[Federal Register: December 17, 1999 (Volume 64, Number 242)]
[Notices]
[Page 70955-70960]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
[DOCID:fr17de99-130]
[[Page 70955]]
_______________________________________________________________________
Part VI
Department of Education
_______________________________________________________________________
Office of Special Education and Rehabilitative Services; National
Institute on Disability and Rehabilitation Research; Notice
[[Page 70956]]
DEPARTMENT OF EDUCATION
National Institute on Disability and Rehabilitation Research
AGENCY: Office of Special Education and Rehabilitative Services,
Department of Education.
ACTION: Notice of proposed funding priorities for fiscal years 2000-
2001 for Rehabilitation Engineering Research Centers (RERCs).
-----------------------------------------------------------------------
SUMMARY: The Assistant Secretary for the Office of Special Education
and Rehabilitative Services proposes funding priorities for two
Rehabilitation Engineering Research Centers under the National
Institute on Disability and Rehabilitation Research (NIDRR) for fiscal
years 2000-2001. The Assistant Secretary takes this action to focus
research attention on areas of national need. We intend the priorities
to improve rehabilitation services and outcomes for individuals with
disabilities. This notice contains proposed priorities under the
Disability and Rehabilitation Research Projects and Centers Program for
an RERC related to technologies for children with orthopedic
disabilities and an RERC on low vision and blindness.
DATES: Comments must be received on or before January 18, 2000.
ADDRESSES: All comments concerning these proposed priorities should be
addressed to Donna Nangle, US Department of Education, 400 Maryland
Avenue, SW, room 3418, Switzer Building, Washington, DC 20202-2645.
Comments may also be sent through the Internet:
donna__nangle@ed.gov
You must include the term ``Disability and Rehabilitation Research
Projects and Centers'' in the subject line of your electronic message.
FOR FURTHER INFORMATION CONTACT: Donna Nangle. Telephone: (202) 205-
5880. Individuals who use a telecommunications device for the deaf
(TDD) may call the TDD number at (202) 205-2742. Internet:
donna__nangle@ed.gov
Individuals with disabilities may obtain this document in an
alternate format (e.g., Braille, large print, audiotape, or computer
diskette) on request to the contact person listed in the preceding
paragraph.
SUPPLEMENTARY INFORMATION:
Invitation To Comment
We invite you to submit comments regarding these proposed
priorities.
We invite you to assist us in complying with the specific
requirements of Executive Order 12866 and its overall requirement of
reducing regulatory burden that might result from these proposed
priorities. Please let us know of any further opportunities we should
take to reduce potential costs or increase potential benefits while
preserving the effective and efficient administration of the program.
During and after the comment period, you may inspect all public
comments about these priorities in Room 3424, Switzer Building, 330 C
Street S.W., Washington, D.C., between the hours of 9 a.m. and 4:30
p.m., Eastern time, Monday through Friday of each week except Federal
holidays.
Assistance to Individuals With Disabilities in Reviewing the
Rulemaking Record
On request, we will supply an appropriate aid, such as a reader or
print magnifier, to an individual with a disability who needs
assistance to review the comments or other documents in the public
rulemaking record for these proposed priorities. If you want to
schedule an appointment for this type of aid, you may call (202) 205-
8113 or (202) 260-9895. If you use a TDD, you may call the Federal
Information Relay Service at 1-800-877-8339.
These proposed priorities support the National Education Goal that
calls for every American to possess the skills necessary to compete in
a global economy.
The authority for the Secretary to establish research priorities by
reserving funds to support particular research activities is contained
in sections 202(g) and 204 of the Rehabilitation Act of 1973, as
amended (29 U.S.C. 762(g) and 764). Regulations governing this program
are found in 34 CFR Parts 350 and 353.
We will announce the final priorities in a notice in the Federal
Register. We will determine the final priorities after considering
responses to this notice and other information available to the
Department. This notice does not preclude us from proposing or funding
additional priorities, subject to meeting applicable rulemaking
requirements.
Note: This notice does not solicit applications. In any year in
which the Assistant Secretary chooses to use one or more of these
proposed priorities, we invite applications through a notice
published in the Federal Register. When inviting applications we
designate each priority as absolute, competitive preference, or
invitational.
Rehabilitation Engineering Research Centers
The authority for RERCs is contained in section 204(b)(3) of the
Rehabilitation Act of 1973, as amended (29 U.S.C. 764(b)(3)). The
Assistant Secretary may make awards for up to 60 months through grants
or cooperative agreements to public and private agencies and
organizations, including institutions of higher education, Indian
tribes, and tribal organizations, to conduct research, demonstration,
and training activities regarding rehabilitation technology in order to
enhance opportunities for meeting the needs of, and addressing the
barriers confronted by, individuals with disabilities in all aspects of
their lives. An RERC must be operated by or in collaboration with an
institution of higher education or a nonprofit organization.
Description of Rehabilitation Engineering Research Centers
RERCs carry out research or demonstration activities by:
(a) Developing and disseminating innovative methods of applying
advanced technology, scientific achievement, and psychological and
social knowledge to (1) Solve rehabilitation problems and remove
environmental barriers, and (2) Study new or emerging technologies,
products, or environments;
(b) Demonstrating and disseminating (1) Innovative models for the
delivery of cost-effective rehabilitation technology services to rural
and urban areas, and (2) Other scientific research to assist in meeting
the employment and independent living needs of individuals with severe
disabilities; or
(c) Facilitating service delivery systems change through (1) The
development, evaluation, and dissemination of consumer-responsive and
individual and family-centered innovative models for the delivery to
both rural and urban areas of innovative cost-effective rehabilitation
technology services, and (2) other scientific research to assist in
meeting the employment and independent needs of individuals with severe
disabilities.
Each RERC must provide training opportunities to individuals,
including individuals with disabilities, to become researchers of
rehabilitation technology and practitioners of rehabilitation
technology in conjunction with institutions of higher education and
nonprofit organizations.
The Department is particularly interested in ensuring that the
expenditure of public funds is justified by the execution of intended
activities and the advancement of knowledge and, thus, has built this
accountability into the selection criteria. Not later than three years
after the establishment of
[[Page 70957]]
any RERC, NIDRR will conduct one or more reviews of the activities and
achievements of the Center. In accordance with the provisions of 34 CFR
75.253(a), continued funding depends at all times on satisfactory
performance and accomplishment.
Proposed General RERC Requirements
The Assistant Secretary proposes that the following requirements
apply to these RERCs pursuant to these absolute priorities unless noted
otherwise. An applicant's proposal to fulfill these proposed
requirements will be assessed using applicable selection criteria in
the peer review process. The Assistant Secretary is interested in
receiving comments on these proposed requirements:
The RERC must have the capability to design, build, and
test prototype devices and assist in the transfer of successful
solutions to relevant production and service delivery settings.
* The RERC must evaluate the efficacy and safety of its new
products, instrumentation, or assistive devices.
* The RERC must involve individuals with disabilities and,
if appropriate, their representatives, in planning and implementing its
research, development, training, and dissemination activities, and in
evaluating the Center.
Absolute Priorities
Under an absolute priority we consider only applications that meet
one of these absolute priorities (34 CFR 75.105(c)(3)).
Proposed Priority 1: Technologies for Children with Orthopedic
Disabilities
Background
It is estimated that 6 million children, age 18 and younger, in the
United States have some type of disability. The prevalence of children
with orthopedic impairments in the U.S., including paralysis and
congenital anomalies, is roughly 420,000 (8.4 percent) (LaPlante, M.
and Carlson, D., ``Disability in the United States: Prevalence and
Causes,'' 1992 Report of the Disability Statistics Rehabilitation
Research and Training Center, NIDRR, U.S. Department of Education,
1995). The majority of these children are unable to perform a major
activity or are limited in the amount or types of major activities,
including education and play, they can perform (Wenger, B.L., Kaye,
H.S. and LaPlante, M.P., ``Disabilities among children,'' Disability
Statistics Abstract (No 15), NIDRR, U.S. Department of Education,
1996). Children with disabilities present unique challenges for health
care professionals when compared to adults with similar disabilities.
For example: children experience periods of accelerated growth
affecting shape, strength and body alignment; their body sizes are
disproportionate to adults--they are not scaled-down adults; they
experience developmental stages that affect their fine and gross motor
skills; their capabilities change as they mature and as they learn to
control their bodies and their environment; and parental expectations
about their child's disability can influence medical treatment and
therapeutic interventions.
Chapter 5 of NIDRR's Long-Range Plan (64 FR 45766) discusses the
importance of research and development activities that will enhance
mobility and improve manipulation for individuals with orthopedic
impairments. Children with orthopedic impairments present unique
challenges for rehabilitation specialists. The technology to `replace'
a child's missing limb does not exist today. It is possible, however,
to restore considerable function with a prosthesis. The usefulness of
such a device depends largely upon its weight, how well it fits, how
easy it is to control and its durability, reliability and aesthetics.
Continual developmental changes, including physical, emotional, and
social growth, make it difficult to fit a child with a prosthesis and
to determine the most appropriate time for introducing a prosthesis to
a child. For example, the importance of fitting a child early with a
prosthesis is well cited. However, there continues to be discussion
about which developmental milestones to consider when determining the
most suitable prosthesis for a child (Patton, J.G., ``Development
approach to pediatric upper-limb prosthetic training,'' Atlas of Limb
Prosthetics: Surgical, Prosthetic, and Rehabilitation Principles,
Mosby, St Louis, pgs. 778-793, 1992).
In addition to congenital and acquired amputations there are other
conditions that can cause orthopedic impairments in children. Cerebral
palsy (CP) is a motor disorder originating from a central nervous
system injury that occurs before, during or shortly after birth.
Children under the age of five who sustain brain injuries are also
classified as having CP. The disability ranks third among childhood
disabilities (LaPlante, M.P., Disability risks of chronic illness and
impairments, Disability Statistics Program, San Francisco, CA., 1989)
and is the most common cause of paralysis in children (Wenger, B.L.,
Kaye, H.S. and LaPlante, M.P., op. cit., 1996). The reported prevalence
of CP in the U.S. is two per thousand and the incidence is
approximately one per thousand live births (Turk, M.A., ``Early
development-related conditions,'' Assessing Medical Rehabilitation
Practices: The Promise of Outcomes Research, Marcus J. Fuhrer, ed.,
pgs. 371-372, 1997). Individuals with CP typically have abnormal muscle
tone, muscle weakness, primitive reflexes, or uncoordinated movements
requiring seating and orthotic interventions for postural control and
alignment (Cook, A.M. and Hussy, S.M., Assistive Technologies:
Principles and Practice, Mosby, St. Louis, pg. 237, 1995). Spina bifida
is a congenital anomaly in which the neural tube that forms the spinal
cord does not fully develop, leading to a number of lower extremity
problems, including muscle paralysis, hip dislocations, knee
hypertension, and club feet. The reported incidence of spina bifida is
between 0.5 and 1 per thousand (Turk, M.A., op. cit., pgs. 378-379,
1997).
The most common management strategy for motor impairments caused by
cerebral palsy and spina bifida is developmental therapy (i.e.,
physical, occupational, speech and language therapies). However,
orthotics, specific spasticity-reducing regimens (Baclofen pumps,
botulinum toxin injections), orthopedic surgery, and adaptive equipment
also are used in intervention. Orthotics are used on both upper and
lower extremities to improve function, to prevent or compensate for
anomolies, and to control muscle weakness, spasticity and structural
instability. Most orthotic devices (e.g., ankle-foot orthoses) are
designed to be rigid. Dynamic orthoses and splints for gait, spasticity
and contracture management may have significant application.
Adaptive equipment is used to improve functional independence in
mobility, self-care, communication, environmental control, and school
activities. There is no definitive study on how to make the best choice
among all the options or which improves function the most (Turk, M.A.,
op. cit., pg. 376, 1997).
Composite materials have much to offer in prosthetic and orthotic
design. They are strong, lightweight, and durable. However, these
materials require different and more costly manufacturing techniques
than those used with traditional materials such as metal and
thermoplastics. A problem associated with composite materials is that
they are difficult to postform, a process whereby prosthetic or
orthotic devices are adjusted slightly during final fittings (White,
M., ``Development of an advanced lightweight composite orthosis,''
Presented at ASM
[[Page 70958]]
International--Aeromat `92, New Trends in Advanced Composites, Anaheim,
CA., May 20 1992).
Leisure time is critical to a child's well-being and development.
Play is one means for children to master developmental tasks and learn
important behavioral and social skills. The ability to interact
effectively with the environment through play can affect a child's
self-esteem, behavior, self-awareness, confidence, and competency
(Masten, A.S., ``The development of competence in favorable and
unfavorable environments: Lessons from research on successful
children,'' American Psychologist, vol. 53, pgs. 205-220, 1998).
Children with disabilities, including those with amputations, cerebral
palsy and spina bifida, encounter many challenges in their attempts to
engage in learning and play activities. Often sensory and motor
impairments severely limit the degree to which they are able to
negotiate their environment and interact with others. Facilitating play
for these children involves adapting the environment and providing
appropriate technologies that will enhance interactive play and social
skill development. The product market is challenged to meet the demands
of millions of children with disabilities and their families who need
alternative strategies in order to engage in recreation and social
activities.
Priority 1
The Assistant Secretary proposes to establish a RERC on
technologies for children with orthopedic disabilities to identify and
develop technologies that will help children with orthopedic
disabilities to overcome functional deficits and to support their
ability to learn, play and interact socially. The RERC must:
(1) Develop and evaluate new, lightweight upper and lower limb
prosthetic and orthotic devices for children;
(2) Investigate the use of dynamic orthoses for controlling
spasticity and contractures for children with orthopedic impairments
including those with cerebral palsy and spina bifida;
(3) Identify, develop, and evaluate models for determining when
during children's development to introduce assistive technologies and
prosthetic and orthotic devices;
(4) Investigate, develop, and evaluate technologies, and strategies
for their use, that will enable young children, including children with
cerebral palsy and spina bifida, to participate in interactive play and
socialization activities; and
(5) Develop and implement, in consultation with the NIDRR-funded
RERC on Technology Transfer, a utilization plan for ensuring that all
new and improved technologies developed by this RERC are successfully
transferred to the marketplace.
In carrying out the above required activities, the RERC must:
* Develop and implement, during the first year of the grant
and in consultation with the NIDRR-funded National Center for the
Dissemination of Disability Research (NCDDR), a plan to effectively
disseminate the RERC's research outcomes to all appropriate target
audiences including: clinicians, engineers, manufacturers, individuals
with disabilities, families, disability organizations, technology
service providers, businesses, and journals;
* In the third year of the grant, conduct a state-of-the-
science conference on technologies for children with orthopedic
disabilities and publish a comprehensive report in the fourth year of
the grant;
* Collaborate on research projects of mutual interest with
the RERC on Prosthetics and Orthotics, the RERC on Wheeled Mobility,
and the RRTC on Children with Special Health Care Needs; and
* Address the needs of children with orthopedic disabilities
from minority backgrounds and cultures.
Proposed Priority 2: Low Vision and Blindness
Background
According to recent estimates there are more than 3 million
Americans with low vision, and almost one million who are legally blind
(National Eye Institute, ``Vision research: A national plan 1999-
2003,'' A report of the National Advisory Eye Council, National
Institutes of Health, 1999). Approximately 7.8% of persons over 65
cannot see well enough to read newspaper print (Nelson, K.A.,
``Statistical brief #35: Visual impairment among elderly Americans:
statistics in transition,'' Journal of Visual Impairment and Blindness,
vol. 81, pgs. 331-334, 1987), and the number of persons in this age
group is projected to increase twice as fast as the population as a
whole (Schmeidler, E. and Halfman, D., ``Statistics on visual
impairment on older persons, disability in children, life expectancy,''
Journal of Visual Impairment and Blindness, vol. 91, pgs. 602-606,
1997). Blind and visually impaired individuals face major barriers in
information access and handling, orientation and mobility, and access
to jobsites and public facilities, resulting in very high rates of
unemployment (Kirchner, C. and Schmeidler, E., ``Prevalence and
employment of people in the United States who are blind or visually
impaired,'' Journal of Visual Impairment and Blindness, vol. 91, pgs.
508-511, 1997; Hagemoser, S.D., ``The relationship of personality
traits to the employment status of persons who are blind,'' Journal of
Visual Impairment and Blindness, vol. 90, pgs. 134-144, 1996). There is
also a growing and underserved group of individuals with a combination
of multiple sensory, physical and cognitive impairments (Malakpa, S.,
``Job placement of blind and visually impaired people with additional
disabilities'' RE:View, vol. 26, pgs. 69-77, 1994).
The leading causes of vision impairment in children in the U.S. are
cortical visual impairment (35%), retinopathy of prematurity (ROP),
optic nerve hypoplasia, and other retinal conditions (Murphy, D. and
Good, W.V., ``The epidemiology of blindness in children in
California,'' American Academy of Opthalmology, pg. 157, 1997; Oxford
Register of Early Childhood Impairments Annual Report, The National
Perinatal Epidemiology Unit, Ratcliffe Infirmary, pgs. 32-36, 1998). As
a result of improvements in medical diagnosis, treatment and
technologies, more premature infants are surviving birth. However, a
significant number of newborn infants experience traumatic conditions
that include blindness and cognitive and motor deficits. New approaches
and technologies are needed to identify and separate the sensory and
cognitive deficits so that habilitation can be planned and monitored
more effectively (Good, W.V., Jan, J.E., deSa, L., Barkovich, A.J.,
Groenveld, M. and Hoyt, C.S., ``Cortical visual impairment in children
: A major review,'' Survey of Opthalmology, vol. 38, pgs. 351-364,
1994). Intervention in the very young age groups offers maximum promise
of cost effectiveness and independent functioning throughout life.
Wayfinding refers to the techniques used by persons who are blind
or visually impaired as they move from place to place independently.
Wayfinding is commonly divided into orientation and mobility skills.
Orientation refers to the ability to monitor one's position in relation
to the environment. Mobility refers to one's ability to move safely,
from one location to the next with a limited amount of veering.
Orientation and mobility are prerequisites to success at school, on the
job, and in daily living. Various electronic devices and environmental
modifications have been used in
[[Page 70959]]
attempts to improve wayfinding and to reduce veering. Current
technologies, including clear-path and drop-off detectors, do little to
prevent veering.
Low vision or blindness frequently coexists with other disabilities
including hearing loss, cognitive impairments and mobility limitations.
Individuals with multiple disabilities present technological challenges
and require complex adjustments to achieve functionality in and across
environments (Greenbaum, M.G., Fernandes, S. and Wainapel, S.F., ``Use
of a motorized wheelchair in conjunction with a guide dog for the
legally blind and physically disabled,'' Archives of Physical Medicine
and Rehabilitation, vol. 79(2), pgs. 216-217, 1998).
The most common cause of visual impairment among the aging
population is Age Related Maculopathy (ARM) (Fletcher, D.C. and
Schucard, R.A., ``Preferred retinal loci relationship to macular
scotomas in a low-vision population,'' Opthalmology, vol. 104, pgs.
632-638, 1997). Visual impairments among this population impact a wide
variety of activities of daily living. Further, visual impairment is
often accompanied by hearing loss, cognitive deficits, and motor
dysfunction. Many older individuals reside in congregate care settings
(i.e., nursing homes) where the prevalence of eye disorders can be as
high as 90% (Marx, M.S., Werner, P., Feldman, R. and Cohen-Mansfield,
J., ``The eye disorders of residents of a nursing home,'' Journal of
Visual Impairment and Blindness, vol. 88(5), pgs. 462-468, 1994;
Whitmore, W.G., ``Eye disease in a geriatric nursing home population,''
Opthalmology, vol. 96, pgs. 393-398, 1989; Horowitz, A., ``Vision
impairment and functional disability among nursing home residents,''
The Gerontologist, vol. 34, pgs. 316-323, 1994). These facilities could
be a platform for reaching many consumers with simple vision screening
technologies that would permit non-clinical personnel to rapidly screen
residents for visual impairments and make appropriate referrals.
Currently, methods for assessing ARM include, but are not limited to,
residual visual function and identifying optimal locations on the
retina for reading and other tasks (Fletcher, D.C. and Schucard, R.A.,
op. cit., 1997). These methods address one eye at a time, and the
advantages of binocular vision are often lost (Paul, W., ``The role of
computer assistive technology in rehabilitation of the visually
impaired: A personal perspective,'' American Journal of Opthalmology,
vol. 127(1), pgs. 75-76, 1999; Schuchard, R.A. and Kuo, K., ``Retinal
correspondence and binocular perception characteristics in low vision
people with binocular eccentric PRLs,'' Investigative Opthalmology and
Vision Science, vol. 91, pgs. 602-606, 1999).
Chapter 5 of NIDRR's Long-Range Plan published on December 7, 1999
(64 FR 68575) discusses the importance of directing research and
development activities toward the problems faced by individuals who
have significant visual, hearing, and communication impairments. The
number of individuals with both severe hearing and visual impairments
(deaf-blind) is small but increasing. The greatest challenges persons
with multiple sensory impairments face are communication and access to
information technology (Engelman, M.D., Griffin, H.C. and Wheeler, L.,
``Deaf-blindness and communication: Practical knowledge and
strategies,'' Journal of Visual Impairments and Blindness, vol. 92(11),
pgs. 783-798, 1999). Individuals who are deaf-blind rarely use Braille
for communication purposes. To date, technologies for individuals who
are deaf-blind have focused primarily on tactile interpreting for face-
to-face communication.
In today's complex and multifaceted electronic world, access to
graphical and spatial information is critical for persons who are blind
or visually impaired to be successful in school and work (Kent, D.,
``Book review: Let's learn shapes with Shapely-Cal,'' Journal of Visual
Impairment and Blindness, vol. 92(4), pgs. 245-247, 1998). Tactile
graphical information and spatial and geometric concepts are difficult
to represent for persons who are blind. Converting pictures or signs
into raised tactile form has proven to be costly and time consuming
(Horsfall, B., ``Photopolymers, computer-aided design, and tactile
signs,'' Journal of Visual Impairment and Blindness, vol. 92(11), pgs.
823-826, 1998). Audio and audio-tactile methods of graphics
presentation and spatial and geometric concepts may promote parity
between individuals who are blind or visually impaired and others in a
variety of environments including school, work, and recreation.
Priority 2
The Assistant Secretary proposes to establish an RERC that will
identify and develop technologies that will improve assessment of
vision impairments and promote independence for individuals with low
vision and blindness. The RERC must:
(1) Investigate, develop, and evaluate new screening technologies
that will identify and differentiate between vision and cognitive
impairments in infants;
(2) Develop and evaluate new wayfinding technologies that can be
used by persons with coexisting disabilities;
(3) Investigate, develop, and evaluate simple vision screening and
assessment technologies and approaches for identifying visual
impairments associated with aging;
(4) Investigate, develop, and evaluate new technologies to
facilitate face-to-face communication for individuals who are deaf-
blind and methods that will enable individuals who are blind or deaf-
blind to navigate and interpret graphical, spatial and geometric
information; and
(5) Develop and implement, in consultation with the NIDRR-funded
RERC on Technology Transfer, a utilization plan for ensuring that all
new and improved technologies developed by this RERC are successfully
transferred to the marketplace.
In carrying out the above required activities, the RERC must:
* Develop and implement, during the first year of the grant
and in consultation with the NIDRR-funded National Center for the
Dissemination of Disability Research (NCDDR), a plan to effectively
disseminate the RERC's research outcomes to all appropriate target
audiences including: clinicians, engineers, manufacturers, individuals
with disabilities, families, disability organizations, technology
service providers, businesses, journals, organizations representing
minorities and other underrepresented groups;
* In the third year of the grant, conduct a state-of-the-
science conference on technologies for individuals with low vision and
blindness and publish a comprehensive report in the fourth year of the
grant;
* Collaborate on research projects of mutual interest with
NIDRR-funded RERCs on Information Technology Access and
Telecommunications Access, RRTCs on visual disabilities and appropriate
professional organizations; and
* Address the needs of children with vision disabilities
from minority backgrounds and cultures.
Proposed Additional Selection Criterion
The Assistant Secretary will use the selection criteria in 34 CFR
350.54 to evaluate applications under this program. The maximum score
for all the criteria is 100 points; however, the Assistant Secretary
also proposes to use the following criterion so that up to an
additional ten points may be earned by
[[Page 70960]]
an applicant for a total possible score of 110 points:
Within these absolute priorities, we will give the following
competitive preference to applications that are otherwise eligible for
funding under these priorities:
Up to ten (10) points based on the extent to which an application
includes effective strategies for employing and advancing in employment
qualified individuals with disabilities in projects awarded under these
absolute priorities. In determining the effectiveness of those
strategies, we will consider the applicant's success, as described in
the application, in employing and advancing in employment qualified
individuals with disabilities in the project.
For purposes of this competitive preference, applicants can be
awarded up to a total of 10 points in addition to those awarded under
the published selection criteria for these priorities. That is, an
applicant meeting this competitive preference could earn a maximum
total of 110 points.
Applicable Program Regulations: 34 CFR Parts 350 and 353.
Program Authority: 29 U.S.C. 762 and 764.
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index.html
(Catalog of Federal Domestic Assistance Number 84.133E,
Rehabilitation Engineering Research Centers)
Dated: December 13, 1999.
Judith E. Heumann,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 99-32667 Filed 12-16-99; 8:45 am]
BILLING CODE 4000-01-U