Rehabilitation Training Programs; Notices

DEPARTMENT OF EDUCATION

RIN 1820-ZA01

Rehabilitation Training Programs

AGENCY: Department of Education.

ACTION: Notice of final priorities.

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SUMMARY: The Secretary announces priorities for four programs

administered by the Office of Special Education and Rehabilitative

Services. The Secretary may use these priorities for competitions in

fiscal year (FY) 1995 and subsequent years. The Secretary takes this

action to focus Federal financial assistance on areas of identified

national need. These priorities are intended to prepare individuals to

enter rehabilitation professions and to maintain and upgrade the basic

skills and knowledge of trained rehabilitation professionals.

EFFECTIVE DATE: These priorities take effect on January 4, 1995.

FOR FURTHER INFORMATION CONTACT: The name, address, and telephone

number of the person at the Department to contact for information on a

specific priority is in the section describing the program under which

the priority is being announced.

SUPPLEMENTARY INFORMATION: This notice contains one priority under the

statutory authority for Rehabilitation Training, one priority under the

Rehabilitation Continuing Education Programs, four priorities under the

Rehabilitation Short-Term Training program, and two priorities under

the Interpreter Training for Individuals Who Are Deaf and Individuals

Who Are Deaf-Blind program. A separate competition will be established

for each priority. These programs are authorized by section 302 of the

Rehabilitation Act of 1973, as amended (Act). The purpose of each

program is stated separately under the title of that program. The

announcement for each program also lists the name, address, and

telephone number of the person who may be contacted for further

information.

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 Department

supports a variety of training activities in vocational rehabilitation

and training that enhance the knowledge and skills of personnel.

On September 6, 1994, the Secretary published a notice of proposed

priorities for these programs in the Federal Register (59 FR 46118).

Note: This notice of final priorities does not solicit

applications. In any year in which the Secretary chooses to use a

priority, the Secretary invites applications through a notice in the

Federal Register and designates that priority as absolute or

competitive preference or invitational. The effect of each type of

priority is explained in the notice of proposed priorities and in 34

CFR 75.105.

Notices inviting applications under these competitions are

published in separate notices 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, 64 parties submitted comments. An analysis of the comments

and of the changes in the priorities since publication of the notice of

proposed priorities follows. Please note that this section addresses

only those proposed priorities on which substantive comments were

received or priorities that have been substantially changed as a result

of the Secretary's review. Technical and other minor changes--and

suggested changes the Secretary is not legally authorized to make under

the applicable statutory authority--are also not addressed.

General Comments

Comments: Three commenters expressed concern that vocational

evaluation and work adjustment, an important component of the

rehabilitation of persons with disabilities, is being eliminated by the

Rehabilitation Services Administration (RSA) as a training focus from

its discretionary grant programs in general and from these priorities

in particular. Therefore, it was recommended that an additional

priority be included to provide training for community rehabilitation

personnel in the field of vocational evaluation and work adjustment.

Discussion: An announcement to fund projects that will provide

vocational evaluation and work adjustment training for FY 1995 was

published on June 16, 1994. In addition, vocational evaluation and work

adjustment training is not precluded under these priorities.

Changes: None.

Comments: One commenter recommended that every priority included in

the notice, and every future RSA priority, provide training in access

to assistive technology and devices. In addition, one of the same

commenters proposed that two technology-specific priorities be added to

this notice.

Discussion: Training in this area is allowed under any of the

priorities in this notice. The Secretary believes that training

rehabilitation personnel in assistive technology can lead to increased

choices and opportunities for persons with disabilities.

Changes: None.

Comments: One commenter suggested that a priority be added that

would provide additional resources to State vocational rehabilitation

agencies to facilitate ongoing career advancement opportunities on

behalf of their clients.

Discussion: The Secretary agrees that the facilitation of ongoing

career advancement opportunities on behalf of clients of State

vocational rehabilitation agencies is important. State vocational

rehabilitation agencies are currently provided resources under the in-

service training program to carry out post-employment programs, such as

the development of career advancement opportunities for their clients.

Changes: None.

Comments: One commenter recommended that the order in which the

priorities are listed in this notice be changed to give preference for

funding to one of the priorities that is not listed as number one.

Discussion: The order in which the priorities appear in the notice

is not related to importance or any preference.

Changes: None.

Rehabilitation Training

Priority--National Clearinghouse of Rehabilitation Training Materials

Comments: Four of the commenters suggested specific criteria that a

National Clearinghouse should address during the grant competition:

linkages with other clearinghouses, the provision of materials in

alternative formats, adequate facilities for storage and dissemination,

and a project director experienced in both rehabilitation and

information systems.

Discussion: The current selection criteria already include the

concerns raised by the commenters and will provide the basis for the

evaluation of the proposals under this program.

Changes: None.

Comments: One commenter suggested that the proposed National

Clearinghouse of Rehabilitation Training Materials be merged with the

National Rehabilitation Information Center, which is funded by the

National Institute on Disability and Rehabilitation Research.

Discussion: While such a merger is not feasible at this time, the

possibility of such a merger will be considered.

Changes: None.

Rehabilitation Continuing Education Programs

Priority--Rehabilitation Continuing Education Programs for Providers of

Community Rehabilitation Services

Comments: Ten of the commenters indicated their desire to have a

project under this priority in their geographical region.

Discussion: The Secretary will consider the needs of all regions as

well as the geographical distribution of projects in selecting

grantees. Regions that are not announced for funding in FY 1995 will be

considered for competitions in FY 1996 and FY 1997.

Changes: None.

Comments: Six commenters expressed concern regarding the

availability of training under this priority to direct service

personnel in rural areas, and several of these commenters recommended

that projects under this priority be required to coordinate training

through existing programs in rural areas or use distance education

strategies.

Discussion: Projects funded under this priority are required to

provide training for direct service personnel throughout a multi-State

geographical area. The use of distance education strategies and

linkages with existing training programs serving rural areas is not

precluded under this priority.

Changes: None.

Comments: Two commenters expressed concern that the priority will

discourage academic and certificate training, and one commenter

suggested that academic-type training be included under the priority.

Discussion: The focus of this priority is on the provision of

ongoing post-employment training in community rehabilitation programs.

The Secretary believes that the training proposed is appropriate to

meet these needs.

Changes: None.

Comments: Two commenters recommended that the priority emphasize

human resource development principles.

Discussion: The Secretary believes that the provision of quality

post-employment training that will maintain or upgrade the skills of

persons engaged in community rehabilitation programs is career

enhancing and reflective of human resource development principles.

Changes: None.

Comments: Two commenters suggested that programs funded under this

priority provide technical assistance and demonstrate institutional

collaboration.

Discussion: These activities may be carried out by projects funded

under this priority.

Changes: None.

Comments: One commenter expressed concern that the priority will

not provide training opportunities for professional persons, such as

vocational evaluators and work adjustment personnel, who are employed

by community rehabilitation programs.

Discussion: The Secretary notes that the priority addresses the

need for ongoing post-employment training for all personnel employed by

community rehabilitation programs.

Changes: None.

Comments: One commenter suggested that the priority be more

responsive to individuals with disabilities by requiring the projects

funded under this priority to promote cooperation with local

partnerships funded by the School-to-Work Opportunities Act and with

employment centers, and to include training in the evaluation of

occupational and skill attainment.

Discussion: The Secretary believes that these activities are

encouraged under the priority as projects are required to coordinate

their efforts with employment agencies and school-to-work projects, as

well as to provide training to meet recurrent and common training

needs, which could include the evaluation of occupational and skill

attainment.

Changes: None.

Comments: One commenter expressed concern that the term ``community

rehabilitation programs'' may be perceived in many parts of the country

to include organizations serving mentally ill individuals, and in other

parts of the country it may be more narrowly defined to include only

facilities or sheltered workshops.

Discussion: The Secretary believes that the term ``community

rehabilitation programs'' is inclusive of organizations serving

individuals with mental illness.

Changes: None.

Comments: One commenter suggested that the training under this

priority be restricted to State vocational rehabilitation personnel.

Discussion: State vocational rehabilitation personnel are but one

resource for individuals with disabilities. Other significant resources

include services and personnel provided by community rehabilitation

programs. On-going post-employment training targeted to these programs

is necessary to achieve improved employment outcomes for persons with

disabilities. In addition, the Rehabilitation Act requires that a large

portion of the training program allocation be used solely for State

agency personnel training. The purpose of this priority is to target

funds specifically toward a population of personnel that does not

receive specific funding.

Changes: None.

Rehabilitation Short-Term Training Program

Priority 1--Personnel Specifically Trained To Deliver Services in

Client Assistance Programs

Comments: One commenter indicated that the priority would be

enhanced by inclusion of training in systemic advocacy.

Discussion: The Secretary agrees that systemic advocacy is an

important component of Client Assistance Programs and believes that the

priority as written allows for this type of training under this

priority.

Changes: None.

Priority 2--Training Rehabilitation and Mental Health Personnel To

Provide Improved Rehabilitation Services to Individuals With Mental

Illness

Comments: One commenter indicated that the use of a strong peer-

counseling role in the provision of support to consumers and their

families has been beneficial and should be a component of the proposed

priority.

Discussion: Training on the use of demonstrated beneficial

strategies such as peer-counseling is authorized under the priority.

Changes: None.

Priority 3--Training Members of American Indian Tribes, State

Vocational Rehabilitation Staff, and Rehabilitation Educators on

Services for American Indians With Disabilities

Comments: One commenter expressed concern that the priority

restricts training to States having high American Indian populations

when the needs of American Indians living in States with low

populations are just as great. In addition, the commenter indicated

that, since the needs of these two groups are different, it will be

difficult for States with low American Indian populations to

successfully replicate the training models developed. For these

reasons, the commenter recommended that the priority be opened to all

States.

Discussion: The Secretary does not agree that the needs and issues

of the individuals are different if the population of American Indians

is low in the State. Services still must be culturally appropriate for

the individuals. The purpose of the training is to develop the skills

of rehabilitation counselors and other staff who work in State

rehabilitation agencies on how to work effectively with American

Indians. The priority mandates that the project address the use of

appropriate rehabilitation methods, cultural differences, and

development of mutual understanding and trust between the service

provider and recipient of services through the development of

culturally sensitive rehabilitation training materials. The Secretary

does not agree that replication will be difficult since the size of the

population within the State is not considered to be a factor in using

appropriate rehabilitation methods that respect the cultural

differences. The Secretary does agree, however, that the training

should be made available to all States where there is a significant

population of American Indians since the State is required to provide

vocational rehabilitation services to American Indians who are

individuals with disabilities residing in the State to the same extent

as the State provides those services to other significant segments of

the population of individuals with disabilities residing in the State

(section 101(a)(20) of the Rehabilitation Act of 1973, as amended).

Changes: The priority has been changed to target States with

significant rather than high American Indian populations.

Comments: One commenter indicated opposition to the priority

because of its focus on one specific population, stating that such a

focus would encourage division among the underserved and unserved.

Discussion: The Secretary does not agree that focusing this

priority on a population that is one of the most underserved and

unserved groups of individuals with disabilities would encourage

division among unserved and underserved groups. The Secretary believes

that the cultural differences of American Indians requires special

emphasis to improve services.

Changes: None.

Comments: One commenter expressed concern over the train-the-

trainer approach required by this priority and recommended that the

best approach to understanding the rehabilitation issues and ensuring

sensitivity to cultural needs is to use American Indians to help State

agency personnel improve skills necessary for the provision of

services. The commenter believes that focusing on the development of

local relationships and the use of available materials would serve

State agencies better and that a collaborative training approach would

be more appropriate.

Discussion: The inclusion of American Indians in the development of

all aspects of the training and in the development of training

materials under this priority is mandatory. Additionally, nothing in

this priority or in the train-the-trainer approach would preclude the

use of already available materials. The Secretary further notes that

training in the development of local relationships can be included in

the training materials that address appropriate rehabilitation methods

in providing vocational rehabilitation services to American Indians

with disabilities.

Changes: None.

Training of Interpreters for Individuals Who Are Deaf and Individuals

Who Are Deaf-Blind

General Comments

Comments: Two commenters recommended that a significant effort and

commitment be made to the training of oral interpreters and that

training become a funding priority. It was suggested that applicants

for grants be asked to document how they will interest people in oral

interpreting training and to include information on the contents of the

curriculum.

Discussion: The regulations in 34 CFR 396.1 describe the Training

of Interpreters for Individuals Who Are Deaf and Individuals Who Are

Deaf-Blind program as a program that trains a sufficient number of

skilled interpreters to meet the communication needs of individuals who

are deaf and individuals who are deaf-blind by training manual,

tactile, oral, and cued speech interpreters. The curriculum developed

by the National Technical Institute for the Deaf for the training of

oral interpreters is included in the training program conducted by the

two federally funded national interpreter training projects and is also

being used by the 10 regional interpreter training projects. In

addition, within the curriculum of each of the affiliate institutions,

preservice training programs provide an introduction to oral

interpreting and other interpreting methodologies.

Changes: None.

Comments: One commenter recommended that research be conducted,

perhaps under the auspices of National Institute on Disability and

Rehabilitation Research (NIDRR), in the area of sign-to-voice

interpreting to identify the factors involved in the development of

competency in sign-to-voice interpreting. Concern was also expressed

about the proliferation of the interpreter certification systems, and

commenters urged that a stronger link be established between current

projects involved in training of sign language interpreters and

external practices for evaluation and certification of sign language

interpreters.

Discussion: The Secretary recognizes the importance of competency

in the area of sign-to-voice interpreting and believes that it is the

responsibility of the training projects to include this aspect of

interpreting in their curricula. The comment concerning the need for

research in this area will be shared with appropriate individuals in

NIDRR. Concerning the need for stronger links between the training

projects and the authorities responsible for evaluation and

certification of interpreters, 34 CFR 396.20 of the regulations on

application content requires that an application include an assurance

that the project shall cooperate or coordinate its activities, as

appropriate, with the activities of other projects funded under this

program. In addition, the Secretary points out that certain projects

that are currently funded are coordinating with external entities in

the field for the certification of sign language interpreters.

Changes: None.

Comments: One commenter supported the priority to increase the

focus on training of interpreters for individuals who are deaf-blind;

however, it was requested that the Department consider the maximum

possible project period of 60 months as a full funding cycle rather

than assessing the project during its third year to determine whether

there is a need to provide funding beyond 36 months.

Discussion: The Secretary has identified a maximum possible project

period of 60 months. The Secretary believes that at least 36 months

will be necessary to meet the requirements of the priority. The

Secretary believes that an assessment during the third year of the

project period is necessary to ensure that the project is meeting the

objectives established in its original application and to determine

whether there is a need to provide funding beyond 36 months.

Changes: None.

Comments: Two commenters suggested that the project period be

permitted to extend beyond 60 months.

Discussion: The project period is limited by the Act to no more

than 60 months. Furthermore, the Secretary believes that the 60-month

project period will provide sufficient time to carry out the

requirements of this priority.

Changes: None.

Comments: One commenter requested that additional requirements be

included under this priority to require adherence to the Conference of

Interpreter Trainers program standards, and that the project also

include a program component that shows an effort to recruit and train

individuals who are deaf to become interpreters/transliterators for

individuals who are deaf-blind.

Discussion: The regulations in Sec. 396.4 define ``qualified

professional'' as an individual who has either met existing national or

State certification or evaluation requirements; or successfully

demonstrated equivalent interpreting skills through prior work

experience. The Secretary believes that this definition gives the

project the necessary flexibility to determine the most appropriate

certification or evaluation requirements for its purpose and geographic

area. The regulations in 34 CFR 385.44 require that any grantee who

provides training must give due regard to the training of individuals

with disabilities as part of its effort to increase the number of

qualified personnel available to provide rehabilitation services. The

Secretary believes that this requirement adequately responds to the

recommendation that the project make an effort to recruit and train

individuals who are deaf to become interpreters/transliterators for

individuals who are deaf-blind.

Changes: None.

Priority 1--National Project with Major Emphasis on Interpreting for

Individuals Who Are Deaf-Blind

Comments: One commenter suggested that the training program be

located in proximity to a substantial population of individuals who are

deaf-blind.

Discussion: The regulations in 34 CFR 396.20(b) require that the

project's application include a description of the geographical area to

be served. The instructions accompanying the request for applications

will emphasize further this requirement to highlight the importance of

the existence of an adequate target population to be served by the

project in its geographical area.

Changes: None.

Priority 2--National Project to Address the Interpreting Needs of

Culturally Diverse Communities

Comment: One commenter suggested that the purpose of the program as

stated in the notice of proposed priorities be modified by inserting

between the words ``skilled interpreters'' and ``throughout'' the

following phrase: ``particularly those from culturally diverse

backgrounds.''

Discussion: The Secretary agrees that this suggestion has merit

because it emphasizes the importance of recruiting potential

interpreters from those culturally diverse communities; however, the

purpose of the program is stated in the regulations and was simply

repeated for informational purposes in the notice of proposed

priorities. Consequently, it would be necessary to propose the

requested change in a notice of proposed rulemaking.

Changes: None.

Comment: Two commenters voiced support for this priority and one of

these two commenters recommended that the training projects be housed

in an Historically Black College or University (HBCU). The other

commenter believed that the priority should establish appropriate

liaisons with postsecondary education institutions with significant

enrollment of students representing culturally diverse backgrounds,

particularly Historically Black Colleges and Universities.

Discussion: The Secretary appreciates this support and notes that

the regulations in 34 CFR 396.2 concerning eligibility for an award

would include applications for training grants from Historically Black

Colleges and Universities.

Changes: None.

Rehabilitation Training

Purpose of Program: The Rehabilitation Training program supports

projects to ensure that skilled personnel are available to provide

rehabilitation services to individuals with disabilities through

vocational, medical, social, and psychological rehabilitation programs,

through supported employment programs, through independent living

services programs, and through client assistance programs. The program

supports projects to maintain and upgrade basic skills and knowledge of

personnel employed to provide state-of-the-art service delivery systems

and rehabilitation technology services.

For Further Information Contact: Robert Werner, U.S. Department of

Education, 600 Independence Avenue, S.W., Room 3322 Switzer Building,

Washington, D.C. 20202-2649. Telephone: (202) 205-8291. Individuals who

use a telecommunications device for the deaf may call the Federal

Information Relay Service (FIRS) at 1-800-877-8339 between 8 a.m. and 8

p.m., Eastern time, Monday through Friday.

Priority

Priority--National Clearinghouse of Rehabilitation Training Materials

Background

The Rehabilitation Services Administration (RSA) has funded a

clearinghouse for rehabilitation training materials since 1961. Over

the years, the clearinghouse has facilitated the development and

dissemination of material for use in the training of rehabilitation

personnel. Regulations for the Rehabilitation Training program in 34

CFR 385.42 state that a set of any training materials developed under

the Rehabilitation Training program must be submitted to any

information clearinghouse designated by the Secretary. The project

funded under this priority would be designated to receive training

materials developed by other projects during the project's duration.

Users of the clearinghouse cover the range of rehabilitation providers,

but most frequently include State vocational rehabilitation agency

personnel, rehabilitation counselors, rehabilitation educators,

community rehabilitation program personnel, and advocates for

individuals with disabilities.

The Secretary has identified a maximum possible project period of

60 months. The Secretary believes that at least 36 months will be

necessary to meet the requirements of the priority. The Secretary will

be assessing, during the third year of the project period, whether

there is a need to provide funding beyond 36 months.

Priority

The project must--

Demonstrate experience and capacity to provide for a

national clearinghouse of rehabilitation training materials;

Identify and gather rehabilitation information and

training materials for use in preparing pre-service and in-service

education and training for rehabilitation personnel;

Disseminate, in a cost-effective manner, rehabilitation

information and state-of-the-art training materials and methods to

rehabilitation personnel to assist them in achieving improved outcomes

in vocational rehabilitation, supported employment, and independent

living; and

Provide linkages and policies for the exchange of

information and referral of inquiries with other existing

clearinghouses and information centers supported by the U.S. Department

of Education, including the Educational Resources Information Center

and the National Rehabilitation Information Center.

Selection Criteria

In evaluating applications for grants under this competition, the

Secretary uses the Education Department General Administrative

Regulations selection criteria in 34 CFR 75.210.

The regulations in 34 CFR 75.210 provide that the Secretary may

award up to 100 points for the selection criteria, including a reserved

15 points. For this competition, the Secretary distributes the

additional 15 points as follows:

Plan of operation (34 CFR 75.210(b)(3)). Fifteen points are added

to this criterion for a possible total of 30 points.

Applicable Program Regulations: 34 CFR Part 385.

Program Authority: 29 U.S.C. 774.

Rehabilitation Continuing Education Programs

Purpose of Program: The Rehabilitation Continuing Education

Programs are designed to support training centers that serve either a

Federal region or another geographical area and provide for a broad

integrated sequence of training activities that focus on meeting

recurrent and common training needs of employed rehabilitation

personnel throughout a multi-State geographical area.

For Further Information Contact: Beverly Steburg, U.S. Department

of Education, 600 Independence Avenue, S.W., Room 3328 Switzer

Building, Washington, D.C. 20202-2649. Telephone: (202) 205-9817.

Individuals who use a telecommunications device for the deaf (TDD) may

call the Federal Information Relay Service (FIRS) at 1-800-877-8339

between 8 a.m. and 8 p.m., Eastern time, Monday through Friday.

Priority

Priority--Rehabilitation Continuing Education Programs for Providers of

Community Rehabilitation Services

Background

In section 2(a) (2) and (5) of the Act, Congress reported findings

that, as a group, individuals with disabilities constitute one of the

most disadvantaged groups in society subject to discrimination in many

critical areas, including employment. Furthermore, Congress found that

individuals with disabilities, including individuals with the most

severe disabilities, have demonstrated their ability to achieve gainful

employment in integrated settings if appropriate services and supports

are provided.

Community rehabilitation programs, working closely with individuals

with disabilities, their advocates, representatives, families, labor

unions, and employers, are a significant resource for addressing the

national problem of unemployment and underemployment of individuals

with severe disabilities. Those programs serve an estimated two million

individuals with disabilities annually, many through referral

arrangements with vocational rehabilitation State agencies.

Ongoing post-employment training is needed for all who work in

community rehabilitation programs to achieve improved employment

outcomes for individuals with disabilities, especially volunteers,

providers, and employers who fill key roles in staffing, directing, and

using these programs.

In the past, RSA funded many nonacademic training programs that

maintain or upgrade the skills of currently employed individuals in

community rehabilitation programs under the Rehabilitation Long-Term

Training program. However, final regulations for the Rehabilitation

Long-Term Training program (59 FR 31060) focus on the support of

academic programs that award degrees or certificates. Therefore,

support for nonacademic training programs will be carried out under the

other applicable training program authorities, such as this

Rehabilitation Continuing Education program, the Short-Term Training

program, and the Experimental and Innovative Training program.

The Secretary has identified a maximum possible project period of

60 months. The Secretary believes that at least 36 months will be

necessary to meet the requirements of the priority. The Secretary will

be assessing, during the third year of the project period, whether

there is a need to provide funding beyond 36 months.

Priority

The project must--

Provide post-employment training for job coaches and other

direct service community rehabilitation personnel, including employers

and co-workers of people with disabilities who provide support at work

for persons with severe disabilities (often called natural support),

administrators, volunteers and peer counselors, and other personnel of

community rehabilitation programs;

Coordinate with activities supported by business and

industry, State vocational rehabilitation agencies, school-to-work

transition projects, and job development centers funded by the National

Institute on Disability and Rehabilitation Research;

Provide seminars, forums, train-the-trainer training,

technical assistance, and similar methods to meet recurrent and common

training needs of employed rehabilitation personnel throughout a multi-

State geographical area; and

Demonstrate potential for replication of training methods

based on project outcomes through the dissemination of training

materials and protocols.

Applicable Program Regulations: 34 CFR Part 389.

Program Authority: 29 U.S.C. 774.

Rehabilitation Short-Term Training

Purpose of Program: The purpose of the Rehabilitation Short-Term

Training program is to provide Federal support for the development and

conduct of special seminars, institutes, workshops, and technical

instruction in areas of special significance to the delivery of

vocational, medical, social, and psychological rehabilitation services.

For Further Information Contact: For priority 1, contact Beverly

Steburg, U.S. Department of Education, 600 Independence Avenue, S.W.,

Room 3328, Switzer Building, Washington, D.C. 20202-2649. Telephone:

(202) 205-9817. For priority 2, contact Ellen Chesley, U.S. Department

of Education, 600 Independence Avenue, S.W., Room 3318, Switzer

Building, Washington, D.C. 20202-2649. Telephone (202) 205-9481. For

priority 3, contact Barbara Sweeney, U.S. Department of Education, 600

Independence Avenue, S.W., Room 3225, Switzer Building, Washington,

D.C. 20202-2735. Telephone: (202) 205-9544. For priority 4, contact

Parma Yarkin, U.S. Department of Education, 600 Independence Avenue,

S.W., Room 3220, Switzer Building, Washington, D.C. 20202-2647.

Telephone: (202) 205-8733. Individuals who use a telecommunications

device for the deaf (TDD) may call the Federal Information Relay

Service (FIRS) at 1-800-877-8339 between 8 a.m. and 8 p.m., Eastern

time, Monday through Friday.

Priorities

Priority 1--Personnel Specifically Trained to Deliver Services in

Client Assistance Programs

Background

The Rehabilitation Act Amendments of 1992 (Pub. L. 102-569) made

significant changes in rehabilitation service provisions under Title I

of the Act. Client Assistance Programs (CAPs) provide assistance in

informing and advising all clients and applicants of available benefits

under the Act. Section 302 of the Act includes personnel specifically

trained to deliver services in CAPs to be among the personnel that the

Rehabilitation Training program must consider in reviewing personnel

shortages and training needs. Through the 1992 Survey of Personnel

Shortages and Training Needs in Vocational Rehabilitation, CAP

directors have reported critical training needs for both CAP

administrative and service-delivery personnel.

The Secretary has identified a maximum possible project period of

60 months. The Secretary believes that at least 36 months will be

necessary to meet the requirements of the priority. The Secretary will

be assessing, during the third year of the project period, whether

there is a need to provide funding beyond 36 months.

Priority

The project must--

Provide training to CAP personnel on an as-needed basis,

including--(1) Management training on skills needed for strategic and

operational planning and direction of CAP services; and (2) Consumer

advocacy training on skills and knowledge needed by CAP staff to assist

persons with disabilities to gain access to and to use the services and

benefits available under the Rehabilitation Act, particularly new Title

I requirements;

Coordinate training efforts with training supported by the

Center for Mental Health Services and the Administration on

Developmental Disabilities for protection and advocacy on common areas,

such as financial management; and

Include both national and regional training seminars in

each project year.

Priority 2--Training Rehabilitation and Mental Health Personnel to

Provide Improved Rehabilitation Services to Individuals With Mental

Illness

Background

High turnover rates and inadequate academic preparation of service

staff are continuing problems among programs providing rehabilitation

services to individuals with severe mental illness (Pratt and Gill,

``Developing Interagency In-Service Training,'' Psychosocial

Rehabilitation Journal, Vol. 16, No. 1, July, 1992). Ongoing research

has documented the need for competency-based training to promote the

recruitment, career development, and retention of personnel who provide

support and rehabilitation services to persons with mental illness (``A

Comprehensive Study of Human Resource Development Issues--Present and

Future--for Personnel Providing Psychosocial Rehabilitation Services,''

Project No. H133G10072, awarded July 1, 1991, by the National Institute

on Disability and Rehabilitation Research to the International

Association of Psychosocial Rehabilitation Services).

Provision of rehabilitation services to persons with severe mental

illness is complicated by the need for staff to interact frequently

with professionals in other agencies and disciplines. Cross-training of

counselors, psychiatrists, psychologists, social workers, evaluators,

and other professionals is essential to effective interagency

cooperation. Rehabilitation and related staff must be knowledgeable

about key legislation such as the Rehabilitation Act of 1973, the

Americans with Disabilities Act, and the Social Security Act.

Increasingly, rehabilitation services involve persons with severe

mental illness making their own choices and family members having a

role in rehabilitation programs. Staff require training to be effective

in consumer-directed rehabilitation.

The Secretary intends to make an award with a project period of up

to 36 months.

Priority

Projects must--

Develop training to improve the skills and knowledge of

existing personnel in providing mental health and vocational

rehabilitation services to persons with severe mental illness;

Disseminate training materials on organizational

coordination, resources, and organizational linkages, including

findings from RSA-supported demonstration projects, that will enhance

employment outcomes of individuals with mental illness served by the

programs of vocational rehabilitation, supported employment, and

independent living;

Improve the skills of rehabilitation counselors,

administrators, and related professionals, such as psychologists,

evaluators, and psychiatrists, in working with persons with mental

illness disabilities in the development and implementation of

Individualized Written Rehabilitation Programs and vocational

placements;

Develop instructional techniques for working with

consumers and family members on problem-solving and decisionmaking

skills that will enhance employment outcomes;

Include information in curriculum materials on provisions

of Titles II and XVI of the Social Security Act that are related to

work incentives for individuals with disabilities and on employment-

related provisions of the Americans with Disabilities Act;

Provide training through special seminars, institutes,

workshops, and other short-term courses in technical matters relating

to the delivery of rehabilitation services to individuals with severe

mental illness;

Provide training for three or more States; and

Demonstrate potential for replication based on project

outcomes through the dissemination of training materials and protocols.

Priority 3--Training Members of American Indian Tribes, State

Vocational Rehabilitation Agency Staff, and Rehabilitation Educators on

Services for American Indians With Disabilities

Background

The Act has a number of provisions that relate to the needs of

American Indians with disabilities. Under section 101(a)(20), States

are required, as appropriate, to actively consult in the development of

the State plan for vocational services with American Indian tribes and

tribal organizations and Native Hawaiian organizations.

Section 101(a)(15) requires that States conduct continuing

statewide studies of the needs of individuals with disabilities and how

these needs may be most effectively met, including outreach to

minorities and those who have been unserved or underserved. Vocational

rehabilitation services are provided under section 130 of the Act to

American Indians residing on reservations. Under the Act, the term

American Indians includes Eskimos and Aleuts.

American Indians have one of the highest disability rates of all

population groups. Yet, according to recent RSA statistical data on the

vocational rehabilitation program, when American Indians with

disabilities receive vocational rehabilitation services, they have a

low rehabilitation success rate.

Some of the major problems in providing services to American

Indians include--(1) Lack of outreach efforts to rural and isolated

areas where many American Indians live; (2) Cultural differences that

make use of standard rehabilitation practices or methods less effective

and may lead to lack of mutual understanding and trust between the

provider and recipient of services; (3) Language and communication

barriers; and (4) Limited employment opportunities in rural areas and

on reservations.

These problems are being addressed, in part, through the American

Indian vocational rehabilitation services (section 130) discretionary

grants. Increased cooperative efforts and sharing of information have

occurred as a result of linkages between the discretionary projects and

State rehabilitation agencies. There is a great need, however, for

training methods and materials to improve the provision of services to

American Indians with disabilities. Rehabilitation counselors and other

staff who work in State rehabilitation agencies that serve significant

populations of American Indians need training on how to work

effectively with this population. In addition, institutions of higher

education, which prepare individuals to provide vocational

rehabilitation services to American Indians with disabilities, have a

need for culturally appropriate materials.

The Secretary intends to make an award with a project period of up

to 36 months.

Priority

The project must--

Develop, with the active participation of American

Indians, culturally sensitive rehabilitation training materials that

address the use of appropriate rehabilitation methods, cultural

differences, and development of mutual understanding and trust between

service provider and recipient;

Use a ``train-the-trainer'' approach to train State

rehabilitation unit in-service training educators and rehabilitation

educators on all materials developed in order to improve the skills and

knowledge of personnel providing vocational rehabilitation services to

American Indians with disabilities;

Conduct seminars and workshops for rehabilitation

counselors and upper management rehabilitation administrators in States

with significant American Indian populations on how to reach out to

American Indian populations with disabilities, including effective

services planning in conjunction with section 130 American Indian

vocational rehabilitation services grants;

Provide training in State agencies with significant

American Indian populations; and

Demonstrate potential for replication based on project

outcomes through the dissemination of training materials and protocols.

Priority 4--Training Impartial Hearing Officers on Provisions of the

Act

Background

The Rehabilitation Act Amendments of 1992 contain several new

requirements for due process applicable to State rehabilitation

agencies that provide services under Title I of the Act. For example,

agency personnel shall presume that an applicant can benefit from

vocational rehabilitation services unless they can demonstrate by clear

and convincing evidence that the applicant is incapable of benefiting

from vocational rehabilitation services in terms of an employment

outcome. If an individual with a disability is dissatisfied with an

eligibility determination or other decisions affecting the nature,

scope, onset, duration, or other conditions of services, the applicant

or recipient is entitled to a fair hearing before an impartial hearing

officer under section 102(d) of the Act.

An impartial hearing officer is defined in section 7(28) of the

Act. Among the qualifications the impartial hearing officer must have

is knowledge of the delivery of vocational rehabilitation services, the

State plan for rehabilitation services, and the Federal and State

regulations governing the provision of services. Hearing officers are

required in section 102(d)(2)(C) of the Act to be qualified to perform

their official duties.

One problem in training hearing officers is that there is a lack of

an organized and accessible information base of hearing decisions and

appeals such as is commonly found in our judicial system. Those

compilations relate hearing decisions to State administrative case law,

encourage the use of precedent in hearing decisions, provide evaluative

data to State agencies on policies and practices that require revision

or remediation, and provide information for use by the Federal

Government in its monitoring responsibilities. A digest of hearing

decisions and appeals, if published nationally, would also be of great

benefit to multiple agencies, constituent groups, and Client Assistance

Programs.

The Secretary intends to make an award with a project period of up

to 36 months. The Secretary expects that the materials developed under

this project would be used by projects funded under the State

Vocational Rehabilitation Unit In-Service Training program, the

Rehabilitation Continuing Education Program, and the Client Assistance

Program training projects.

Priority

The project must--

Provide seminars and workshops for impartial hearing

officers that address the many changes in due process requirements in

the Act, including--(1) The rights and remedies for people with

disabilities seeking services under Title I of the Act; and (2) The

conduct of impartial hearings;

Develop model materials and decision compilations

(including, if appropriate, computer-accessed compilations) for in-

State and national dissemination of information on hearing decisions

and appeals; and

Provide training that is national in scope and training

approaches and materials that, when replicated and adapted, are suited

to train State rehabilitation agency staff and Client Assistance

Program staff who have significant involvement with hearings and

hearing officers.

Applicable Program Regulations: 34 CFR Part 390.

Program Authority: 29 U.S.C. 774.

Training of Interpreters for Individuals Who Are Deaf and Individuals

Who Are Deaf-Blind

Purpose of Program: The purpose of this program is to assist in

providing a sufficient number of skilled interpreters throughout the

country for employment in public and private agencies, schools, and

other service-providing institutions to meet the communication needs of

individuals who are deaf and individuals who are deaf-blind by--(1)

Training manual, tactile, oral, and cued speech interpreters; (2)

Ensuring the maintenance of the skills of interpreters; and (3)

Providing opportunities for interpreters to raise their level of

competence.

For Further Information Contact: Victor Galloway, U.S. Department

of Education, 600 Independence Avenue, S.W., Room 3228, Switzer

Building, Washington, D.C. 20202-2736. Telephone: (202) 205-9152.

Individuals who use a telecommunications device for the deaf (TDD) may

call the TDD number at (202) 205-8352.

Priorities:

Priority 1--National Project With Major Emphasis on Interpreting for

Individuals Who Are Deaf-Blind

Background

The Rehabilitation Act Amendments of 1992 expanded the purpose and

scope of this program to include a requirement that each funded project

train interpreters for ``individuals who are deaf-blind'' as well as

interpreters for ``individuals who are deaf.'' Each project has the

discretion to provide training for interpreters for these two

disability populations to the extent, and in the specific communication

modes, appropriate to the needs of these populations in the

geographical area to be served by the project. To participate in major

life activities, increased numbers of individuals who are deaf-blind

require skilled interpreting services. Interpreting for individuals who

are deaf-blind is an intensive, one-to-one exercise, requiring

significant skill. Expertise in the training of interpreters for

individuals who are deaf-blind needs to be developed and made available

to the field. A national project is needed that will give primary focus

to training interpreters for individuals who are deaf-blind to better

enable regional projects supported under this program to meet the

communication needs of individuals who are deaf-blind. A national

project is also needed to assist in improving the training of

interpreters for individuals who are deaf.

There is also need for technical assistance to regional projects on

curriculum development for interpreters to serve deaf-blind individuals

and on model methods of instruction for use in the training of

interpreters. The Secretary has identified a maximum possible project

period of 60 months. The Secretary believes that at least 36 months

will be necessary to meet the requirements of the priority. The

Secretary will be assessing, during the third year of the project

period, whether there is a need to provide funding beyond 36 months.

Priority

This project must--

Be of national scope;

Concentrate on curriculum development for training

interpreters for individuals who are deaf-blind in order to improve the

capabilities of regional projects;

Furnish technical assistance to the regional projects in

training interpreters to meet the communication needs of individuals

who are deaf;

Establish cooperative relationships with the regional

interpreter training projects to be funded by the Secretary in fiscal

year 1995;

Use collaborative training approaches, such as workshops

and seminars, to address curriculum development, classroom training of

interpreters, preparation of interpreter trainers (faculty

development), and other activities that will increase the number of

interpreters and the skills and knowledge of interpreters to meet the

communication needs of individuals who are deaf and individuals who are

deaf-blind.

Priority 2--National Project to Address the Interpreting Needs of

Culturally Diverse Communities

Background

A national project is needed that will provide technical assistance

to interpreter training projects to improve the recruitment of

interpreters who are minority group members and to improve the training

of interpreters to better meet the special needs of minority

individuals who are deaf or deaf-blind. This project would assist all

other projects funded under this program in increasing their efforts in

these areas and in better meeting the interpreting needs of different

cultures.

The interpreter service needs of minority group individuals who are

deaf or hard of hearing is an issue that has been raised nationally. An

RSA-funded evaluation study reported that approximately 90 percent of

graduates from the interpreter training programs around the country are

White, while 4 percent are African-American and 5 percent are Hispanic.

The National Registry of Interpreters for the Deaf reported that, in a

given year, of 2,057 interpreters certified by their registry, only 20

were non-White persons. A Health Interview Survey, conducted by the

National Center for Health Statistics in 1990-91, reported that of the

20 million individuals who are deaf or hard of hearing, 1.2 million are

Afro-American and 900,000 are Hispanic.

A national project is needed to concentrate on curriculum that will

improve the skills of interpreters working with minority group members.

Strategies for the recruitment of minority interpreters also need to be

developed and made available to the field.

The Secretary has identified a maximum possible project period of

60 months. The Secretary believes that at least 36 months will be

necessary to meet the requirements of the priority. The Secretary will

be assessing, during the third year of the project period, whether

there is a need to provide funding beyond 36 months.

Priority

This project must--

Be of national scope;

Provide technical assistance to the regional interpreter

training projects supported under this program in recruiting and

training interpreters to meet the communication needs of culturally

diverse populations;

Develop curriculum to improve the knowledge of

interpreters with respect to social and cultural concepts of

interpreting, such as body language, spatial considerations, and

communication between individuals from different cultures;

Establish cooperative relationships with the regional

projects to be funded by the Secretary during fiscal year 1995 by

conducting workshops and seminars to improve curriculum development,

classroom training of interpreters, preparation of interpreter

trainers, recruitment outreach to members of racial and ethnic minority

groups, and other activities that will increase the number and skills

of interpreters to help meet the communication needs of individuals

from different cultures; and

In carrying out project activities, address at a minimum

the needs of the minority populations referred to in section 21 of the

Rehabilitation Act, including African-Americans, Hispanics, American

Indians, and Asian-Americans.

Applicable Program Regulations: 34 CFR Part 396.

Program Authority: 29 U.S.C. 771a(f).

Intergovernmental Review

These programs are 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

these programs.

(Catalog of Federal Domestic Assistance Number 84.264

Rehabilitation Continuing Education Program; 84.246 Rehabilitation

Short-Term Training; 84.275 Rehabilitation Training--General; and

84.160 Training of Interpreters for Individuals Who Are Deaf and

Individuals Who Are Deaf-Blind)

Dated: November 30, 1994.

Judith E. Heumann,

Assistant Secretary for Special Education and Rehabilitative Services.

[FR Doc. 94-29859 Filed 12-2-94; 8:45 am]

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