[Federal Register Volume 64, Number 242 (Friday, December 17, 1999)]
[Notices]
[Pages 70956-70960]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 99-32667]



[[Page 70955]]

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Part VI





Department of Education





_______________________________________________________________________



Office of Special Education and Rehabilitative Services; National 
Institute on Disability and Rehabilitation Research; Notice

  Federal Register / Vol. 64, No. 242 / Friday, December 17, 1999 / 
Notices  

[[Page 70956]]



DEPARTMENT OF EDUCATION


National Institute on Disability and Rehabilitation Research

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

ACTION: Notice of proposed funding priorities for fiscal years 2000-
2001 for Rehabilitation Engineering Research Centers (RERCs).

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

SUMMARY: The Assistant Secretary for the Office of Special Education 
and Rehabilitative Services proposes funding priorities for two 
Rehabilitation Engineering Research Centers under the National 
Institute on Disability and Rehabilitation Research (NIDRR) for fiscal 
years 2000-2001. The Assistant Secretary takes this action to focus 
research attention on areas of national need. We intend the priorities 
to improve rehabilitation services and outcomes for individuals with 
disabilities. This notice contains proposed priorities under the 
Disability and Rehabilitation Research Projects and Centers Program for 
an RERC related to technologies for children with orthopedic 
disabilities and an RERC on low vision and blindness.

DATES: Comments must be received on or before January 18, 2000.

ADDRESSES: All comments concerning these proposed priorities should be 
addressed to Donna Nangle, US Department of Education, 400 Maryland 
Avenue, SW, room 3418, Switzer Building, Washington, DC 20202-2645.
    Comments may also be sent through the Internet: 
[email protected]
    You must include the term ``Disability and Rehabilitation Research 
Projects and Centers'' in the subject line of your electronic message.

FOR FURTHER INFORMATION CONTACT: Donna Nangle. Telephone: (202) 205-
5880. Individuals who use a telecommunications device for the deaf 
(TDD) may call the TDD number at (202) 205-2742. Internet: 
[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:

Invitation To Comment

    We invite you to submit comments regarding these proposed 
priorities.
    We invite you to assist us in complying with the specific 
requirements of Executive Order 12866 and its overall requirement of 
reducing regulatory burden that might result from these proposed 
priorities. Please let us know of any further opportunities we should 
take to reduce potential costs or increase potential benefits while 
preserving the effective and efficient administration of the program.
    During and after the comment period, you may inspect all public 
comments about these priorities in Room 3424, Switzer Building, 330 C 
Street S.W., Washington, D.C., between the hours of 9 a.m. and 4:30 
p.m., Eastern time, Monday through Friday of each week except Federal 
holidays.

Assistance to Individuals With Disabilities in Reviewing the 
Rulemaking Record

    On request, we will supply an appropriate aid, such as a reader or 
print magnifier, to an individual with a disability who needs 
assistance to review the comments or other documents in the public 
rulemaking record for these proposed priorities. If you want to 
schedule an appointment for this type of aid, you may call (202) 205-
8113 or (202) 260-9895. If you use a TDD, you may call the Federal 
Information Relay Service at 1-800-877-8339.
    These proposed priorities support the National Education Goal that 
calls for every American to possess the skills necessary to compete in 
a global economy.
    The authority for the Secretary to establish research priorities by 
reserving funds to support particular research activities is contained 
in sections 202(g) and 204 of the Rehabilitation Act of 1973, as 
amended (29 U.S.C. 762(g) and 764). Regulations governing this program 
are found in 34 CFR Parts 350 and 353.
    We will announce the final priorities in a notice in the Federal 
Register. We will determine the final priorities after considering 
responses to this notice and other information available to the 
Department. This notice does not preclude us from proposing or funding 
additional priorities, subject to meeting applicable rulemaking 
requirements.

    Note: This notice does not solicit applications. In any year in 
which the Assistant Secretary chooses to use one or more of these 
proposed priorities, we invite applications through a notice 
published in the Federal Register. When inviting applications we 
designate each priority as absolute, competitive preference, or 
invitational.

Rehabilitation Engineering Research Centers

    The authority for RERCs is contained in section 204(b)(3) of the 
Rehabilitation Act of 1973, as amended (29 U.S.C. 764(b)(3)). The 
Assistant Secretary may make awards for up to 60 months through grants 
or cooperative agreements to public and private agencies and 
organizations, including institutions of higher education, Indian 
tribes, and tribal organizations, to conduct research, demonstration, 
and training activities regarding rehabilitation technology in order to 
enhance opportunities for meeting the needs of, and addressing the 
barriers confronted by, individuals with disabilities in all aspects of 
their lives. An RERC must be operated by or in collaboration with an 
institution of higher education or a nonprofit organization.

Description of Rehabilitation Engineering Research Centers

    RERCs carry out research or demonstration activities by:
    (a) Developing and disseminating innovative methods of applying 
advanced technology, scientific achievement, and psychological and 
social knowledge to (1) Solve rehabilitation problems and remove 
environmental barriers, and (2) Study new or emerging technologies, 
products, or environments;
    (b) Demonstrating and disseminating (1) Innovative models for the 
delivery of cost-effective rehabilitation technology services to rural 
and urban areas, and (2) Other scientific research to assist in meeting 
the employment and independent living needs of individuals with severe 
disabilities; or
    (c) Facilitating service delivery systems change through (1) The 
development, evaluation, and dissemination of consumer-responsive and 
individual and family-centered innovative models for the delivery to 
both rural and urban areas of innovative cost-effective rehabilitation 
technology services, and (2) other scientific research to assist in 
meeting the employment and independent needs of individuals with severe 
disabilities.
    Each RERC must provide training opportunities to individuals, 
including individuals with disabilities, to become researchers of 
rehabilitation technology and practitioners of rehabilitation 
technology in conjunction with institutions of higher education and 
nonprofit organizations.
    The Department is particularly interested in ensuring that the 
expenditure of public funds is justified by the execution of intended 
activities and the advancement of knowledge and, thus, has built this 
accountability into the selection criteria. Not later than three years 
after the establishment of

[[Page 70957]]

any RERC, NIDRR will conduct one or more reviews of the activities and 
achievements of the Center. In accordance with the provisions of 34 CFR 
75.253(a), continued funding depends at all times on satisfactory 
performance and accomplishment.

Proposed General RERC Requirements

    The Assistant Secretary proposes that the following requirements 
apply to these RERCs pursuant to these absolute priorities unless noted 
otherwise. An applicant's proposal to fulfill these proposed 
requirements will be assessed using applicable selection criteria in 
the peer review process. The Assistant Secretary is interested in 
receiving comments on these proposed requirements:
     The RERC must have the capability to design, build, and 
test prototype devices and assist in the transfer of successful 
solutions to relevant production and service delivery settings.
     The RERC must evaluate the efficacy and safety of its new 
products, instrumentation, or assistive devices.
     The RERC must involve individuals with disabilities and, 
if appropriate, their representatives, in planning and implementing its 
research, development, training, and dissemination activities, and in 
evaluating the Center.

Absolute Priorities

    Under an absolute priority we consider only applications that meet 
one of these absolute priorities (34 CFR 75.105(c)(3)).

Proposed Priority 1: Technologies for Children with Orthopedic 
Disabilities

Background

    It is estimated that 6 million children, age 18 and younger, in the 
United States have some type of disability. The prevalence of children 
with orthopedic impairments in the U.S., including paralysis and 
congenital anomalies, is roughly 420,000 (8.4 percent) (LaPlante, M. 
and Carlson, D., ``Disability in the United States: Prevalence and 
Causes,'' 1992 Report of the Disability Statistics Rehabilitation 
Research and Training Center, NIDRR, U.S. Department of Education, 
1995). The majority of these children are unable to perform a major 
activity or are limited in the amount or types of major activities, 
including education and play, they can perform (Wenger, B.L., Kaye, 
H.S. and LaPlante, M.P., ``Disabilities among children,'' Disability 
Statistics Abstract (No 15), NIDRR, U.S. Department of Education, 
1996). Children with disabilities present unique challenges for health 
care professionals when compared to adults with similar disabilities. 
For example: children experience periods of accelerated growth 
affecting shape, strength and body alignment; their body sizes are 
disproportionate to adults--they are not scaled-down adults; they 
experience developmental stages that affect their fine and gross motor 
skills; their capabilities change as they mature and as they learn to 
control their bodies and their environment; and parental expectations 
about their child's disability can influence medical treatment and 
therapeutic interventions.
    Chapter 5 of NIDRR's Long-Range Plan (64 FR 45766) discusses the 
importance of research and development activities that will enhance 
mobility and improve manipulation for individuals with orthopedic 
impairments. Children with orthopedic impairments present unique 
challenges for rehabilitation specialists. The technology to `replace' 
a child's missing limb does not exist today. It is possible, however, 
to restore considerable function with a prosthesis. The usefulness of 
such a device depends largely upon its weight, how well it fits, how 
easy it is to control and its durability, reliability and aesthetics. 
Continual developmental changes, including physical, emotional, and 
social growth, make it difficult to fit a child with a prosthesis and 
to determine the most appropriate time for introducing a prosthesis to 
a child. For example, the importance of fitting a child early with a 
prosthesis is well cited. However, there continues to be discussion 
about which developmental milestones to consider when determining the 
most suitable prosthesis for a child (Patton, J.G., ``Development 
approach to pediatric upper-limb prosthetic training,'' Atlas of Limb 
Prosthetics: Surgical, Prosthetic, and Rehabilitation Principles, 
Mosby, St Louis, pgs. 778-793, 1992).
    In addition to congenital and acquired amputations there are other 
conditions that can cause orthopedic impairments in children. Cerebral 
palsy (CP) is a motor disorder originating from a central nervous 
system injury that occurs before, during or shortly after birth. 
Children under the age of five who sustain brain injuries are also 
classified as having CP. The disability ranks third among childhood 
disabilities (LaPlante, M.P., Disability risks of chronic illness and 
impairments, Disability Statistics Program, San Francisco, CA., 1989) 
and is the most common cause of paralysis in children (Wenger, B.L., 
Kaye, H.S. and LaPlante, M.P., op. cit., 1996). The reported prevalence 
of CP in the U.S. is two per thousand and the incidence is 
approximately one per thousand live births (Turk, M.A., ``Early 
development-related conditions,'' Assessing Medical Rehabilitation 
Practices: The Promise of Outcomes Research, Marcus J. Fuhrer, ed., 
pgs. 371-372, 1997). Individuals with CP typically have abnormal muscle 
tone, muscle weakness, primitive reflexes, or uncoordinated movements 
requiring seating and orthotic interventions for postural control and 
alignment (Cook, A.M. and Hussy, S.M., Assistive Technologies: 
Principles and Practice, Mosby, St. Louis, pg. 237, 1995). Spina bifida 
is a congenital anomaly in which the neural tube that forms the spinal 
cord does not fully develop, leading to a number of lower extremity 
problems, including muscle paralysis, hip dislocations, knee 
hypertension, and club feet. The reported incidence of spina bifida is 
between 0.5 and 1 per thousand (Turk, M.A., op. cit., pgs. 378-379, 
1997).
    The most common management strategy for motor impairments caused by 
cerebral palsy and spina bifida is developmental therapy (i.e., 
physical, occupational, speech and language therapies). However, 
orthotics, specific spasticity-reducing regimens (Baclofen pumps, 
botulinum toxin injections), orthopedic surgery, and adaptive equipment 
also are used in intervention. Orthotics are used on both upper and 
lower extremities to improve function, to prevent or compensate for 
anomolies, and to control muscle weakness, spasticity and structural 
instability. Most orthotic devices (e.g., ankle-foot orthoses) are 
designed to be rigid. Dynamic orthoses and splints for gait, spasticity 
and contracture management may have significant application.
    Adaptive equipment is used to improve functional independence in 
mobility, self-care, communication, environmental control, and school 
activities. There is no definitive study on how to make the best choice 
among all the options or which improves function the most (Turk, M.A., 
op. cit., pg. 376, 1997).
    Composite materials have much to offer in prosthetic and orthotic 
design. They are strong, lightweight, and durable. However, these 
materials require different and more costly manufacturing techniques 
than those used with traditional materials such as metal and 
thermoplastics. A problem associated with composite materials is that 
they are difficult to postform, a process whereby prosthetic or 
orthotic devices are adjusted slightly during final fittings (White, 
M., ``Development of an advanced lightweight composite orthosis,'' 
Presented at ASM

[[Page 70958]]

International--Aeromat `92, New Trends in Advanced Composites, Anaheim, 
CA., May 20 1992).
    Leisure time is critical to a child's well-being and development. 
Play is one means for children to master developmental tasks and learn 
important behavioral and social skills. The ability to interact 
effectively with the environment through play can affect a child's 
self-esteem, behavior, self-awareness, confidence, and competency 
(Masten, A.S., ``The development of competence in favorable and 
unfavorable environments: Lessons from research on successful 
children,'' American Psychologist, vol. 53, pgs. 205-220, 1998). 
Children with disabilities, including those with amputations, cerebral 
palsy and spina bifida, encounter many challenges in their attempts to 
engage in learning and play activities. Often sensory and motor 
impairments severely limit the degree to which they are able to 
negotiate their environment and interact with others. Facilitating play 
for these children involves adapting the environment and providing 
appropriate technologies that will enhance interactive play and social 
skill development. The product market is challenged to meet the demands 
of millions of children with disabilities and their families who need 
alternative strategies in order to engage in recreation and social 
activities.

Priority 1

    The Assistant Secretary proposes to establish a RERC on 
technologies for children with orthopedic disabilities to identify and 
develop technologies that will help children with orthopedic 
disabilities to overcome functional deficits and to support their 
ability to learn, play and interact socially. The RERC must:
    (1) Develop and evaluate new, lightweight upper and lower limb 
prosthetic and orthotic devices for children;
    (2) Investigate the use of dynamic orthoses for controlling 
spasticity and contractures for children with orthopedic impairments 
including those with cerebral palsy and spina bifida;
    (3) Identify, develop, and evaluate models for determining when 
during children's development to introduce assistive technologies and 
prosthetic and orthotic devices;
    (4) Investigate, develop, and evaluate technologies, and strategies 
for their use, that will enable young children, including children with 
cerebral palsy and spina bifida, to participate in interactive play and 
socialization activities; and
    (5) Develop and implement, in consultation with the NIDRR-funded 
RERC on Technology Transfer, a utilization plan for ensuring that all 
new and improved technologies developed by this RERC are successfully 
transferred to the marketplace.
    In carrying out the above required activities, the RERC must:
     Develop and implement, during the first year of the grant 
and in consultation with the NIDRR-funded National Center for the 
Dissemination of Disability Research (NCDDR), a plan to effectively 
disseminate the RERC's research outcomes to all appropriate target 
audiences including: clinicians, engineers, manufacturers, individuals 
with disabilities, families, disability organizations, technology 
service providers, businesses, and journals;
     In the third year of the grant, conduct a state-of-the-
science conference on technologies for children with orthopedic 
disabilities and publish a comprehensive report in the fourth year of 
the grant;
     Collaborate on research projects of mutual interest with 
the RERC on Prosthetics and Orthotics, the RERC on Wheeled Mobility, 
and the RRTC on Children with Special Health Care Needs; and
     Address the needs of children with orthopedic disabilities 
from minority backgrounds and cultures.

Proposed Priority 2: Low Vision and Blindness

Background

    According to recent estimates there are more than 3 million 
Americans with low vision, and almost one million who are legally blind 
(National Eye Institute, ``Vision research: A national plan 1999-
2003,'' A report of the National Advisory Eye Council, National 
Institutes of Health, 1999). Approximately 7.8% of persons over 65 
cannot see well enough to read newspaper print (Nelson, K.A., 
``Statistical brief #35: Visual impairment among elderly Americans: 
statistics in transition,'' Journal of Visual Impairment and Blindness, 
vol. 81, pgs. 331-334, 1987), and the number of persons in this age 
group is projected to increase twice as fast as the population as a 
whole (Schmeidler, E. and Halfman, D., ``Statistics on visual 
impairment on older persons, disability in children, life expectancy,'' 
Journal of Visual Impairment and Blindness, vol. 91, pgs. 602-606, 
1997). Blind and visually impaired individuals face major barriers in 
information access and handling, orientation and mobility, and access 
to jobsites and public facilities, resulting in very high rates of 
unemployment (Kirchner, C. and Schmeidler, E., ``Prevalence and 
employment of people in the United States who are blind or visually 
impaired,'' Journal of Visual Impairment and Blindness, vol. 91, pgs. 
508-511, 1997; Hagemoser, S.D., ``The relationship of personality 
traits to the employment status of persons who are blind,'' Journal of 
Visual Impairment and Blindness, vol. 90, pgs. 134-144, 1996). There is 
also a growing and underserved group of individuals with a combination 
of multiple sensory, physical and cognitive impairments (Malakpa, S., 
``Job placement of blind and visually impaired people with additional 
disabilities'' RE:View, vol. 26, pgs. 69-77, 1994).
    The leading causes of vision impairment in children in the U.S. are 
cortical visual impairment (35%), retinopathy of prematurity (ROP), 
optic nerve hypoplasia, and other retinal conditions (Murphy, D. and 
Good, W.V., ``The epidemiology of blindness in children in 
California,'' American Academy of Opthalmology, pg. 157, 1997; Oxford 
Register of Early Childhood Impairments Annual Report, The National 
Perinatal Epidemiology Unit, Ratcliffe Infirmary, pgs. 32-36, 1998). As 
a result of improvements in medical diagnosis, treatment and 
technologies, more premature infants are surviving birth. However, a 
significant number of newborn infants experience traumatic conditions 
that include blindness and cognitive and motor deficits. New approaches 
and technologies are needed to identify and separate the sensory and 
cognitive deficits so that habilitation can be planned and monitored 
more effectively (Good, W.V., Jan, J.E., deSa, L., Barkovich, A.J., 
Groenveld, M. and Hoyt, C.S., ``Cortical visual impairment in children 
: A major review,'' Survey of Opthalmology, vol. 38, pgs. 351-364, 
1994). Intervention in the very young age groups offers maximum promise 
of cost effectiveness and independent functioning throughout life.
    Wayfinding refers to the techniques used by persons who are blind 
or visually impaired as they move from place to place independently. 
Wayfinding is commonly divided into orientation and mobility skills. 
Orientation refers to the ability to monitor one's position in relation 
to the environment. Mobility refers to one's ability to move safely, 
from one location to the next with a limited amount of veering. 
Orientation and mobility are prerequisites to success at school, on the 
job, and in daily living. Various electronic devices and environmental 
modifications have been used in

[[Page 70959]]

attempts to improve wayfinding and to reduce veering. Current 
technologies, including clear-path and drop-off detectors, do little to 
prevent veering.
    Low vision or blindness frequently coexists with other disabilities 
including hearing loss, cognitive impairments and mobility limitations. 
Individuals with multiple disabilities present technological challenges 
and require complex adjustments to achieve functionality in and across 
environments (Greenbaum, M.G., Fernandes, S. and Wainapel, S.F., ``Use 
of a motorized wheelchair in conjunction with a guide dog for the 
legally blind and physically disabled,'' Archives of Physical Medicine 
and Rehabilitation, vol. 79(2), pgs. 216-217, 1998).
    The most common cause of visual impairment among the aging 
population is Age Related Maculopathy (ARM) (Fletcher, D.C. and 
Schucard, R.A., ``Preferred retinal loci relationship to macular 
scotomas in a low-vision population,'' Opthalmology, vol. 104, pgs. 
632-638, 1997). Visual impairments among this population impact a wide 
variety of activities of daily living. Further, visual impairment is 
often accompanied by hearing loss, cognitive deficits, and motor 
dysfunction. Many older individuals reside in congregate care settings 
(i.e., nursing homes) where the prevalence of eye disorders can be as 
high as 90% (Marx, M.S., Werner, P., Feldman, R. and Cohen-Mansfield, 
J., ``The eye disorders of residents of a nursing home,'' Journal of 
Visual Impairment and Blindness, vol. 88(5), pgs. 462-468, 1994; 
Whitmore, W.G., ``Eye disease in a geriatric nursing home population,'' 
Opthalmology, vol. 96, pgs. 393-398, 1989; Horowitz, A., ``Vision 
impairment and functional disability among nursing home residents,'' 
The Gerontologist, vol. 34, pgs. 316-323, 1994). These facilities could 
be a platform for reaching many consumers with simple vision screening 
technologies that would permit non-clinical personnel to rapidly screen 
residents for visual impairments and make appropriate referrals. 
Currently, methods for assessing ARM include, but are not limited to, 
residual visual function and identifying optimal locations on the 
retina for reading and other tasks (Fletcher, D.C. and Schucard, R.A., 
op. cit., 1997). These methods address one eye at a time, and the 
advantages of binocular vision are often lost (Paul, W., ``The role of 
computer assistive technology in rehabilitation of the visually 
impaired: A personal perspective,'' American Journal of Opthalmology, 
vol. 127(1), pgs. 75-76, 1999; Schuchard, R.A. and Kuo, K., ``Retinal 
correspondence and binocular perception characteristics in low vision 
people with binocular eccentric PRLs,'' Investigative Opthalmology and 
Vision Science, vol. 91, pgs. 602-606, 1999).
    Chapter 5 of NIDRR's Long-Range Plan published on December 7, 1999 
(64 FR 68575) discusses the importance of directing research and 
development activities toward the problems faced by individuals who 
have significant visual, hearing, and communication impairments. The 
number of individuals with both severe hearing and visual impairments 
(deaf-blind) is small but increasing. The greatest challenges persons 
with multiple sensory impairments face are communication and access to 
information technology (Engelman, M.D., Griffin, H.C. and Wheeler, L., 
``Deaf-blindness and communication: Practical knowledge and 
strategies,'' Journal of Visual Impairments and Blindness, vol. 92(11), 
pgs. 783-798, 1999). Individuals who are deaf-blind rarely use Braille 
for communication purposes. To date, technologies for individuals who 
are deaf-blind have focused primarily on tactile interpreting for face-
to-face communication.
    In today's complex and multifaceted electronic world, access to 
graphical and spatial information is critical for persons who are blind 
or visually impaired to be successful in school and work (Kent, D., 
``Book review: Let's learn shapes with Shapely-Cal,'' Journal of Visual 
Impairment and Blindness, vol. 92(4), pgs. 245-247, 1998). Tactile 
graphical information and spatial and geometric concepts are difficult 
to represent for persons who are blind. Converting pictures or signs 
into raised tactile form has proven to be costly and time consuming 
(Horsfall, B., ``Photopolymers, computer-aided design, and tactile 
signs,'' Journal of Visual Impairment and Blindness, vol. 92(11), pgs. 
823-826, 1998). Audio and audio-tactile methods of graphics 
presentation and spatial and geometric concepts may promote parity 
between individuals who are blind or visually impaired and others in a 
variety of environments including school, work, and recreation.

Priority 2

    The Assistant Secretary proposes to establish an RERC that will 
identify and develop technologies that will improve assessment of 
vision impairments and promote independence for individuals with low 
vision and blindness. The RERC must:
    (1) Investigate, develop, and evaluate new screening technologies 
that will identify and differentiate between vision and cognitive 
impairments in infants;
    (2) Develop and evaluate new wayfinding technologies that can be 
used by persons with coexisting disabilities;
    (3) Investigate, develop, and evaluate simple vision screening and 
assessment technologies and approaches for identifying visual 
impairments associated with aging;
    (4) Investigate, develop, and evaluate new technologies to 
facilitate face-to-face communication for individuals who are deaf-
blind and methods that will enable individuals who are blind or deaf-
blind to navigate and interpret graphical, spatial and geometric 
information; and
    (5) Develop and implement, in consultation with the NIDRR-funded 
RERC on Technology Transfer, a utilization plan for ensuring that all 
new and improved technologies developed by this RERC are successfully 
transferred to the marketplace.
    In carrying out the above required activities, the RERC must:
     Develop and implement, during the first year of the grant 
and in consultation with the NIDRR-funded National Center for the 
Dissemination of Disability Research (NCDDR), a plan to effectively 
disseminate the RERC's research outcomes to all appropriate target 
audiences including: clinicians, engineers, manufacturers, individuals 
with disabilities, families, disability organizations, technology 
service providers, businesses, journals, organizations representing 
minorities and other underrepresented groups;
     In the third year of the grant, conduct a state-of-the-
science conference on technologies for individuals with low vision and 
blindness and publish a comprehensive report in the fourth year of the 
grant;
     Collaborate on research projects of mutual interest with 
NIDRR-funded RERCs on Information Technology Access and 
Telecommunications Access, RRTCs on visual disabilities and appropriate 
professional organizations; and
     Address the needs of children with vision disabilities 
from minority backgrounds and cultures.

Proposed Additional Selection Criterion

    The Assistant Secretary will use the selection criteria in 34 CFR 
350.54 to evaluate applications under this program. The maximum score 
for all the criteria is 100 points; however, the Assistant Secretary 
also proposes to use the following criterion so that up to an 
additional ten points may be earned by

[[Page 70960]]

an applicant for a total possible score of 110 points:
    Within these absolute priorities, we will give the following 
competitive preference to applications that are otherwise eligible for 
funding under these priorities:
    Up to ten (10) points based on the extent to which an application 
includes effective strategies for employing and advancing in employment 
qualified individuals with disabilities in projects awarded under these 
absolute priorities. In determining the effectiveness of those 
strategies, we will consider the applicant's success, as described in 
the application, in employing and advancing in employment qualified 
individuals with disabilities in the project.
    For purposes of this competitive preference, applicants can be 
awarded up to a total of 10 points in addition to those awarded under 
the published selection criteria for these priorities. That is, an 
applicant meeting this competitive preference could earn a maximum 
total of 110 points.
    Applicable Program Regulations: 34 CFR Parts 350 and 353.
    Program Authority: 29 U.S.C. 762 and 764.
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(Catalog of Federal Domestic Assistance Number 84.133E, 
Rehabilitation Engineering Research Centers)

    Dated: December 13, 1999.
Judith E. Heumann,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 99-32667 Filed 12-16-99; 8:45 am]
BILLING CODE 4000-01-U