and alteration 
projects. They also serve as a guide for public accommodations 
undertaking to remove barriers in inaccessible existing facilities, as 
required under Title III. These Standards are complex and made up of 
scoping and technical provisions that contain many discrete 
requirements and necessitate referencing other technical provisions in 
order to make an element or space accessible.
    NIDRR proposes a project to develop a series of audio/visual and 
complementary training materials on the Standards for Accessible Design 
that can be used across the country at the local level. Local 
organizations whose members include individuals with disabilities, 
business owners, building managers, employers, government agency 
officials, city planners, architects, designers, or other relevant 
parties need access to reliable materials that explain the ADA 
Standards. NIDRR proposes to develop this series of materials in short 
discrete segments that could be used in meetings normally scheduled by 
professional or business organizations such as local chapters of the 
American Institute of Architects, local Chambers of Commerce, and other 
groups. These materials could also be used by the DBTACs in carrying 
out ADA training activities.
    Applicants must demonstrate knowledge, understanding, and 
experience in the following areas: In-depth knowledge of the ADA 
Standards for Accessible Design; thorough understanding of the 
rationale(s) underlying the Standards; understanding of the ways in 
which individuals with disabilities use, or are unable to use, the 
built environment; experience in the development and dissemination of 
educational videos; and experience in using innovative and engaging 
video techniques such as animation and fade-ins or transformations from 
actual scenes to diagrammatic or conceptual material. Samples of an 
applicant's recent relevant work, including the use of animation or 
other innovative video techniques and the development of training 
materials related to the ADA Standards or training materials on 
accessible design, must be submitted with the application.
    Based on the estimated size of the award that will be published in 
the notice inviting applications, applicants may propose to cover some, 
but not all of the topics. Applicants must propose an order of 
production of the videos and identify the topics that will be addressed 
in each video. Applicants must justify their order of production, based 
on the importance of the topic. Applicants must propose to group topics 
on each of the videos and explain the rationale for the groupings.
Priority
    An ADA training project on the ADA Standards for Accessible Design 
shall--
     Develop, test, and disseminate a series of short, 
broadcast quality videos and complementary training materials that 
address the technical and scoping requirements of the ADA Standards for 
Accessible Design. These materials shall cover as many of the following 
topics as possible (emphasis added) as set out in the current Standards 
as well as new provisions that will be adopted: New construction; 
additions, alterations, and path of travel; historic buildings; parking 
and passenger loading zones; exterior accessible routes and curb ramps; 
drinking fountains; telephones and TDDs; ramps and stairs; platform 
lifts; entrances and exits (areas of rescue assistance); doors and 
gates; building lobbies and corridors (interior accessible routes); 
elevators; rooms and spaces; assembly areas; toilet rooms and 
bathrooms; bathtubs and showers; dressing and fitting rooms; signage; 
alarms; detectable warnings; automated teller machines; restaurants and 
cafeterias; medical care facilities; mercantile facilities; libraries; 
hotels, motels, inns, boarding houses, dormitories, and similar places; 
homeless shelters, halfway houses, transient group homes, and similar 
social services establishments; bus stops; fixed transportation 
facilities, bus and train terminals and stations; and airports. The 
project shall address the requirements of the standards from a 
Universal Design perspective;
     Illustrate how people with disabilities use the built 
environment and the rationale that underlies specific technical and 
scoping provisions of the Standards and how discrete provisions in the 
Standards fit together with each other to ensure accessibility:
     Use innovative techniques, including animation, fade-ins 
or transformations to transition from footage showing a person using a 
space or element to footage showing design layouts and diagrams from 
the Standards relevant to that kind of space or element;
     Utilizing, as much as possible, materials that have been 
developed by Federal agencies, develop readily reproducible 
complementary training materials in conjunction with each video to 
supplement the video materials and to provide guidance on using the 
videos effectively;
     Identify organizations whose members include individuals 
with disabilities, business owners, building managers, employers, 
government agency officials, city planners, architects, designers, and 
other relevant parties who would be an appropriate audience for the 
videos;
     Develop and implement a plan to disseminate the videos and 
complementary training materials to selected organizations;
     Produce the first video and complementary training 
material of the series within six months of the grant award;
     Coordinate with the Department of Justice, the Access 
Board, and the Department of Transportation in the development and 
dissemination of the videos and complementary training materials;
     Ensure that the training videos and complementary training 
material are available in formats that accommodate persons with hearing 
impairments and vision impairments;
     Provide four one-inch NCSC standard fully mixed and open 
captioned edited master video tapes, including two master tapes and two 
safety dub tapes suitable for duplication, and four copies on VHS 
cassettes of each videotape produced, along with four reproducible 
copies of each set of complementary training materials to NIDRR for use 
by the Federal government.
    Applicable Program Regulations: 34 CFR parts 350 and 355.

    Program Authority: 29 U.S.C. 760-762.

    Dated: June 3, 1994.
Judith E. Heumann,
Assistant Secretary for Special Education and Rehabilitative Services.

(Catalog of Federal Domestic Assistance Number 84.133D, Knowledge 
Dissemination and Utilization Program)

Appendix--Analysis of Comments and Changes

    The Department received 18 letters in response to the notice of 
proposed priorities. This Appendix contains an analysis of the comments 
and of the changes in the priorities since the publication of the 
notice of proposed priorities. Technical and other minor changes--and 
suggested changes the Secretary is not legally authorized to make under 
applicable statutory authority--are not addressed.

Priority 1: ADA Training for Independent Living Centers

    Comment: One commenter suggested requiring ILC personnel to 
disseminate information on the ADA to American Indian rehabilitation 
organizations and tribal councils on reservations and Alaska Native 
villages.
    Discussion: The priority does not specify the activities of any ILC 
that receives training from this project. The Background statement to 
Priority 1 states that the project is intended to enable ILCs ``to 
become experts on the ADA so that their staff, associates and 
volunteers can answer technical questions, advise individuals on their 
rights or responsibilities, make referrals, increase awareness of the 
ADA in their community, and conduct ADA training activities for covered 
entities in their community.'' The Secretary believes that specifying 
the follow-up activities that an ILC undertakes once it has received 
ADA training from this training project is outside the scope of the 
priority and should be left to the discretion of the ILC. However, the 
Secretary expects that any ILC that receives training from this project 
and that is part of a community that includes American Indians and 
Alaska Natives will disseminate information on the ADA to these 
individuals.
    Changes: None.
    Comment: One commenter suggested requiring training to be directed 
to key personnel who would be less inclined to leave the organization 
in order to address the issue of staff turnover.
    Discussion: In order to address the issue of staff turnover, the 
priority requires the training project to train a number of persons 
affiliated with an ILC, including staff, associates, and volunteers. 
The Secretary does not believe it is feasible to identify which staff 
are less likely to leave an ILC.
    Changes: None.

Priority 2: ADA Training for Family Organizations

    Comment: One commenter was concerned about the Background statement 
reference to The National Rehabilitation Information Centers's 
Directory of Information Sources on Disability because the directory 
does not provide information on organizations that provide 
rehabilitation services on reservations and to Alaska Natives.
    Discussion: The reference to the Directory of Information Sources 
was intended solely to illustrate the approximate number of 
organizations providing information or direct services to individuals 
with disabilities and their families. The Secretary wishes to clarify 
that this reference does not place any limit on the organizations that 
an applicant may propose to include in their application.
    Changes: The Background statement has been revised to indicate that 
the Directory includes many (but not all) organizations serving the 
disability community.
    Comment: Four commenters suggested that Parent Training and 
Information programs (PTIs) be included in the list of target audiences 
for the training.
    Discussion: The Secretary recognizes that PTIs are a potential 
target audience for the training. The Secretary points out that the 
priority does not include the name of any organization or program. The 
Secretary does not believe it is appropriate to identify one program or 
organization by name in the priority.
    Changes: None.
    Comment: One commenter suggested that the priority be revised to 
include national meetings as potential training forums.
    Discussion: The general requirements for all the training projects 
indicate that the projects will schedule and provide training during 
national, regional, State and local meetings. The Secretary agrees that 
national meetings should be included in the specific requirement 
regarding training forums in order to be consistent.
    Changes: The specific requirement on training forums (in this 
priority as well as Priorities 1, 3, 4, and 5) have been revised to 
include national meetings.
    Comment: One commenter was concerned about placing special emphasis 
on those organizations that have had limited access to ADA training and 
information. The commenter indicated that members of family 
organizations who have received some training or information on the ADA 
may have a need for further training or information.
    Discussion: The Secretary agrees that members of family 
organizations have a need for continuing ADA training and information. 
The Secretary believes that the requirement cited above does not 
prohibit applicants from proposing to include organizations that have 
had some ADA training as well as those that have had no training or 
access to ADA information.
    Changes: None.
    Comment: One commenter suggested that conventional training methods 
(e.g., lecture) are not effective with members of family organizations 
and should be discouraged in favor of experiential approaches.
    Discussion: The Secretary believes that all the training projects 
must tailor their methods to the learning styles of their audiences. 
The Secretary points out that applicants for all of the projects must 
describe how the project will utilize a variety of training methods. 
The Secretary believes that applicants should be given the discretion 
to propose the training methods that they think would be most 
effective.
    Changes: None.
    Comment: One commenter suggested that selection criteria for 
Priority 2 be revised to require that the grantee be an organization 
that has made a commitment as an institution to the principles embodied 
in the ADA, has established a presence in all regions of the country, 
and represents the interests of people with a full range of 
disabilities.
    Discussion: The Secretary does not believe that additional 
selection criteria are necessary in order to ensure that the grantee 
for the family organization training project accomplishes the purposes 
of the project.
    Changes: None.

Priority 3: ADA Training for School Districts

    Comment: One commenter stated that postsecondary vocational 
educational institutions need training and information to understand 
the relationship between the ADA and Section 504 and that many of these 
institutions are not part of school districts. The commenter suggested 
expanding Priority 3 to include postsecondary vocational technical 
institutions that are not part of school districts.
    Discussion: The Secretary agrees that postsecondary vocational 
technical institutions need ADA training and information, and NIDRR 
will consider issuing an ADA-related research priority regarding adult 
education programs. The Secretary believes that expanding this training 
project to include educational institutions that are not a part of 
school districts is outside the scope of this project.
    Changes: None.
    Comment: One commenter noted the reference to the OCR/ED guide and 
asked about its status.
    Discussion: The OCR/ED guide is in the final stages of production 
at this time. The Secretary recognizes that applicants for this 
training project will want as much information as possible about the 
content of the guide. Upon request, NIDRR will make an outline of the 
guide available to all interested parties.
    Changes: The background statement of the priority has been amended 
to inform interested parties how to obtain a copy of an outline of the 
guide.
    Comment: One commenter suggested providing ADA training to BIA- 
funded schools on reservations.
    Discussion: The Secretary believes that applicants should be given 
the discretion to propose the school districts that will be selected 
for training.
    Changes: None.

Priority 4: ADA Training for State and Local ADA Coordinators and 
Policymakers

    Comment: One commenter suggested providing ADA training to American 
Indians and Alaska Native Councils.
    Discussion: The Secretary believes that applicants should be given 
the discretion to propose the State and local ADA coordinators and 
policymakers that will be selected for training.
    Changes: None.
    Comment: One commenter was concerned that the requirement to 
identify and select State and local ADA coordinators implied that not 
all State and local ADA coordinators and policymakers would participate 
in the training project. The commenter suggested requiring the project 
to impose a registration fee for all training attendees or scheduling 
the training over an extended period of time until as many officials as 
possible would have participated in the training project.
    Discussion: The Secretary recognizes that strategies such as 
charging a reasonable registration fee and acquiring matching funds 
from cooperating agencies are permissible means for a project to 
increase its number of trainees. The Secretary believes that applicants 
should have the discretion to propose such strategies and elects not to 
dictate the strategies to be used.
    The Secretary also recognizes that for this training project, as 
well as for the other training projects, the size and the length of the 
award will limit the project's ability to train all of the potential 
target audience.
    Changes: None.
    Comments: One commenter suggested that the training project form an 
association of ADA Coordinators and policymakers in order to promote 
the sharing of information and uniform policies at the local and State 
level.
    Discussion: The Secretary believes that the formation of an 
association of ADA Coordinators and policymakers is outside of the 
scope of this priority.
    Changes: None.

Priority 5: ADA Training for Hispanics With Rights and Duties Under the 
ADA Whose Proficiency in English Is Limited

    Comment: One commenter suggested expanding the priority to include 
ADA training for American Indians, Alaska Natives, and Pacific 
Islanders in their native languages.
    Discussion: The Secretary believes that expanding the priority to 
include ADA training for American Indians, Alaska Natives, and Pacific 
Islanders is outside the scope of this priority.
    Changes: None.
    Comment: One commenter suggested recruiting and training Hispanic 
community leaders in order to encourage participation in the training 
projects.
    Discussion: The Secretary agrees that the participation of 
community leaders in the project is an important variable that should 
be required in the priority.
    Changes: The Background statement to the priority has been revised 
to require applicants to recruit Hispanic community leaders to 
participate as trainees in the project.
    Comment: One commenter suggested requiring applicants' decision-
making personnel to be Hispanic individuals with disabilities.
    Discussion: The Secretary agrees that Hispanic individuals with 
disabilities should be extensively involved in the training project. 
The Secretary points out that the Background statement includes a 
requirement that applicants must include a substantial number of 
Hispanic individuals with disabilities in all phases of the project's 
activities. The Secretary does not believe that any further 
requirements are necessary.
    Changes: None.

Priority 6: ADA Training on Standards for Accessible Design

    Comment: One commenter suggested that the proposed priority limits 
the training materials to video tape and precludes the use of other 
media (e.g., CD ROM) that may be attractive to some potential users.
    Discussion: The Secretary believes that producing the training 
materials in video tape will result in the widest possible distribution 
of the information. The priority gives applicants the discretion to 
propose producing the training materials in other media in addition to 
video tape.
    Changes: None.
    Comment: One commenter suggested requiring the project to 
coordinate with the Access Board in addition to the Department of 
Justice and the Department of Transportation.
    Discussion: The Secretary agrees that coordination with the Access 
Board would be beneficial.
    Changes: The priority has been revised to require the project 
coordinate with the Access Board in addition to the Department of 
Justice and the Department of Transportation.
    Comment: One commenter suggested requiring that the video tapes and 
training materials be designed in a culturally appropriate manner and 
relevant to reservations, villages, and islands, and disseminated to 
tribal council members and leaders of American Indians, Alaska Natives, 
and Pacific Islanders.
    Discussion: The Secretary believes that the video tapes and 
training materials should be relevant to as wide an audience as 
possible. The Secretary believes that applicants should be given the 
discretion to propose the details of their dissemination plan for the 
video tapes and training materials.
    Changes: None.
    Comment: One commenter was concerned that individuals with 
cognitive disabilities are not adequately addressed in the Standards 
for Accessible Design (i.e., the Uniform Federal Accessibility 
Standards or the ADAAG), and, as a result, the project's video tapes 
and training materials would convey the misconception that covered 
entities had to fulfill their accessibility obligations under the ADA 
to persons with cognitive disabilities by meeting the Standards for 
Accessible Design. The commenter suggested that any training materials 
developed on the Standards for Accessible Design include a focus on 
issues of cognitive accessibility and give special attention to 
demonstrating how to make governmental and commercial facilities 
accessible to people with cognitive disabilities.
    Discussion: The purpose of Priority 6 is to produce video tapes and 
training materials that will increase understanding of the current 
Standards for Accessible Design. The responsibility for establishing 
standards for accessibility rests with the DOJ and the DOT. When the 
DOJ and the DOT issue additional design standards regarding individuals 
with cognitive disabilities, the Disability and Business Technical 
Assistance Centers (DBTACs) will provide training and technical 
assistance to covered entities on the additional standards.
    Changes: None.
    Comment: One commenter suggested presenting the Standards for 
Accessible Design in terms that are relevant and appropriate for the 
target audiences listed in the priority.
    Discussion: The Secretary recognizes the importance and difficulty 
inherent in producing technical training materials for a diverse 
audience. The training project applications will be reviewed to 
determine to what degree the training content of each application is 
comprehensive and at an appropriate level as well as likely to be 
effective (see 34 CFR 350.34(c)). The Secretary does not believe that 
any further requirements are necessary.
    Changes: None.
    Comment: One commenter indicated that all of the technical and 
scoping requirements are intricately related to each other, and that to 
omit one or more would jeopardize the complete understanding of the 
rationale underlying the Standards.
    Discussion: The Secretary recognizes the problems associated with 
omitting one or more of the topics in the Standards for Accessible 
Design. However, the Secretary believes that the estimated size of the 
award necessitates providing applicants with the option of proposing to 
cover some, but not all, of the topics.
    Changes: None.
    General Comments:
    Comment: One commenter expressed a concern regarding the 
requirement that appears in the Priorities 1 through 5 that the 
training projects ``To the maximum extent possible, utilize as trainers 
those individuals with disabilities who have been trained as trainers 
on the ADA by a NIDRR, EEOC, or DOJ technical assistance or training 
project.'' The commenter expressed the concern that this requirement 
would preclude qualified, non-disabled individuals from participating 
as trainers in the projects.
    Discussion: The Secretary wishes to clarify that the requirement 
does not preclude the participation of qualified nondisabled 
individuals as trainers. The requirement is intended solely to maximize 
the participation of qualified individuals with disabilities.
    Changes: None.
    Comment: One commenter recommended deleting the requirement cited 
above regarding the use of individuals as trainers who have been 
trained on the ADA by NIDRR, EEOC, or DOJ from the School Districts 
(Priority 3) and State and Local ADA Coordinators and Policymakers 
(Priority 4). The commenter indicated that these two training projects 
are highly specialized and cover material not likely to have been 
addressed in the training provided to individuals trained by NIDRR, 
EEOC, or DOJ.
    Discussion: The Secretary recognizes the complexities of the two 
referenced training projects. The Secretary believes that some of the 
individuals who have been trained by NIDRR, EEOC and DOJ can serve as 
trainers in these projects, and expects applicants to exercise 
appropriate discretion in selecting qualified individuals.
    Changes: None.
    Comment: One commenter was concerned that the training projects 
would not impact Indian people with disabilities and their families who 
live off reservations. The commenter suggested including American 
Indians and Native Alaskans as a special population in each priority.
    Discussion: The Secretary recognizes that there are many 
individuals from minority backgrounds, including American Indians and 
Native Alaskans, who need training on the ADA. The Rehabilitation Act 
Amendments of 1992 require that each applicant for a project under this 
competition must demonstrate in its application how it will address the 
needs of individuals from minority backgrounds who have disabilities. 
The Secretary believes that applicants should be given the discretion 
to identify their training audience, including those individuals from 
minority backgrounds who will receive training from the project.
    Changes: None.
    Comment: One commenter pointed out that the general requirement on 
training schedules is inconsistent with the purpose and video tape 
production schedule requirements of Priority 6: Standards for 
Accessible Design. The commenter suggested excepting Priority 6 from 
the general requirement on training schedules.
    Discussion: The Secretary agrees that an exception from the general 
requirement on training schedules should be made for Priority 6.
    Changes: The general requirement on training schedules has been 
amended to exclude Priority 6.
    Comment: One commenter suggested that, for planning purposes, the 
final priority include a statement regarding the length of time NIDRR 
will take to review final draft materials for legal sufficiency.
    Discussion: The length of time needed to review material for legal 
sufficiency will depend significantly upon the length and complexity of 
the material. The Secretary agrees that an estimate of the time it will 
take NIDRR to review material for legal sufficiency would assist 
projects in developing their materials production and training 
schedules.
    Changes: The general requirements section has been amended to 
indicate that NIDRR estimates it will take between two and four weeks 
to review materials for legal sufficiency depending upon their length 
and complexity.
    Comment: One commenter suggested requiring each project to have an 
evaluative research function, and a second commenter, addressing the 
training needs of American Indians and Alaska Natives, questioned how 
the training projects will measure the trainers' effectiveness and the 
impact of the training in the community, reservations, and villages.
    Discussion: The Secretary agrees that each of the training projects 
should have a strong evaluation component. The evaluation plan 
selection criteria for these training projects are set forth at 34 CFR 
350.34 (e). The Secretary does not believe that any further 
requirements are necessary.
    Changes: None.
    Comment: One commenter suggested that NIDRR fund a national State-
by-State assessment of the implementation of the ADA.
    Discussion: The Secretary believes that understanding the impact of 
the ADA is an important research topic. However, the Congress has 
instructed NIDRR to support additional training to facilitate the 
implementation of the ADA. These priorities are in response to that 
directive.
    Changes: None.
    Comment: Four commenters recommended revising or omitting the 
general requirement that the training projects may not rely primarily 
on subcontractors to carry out training activities. These commenters 
indicated that the limitation on subcontracting would limit the cost-
effectiveness of the training projects' efforts. In addition, one 
commenter indicated that this limitation was inconsistent with the 
requirement that the training projects, to the maximum extent possible, 
utilize as trainers those individuals with disabilities who have been 
trained as trainers on the ADA by a NIDRR, EEOC, or DOJ technical 
assistance or training project.
    Discussion: The Secretary recognizes that under some circumstances 
subcontracting is a cost-effective strategy. However, experience has 
shown that an over-reliance on subcontracting may contribute to quality 
control problems. In order to reconcile the cost-effectiveness and 
quality control issues, the Secretary agrees to permit subcontracting 
when an applicant demonstrates that it is cost-effective and describes 
how the applicant will directly supervise the subcontractor.
    The Secretary believes that this change will resolve any potential 
conflict regarding the requirement to use individuals who have been 
trained as trainers on the ADA by a NIDRR, EEOC, or DOJ technical 
assistance or training projects.
    Changes: The general requirement regarding subcontracting has been 
revised to require applicants who propose to use subcontractors to 
demonstrate that it is cost-effective and describe how the applicant 
will directly supervise the subcontractor (see 34 CFR 75.701).
    Comment: Four commenters recommended revising the general 
requirements that the training projects must: (1) Consult with each of 
NIDRR's DBTACs during the development of its schedule of training 
activities, and, (2) to the maximum extent feasible, conduct its 
training activities in collaboration with each of the DBTACs. The 
commenters felt that the consultation and collaboration requirements 
would be too demanding logistically.
    Discussion: The Secretary recognizes the logistical demands that 
these requirements place on the training projects as well as the 
DBTACs. However, experience has shown that such requirements are 
necessary in order to ensure appropriate collaboration between the 
DBTACs and the training projects. In order to assist the training 
projects to address the logistical demands that collaboration will 
create, each of the DBTACs has designated a staff person who will serve 
as a training coordinator. This DBTAC staff person will serve as the 
single point of contact for the training projects and will consult with 
the training project on scheduling and coordinate collaborative 
training efforts. The Secretary believes that the benefits of increased 
collaboration outweigh the additional logistical demands placed on the 
training projects and the DBTACs.
    Changes: None.
    Comment: Three commenters recommended requiring the training 
projects to share information and materials. The commenters suggested 
requiring the training projects for school districts and family 
organizations to share relevant materials and information. In addition, 
one of these commenters suggested requiring that the training project 
for Hispanics collaborate with the other training projects as well as 
the DBTACs.
    Discussion: The Secretary agrees that sharing of information and 
materials between all of the ADA technical assistance projects is 
important. NIDRR's Technical Assistance Coordination contractor is 
responsible for promoting this sharing of information and materials 
through Project Directors' meetings and regular communication on an 
electronic bulletin board. Experience has shown that no further 
requirements are necessary in order to promote the sharing of 
information and materials among all ADA technical assistance projects.
    Changes: None.
    Comment: One commenter suggested revising the general requirement 
that applicants must describe the training materials that the project 
will develop as well as identify existing training materials that the 
project will use. The commenter suggested that applicants should 
demonstrate their knowledge of and use of training materials developed 
by NIDRR ADA projects.
    Discussion: The Secretary believes that training materials 
developed by NIDRR ADA projects may compose a part of the training 
materials that applicants identify in response to this requirement. 
However, the Secretary believes that applicants should have the 
discretion to identify the materials that they propose to use in the 
project.
    Changes: None.
    Comment: One commenter suggested that applicants be required to 
demonstrate that a substantial number of individuals with disabilities 
or family members, as appropriate, be involved in all aspects of the 
training project.
    Discussion: All of the training projects must comply with the 
general requirement that individuals with disabilities or family 
members or representatives must include individuals with disabilities 
or their families to the maximum extent possible in all phases of the 
project's activities. The Secretary does not believe any further 
requirements are necessary.
    Changes: None.
    Comment: One commenter suggested requiring applicants to show prior 
experience with coordinating and providing national training on the 
ADA.
    Discussion: The training project applications will be reviewed to 
determine to what degree the principal investigator and other key staff 
have adequate training and/or experience and demonstrate appropriate 
potential to conduct the training (see 34 CFR 350.34(d)). The Secretary 
does not believe that any further requirements are necessary.
    Changes: None.
    Comment: One commenter was concerned that the establishment of the 
training projects may give the impression that NIDRR does not have full 
confidence in the DBTACs.
    Discussion: The Secretary believes that there is a need for 
additional training projects. The Secretary wishes to clarify that he 
has full confidence in the DBTACs.
    Changes: None.
    Comment: One commenter suggested requiring that applicants for 
Priorities 1-5 develop strategies to address the issue of staff 
turnover among the organizations and programs that receive training.
    Discussion: The Secretary recognizes that staff turnover is an 
important issue. The Secretary believes that the projects' model of 
training a number of individuals (members and staff) of the target 
organizations will minimize the phenomenon of staff turnover by 
providing training to more than one key person. The Secretary does not 
believe that any further requirements are feasible in light of the 
estimated size of the awards for the projects.
    Changes: None.
    Comment: One commenter suggested clarifying the projects' 
responsibilities to evaluate the impact of their training efforts.
    Discussion: The Secretary agrees that evaluating the outcomes of 
the projects is important. The training project applications will be 
reviewed to determine to what degree there is a mechanism to evaluate 
the project's results (see 34 CFR 350.34(e)). In addition, NIDRR is 
considering supporting an external evaluation of the training projects. 
The Secretary does not believe that any further requirements are 
necessary.
    Changes: None.
    Comment: One commenter was concerned that individuals with certain 
disabilities would be overlooked in the outreach and training 
activities of all of the training projects. The commenter indicated 
that the general requirement regarding delivering training in formats 
and styles that are accessible to individuals with a range of sensory, 
communication, cognitive, and learning disabilities was not sufficient 
to ensure equal opportunity for persons with all types of disabilities. 
The commenter suggested adding a requirement that the projects must 
include persons with all types of disabilities in their training.
    A second commenter, addressing the ILC training project, was 
concerned that the ILC training project would not include individuals 
with mental retardation and other cognitive disabilities.
    Discussion: The Secretary agrees that persons with all types of 
disabilities should be provided with an equal opportunity to receive 
training by the projects. The Secretary believes that further 
clarification in the general requirements is necessary.
    Changes: The general requirements for the training projects have 
been revised to require that applicants describe how the training 
projects will provide persons with all types of disabilities an equal 
opportunity to receive training.
    Comment: One commenter suggested requiring the training projects 
for school districts and State and local ADA coordinators and 
policymakers to address building partnerships between individuals with 
disabilities and covered entities.
    Discussion: The Secretary believes that building partnerships 
between individuals with disabilities and Title II entities is 
desirable. The Secretary believes that an applicant for either of these 
projects could propose to include partnership building in their 
training. However, the Secretary believes that applicants should be 
provided with discretion to propose the content of their training.
    Changes: None.
    Comment: One commenter suggested two additional priorities for 
training projects. The commenter suggested one project to train State 
code official responsible for enforcing State accessibility law, and a 
second project to impart information about disability rights at all 
levels of the educational system.
    Discussion: The Secretary believes that both of these suggestions 
would contribute to the successful implementation of the ADA. NIDRR 
will consider these suggestions when developing future technical 
assistance and training projects.
    Changes: None.
    Comment: Two commenters suggested that the notice clarify that non-
profit organizations and for-profit organizations are eligible to apply 
for the training projects.
    Discussion: The Notice inviting applications for these projects 
states that parties eligible to apply for grants under this program are 
public and private nonprofit and for-profit agencies and organizations, 
including institutions of higher education and Indian tribes and tribal 
organizations.
    Changes: None.

[FR Doc. 94-13930 Filed 6-7-94; 8:45 am]
BILLING CODE 4000-01-P