[Federal Register Volume 64, Number 169 (Wednesday, September 1, 1999)]
[Notices]
[Pages 48068-48072]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 99-22775]


      

[[Page 48067]]

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Part VI





Department of Education





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Training of Interpreters for Individuals Who Are Deaf or Hard of 
Hearing and Individuals Who Are Deaf-Blind; Notices

  Federal Register / Vol. 64, No. 169 / Wednesday, September 1, 1999 / 
Notices  

[[Page 48068]]



DEPARTMENT OF EDUCATION


Training of Interpreters for Individuals Who Are Deaf or Hard of 
Hearing and Individuals Who Are Deaf-Blind

AGENCY: Office of Special Education and Rehabilitative Services, 
Department of Education.

ACTION: Notice of final priorities for fiscal year (FY) 2000 and 
subsequent fiscal years.

-----------------------------------------------------------------------

SUMMARY: The Secretary announces final funding priorities for fiscal 
year (FY) 2000 and subsequent fiscal years under the Training of 
Interpreters for Individuals Who Are Deaf and Individuals Who Are Deaf-
Blind program. The Secretary takes this action to assist with the 
establishment of interpreter training programs or to assist ongoing 
programs to train a sufficient number of skilled interpreters 
throughout the country to meet the communication needs of individuals 
who are deaf and individuals who are deaf-blind by--(a) Training 
manual, tactile, oral, and cued speech interpreters; (b) ensuring the 
maintenance of the skills of interpreters; and (c) providing 
opportunities for interpreters to raise their level of competence.

EFFECTIVE DATE: These priorities are effective October 1, 1999.

FOR FURTHER INFORMATION CONTACT: Mary Lovley, U.S. Department of 
Education, 400 Maryland Avenue, SW., room 3217 Mary E. Switzer 
Building, Room 3217, Washington, DC 20202-2736. Telephone: (202) 205-
9393. If you use a telecommunications device for the deaf (TDD), you 
may call the TDD number at (202) 401-3664. Internet address: 
Mary__L[email protected].
    Individuals with disabilities may obtain this document in an 
alternate format (e.g., Braille, large print, audiotape, or computer 
diskette) on request to the contact person listed in the preceding 
paragraph.

SUPPLEMENTARY INFORMATION: The Training of Interpreters for Individuals 
Who Are Deaf and Individuals Who Are Deaf-Blind program is authorized 
under section 302(f) of the Rehabilitation Act of 1973, as amended.
    On May 10, 1999 the Secretary published a notice of proposed 
priorities for this program in the Federal Register (64 FR 25140). This 
notice of final priorities contains three changes from the notice of 
proposed priorities. All three changes are to Priority 1--National 
Project with Major Emphasis on Distance Education as a Medium for 
Interpreter Training. The first change added Hawaii to the list of 
States that have no degree-granting interpreter training program. The 
second change added a requirement that a project must ensure that 
curricula are developed or modified with input from a culturally 
diverse, consumer-based consortium. The third change added a 
requirement that the project must evaluate the effectiveness of 
training interpreters using the distance education curricula. The 
changes are fully explained in the Analysis of Comments and Changes 
located elsewhere in this notice.

    Note: This notice of final priorities does not solicit 
applications. In any year in which the Secretary chooses to use 
these priorities, the Secretary invites applications through a 
notice in the Federal Register. A notice inviting applications under 
these competitions is published in a separate notice elsewhere in 
this issue of the Federal Register.

Analysis of Comments and Changes

    In response to the Secretary's invitation in the notice of proposed 
priorities, 27 parties submitted comments on or before the June 9, 1999 
deadline. An analysis of the comments and of the changes in the 
priorities since publication of the notice of proposed priorities 
follows. Please note that we address only those issues on which 
substantive comments were received. Generally, we do not address 
technical and other minor changes--and suggested changes the law does 
not authorize the Secretary to make.

General Comments

    Comments: Two commenters suggested that a priority to train 
educational interpreters be added.
    Discussion: We recognize the importance of training interpreters to 
work in the educational environment. We support projects to train 
educational interpreters through the Personnel Preparation to Improve 
Services and Results for Children with Disabilities, Preparation of 
Special Education, Related Services, and Early Intervention Personnel 
to Serve Infants, Toddlers, and Children with Low-Incidence 
Disabilities competition (CFDA 84.029A) in the Office of Special 
Education Programs (OSEP). In addition, in fiscal year (FY) 1990 we 
supported a national project under the Training of Interpreters for 
Individuals Who Are Deaf and Individuals Who Are Deaf-Blind program in 
the Rehabilitation Services Administration (RSA) to focus on the 
development of a curriculum on interpreting in the educational 
environment. This curriculum is currently being used by OSEP 
educational interpreter training grantees and continues to be 
distributed by Northwestern Connecticut Community-Technical College and 
the National Clearinghouse of Rehabilitation Training Materials. 
Feedback received from the field is that this curriculum is still 
current and appropriate. Further, Priority 2 requires the use of model 
curricula developed by recent and current RSA-funded national 
interpreter training projects, including the curriculum that emphasizes 
interpreting in educational settings. Finally, the training conducted 
by the regional programs may have an impact on educational settings in 
addition to other settings.
    Changes: None.
    Comments: Two commenters supported the two proposed funding 
priorities, but also recommended that the Department support research 
on the value of educational interpreting for students who are deaf and 
hard of hearing at all educational levels. One commenter recommended 
that research be conducted to investigate the problem of how best to 
remedy the need for interpreters. Another commenter recommended 
numerous research questions regarding interpreter training and 
interpreter ethics and suggested that this research would best be done 
by a national center committed to research.
    Discussion: We appreciate this support and note that the 
regulations in 34 CFR 396.1 define the Training of Interpreters for 
Individuals Who Are Deaf and Individuals Who Are Deaf-Blind program as 
a training program. Research is beyond the scope of this program. We 
will share these comments with the appropriate individuals in OSEP and 
the National Institute on Disability and Rehabilitation Research 
(NIDRR).
    Changes: None.
    Comments: One commenter supported the two proposed funding 
priorities, and two commenters recommended that the Department 
establish an additional priority to support the cost of establishing 
additional distance education sites and enhance existing technologies 
to allow for quality skill-based training via video technologies.
    Discussion: As previously stated, the regulations for this program 
define it as a training program. Developing and enhancing the 
technological infrastructure is beyond the scope of this program.
    Changes: None.
    Comments: Three commenters recommended that the priorities include 
the provision of stipends to students.
    Discussion: Training stipends are not authorized under the Training 
of Interpreters for Individuals Who Are

[[Page 48069]]

Deaf and Individuals Who Are Deaf-Blind program.
    Changes: None.
    Comment: One commenter indicated that there is a need for small, 
centrally located programs that are nationally funded to help train new 
interpreters and upgrade the skills of the persons working in the 
field.
    Discussion: We recognize the need for centrally located interpreter 
training programs and plan to continue to support 10 regional 
interpreter training programs.
    Changes: None.
    Comment: One commenter recommended that funding needs to go to an 
organization or company to ensure that interpreters are current with 
their training and are receiving training in all aspects of 
interpreting and that more stringent renewal of interpreters' 
certification is needed.
    Discussion: We believe that it is the role of the professional 
interpreter certifying organizations to monitor the training activities 
and certification requirements of the professionals in the field and 
not the role of the Federal Government.
    Changes: None.
Priority 1--National Project with Major Emphasis on Distance Education 
as a Medium for Interpreter Training
    Comments: Two commenters indicated that Hawaii has no degree-
granting interpreter training program.
    Discussion: The interpreter training program currently offered 
through the Office of Continuing Education and Training at Kapiolani 
Community College on the island of Oahu is a 2-year, non-credit, non-
degree-granting program. Therefore, Hawaii should be listed among those 
States that do not have a degree-granting interpreter training program.
    Changes: Language in the priority has been changed to include 
Hawaii.
    Comment: One commenter stated that the proposed priority lacked 
formal recognition of the need for various stakeholders to collaborate 
and work together effectively to make needs known and devise methods or 
provide feedback about the appropriate technology to meet the needs in 
any given locality.
    Discussion: We note that Priority 2--National Project with Major 
Emphasis on Training Interpreter Educators requires that the curricula 
be developed with input from a culturally diverse, consumer-based 
consortium. Priority 1--National Project with Major Emphasis on 
Distance Education as a Medium for Interpreter Training does not have 
such a statement, and we recognize the value of stakeholders' 
participation in funded activities.
    Changes: We have added a statement to Priority 1 requiring that 
curricula be developed or modified with input from a culturally 
diverse, consumer-based consortium.

    Comment: One commenter supported Priority 1 and recommended placing 
an emphasis on a specific brand of video conferencing equipment and 
providing general information on the most advanced and appropriate 
equipment.
    Discussion: We refrain from making reference to specific technology 
or from providing descriptions of the most advanced equipment in this 
priority because the rate of technology advancement may render those 
statements obsolete prior to the start of the project.
    Changes: None.
    Comment: One commenter supported Priority 1 and recommended the 
inclusion of a statement requiring the development and implementation 
of strategic planning approaches focusing on collaborative working 
relationships between two or more higher education institutions.
    Discussion: One of the requirements of the priority is to provide 
technical assistance, and the commenter's recommendation is one action 
that could fall under the required technical assistance. We do not wish 
to dictate any specific technical assistance activities.
    Changes: None.
    Comment: One commenter supported both funding priorities, but 
questioned the necessity of requiring the National Project with Major 
Emphasis on Distance Education as a Medium for Interpreter Training to 
be national in scope. The commenter stated that having the training 
project regionally or locally based may be a more effective way of 
recruiting, developing, and maintaining interpreters in underserved 
areas.
    Discussion: We recognize the need for regionally based interpreter 
training programs and plan to continue to support 10 regional 
interpreter training programs.
    Changes: None.
    Comments: Two commenters supported both priorities, but questioned 
whether the technology of video conferencing is an adequate tool for 
teaching the signing skills necessary for quality interpreting and 
cautioned against replacing the mentor-student interaction needed to 
provide comprehensive interpreter training through practicum and 
fieldwork experiences.
    Discussion: We recognize that video conferencing, if it were used 
alone, may not be an adequate tool for teaching sign language and 
interpreting. However, as with any distance education instruction, 
distance interpreter education is not limited to video conferencing 
technology. While the priority requires technical assistance on the 
proper use of the most current and available technologies, such as 
video conferencing, videotaping, Internet web classes and chat rooms, 
e-mail, and voice mail, this does not preclude the simultaneous use of 
non-technical approaches to distance education such as on-site 
mentoring, use of printed or videotaped material, association with 
deaf, hard of hearing, or deaf-blind individuals or groups, and 
practicum experiences.
    Changes: None.
    Comment: One commenter expressed concern about the computer and 
technology literacy of individuals who would be engaged in distance 
learning and recommended providing funds to employ geographically 
proximate ``circuit riders'' to address this concern.
    Discussion: We recognize that the use of ``circuit riders'' is one 
possible approach to improving or ensuring the computer and technology 
literacy of individuals interested in participating in distance 
interpreter education opportunities. We expect that proposals will 
address this, among other concerns, and do not wish to prescribe any 
one method or approach.
    Changes: None.

    Comment: One commenter stated that there is no discussion of any 
type of evaluation or methods of measuring the effectiveness of 
training interpreters using the distance education curricula prior to 
its dissemination.
    Discussion: There is a requirement to provide technical assistance 
to interpreter training programs on the feasibility and effectiveness 
of distance interpreter education. We agree with the importance of 
evaluating the effectiveness of training interpreters using the 
distance education curricula.
    Changes: We have added an evaluation requirement to the priority.
    Comment: One commenter stated that dissemination is a critical 
issue and that having the information in several different formats or 
ways would be beneficial.
    Discussion: There is a requirement that the packaged distance 
education curricula be disseminated to interpreter educators 
nationwide. The proposals would identify how the potential projects 
plan to carry out this requirement.

[[Page 48070]]

    Changes: None.
Priority 2--National Project with Major Emphasis on Training 
Interpreter Educators
    Comments: Two commenters supported Priority 2, with one commenter 
requesting that this priority be weighted more heavily than Priority 1 
and the other commenter requesting that the mentoring portion of this 
priority be given sufficient weight and earmarked funding to ensure 
that it is addressed.
    Discussion: We appreciate this support, but note that these 
priorities are not assigned weights.
    Changes: None.
    Comment: One commenter supported both priorities including the 
focus on identifying and updating or developing a model mentor training 
curriculum and training experienced interpreters or interpreter 
educators to serve as mentors, but only if the rural and island areas 
of Hawaii will have effective use of them.
    Discussion: The priority requires that the mentor training program 
train mentors to serve in a variety of situations or environments, 
including various regions and culturally diverse environments. We 
believe that this requirement will allow Hawaii, and other States with 
unique needs, to make effective use of the curriculum and the trained 
mentors.
    Changes: None.
    Comments: Two commenters supported both priorities, but suggested 
that Priority 2 also include curriculum for training interpreters in 
mental health, educational, medical, legal, and other environments 
requiring specialized training.
    Discussion: We recognize the need for training interpreters to work 
in environments requiring specialized training and believe that the 
priority is broad enough to permit the development of curriculum, or 
training of interpreters, in specialized settings. However, there is no 
basis to require the grantee to include the settings requested by the 
commenter.
    Changes: None.
    Comment: One commenter supported both priorities, but asked that 
steps be taken to ensure that members of the deaf, hard of hearing, and 
deaf-blind communities are afforded the opportunity to participate in 
the training programs and, for those who are qualified, to become part 
of the interpreter educator staff. This commenter also requested that 
the material adaptation and interpreter educator training not overlook 
the regional and often local diversity in sign language and cultural 
backgrounds.
    Discussion: We agree that consumer involvement is crucial to a 
successful program and note that the priority specifically requires 
that the curricula be developed with input from a culturally diverse, 
consumer-based consortium. We also note that the priority requires that 
training be available to culturally diverse audiences and be sensitive 
to the needs of all audiences. These culturally diverse audiences would 
include, among the many other forms of diversity, training available to 
individuals who are deaf, hard of hearing, or deaf-blind.
    Changes: None.

Priorities

    Under 34 CFR 75.105(c)(3) the Secretary gives an absolute 
preference to applications that meet one of the following priorities. 
The Secretary funds under these competitions only applications that 
meet one of these absolute priorities:
Priority 1--National Project with Major Emphasis on Distance Education 
as a Medium for Interpreter Training (84.160B)
    Background: Historically interpreter training programs have been 
located in colleges and universities in metropolitan areas or in areas 
of high population. While demand for interpreter services exceeds the 
supply of interpreters even in metropolitan areas, the dearth of 
interpreters in rural areas is marked. A Study of Interpreter Services 
for Persons Who are Deaf or Hard of Hearing, published in 1993, 
concluded that ``there is sufficient work/need for additional 
professional interpreters in every state and many major communities.'' 
Organizations such as the National Association of the Deaf (NAD) and 
the Registry of Interpreters for the Deaf (RID) have also identified 
the shortage of qualified interpreters. Some States, such as Alaska, 
Hawaii, Idaho, Montana, Nebraska, Nevada, North Dakota, Rhode Island, 
Vermont, and West Virginia, as well as Puerto Rico, the U.S. Virgin 
Islands, and the Trust Territories of the Pacific other than Guam, have 
no degree-granting interpreter training program. Due to the relatively 
sparse population in large geographical areas, student enrollment may 
not be sufficient to support interpreter training programs should they 
be established in these areas. As a result, individuals living in these 
States or areas who are interested in obtaining interpreter training 
must seek that training at a great distance from their homes. Further, 
the few working interpreters living in these States or areas who wish 
to maintain or upgrade their skills often find it difficult to locate 
nearby sources for continuing education. Distance education can help 
fill this void. The challenge, however, is to effectively deliver the 
interpreter training curricula, which is a skill-based, visual-based 
curricula rather than a knowledge-based or text-based curricula. 
Therefore, it is of critical importance that interpreter-training 
curricula be modified to make the best use of a blend of all of the 
available technologies, such as video conferencing, Internet web 
classes and chat rooms, e-mail, and voice mail. With proper curricular 
modifications, interpreter training can be provided via distance 
education to rural areas, remote locations, and areas with low 
populations in a cost-effective manner.
    RSA has determined that a national project is needed that will 
focus on adapting existing model interpreter training curricula used by 
2-year and 4-year interpreter training programs for delivery via 
distance education. In addition, there is a need for technical 
assistance to, and coordination and cooperation with, interpreter 
training programs across the Nation on matters related to the use of 
distance education as a medium for interpreter training.
    Priority: A project must--
     Be national in scope;
     Adapt or modify existing model interpreter training 
curricula or develop new appropriate interpreter training curricula for 
delivery via distance education and package it for easy use by the RSA-
funded regional interpreter training projects and other trainers and 
interpreter training programs;
     Ensure that the curricula are developed or modified with 
input from a culturally diverse, consumer-based consortium;
     Evaluate the effectiveness of training interpreters using 
the distance education curricula;
     Develop detailed instruction manuals to accompany each 
packaged curriculum;
     Provide technical assistance to interpreter training 
programs on the feasibility and effectiveness of distance interpreter 
education;
     Establish cooperative working relationships with the RSA-
funded regional interpreter training projects;
     Furnish technical assistance to the RSA-funded regional 
interpreter training projects in developing and using distance 
education as a mechanism for training interpreters to meet the 
communication needs of

[[Page 48071]]

individuals who are deaf, hard of hearing, or deaf-blind in their 
regions;
     Provide technical assistance and professional development 
opportunities for interpreter trainers across the Nation on the 
development and use of distance education as a mechanism for training 
interpreters to meet the communication needs of individuals who are 
deaf, hard of hearing, or deaf-blind. The technical assistance must 
address matters such as the proper use of the distance interpreter 
education curriculum; the proper use of the most current and available 
technologies, such as video conferencing, videotaping, Internet web 
classes and chat rooms, e-mail, and voice mail; the technical 
infrastructure needed to successfully conduct distance interpreter 
education; and the policy implications and barriers that exist in 
providing distance interpreter education across a State or across State 
lines (e.g., classification of distance education students as in-State 
or out-of-State, the geographic area the institution is designed to 
serve, etc.); and
     Disseminate the packaged distance education curricula to 
interpreter educators nationwide.
Priority 2--National Project with Major Emphasis on Training 
Interpreter Educators (84.160C)
    Background: In order to train qualified interpreters, interpreter 
educators must be both sufficient in number and current in knowledge 
and best practices. There are, however, very few programs that prepare 
interpreter educators to teach the interpreting process and the skill 
of interpreting. As a result, many faculty teaching at the 100-plus 
interpreter training programs have had little or no opportunity to 
study how to teach interpretation. Further, over the last 10 years RSA 
has funded the development of model curricula emphasizing the 
interpreting needs of culturally diverse communities, deaf-blind 
interpreting, and interpreting in educational and rehabilitation 
environments. Due to the low number of programs to train interpreter 
educators, this curriculum is not being shared widely and, as a result, 
is not being used extensively.
    The model curricula on interpreting in educational environments and 
interpreting in rehabilitation environments is available at the 
National Clearinghouse of Rehabilitation Training Materials at Oklahoma 
State University, 5202 Richmond Hill Drive, Stillwater, OK 74078-4080. 
The model curricula on the interpreting needs of culturally diverse 
communities and interpreting for individuals who are deaf-blind are 
being developed under currently funded projects. These curricula will 
be available at the National Clearinghouse of Rehabilitation Training 
Materials once these projects have completed their activities. The 
project developing the model curriculum on the interpreting needs of 
culturally diverse communities ends on December 31, 2000, and the 
project developing the model curriculum on interpreting for individuals 
who are deaf-blind ends on September 30, 2000.
    Another aspect of training a sufficient number of qualified 
interpreters is the practice of mentoring. Mentors are experienced 
interpreters and interpreter educators who provide one-on-one technical 
assistance to novice interpreters or to working interpreters who wish 
to improve or expand their skills or work toward certification. While 
``mentoring is not a substitute for comprehensive interpreter education 
or for the internships and practicums associated with such formal 
training'' (RID Standard Practice Paper on ``Mentoring''), it supports 
and augments the training received in those settings. While the field 
of interpreting embraces the use of mentoring, there is no established 
uniform mechanism for training individuals to serve as mentors.
    In order to train a sufficient number of qualified interpreters 
throughout the country, there is a need to increase the number of 
highly trained interpreter educators and mentors. A national project is 
needed to address these issues.
    Priority: A project must--
     Be national in scope;
     Develop a new curriculum, or update a former or existing 
curriculum, to prepare interpreter educators and, once this is 
developed, use it to train both working interpreter educators who need 
to obtain, enhance, or update their training and new interpreter 
educators. This newly developed or updated curriculum must include all 
issues pertinent to the training of interpreters and the use of the 
model curricula developed by recent and current RSA-funded national 
interpreter training projects that emphasize the interpreting needs of 
culturally diverse communities, interpreting for deaf-blind 
individuals, and interpreting in educational and rehabilitation 
environments;
     Identify and update or develop a model mentor training 
curriculum that includes elements such as diagnostic assessment, goal 
setting, discourse analysis, and effective feedback provision and, once 
this is developed, train experienced interpreters or interpreter 
educators to serve as mentors. This mentor training program must train 
mentors to serve in a variety of situations or environments (i.e., in 
urban and rural settings; in various regions; in culturally diverse 
environments; in situations in which various modes of communication 
(deaf-blind, oral, cued speech, etc.) are present; in specialized 
settings (legal, medical, educational, etc.); and with interns at 
varying skill levels, etc.);
     Provide technical assistance to organizations or bodies 
establishing mentorship programs and to existing mentorship programs on 
all aspects of mentoring, including the identification of trained 
mentors;
     Ensure that the curricula are developed with input from a 
culturally diverse, consumer-based consortium;
     Ensure that training is available to culturally diverse 
audiences and is sensitive to the needs of all audiences;
     Use innovative as well as traditional approaches to the 
provision of training (i.e., distance education, short-term intensive 
training sessions or seminars, delivering training to communities in 
need, etc.); and
     Establish cooperative relationships with the regional 
interpreter training projects the Secretary plans to propose in fiscal 
year 2000.

Goals 2000: Educate America Act

    The Goals 2000: Educate America Act (Goals 2000) focuses the 
Nation's education reform efforts on the eight National Education Goals 
and provides a framework for meeting them. Goals 2000 promotes new 
partnerships to strengthen schools and expands the Department's 
capacities for helping communities to exchange ideas and obtain 
information needed to achieve the goals.
    These priorities support the National Education Goal that, by the 
year 2000, every adult American will be literate and will possess the 
knowledge and skills necessary to compete in a global economy and 
exercise the rights and responsibilities of citizenship. The priorities 
further the objectives of this Goal by focusing available funds on 
projects that train a sufficient number of qualified interpreters 
throughout the country to meet the communication needs of individuals 
who are deaf or hard of hearing and individuals who are deaf-blind. 
Training and improving the manual, tactile, oral, and cued speech 
interpreting skills of interpreters working in vocational 
rehabilitation environments will improve the ability of individuals who 
are deaf or hard of hearing and individuals who are deaf-blind to 
function successfully in their vocational pursuits.

[[Page 48072]]

Intergovernmental Review

    This program 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.

Electronic Access to This Document

    You may view this document, as well as all other Department of 
Education documents published in the Federal Register, in text or Adobe 
Portable Document Format (PDF) on the Internet at either of the 
following sites:

http://ocfo.ed.gov/fedreg.htm
http://www.ed.gov/news.html

To use the PDF you must have the Adobe Acrobat Reader Program with 
Search, which is available free at either of the previous sites. If you 
have questions about using the PDF, call the U.S. Government Printing 
Office (GPO), toll free, at 1-888-293-6498; or in the Washington, DC, 
area at (202) 512-1530.

    Note: The official version of this document is the document 
published in the Federal Register. Free Internet access to the 
official edition of the Federal Register and the Code of Federal 
Regulations is available on GPO Access at: http://
www.access.gpo.gov/nara/index.html

(Catalog of Federal Domestic Assistance Number 84.160, Training of 
Interpreters for Individuals Who Are Deaf and Individuals Who Are 
Deaf-Blind)

    Program Authority: 29 U.S.C. 772(f).

    Dated: August 27, 1999.
Judith E. Heumann,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 99-22775 Filed 8-31-99; 8:45 am]
BILLING CODE 4000-01-P