[Federal Register Volume 90, Number 115 (Tuesday, June 17, 2025)]
[Rules and Regulations]
[Pages 25493-25498]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2025-11117]
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DEPARTMENT OF EDUCATION
34 CFR Chapter III
[Docket ID ED-2024-OSERS-0138]
Final Priorities and Requirements--Rehabilitation Long-Term
Training Program
AGENCY: Office of Special Education and Rehabilitative Services
(OSERS), Department of Education.
ACTION: Final priorities and requirements.
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SUMMARY: The Department of Education (Department) announces priorities
and requirements under the Rehabilitation Long-Term Training (RLTT)
program with a focus on the Comprehensive System of Personnel
Development (CSPD) and six rehabilitation topic areas. The Department
may use these priorities and requirements for competitions in fiscal
year (FY) 2025 and later years. This action is intended to address the
national needs for the RLTT program, particularly the retention of
vocational rehabilitation (VR) personnel at State VR agencies and
recruitment of VR professionals where there are shortages through the
training of RSA scholars.
DATES: The priorities and requirements are effective July 17, 2025.
FOR FURTHER INFORMATION CONTACT: Diandrea Bailey, U.S. Department of
Education, 400 Maryland Avenue SW, Room 4A10, Washington, DC 20202.
Telephone: (202) 987-0126. Email: [email protected].
If you are deaf, hard of hearing, or have a speech disability and
wish to access telecommunications relay services, please dial 7-1-1.
SUPPLEMENTARY INFORMATION:
Purpose of Program: The purpose of the RLTT program is to provide
financial assistance for academic training in areas of personnel
shortages identified by the Secretary and published in a notice in the
Federal Register. Grantees must award at least 65 percent of project
funds as scholarships (i.e., awards of financial assistance, including
disbursements or credits for student stipends, tuition and fees, books
and supplies, and student travel in conjunction with training
assignments) to students (herein referred to as RSA scholars) enrolled
in the RLTT program.
Assistance Listing Number: 84.129.
Program Authority: 29 U.S.C. 772.
Applicable Regulations: 34 CFR parts 385 and 386.
We published a notice of proposed priorities and requirements (NPP)
for this competition in the Federal Register on January 21, 2025 (90 FR
6910). That notice contained background information and our reasons for
proposing the priorities and requirements. There are differences
between the NPP and this notice of final priorities and requirements
(NFP), as discussed in the Analysis of Comments and Changes of this
document.
Public Comment: In response to our invitation in the NPP, 63
parties submitted public comments. The comments were largely supportive
of the priorities or related topic areas. There were no comments in
opposition to the priorities or requirements. Several commenters
submitted recommendations or requests for changes within the scope of
the NPP. Some commenters provided valuable insights about the State VR
and RLTT programs as well as other disability-related issues beyond the
scope of these priorities. Generally, we do not address technical and
other minor changes or suggested changes the law does not authorize us
to make under the applicable statutory authority. In addition, in
general, we do not address broad comments that raised concerns not
directly related to the proposed priorities or requirements.
Analysis of Comments and Changes: An analysis of the comments and
of any changes in the priorities and requirements since publication of
the NPP follows.
Comment: Multiple commenters articulated the need for integrating
vocational evaluation and career assessment training in Priority 1
(RLTT Program for State VR Agencies' Comprehensive System of
Professional Development) or in Priority 2 (RLTT Program for
Rehabilitation Topic Areas) given the lack of available degree programs
(especially at the graduate level) on the integration of vocational
evaluation and career assessment training. Commenters noted the
importance of this process for individuals with disabilities to gain
better understanding of their occupational interests and for VR
professionals to have important information to best serve their
clients.
Discussion: The Department recognizes the importance of vocational
evaluation and career assessment in the VR process leading to quality
employment outcomes for individuals with disabilities in the State VR
Services program.
Changes: The Department has added language in Priorities 1 and 2 to
clarify that vocational rehabilitation and career assessment may be a
part of proposed projects within either priority.
Comment: One commenter recommended that the mental health disorders
list in Priority 2, Topic Area 3 (Rehabilitation of Individuals With
Mental Health Disorders or Illnesses) be aligned with the Individuals
with Disabilities Education Act (IDEA) to facilitate the transition of
students and youth from school to postsecondary life.
Discussion: The list was originally presented as examples of mental
health disorders that may be addressed under Priority 2, Topic Area 3
(Rehabilitation of Individuals With Mental Health Disorders or
Illnesses). Upon further review, there are a range of mental health
disorders that might be addressed. Specifying a narrow range of select
disorders in absence of a full list may be misleading and constrain the
range and scope of proposed projects. In identifying which mental
health disorders may be addressed, applicants may cite IDEA or use
other relevant points of reference.
Changes: We have removed ``Such mental health disorders and
illnesses might include mood disorders (e.g., depressive disorders and
bipolar disorders), suicidality, schizophrenia, eating disorders, post-
traumatic stress disorder, and other mild to severe mental health
disorders. This can include mental health issues related to long-term
effects of post-acute infection syndromes (COVID-19 and myalgic
encephalomyelitis/chronic fatigue syndrome (ME/CFS) for which mental
[[Page 25494]]
health care may be part of treating a potentially more systematic
illness.'' from Priority 2, Topic Area 3.
Comment: One commenter recommended that Priority 2 incorporates
bachelor's degree programs in rehabilitation counseling.
Discussion: Priority 2 addresses bachelor's level training under
Topic Area 4 (Undergraduate Education in the Rehabilitation Services).
Priority 2 references undergraduate training for rehabilitation
generalists and paraprofessionals but not rehabilitation counselors. We
concur that it is reasonable to incorporate rehabilitation counseling
as an undergraduate training option.
Changes: The Department adds a reference to rehabilitation
counseling as an optional undergraduate field of study within Priority
2, Topic Area 4.
Comment: A few commenters suggested transition services to youth,
assistive technology, and traumatic brain injury (TBI) as additional
priority areas.
Discussion: The NFP currently addresses VR transition services to
youth and students with disabilities or pre-employment transition
services in Priority 1 (RLTT Program for State VR Agencies'
Comprehensive System of Professional Development), Priority 2--Topic
Areas 1 (Vocational Rehabilitation Counseling: Master's Degree) and 4
(Undergraduate Education in the Rehabilitation Services) as well as
Application Requirements (b) and (d). Assistive technology is a core
element of Topic Area 2 (Rehabilitation Technology) and is also
referenced in Topic Area 6 (Rehabilitation of Individuals Who Are Deaf
or Hard of Hearing) and Application Requirement (b). Although TBI is
not explicitly referenced, prospective applicants may highlight TBI
under Application Requirement (b)(4), which requires training on the
specialized needs of individuals with specific types of disability.
Applicants may also highlight transition services, assistive
technology, or TBI in other priorities or topic areas, as appropriate.
As such, the Department believes that these topic areas are
sufficiently incorporated in the priorities and requirements.
Changes: None.
Comment: One commenter recommended adding occupational therapy as a
training area within Priority 2, Topic Area 5 (Rehabilitation of
Individuals Who Are Blind or Have Low Vision).
Discussion: Topic Area 5 supports training on specialized services
such as orientation and mobility, among others, that help individuals
who are blind or have low vision achieve or maintain competitive
integrated employment. The topic area does not specify the pertinent
professions or areas of expertise but gives prospective applicants the
flexibility to choose their proposed training focus, which may include
occupational therapy.
Changes: None.
Comment: One commenter expressed concern that references to racial
and ethnic, diversity in Priority 1 (RLTT Program for State VR
Agencies' Comprehensive System of Professional Development) may
inadvertently narrow the pool of eligible recipients and limit the
priority's effectiveness.
Discussion: All individuals should have equal access to educational
opportunities as required by Federal Civil Rights law. Therefore,
programs funded under this priority must provide the necessary training
to all rehabilitation personnel, so that these personnel may
effectively deliver rehabilitation services to individuals with
disabilities. As such, we are removing references to racial and ethnic
diversity.
Changes: Consistent with the Administration's priority that all
recipients of services supported by Federal funding be treated equally,
we have removed racial and ethnic diversity references from the
Priority 1 (RLTT Program for State VR Agencies' Comprehensive System of
Professional Development) description. We also remove a reference to
cultural diversity from Application Requirement (b)(4).
Comment: A few commenters suggested the Application Requirements
reference specific accreditation entities, namely the Council for
Accreditation of Counseling and Related Educational Programs and
Certified Rehabilitation Counselors.
Discussion: Priorities 1 and 2 already stipulate that the academic
training for all participants must meet the personnel standards of
section 101(a)(7) of the Rehabilitation Act of 1973, as amended and the
program regulations at 34 CFR 361.18. Application requirement (b)(2)
stipulates that grantees must prepare training participants to meet all
applicable certification standards. We maintain flexibility in how
applicants address these program regulations and application
requirements.
Changes: None.
Comment: One commenter suggested to increase the percentage set
aside for scholarships from 65 percent to 85 percent to ensure that a
greater share of resources directly supports students.
Discussion: While we acknowledge that maximizing the percentage set
aside for scholarships is an important policy goal, the Department did
not specifically propose changes and invite public comment regarding
this regulatory requirement in the NPP. As such, this comment is
outside of the scope of this rulemaking.
Changes: None.
Final Priorities: This document contains two priorities. The
Department may use one or more priority for the FY 2025 RLTT program
competition and for any subsequent competitions.
Final Priority 1: RLTT Program for State VR Agencies' CSPD:
Master's Degree or Certificate, Assistance Listing Number (ALN)
84.129W.
Projects that propose a CSPD project that provides training to
currently employed State VR agency personnel, including VR counselors
with disabilities. Within CSPD training, applicants may identify an
area of concentration consistent with this priority, such as vocational
evaluation and career assessment or others.
The academic training for all participants must meet the designated
State unit (DSU) personnel standards required under section 101(a)(7)
of the Rehabilitation Act of 1973, as amended, and 34 CFR 361.18. The
training must also meet the qualifications for the master's degree or
academic certificate specified in the State's CSPD plans or of the
States with which the State VR counselors and other personnel are
working.
CSPD proposed projects must develop and use innovative approaches
to train VR professionals, including using cutting-edge technology or
innovative applications of advanced technology (e.g., hybrid learning
and competency-based programs) to maximize participation in, and
improve the effectiveness of, the academic training.
Final Priority 2: RLTT Program for Rehabilitation Topic Areas, ALNs
84.129B, 84.129E, 84.129H, 84.129L, 84.129P, and 84.129Q.
Projects that provide academic training to RSA scholars where the
training leads to a degree (undergraduate or master's level) or
academic certificate in one of six rehabilitation topic areas that
follow. Within these topic areas, applicants may identify an area of
concentration consistent with this priority, such as vocational
evaluation and career assessment or others.
1. Vocational Rehabilitation (VR) Counseling: Master's Degree (ALN
84.129B). Projects in this topic area must be designed to support RSA
scholars interested in pursuing a master's degree in VR counseling.
Projects must increase the skills of RSA scholars so that they are,
upon
[[Page 25495]]
successful completion of their program of study, prepared to,
effectively and with an advanced level of expertise, help individuals
with disabilities (consumers) meet their career and personal goals and
help employers in their hiring efforts. Projects should also increase
RSA scholars understanding of and ability to support consumers access
to pre-employment transition services.
2. Rehabilitation Technology (ALN 84.129E). Projects in this topic
area must provide scholarships to RSA scholars to pursue a degree or
certificate in the application of advanced technology in rehabilitation
services, and for use in careers in rehabilitation technology.
Rehabilitation technology training includes training on the use,
applications, and benefits of technology (including assistive
technology and artificial intelligence tools) for individuals with
disabilities to achieve and/or maintain competitive integrated
employment and independence.
The rehabilitation technology training program must be designed to
ensure that RSA scholars acquire a 21st-century understanding of the
evolving technology labor force, the needs of individuals with
disabilities that might be addressed via technology, and the ways
technology can unlock individuals' strengths.
3. Rehabilitation of Individuals With Mental Health Disorders or
Illnesses (ALN 84.129H). Projects in this topic area must be designed
to support RSA scholars interested in pursuing a degree or certificate
for careers that provide specialized services to individuals who have
mental health disorders or illnesses and are participants in the State
VR programs. Additionally, projects must be designed to prepare RSA
scholars to address a range of issues in VR services for individuals
with mental health disorders or illnesses to assist them to achieve and
maintain competitive integrated employment.
4. Undergraduate Education in the Rehabilitation Services (ALN
84.129L). Projects in this topic area must train undergraduate RSA
scholars interested in pursuing careers as rehabilitation counselors or
generalists, VR paraprofessionals, or other entry-level positions in
the public VR services. Projects must also be designed to provide
training and clinical learning experiences to equip RSA scholars with
foundational knowledge of disability conditions, VR processes,
interviewing techniques, and other skills required for working with
consumers in the public VR services, including the skills to coordinate
the diagnosis and evaluation of a person's disabling condition, create
individual plans, arrange various VR services, assist VR counselors in
working with persons with disabilities in selecting a vocational goal,
provide personal and social adjustment services, conduct job placement
activities, and provide follow-up services to individuals after other
services are completed. Pre-employment transition services should be
included as part of programmatic content.
5. Rehabilitation of Individuals Who Are Blind or Have Low Vision
(ALN 84.129P). Projects in this topic area must train RSA scholars
interested in pursuing a degree or certificate for careers in providing
specialized services to persons who are blind or have low vision.
Projects must be designed to provide training and hands-on experiences
in VR services for persons who are blind or have low vision to assist
them to achieve and/or maintain competitive integrated employment,
including training in orientation and mobility, methods of independent
and safe travel, and application of advanced technology.
6. Rehabilitation of Individuals Who Are Deaf or Hard of Hearing
(ALN 84.129Q). Projects in this topic area must train RSA scholars
interested in pursuing a degree or certificate for careers in providing
specialized rehabilitation to persons who are deaf or hard of hearing.
The training must include opportunities for RSA scholars to acquire the
necessary skills to communicate effectively with individuals who are
deaf or hard of hearing, and to assess and address the communication
needs of individuals who are deaf or hard of hearing. Additionally,
projects must have plans to support RSA scholars in developing
competency in sign language/ASL and other communication methods as well
as familiarity with the use of various assistive listening devices and
application of other advanced assistive technology.
Projects must provide assistance to scholars to secure or maintain
employment with State VR agencies, where the job duties include
provision of rehabilitation of individuals who are deaf or hard of
hearing (e.g., assessment services, vocational and adjustment
counseling services, provision of independent living skills training,
interpreting services, interpreter referral services, advocacy
services, and job placement services).
The academic training for all participants must meet the DSU
personnel standards required under section 101(a)(7) of the
Rehabilitation Act of 1973, as amended, and 34 CFR 361.18.
Rehabilitation topic area projects under this priority must develop
and use innovative approaches to train RSA scholars, including using
cutting-edge technology or innovative application of advanced
technology (e.g., hybrid learning or competency-based programs) to
maximize participation in, and improve the effectiveness of, the
academic training.
In addition to academic training, RSA funded projects may provide a
one-time stipend, to an amount as specified in the Notice Inviting
Applications published in the Federal Register to RSA scholars based on
identified needs for--
(a) completing an internship (e.g., room and board, travel);
(b) obtaining qualifying employment in the specific field of study
within a period of time after graduating and maintaining qualifying
employment a minimum period of time beyond the required service
obligation period as specified in the NIA; and
(c) utilizing a vetted employment expert or consultant to assist
the RSA scholar in securing employment within a period of time after
graduating with a State VR or related agency in the field of study as
specified in the NIA.
Types of Priorities
When inviting applications for a competition using one or more
priorities, we designate the type of each priority as absolute,
competitive preference, or invitational through a notice in the Federal
Register. The effect of each type of priority follows:
Absolute priority: Under an absolute priority, we consider only
applications that meet the priority (34 CFR 75.105(c)(3)).
Competitive preference priority: Under a competitive preference
priority, we give competitive preference to an application by (1)
awarding additional points, depending on the extent to which the
application meets the priority (34 CFR 75.105(c)(2)(i)); or (2)
selecting an application that meets the priority over an application of
comparable merit that does not meet the priority (34 CFR
75.105(c)(2)(ii)).
Invitational priority: Under an invitational priority we are
particularly interested in applications that meet the priority.
However, we do not give an application that meets the priority a
preference over other applications (34 CFR 75.105(c)(1)).
Final Requirements
The Department establishes the following requirements for the RLTT
program. We may apply one or more of these requirements in any year in
which this program is in effect.
[[Page 25496]]
Application Requirements: All applicants must--
(a) Provide data on the current and projected employment needs and
personnel shortages in State VR agencies and other related agencies (as
defined in 34 CFR 386.4) in their local area, region, and State; and
describe how the proposed project will address those employment needs
and personnel shortages;
(b) Describe how the project will train RSA scholars, as
applicable, including how the project will provide them with an
understanding of the evolving labor force and the needs of individuals
with disabilities to ensure that the RSA scholars have a 21st century
understanding of the evolving labor force and the needs of individuals
with disabilities. Applicants must describe how, upon completion of the
training program, State VR personnel including VR counselors or RSA
scholars will be prepared to assist individuals with disabilities to
meet current demands and emerging trends in the labor market, including
how--
(1) The program provides a breadth of knowledge, experience, and
rigor that will adequately prepare scholars to meet the employment
needs and goals of VR consumers and aligns with evidence-based (as
defined in 34 CFR 77.1) practices and with competency-based skills
(e.g., advanced counseling skills, critical thinking skills, and skills
in building collaborative relationships);
(2) The program prepares RSA scholars to meet all applicable
certification standards;
(3) The program addresses new or emerging consumer employment needs
or trends at the national, State, and regional levels;
(4) The program trains RSA scholars to possess the skills needed to
address the specialized needs of individuals with specific types of
disability conditions, which may include, but are not limited to,
physical disabilities, mental health disorders or illnesses,
intellectual and developmental disabilities, blindness, and deafness;
(5) The program trains RSA scholars to understand the applications
and strategies related to the integration of advanced assistive
technology and artificial intelligence tools into VR services to fuel
competitive integrated employment in the 21st century for individuals
with disabilities and recognize the assistive technology needs of
consumers and employers who hire individuals with disabilities
throughout the rehabilitation process so that they will be better able
to coordinate the provision of appropriate advanced assistive
technology services and devices including artificial intelligence in
order to assist the consumers to obtain and retain competitive
integrated employment;
(6) The program teaches RSA scholars to work effectively with
employers, including by teaching strategies for developing
relationships with employers in their State and local areas,
identifying employer needs and skill demands, making initial employer
contacts, presenting job-ready clients to potential employers, and
conducting follow-up with employers;
(7) The program teaches RSA scholars to work effectively with state
education agencies (SEAs), and local educational agencies (LEAs),
particularly special education systems and educators. This includes
instruction on collaborating effectively with SEAs, LEAs, school
administrators, and special education teachers to ensure their
awareness of pre-employment transition services and vocational
rehabilitation transition services, and ensuring the successful
planning and provision of these services; and
(8) The latest technology is incorporated into the methods of
instruction (e.g., technology that supports the use of hybrid education
to reach scholars who live far from the university and the use of
technology to acquire labor market information);
(c) Describe their methods to--
(1) Recruit highly capable prospective State VR counselors or RSA
scholars who have the potential to successfully complete the academic
program, all required practicum and internship experiences, and the
required service obligation;
(2) Educate potential RSA scholars about the terms and conditions
of the service obligation under 34 CFR 386.4, 386.34, and 386.40
through 386.43 so that they will be fully informed before accepting a
scholarship and aware of the consequences should they fail to complete
the program;
(3) Maintain a system that ensures that RSA scholars sign a payback
agreement when they start and an exit certification form when they exit
the program, regardless of whether they drop out, are removed, or
successfully complete the program;
(4) Provide academic support and counseling to RSA scholars
throughout the course of the academic program to ensure successful
completion;
(5) Ensure that all RSA scholars complete an internship in a State
VR agency (as defined in 34 CFR 386.4) as a requirement for program
completion, unless the Secretary determines upon grantee request that
there is sufficient justification for not completing an internship;
(6) Provide career counseling, including informing RSA scholars of
professional contacts and networks, job leads, including those
available through the RSA Payback Information Management System (PIMS),
and other necessary resources and information to support RSA scholars
in successfully obtaining and retaining qualifying employment;
(7) Maintain bi-monthly contact with RSA scholars upon successful
academic training program completion and provide post-graduation
support to assist RSA scholars to achieve qualifying employment as well
as employment support, at a minimum, for the RSA scholars' initial
three to six months of employment;
(8) Maintain quarterly communication with RSA scholars after
program exit until the beginning of their service obligation date to
ensure that scholar contact information in PIMS is up to date;
(9) Maintain and safeguard credentials to access PIMS for the
timely review and approval of scholar employment; and
(10) Maintain accurate financial information on, while safeguarding
the privacy of, current and former scholars from the time they are
enrolled in the program until they successfully meet their service
obligation;
(d) Describe a plan for developing and maintaining partnerships
with State VR agencies, community-based rehabilitation service
providers, and LEAs that includes--
(1) Coordination between the grantee and the State VR agencies and
community-based rehabilitation service providers that will promote
qualifying employment opportunities for RSA scholars and formalized on-
boarding and induction experiences for new hires;
(2) Formal opportunities for RSA scholars to obtain work
experiences through internships, practicum agreements, job shadowing,
and mentoring opportunities;
(3) Formal opportunities for RSA scholars to obtain work
experiences in LEAs to develop practical knowledge on effective special
education teacher-VR counselor collaborations that foster increased
awareness in LEAs of pre-employment transition services and vocational
rehabilitation transition services, and the successful planning and
provision of these services; and
(4) A scholar internship assessment tool that is developed to
ensure a consistent approach to the evaluation of
[[Page 25497]]
scholars in a particular program. Applicants must describe how--
(i) The tool will reflect the specific responsibilities of the
scholar during the internship;
(ii) Grantees and worksite supervisors will work together to
develop the assessment tool. Supervisors at the internship site will
complete the assessment detailing the scholar's strengths and areas for
improvement that must be addressed and provide the results of the
assessment to the grantee; and
(iii) The grantee will ensure that (A) RSA scholars are provided
with a copy of the assessment and all relevant rubrics prior to
beginning their internship, (B) supervisors have sufficient technical
support to accurately complete the assessment, and (C) scholars receive
a copy of the results of the assessment within 90 days of the end of
their internship;
(e) Describe how RSA scholars will be evaluated throughout the
program to ensure that they are proficient in meeting the needs and
demands of consumers and employers, including the steps that will be
taken to provide assistance to an RSA scholar who is not meeting
academic standards or who is performing poorly in a practicum or
internship setting;
(f) Describe how the program will be evaluated, including how--
(1) The program will determine its effectiveness over time in
filling vacancies in the State VR agency with qualified counselors or
rehabilitation professionals capable of providing quality services to
consumers;
(2) Input from State VR agencies and community-based rehabilitation
service providers will be included in the evaluation;
(3) Feedback from consumers of VR services and employers (including
the assessments described in paragraph (d)(4)) will be included in the
evaluation;
(4) Data on the State VR program from other sources, such as the
Department, will be included in the evaluation; and
(5) The data and results from the evaluation will be used to make
necessary adjustments and improvements to the program.
This notice does not preclude us from proposing additional
priorities, requirements, definitions, or selection criteria, subject
to meeting applicable rulemaking requirements.
Note: This document does not solicit applications. In any year in
which we choose to use these priorities and requirements, we invite
applications through a notice in the Federal Register.
Executive Orders 12866, 13563, and 14192
Regulatory Impact Analysis
Under Executive Order 12866, it must be determined whether this
regulatory action is ``significant'' and, therefore, subject to the
requirements of the Executive order and subject to review by the Office
of Management and Budget (OMB). Section 3(f) of Executive Order 12866
defines a ``significant regulatory action'' as an action likely to
result in a rule that may--
(1) Have an annual effect on the economy of $100 million or more or
adversely affect in a material way the economy, a sector of the
economy, productivity, competition, jobs, the environment, public
health or safety, or State, local, or Tribal governments or
communities;
(2) Create a serious inconsistency or otherwise interfere with an
action taken or planned by another agency;
(3) Materially alter the budgetary impacts of entitlements, grants,
user fees, or loan programs or the rights and obligations of recipients
thereof; or
(4) Raise novel legal or policy issues arising out of legal
mandates, the President's priorities, or the principles set forth in
the Executive order.
This final regulatory action is not a significant regulatory action
subject to review by OMB under section 3(f) of Executive Order 12866.
Since this regulatory action is not a significant regulatory action
under section 3(f) of Executive Order 12866, it is not considered an
``Executive Order 14192 regulatory action.''
We have also reviewed this final regulatory action under Executive
Order 13563, which supplements and explicitly reaffirms the principles,
structures, and definitions governing regulatory review established in
Executive Order 12866. To the extent permitted by law, Executive Order
13563 requires that an agency--
(1) Propose or adopt regulations only upon a reasoned determination
that their benefits justify their costs (recognizing that some benefits
and costs are difficult to quantify);
(2) Tailor its regulations to impose the least burden on society,
consistent with obtaining regulatory objectives and taking into
account--among other things and to the extent practicable--the costs of
cumulative regulations;
(3) In choosing among alternative regulatory approaches, select
those approaches that maximize net benefits;
(4) To the extent feasible, specify performance objectives, rather
than the behavior or manner of compliance a regulated entity must
adopt; and
(5) Identify and assess available alternatives to direct
regulation, including economic incentives--such as user fees or
marketable permits--to encourage the desired behavior, or provide
information that enables the public to make choices.
Executive Order 13563 also requires an agency ``to use the best
available techniques to quantify anticipated present and future
benefits and costs as accurately as possible.'' OIRA has emphasized
that these techniques may include ``identifying changing future
compliance costs that might result from technological innovation or
anticipated behavioral changes.''
We are issuing these final priorities and requirements only on a
reasoned determination that their benefits would justify their costs.
In choosing among alternative regulatory approaches, we selected those
approaches that would maximize net benefits. Based on the analysis that
follows, the Department believes that this regulatory action is
consistent with the principles in Executive Order 13563.
We also have determined that this regulatory action would not
unduly interfere with State, local, and Tribal governments in the
exercise of their governmental functions.
In accordance with these Executive orders, the Department has
assessed the potential costs and benefits, both quantitative and
qualitative, of this regulatory action. The potential costs are those
resulting from statutory requirements and those we have determined as
necessary for administering the Department's programs and activities.
In addition, we have considered the potential benefits of this
regulatory action and have noted these benefits in the background
section of the NPP.
Regulatory Flexibility Act Certification
The Secretary certifies that this regulatory action would not have
a significant economic impact on a substantial number of small
entities.
The small entities that this regulatory action would affect are
institutions of higher education (IHEs) that meet the eligibility
requirements in section 241(1) of the Higher Education Act of 1965, as
amended, and public and private nonprofit organizations and agencies
that partner with IHEs. The Secretary believes that the costs imposed
on applicants by the final priorities and requirements would be limited
to paperwork burden related to preparing an application and that the
benefits would outweigh any costs incurred by applicants.
[[Page 25498]]
Participation in this program is voluntary. For this reason, the
final priorities and requirements would impose no burden on small
entities unless they applied for funding under the program. We expect
that in determining whether to apply for any project under the
Rehabilitation Training (RT) program funds, an eligible applicant would
evaluate the requirements of preparing an application and any
associated costs and weigh them against the benefits likely to be
achieved by receiving a RT grant. Eligible applicants most likely would
apply only if they determine that the likely benefits exceed the costs
of preparing an application. The likely benefits include the potential
receipt of a grant as well as other benefits that may accrue to an
entity through its development of an application.
This regulatory action would not have a significant economic impact
on a small entity once it receives a grant because it would be able to
meet the costs of compliance using the funds provided under this
program.
Accessible Format: On request to the program contact person listed
under FOR FURTHER INFORMATION CONTACT, individuals with disabilities
can obtain this document in an accessible format. The Department will
provide the requestor with an accessible format that may include Rich
Text Format (RTF) or text format (txt), a thumb drive, an MP3 file,
braille, large print, audiotape, compact disc, or other accessible
format.
Electronic Access to This Document: The official version of this
document is the document published in the Federal Register. You may
access the official edition of the Federal Register and the Code of
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Diana Diaz,
Deputy Assistant Secretary and Acting Assistant Secretary for Special
Education and Rehabilitative Services.
[FR Doc. 2025-11117 Filed 6-16-25; 8:45 am]
BILLING CODE 4000-01-P