[Federal Register Volume 61, Number 127 (Monday, July 1, 1996)]
[Notices]
[Pages 34318-34322]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 96-16640]
[[Page 34317]]
_______________________________________________________________________
Part VII
Department of Education
_______________________________________________________________________
Postsecondary Education Programs for Individuals with Disabilities;
Notices
Federal Register / Vol. 61, No. 127 / Monday, July 1, 1996 /
Notices
[[Page 34318]]
DEPARTMENT OF EDUCATION
Office of Special Education and Rehabilitative Services;
Postsecondary Education Programs for Individuals With Disabilities
AGENCY: Department of Education.
ACTION: Notice of a final funding priority.
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SUMMARY: The Secretary announces a final funding priority for four
Regional Centers on Postsecondary Education for Individuals who are
Deaf, a program administered by the Office of Special Education and
Rehabilitative Services (OSERS) under the Individuals with Disabilities
Education Act. The Secretary may use this priority in Fiscal Year 1996
and subsequent years. The Secretary takes this action to focus Federal
assistance on identified needs to improve educational opportunities and
outcomes for postsecondary students who are deaf and hard of hearing.
The final funding priority is intended to ensure wide and effective use
of program funds. The Secretary also announces selection criteria that
will be applied in evaluating applications submitted for this
competition.
EFFECTIVE DATE: This priority takes effect on July 31, 1996.
FOR FURTHER INFORMATION CONTACT: Ramon Rodriguez, U.S. Department of
Education, 600 Independence Avenue, SW., Switzer Building, Room 3125,
Washington, DC 20202-2524. Telephone: (202) 205-8555. Fax: (202) 205-
9252. Individuals who use a telecommunications device for the deaf
(TDD) may call the TDD number at (202) 205-9156. Internet:
Ramon__R[email protected]
SUPPLEMENTARY INFORMATION: This notice contains information on the
Regional Centers on Postsecondary Education for Individuals who are
Deaf, authorized under section 625 of the Individuals with Disabilities
Education Act, the Postsecondary Education Program for Individuals with
Disabilities. The purpose of this program is to provide assistance for
the development, operation, and dissemination of specially designed
model programs of postsecondary, academic, vocational, technical,
continuing, or adult education for individuals with disabilities.
This final funding priority supports the National Education Goal of
every adult American being literate and possessing the knowledge and
skills necessary to compete in a global economy by helping students who
are deaf and hard of hearing to reach higher levels of academic
achievement.
Funding of particular projects depends on the availability of
funds, the content of the final funding priority, and the quality of
the applications received. Further, the activities of the projects
funded under this priority could be affected by the enactment of
legislation reauthorizing the program. The publication of the final
funding priority does not preclude the Secretary from proposing
additional priorities, nor does it limit the Secretary to funding only
this priority, subject to meeting applicable rulemaking requirements.
Note: This notice of final funding priority does not solicit
applications. A notice inviting applications under this competition
is published in a separate notice in this issue of the Federal
Register.
Analysis of Comments and Changes
On March 18, 1996, the Secretary published a notice of proposed
priority for this program in the Federal Register (61 FR 11086).
It was brought to our attention during the comment period that it
is necessary to clarify what population is to be served by the regional
centers. These centers have traditionally served individuals who are
deaf and hard of hearing. This priority is not intended to change the
population being served by the centers. The Secretary has therefore
added references to individuals who are hard of hearing throughout the
priority.
In response to the Secretary's invitation in the notice of proposed
priority, 28 comments were received. All 28 commenters expressed
interest in the Department holding a competition under the proposed
priority. Eleven of the commenters suggested changes in the activities
the regional centers must complete. An analysis of the comments and of
the changes in the proposed priority follows. Technical and other minor
changes--as well as suggested changes the Secretary is not legally
authorized to make under the applicable statutory authority--are not
addressed.
Comment: Eight commenters recommended that the Secretary fund
direct student support services programs such as interpreting and
notetaking at current levels.
Discussion: Although funding of direct student support services
such as interpreting and notetaking was allowed through this program in
the past, the Secretary believes that the limited funds available to
support four regional centers are more effectively used for the
activities described in the priority, including assisting institutions
of higher education that are currently not serving students who are
deaf and hard of hearing. Each of the currently funded regional centers
has developed a model of providing support services to students who are
deaf and hard of hearing, and provided limited technical assistance and
outreach services to other postsecondary institutions. The Secretary
believes a technical assistance model will most efficiently use scarce
resources and is the most effective strategy to ultimately increase
postsecondary educational opportunities for students who are deaf and
hard of hearing. Further, under Section 504 of the Rehabilitation Act
of 1973, as amended, and the Americans with Disabilities Act (ADA),
institutions of higher education have the responsibility to provide
these direct services. Under paragraph (e) of the priority, each center
is required to disseminate information about these responsibilities and
financial and other resources available for such purposes.
Changes: None.
Comment: Nineteen commenters recommended that the Secretary
continue funding the current regional centers located at St. Paul
Technical College, Seattle Community College, California State
University at Northridge and the University of Tennessee at Knoxville.
Discussion: The Secretary does not have authority to non-
competitively continue the current grantees. Section 625(a)(6) of the
Individuals with Disabilities Education Act required the Secretary to
continue to provide assistance to the current grantees operating the
four regional centers for the deaf through September 30, 1995. Because
current law does not provide authority for continuation of the current
grantees, the Secretary must conduct a competition for fiscal year 1996
funds for this activity.
Change: None.
Comment: Three commenters suggested that the priority address the
need to recruit or train interpreters, stenographers and other service
specialists to provide services at a reasonable cost. In addition, an
effort should be made to standardize training and develop compensation
policies for interpreters and other support services personnel.
Discussion: The Secretary is aware of the need to train more
interpreters and other service providers. The Office of Special
Education Programs, Division of Personnel Preparation, and the
Rehabilitation Services Administration have specific authorities to
train both educational and general-service interpreters and are
currently funding 28 projects for this purpose. It is anticipated that
through technical assistance and outreach, the regional centers will be
able to assist these
[[Page 34319]]
institutions in locating resources and to provide leadership to address
support service issues.
Changes: None.
Comment: Twelve commenters strongly stressed that the needs
assessment to be performed by each regional center should also address
the technical assistance needs of postsecondary institutions related to
retaining and instructing students who are deaf and hard of hearing.
Discussion: The Secretary agrees with the commenters that the
centers must identify the needs of institutions related to retaining
and instructing deaf and hard of hearing students in order to provide
assistance to postsecondary education institutions in developing
strategies that will result in more deaf and hard of hearing students
completing their programs.
Changes: The issue of retaining and instructing deaf and hard of
hearing students has been added to the list of areas in paragraph (a)
of the priority that must be addressed in the technical needs
assessment to be performed by each regional center.
Comment: One commenter recommended that the Secretary add ``and
accommodation'' to paragraph (b). The commenter states that the
Secretary should distinguish between ``access'' and ``accommodation.''
If this is not stressed, he suspects that many applications will focus
on recruitment and admission variables, and give inadequate attention
to factors which sustain the student throughout his or her
postsecondary educational experiences. The commenter indicated also
that the ability of applicants to articulate what ``accommodation''
means will help distinguish between strong and weak applications.
Discussion: The Secretary agrees with the commenter that adding
``and accommodation of individuals who are deaf and hard of hearing
throughout their postsecondary educational experiences,'' to paragraph
(b) will clarify the distinction between ``access'' and
``accommodation.'' Furthermore, it will ensure that the regional
centers will not only provide postsecondary institutions with
consultation and technical assistance related to special needs such as
interpreters, notetakers, assistive devices and other essential aids,
but continue providing accommodation support throughout the students'
postsecondary educational programs.
Change: The phrase ``and accommodation of individuals who are deaf
and hard of hearing, including traditionally underserved populations
who are deaf and hard of hearing, throughout their postsecondary
educational experiences'' has been added to paragraph (b).
Comment: One commenter asked the Secretary to clarify what is meant
by ``develop training materials'' in paragraph (f) and expressed
concern that resources could be drained unless the regional centers
collaborate on what materials should be developed and cooperate in
their dissemination. Five commenters recommended that the Secretary
require the centers to plan for national networking, coordination and
collaboration to expand and share resources. These commenters expressed
concern that the centers will duplicate many activities and that the
centers should coordinate activities.
Discussion: The Secretary agrees with the commenters that
clarification is needed regarding paragraph (f) and the phrase
``develop training materials.'' It is the intent of the Secretary to
have the regional centers make available, through development or
acquisition, awareness-training materials for administration, faculty,
and staff of postsecondary education institutions. It is anticipated
that the regional centers will cooperate and collaborate in developing
materials, standards, and other criteria that are needed. The regional
centers are expected to collaborate in developing and conducting all
major activities, such as the content of needs assessment and other
instruments to be used, information about postsecondary education
programs, administration/faculty/staff orientation materials used in
serving students who are deaf and hard of hearing, training materials,
evaluation criteria and instruments and other similar materials.
Change: Paragraph (f) is changed by deleting ``develop training
materials'' and inserting: ``Make available through development and
acquisition, awareness-training materials for administrators, faculty
and staff * * *.'' In order to ensure coordination and collaboration
among the regions, paragraph (j) has been changed to: ``Coordinate and
collaborate on the development and establishment of needs-assessment
activities, material development, technical assistance, outreach,
information dissemination, and evaluation of the regional center's
activities for the purpose of avoiding overlap and duplication of
efforts * * *.''
Comment: One commenter recommended that three regional centers and
a national center be funded. Another commenter suggested that the
Secretary fund six regional centers. Two commenters recommended five
centers, two to be located in the southwest. They also suggested that a
national research and evaluation component be added.
Discussion: The Secretary is aware that the centers will need to
form a network for intra/inter-regional cooperation. As noted in
paragraphs (d) and (j) of the priority, the centers must undertake such
efforts. The centers are also required to carry out evaluation
activities, as described in paragraph (i). Finally, the Secretary
believes that four regional centers, rather than three or six as
suggested, represents the best combination of effort and national
scope.
Changes: None.
Comments: One commenter recommended that the northeast region could
be served by the two national institutions, Gallaudet University and
the National Technical Institute for the Deaf at the Rochester
Institute of Technology and, instead, the Secretary should create an
additional region in the west. Four commenters recommended that the
States in the four proposed regions be realigned. They indicated that
the southern region accounted for approximately 33 percent of the
Nation's population.
Discussion: The Secretary believes that the proposed regions
represent a fair and reasonable geographical distribution. However, he
agrees that each application must be assessed for the evidence of need
in the target area and scope of work proposed by the project. The
application notice, published elsewhere in this issue of the Federal
Register, specifies a range of award amounts to allow the Secretary to
take these factors into consideration in making awards.
Changes: None.
Comment: One commenter recommended that the priority stress
cooperation with participating postsecondary educational institutions
within each region in order to develop consistent outreach strategies
and disseminate information to individuals who are deaf and hard of
hearing to enhance their awareness of available postsecondary
educational opportunities both within and outside the region.
Discussion: The Secretary agrees with the commenter on the need for
coordination and collaboration of major center activities within each
region and the need to develop consistent outreach strategies and
disseminate information to individuals who are deaf and hard of hearing
to enhance their awareness of available postsecondary educational
opportunities both within and outside the region.
Change: Language has been added to paragraph (d) to ensure
cooperation
[[Page 34320]]
with participating postsecondary educational institutions within the
region in developing outreach strategies and disseminating information
to individuals who are deaf and hard of hearing to enhance their
awareness of available postsecondary educational opportunities, both
within and outside the region.
Comment: Two commenters recommended that the Secretary require the
centers to provide technical assistance and transitional outreach
services to secondary schools serving students who are deaf and hard of
hearing, and linkages with other programs. One of the commenters
indicated that there is no mention of a job-placement component to
ensure linkages to employment opportunities. The commenter added that
emphasis should be placed on these activities because, at the present
time, there are few programs that offer strong job-placement activities
for individuals graduating from postsecondary institutions.
Discussion: In paragraph (g), the Secretary directs the centers to
``address the educational, remedial, support service, transitional,
independent living, and employment needs of individuals who are deaf
and hard of hearing.'' While the Secretary is aware of the need for
comprehensive transitional services for students who are deaf and hard
of hearing in secondary schools, scarce resources limit the level of
regional centers' interaction with these schools to providing
information about postsecondary educational opportunities. In order to
ensure linkages to employment opportunities, the Secretary anticipates
that the regional centers will coordinate their programs and activities
with vocational rehabilitation and independent living agencies.
Change: None.
Comment: Two commenters recommended that the Secretary direct the
centers to provide technical assistance to postsecondary education
institutions in implementing strategies that will enhance the
integration of students who are deaf and hard of hearing with other
students.
Discussion: The Secretary expects the regional centers to provide
training materials and disseminate information about proven models,
components of models, and other exemplary practices that enhance the
integration of students who are deaf and hard of hearing with other
students. The Secretary believes that this issue is adequately
addressed in paragraph (f).
Change: None.
Comments: Three commenters recommended the utilization of distance
learning and other technologies in order to provide consultation and
support services to a variety of postsecondary institutions regarding
technical accommodations and model service programs.
Discussion: The Secretary anticipates that applicants will
recommend creative and innovative ways that postsecondary institutions
can provide services to students who are deaf and hard of hearing.
Distance learning technology would be one appropriate method. However,
the Secretary does not believe that it is appropriate to suggest or
limit the potential methods for meeting the needs of students who are
deaf and hard of hearing.
Changes: None.
Comments: Nine commenters indicated that for a support services
program to be efficient and cost beneficial, a ``critical mass'' or
significant number of deaf and hard of hearing students is required.
Discussion: The Department's survey, Deaf and Hard of Hearing
Students in Postsecondary Education, by the National Center for
Education Statistics through its postsecondary education quick
information system (PEQIS), indicated that 1,850 institutions were
providing services to varying numbers of deaf and hard of hearing
students. The Secretary believes that many of these institutions,
including those who do not have a significant number of deaf and hard
of hearing students, need assistance. The type of assistance needed
will depend on the type and size of the program and needs of the
students enrolled. The centers will be able to provide technical
assistance and outreach services to many institutions that wish to
develop or improve service delivery.
Changes: None.
Comment: Three commenters recommended that the centers emphasize
services to individuals from traditionally underserved populations.
These individuals are late-deafened, deaf-blind, have multiple
disabilities, or are from minority populations, including language
minorities, who typically do not have services or resources readily
available to them.
Discussion: The Secretary believes that the technical assistance
needs assessments to be performed by each center will identify the
technical assistance needs of the institutions of higher education,
including how to serve deaf and hard of hearing populations that may be
underserved. These identified needs will generate the necessary
technical assistance services. However, the Secretary agrees that it is
important to emphasize that technical assistance to enhance the access
and accommodation of individuals who are deaf and hard of hearing to
postsecondary education and training must include individuals from
traditionally underserved populations.
Changes: In order to address the needs of individuals from
traditionally underserved populations, ``including those from language
minorities'' has been added to paragraph (a), and ``including
traditionally underserved populations who are deaf and hard of
hearing'' has been added to paragraph (b).
Comment: One commenter recommended that the Secretary include a
provision to involve families of students who are deaf and hard of
hearing, and students themselves, and to include parent training and
information centers and the National Parent Network on Disabilities
among the organizations listed in paragraph (h).
Discussion: The majority of students who are deaf and hard of
hearing have reached the age of maturity as they prepare to attend
postsecondary education programs. Therefore, they are the primary
targets of this assistance. The Secretary anticipates that information
about postsecondary education opportunities provided to students who
are deaf and hard of hearing and their teachers and counselors in
secondary programs through informational materials and orientation as
indicated in paragraphs (d), (e), and (g) also will be shared with
parents and families. Further, information for parents and families
will be available through the clearinghouses and organizations listed
in paragraph (h).
Change: None.
Priority
Under 34 CFR 75.105(c)(3) the Secretary gives an absolute
preference to applications that meet this priority. The Secretary will
fund under this competition only applications that meet the priority.
Absolute Priority--Regional Centers on Postsecondary Education for
Individuals who are Deaf.
Purpose
The purpose of this priority is to support projects that assist
educational institutions to implement proven models, components of
models, and other exemplary practices, including innovative technology,
to increase and
[[Page 34321]]
improve postsecondary educational opportunities for individuals who are
deaf and hard of hearing.
Background
This priority would support four regional centers on postsecondary
education for individuals who are deaf and hard of hearing. Each center
will provide technical assistance to a range of postsecondary
institutions, including academic, vocational, technical, continuing,
and adult education programs, to expand the array of educational
opportunities within the region that are available to students who are
deaf and hard of hearing. The centers must provide technical assistance
to institutions currently not serving students who are deaf and hard of
hearing to assist them to develop services. The centers must also
provide technical assistance to institutions currently serving students
who are deaf and hard of hearing to assist them to improve existing
programs. In carrying out the objectives of this priority, projects
must distribute technical assistance services and resources equitably,
taking into account population and geographic size, within each State
in its targeted geographic region.
Each regional center must:
(a) Conduct assessments of the technical assistance needs of
postsecondary education institutions related to recruiting; enrolling;
retaining; instructing; addressing the varying communication needs and
methods used by individuals who are deaf and hard of hearing, including
those from language minorities; and, otherwise effectively serving
students who are deaf and hard of hearing;
(b) Provide consultation, in-service training, and planning and
development assistance to postsecondary education institutions and
their staff to enhance the access and accommodation of individuals who
are deaf and hard of hearing, including traditionally underserved
populations who are deaf and hard of hearing, throughout their
postsecondary educational experiences, to postsecondary education and
training;
(c) Provide technical assistance on the responsibilities of
postsecondary education institutions under Federal statutes, including
Section 504 of the Rehabilitation Act of 1973, as amended, and the
Americans with Disabilities Act;
(d) Cooperate with participating postsecondary educational
institutions within the region in developing outreach strategies and
disseminating information to individuals who are deaf and hard of
hearing to enhance their awareness of available postsecondary
educational opportunities, both within and outside the regions;
(e) Disseminate information about financial and other resources
available to students who are deaf and hard of hearing and to
postsecondary institutions to help them accommodate these students;
(f) Make available, through development and acquisition, awareness-
training materials for administrators, faculty and staff, and
disseminate information on proven models, components of models, and
other exemplary practices, including innovative technology, among
postsecondary educational programs to assist them in implementing
effective and cost-efficient service-delivery systems that foster
integration of students who are deaf and hard of hearing with other
students;
(g) Encourage the use of consortia of postsecondary education
institutions and other cooperative arrangements to provide services and
assistance to students who are deaf and hard of hearing, including
coordination of postsecondary education options with existing public
and private community services that may address the educational,
remedial, support service, transitional, independent living, and
employment needs of individuals who are deaf and hard of hearing;
(h) Coordinate technical assistance and dissemination activities
with relevant information clearinghouses and organizations such as the
National Clearinghouse on Postsecondary Education for Individuals with
Disabilities (HEATH), National Information Center for Children and
Youth with Disabilities, National Transition Alliance, and Association
of Higher Education and Disability;
(i) Evaluate the impact, effectiveness, and results of
postsecondary institutions within the region in accommodating students
who are deaf and hard of hearing; and
(j) Coordinate and collaborate on the development and establishment
of needs-assessment activities, material development, technical
assistance, outreach, information dissemination, and evaluation of the
regional centers' activities for the purpose of avoiding overlap and
duplication of efforts; ensuring that individuals who are deaf and hard
of hearing have information on postsecondary programs throughout the
country that provide accommodations; and ensuring that information on
proven models, components of models, and other exemplary practices,
including innovative technology, are equally available in each of the
four regions. This coordination must include carrying out collaborative
activities and cross-regional initiatives, where appropriate.
The Secretary anticipates funding four cooperative agreements, each
for a project period of up to 60 months, subject to the requirements of
34 CFR 75.253(a), for continuation awards. In determining whether to
continue a center for the fourth and fifth years of the project period,
in addition to applying the requirements of 34 CFR 75.253(a), the
Secretary will consider the recommendations of a review team consisting
of three experts selected by the Secretary. The services of the review
team, including a two-day visit to the center, are to be performed
during the last half of the center's second year and must be included
in that year's evaluation required under 34 CFR 75.590. Funds to cover
the costs of the review team must be included in the center's budget
for year two. These costs are estimated to be approximately $4,000.
To ensure that all States benefit from these projects, the
Secretary intends to support four projects which will be required to
serve each State within one of the following geographic regions:
Northeast Region--Connecticut, Delaware, District of Columbia,
Maine, Maryland, Massachusetts, New Hampshire, New Jersey, New York,
Pennsylvania, Puerto Rico, Rhode Island, and Vermont.
Southern Region--Alabama, Arkansas, Florida, Georgia, Kentucky,
Louisiana, Mississippi, North Carolina, Oklahoma, South Carolina,
Tennessee, Texas, Virginia, Virgin Islands, and West Virginia.
Midwest Region--Iowa, Illinois, Indiana, Kansas, Ohio, Michigan,
Minnesota, Missouri, Nebraska, North Dakota, South Dakota, and
Wisconsin.
Western Region--Alaska, American Samoa, Arizona, California,
Colorado, Guam, Hawaii, Idaho, Northern Marinas Islands, Montana,
Nevada, New Mexico, Oregon, Utah, Washington, and Wyoming.
Selection Criteria for Evaluating Applications
The Secretary will use the following weighted criteria to evaluate
an application under the Regional Centers on Postsecondary Education
for Individuals who are Deaf competition.
The maximum score for all the criteria is 100 points.
(a) Project design. (40 points)
(1) The Secretary reviews each application to evaluate the quality
of the proposed technical assistance project design.
[[Page 34322]]
(2) The Secretary determines the extent to which--
(i) The technical assistance objectives are designed to meet the
purpose of the priority and are clearly defined, measurable, and
achievable; and
(ii) The proposed technical assistance addresses the needs of a
range of postsecondary institutions, including academic, vocational,
technical, continuing, and adult education programs.
(3) The Secretary determines the extent to which each application
provides for--
(i) Use of current research findings and information on model
practices;
(ii) Methods for linking postsecondary institutions in need of
technical assistance;
(iii) Innovative procedures for disseminating information and
imparting skills to postsecondary institutions, staff of these
institutions, and postsecondary students and potential postsecondary
students who are deaf and hard of hearing; and
(iv) Innovative procedures for collaborating and coordinating with
other entities that are involved with broader technical assistance
efforts.
(b) Plan of operation. (20 points)
(1) The Secretary reviews each application to determine the quality
of the plan of operation for the project.
(2) The Secretary considers--
(i) The extent to which the management plan will ensure proper and
efficient administration of the project;
(ii) The quality of the activities proposed to accomplish the goals
and objectives;
(iii) The adequacy of proposed timelines for accomplishing those
activities; and
(iv) Effectiveness in the ways in which the applicant plans to use
the resources and personnel to accomplish the program's goals and
objectives.
(3) How the applicant will ensure that project participants who are
otherwise eligible to participate are selected without regard to race,
color, national origin, gender, age, or disability.
(c) Quality of key personnel. (15 points)
(1) The Secretary reviews each application to determine the
qualifications of the key personnel the applicant plans to use.
(2) The Secretary considers--
(i) The qualifications of the project director and project
coordinator (if one is used);
(ii) The qualifications of each of the other key project personnel;
(iii) The time that each person referred in paragraphs (b)(2) (i)
and (ii) plans to commit to the project; and
(iv) How the applicant will ensure that personnel are selected for
employment without regard to race, color, national origin, gender, age,
or disability.
(3) To determine personnel qualifications under (b)(2) (i) and
(ii), the Secretary considers--
(i) Experience and training in fields related to the objectives of
the project; and
(ii) Any other qualifications that pertain to the quality of the
project.
(d) Budget and cost effectiveness. (10 points)
(1) The Secretary reviews each application to determine whether the
project has an adequate budget and is cost-effective.
(2) The Secretary considers the extent to which--
(i) The budget for the project is adequate to support project
activities; and
(ii) Costs are reasonable in relation to the objectives of the
project.
(e) Evaluation plan. (10 points)
(1) The Secretary reviews each application to determine the quality
of the evaluation plan for the project.
(2) The Secretary considers--
(i) The extent to which the applicant's methods of evaluation are
appropriate to the project; and
(ii) To the degree possible, the extent to which the applicant's
methods of evaluation are objective and produce data that are
quantifiable.
(f) Adequacy of resources. (5 points)
(1) The Secretary reviews each application to determine whether the
applicant plans to devote adequate resources to the project.
(2) The Secretary considers the adequacy of the facilities and the
technology, equipment, and supplies the applicant plans to use.
Intergovernmental Review
This notice is 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 this program.
Program Authority: 20 U.S.C. 1424a.
(Catalog of Federal Domestic Assistance Number: Regional
Postsecondary Centers for Individuals Who are Deaf, 84.078A)
Dated: June 25, 1996.
Judith E. Heumann,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 96-16640 Filed 6-28-96; 8:45 am]
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