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Applications for New Awards; Postsecondary Education Center for Individuals Who Are Deaf
(Education Department Documents and Publications/ContentWorks via COMTEX) -- Overview Information: Technical Assistance and Dissemination to Improve Services and Results for Children with Disabilities (TA&D); Personnel Development to Improve Services and Results for Children with Disabilities (Personnel Development); and Technology and Media Services for Individuals with Disabilities (T&M Services) Programs--Postsecondary Education Center for Individuals who are Deaf Notice inviting applications for new awards for fiscal year (FY) 2011.
Catalog of Federal Domestic Assistance (CFDA) Number: 84.326D.
DATES: Applications Available: August 9, 2011.
Deadline for Transmittal of Applications: September 8, 2011.
Full Text of Announcement I. Funding Opportunity Description Purpose of Programs: Funding from three programs--the TA&D, the Personnel Development, and the T&M Services Programs--supports this competition.
The purpose of the TA&D Program is to promote academic achievement and to improve results for children with disabilities by providing technical assistance (TA), supporting model demonstration projects, disseminating useful information, and implementing activities that are supported by scientifically based research.
The Personnel Development Program: (1) Helps address State-identified needs for highly qualified personnel--in special education, related services, early intervention, and regular education--to work with children with disabilities and (2) ensures that those personnel have the skills and knowledge--derived from practices that have been determined through research and experience to be successful--that are needed to serve those children.
Finally, the T&M Services Program: (1) Improves results for children with disabilities by promoting the development, demonstration, and use of technology, (2) supports educational media services activities designed to be of educational value in the classroom setting to children with disabilities, and (3) provides support for captioning and video description that is appropriate for use in the classroom setting.
Priority: In accordance with 34 CFR 75.105(b)(2)(v), this priority is from allowable activities specified in the statute or otherwise authorized in the statute (see sections 662(c)(2), 663(c)(8)(C), 674(b), and 681(d)of the Individuals with Disabilities Education Act (IDEA), 20 U.S.C. 1463 and 1481(d)).
Absolute Priority: For FY 2011 and any subsequent year in which we make awards based on the list of unfunded applicants from this competition, this priority is an absolute priority. Under 34 CFR 75.105(c)(3) we consider only applications that meet this priority.
This priority is: Postsecondary Education Center for Individuals who are Deaf 84.326D Background: Individuals who are deaf or hard of hearing have unique communication and language barriers that require a range of accommodations for success in postsecondary education settings. Research, policy, and practice suggest that decisions about accommodations should be made on an individual basis (Marschark, 2001; U.S. Department of Education, 2005). For example, different accommodations are needed for a student who has hearing aids, a student who has a cochlear implant and uses oral-auditory strategies, a student with a cochlear implant who uses sign language in addition to oral-auditory strategies, and a student who uses sign language only (Marschark, 2001). It is important that postsecondary institutions be well-informed about the various accommodations that may be appropriate for students who are deaf or hard of hearing, such as oral transliteration services, cued language transliteration services, sign language transliteration, and interpreting and transcription services.
To address the needs of these students, section 682(d)(1)(B) of IDEA requires that the Secretary ensure that, for each fiscal year, not less than $4,000,000 is provided to address the postsecondary, vocational, technical, continuing, and adult education needs of individuals with deafness. Pursuant to this requirement, the Department's Office of Special Education Programs (OSEP) has previously funded four regional centers to assist postsecondary institutions in more effectively addressing the postsecondary, vocational, technical, continuing, and adult education needs of individuals who are deaf or hard of hearing. These centers have served collectively as the Postsecondary Education Programs Network (PEPNet). While PEPNet's project period is scheduled to end on September 30, 2011, institutions of higher education (IHEs) continue to need assistance to support this population. For more information about PEPNet, see Welcome to PEPNet, the Postsecondary Education Programs Network.
In addition to the funding required under section 682(d)(1)(B) of IDEA, section 504 of the Rehabilitation Act of 1973 (Section 504) and the Americans with Disabilities Act of 1990, as amended (ADA) outline postsecondary institutions' obligations to ensure they do not discriminate on the basis of disability, including in their provision of academic adjustments and auxiliary aids and services for students with disabilities (34 CFR 104.44; 28 CFR 35.160-164; 28 CFR 36.303). Current statistics show that many individuals who are deaf or hard of hearing are enrolling in mainstream postsecondary institutions (Raue & Lewis, 2011). Given the numbers of students enrolling in mainstream postsecondary institutions, and considering the various types of accommodations that may be necessary to serve this low-incidence population, it is paramount that personnel at these postsecondary institutions have the knowledge and skills needed to provide fully accessible learning experiences for students who are deaf or hard of hearing (Lang, 2002). For example, personnel must be skilled at helping to determine the appropriate type of interpreting services for a particular student's needs. Personnel must also be knowledgeable about other services from which the student may benefit (e.g., captioning or note-taking) and the availability of newer technology, such as live text-captioning technologies (e.g., C-Print or Computer Assisted Realtime Translation) and assistive listening devices, that are effective accommodations for students who are deaf or hard of hearing (Cawthon, Nichols, & Collier, 2009). Given the fast pace of emerging technology, it is particularly important for personnel to have access to the information needed to stay current in this area.
In addition, there are deaf or hard of hearing students who are not college-bound and who need to develop their basic skills to prepare to enter job training programs or matriculate to other postsecondary education programs. Researchers examined the transition strengths and needs of 53 middle and high school students who were deaf or hard of hearing and found substantial deficits in employment and independent living skills /1/ (Luft and Huff, 2011). Individuals who are deaf or hard of hearing need access to a wide variety of institutions or programs that provide postsecondary educational opportunities to address these needs. These postsecondary educational opportunities may be provided by postsecondary institutions and other relevant organizations and public agencies such as secondary schools, vocational rehabilitation agencies, community service agencies, centers for independent living, and one stop centers funded under the Workforce Investment Act.
FOOTNOTE 1 In this study, employment skills included job-seeking skills, work adjustment skills (e.g., work schedules and deadlines, job-related reading and math), and job-related social and interpersonal skills. Independent living skills included money management skills, health- and home-related skills, and community awareness (e.g., use of public transportation, effective communication) (Luft and Huff, 2011). END FOOTNOTE To help bring about significant improvement in the quality of services for students who are deaf or hard of hearing and to improve educational outcomes, a national agenda was developed by a coalition of parent, consumer, professional, and advocacy organizations involved in the education of children who are deaf or hard of hearing. This national agenda, called Moving Forward on Achieving Educational Equality for Deaf and Hard of Hearing Students (National Agenda), /2/ is currently underway and its focus is on helping State educational agencies (SEAs), local educational agencies (LEAs), postsecondary institutions, and their partners identify and implement strategies to significantly improve the quality and nature of educational programs and services for students who are deaf or hard of hearing (Muller, 2005; National Agenda, 2005; NASDSE, 2006; National State Leaders' Summit, 2010). For the past several years, through this National Agenda, State teams comprised of parents and representatives from SEAs, LEAs, State (or other) special schools and programs for the deaf, postsecondary institutions, early childhood deaf education, and others have met annually for a National State Leaders Summit to learn about effective strategies and develop State plans for improving outcomes for children and youth who are deaf or hard of hearing. The National Agenda encourages State teams to focus on goals and practices that will help support postsecondary access and completion for deaf or hard of hearing students. These practices include establishing collaborative partnerships among diverse agencies to improve coordination of services, making technology available to support educational access, and preparing personnel to meet the needs of a diverse population of deaf or hard of hearing students. The Department intends to build on these efforts by providing TA to State teams, including representatives from postsecondary institutions, to address the postsecondary, vocational, technical, continuing, and adult education needs of individuals who are deaf or hard of hearing.
(Education Department Documents and Publications/ContentWorks via COMTEX) -- Overview Information: Technical Assistance and Dissemination to Improve Services and Results for Children with Disabilities (TA&D); Personnel Development to Improve Services and Results for Children with Disabilities (Personnel Development); and Technology and Media Services for Individuals with Disabilities (T&M Services) Programs--Postsecondary Education Center for Individuals who are Deaf Notice inviting applications for new awards for fiscal year (FY) 2011.
Catalog of Federal Domestic Assistance (CFDA) Number: 84.326D.
DATES: Applications Available: August 9, 2011.
Deadline for Transmittal of Applications: September 8, 2011.
Full Text of Announcement I. Funding Opportunity Description Purpose of Programs: Funding from three programs--the TA&D, the Personnel Development, and the T&M Services Programs--supports this competition.
The purpose of the TA&D Program is to promote academic achievement and to improve results for children with disabilities by providing technical assistance (TA), supporting model demonstration projects, disseminating useful information, and implementing activities that are supported by scientifically based research.
The Personnel Development Program: (1) Helps address State-identified needs for highly qualified personnel--in special education, related services, early intervention, and regular education--to work with children with disabilities and (2) ensures that those personnel have the skills and knowledge--derived from practices that have been determined through research and experience to be successful--that are needed to serve those children.
Finally, the T&M Services Program: (1) Improves results for children with disabilities by promoting the development, demonstration, and use of technology, (2) supports educational media services activities designed to be of educational value in the classroom setting to children with disabilities, and (3) provides support for captioning and video description that is appropriate for use in the classroom setting.
Priority: In accordance with 34 CFR 75.105(b)(2)(v), this priority is from allowable activities specified in the statute or otherwise authorized in the statute (see sections 662(c)(2), 663(c)(8)(C), 674(b), and 681(d)of the Individuals with Disabilities Education Act (IDEA), 20 U.S.C. 1463 and 1481(d)).
Absolute Priority: For FY 2011 and any subsequent year in which we make awards based on the list of unfunded applicants from this competition, this priority is an absolute priority. Under 34 CFR 75.105(c)(3) we consider only applications that meet this priority.
This priority is: Postsecondary Education Center for Individuals who are Deaf 84.326D Background: Individuals who are deaf or hard of hearing have unique communication and language barriers that require a range of accommodations for success in postsecondary education settings. Research, policy, and practice suggest that decisions about accommodations should be made on an individual basis (Marschark, 2001; U.S. Department of Education, 2005). For example, different accommodations are needed for a student who has hearing aids, a student who has a cochlear implant and uses oral-auditory strategies, a student with a cochlear implant who uses sign language in addition to oral-auditory strategies, and a student who uses sign language only (Marschark, 2001). It is important that postsecondary institutions be well-informed about the various accommodations that may be appropriate for students who are deaf or hard of hearing, such as oral transliteration services, cued language transliteration services, sign language transliteration, and interpreting and transcription services.
To address the needs of these students, section 682(d)(1)(B) of IDEA requires that the Secretary ensure that, for each fiscal year, not less than $4,000,000 is provided to address the postsecondary, vocational, technical, continuing, and adult education needs of individuals with deafness. Pursuant to this requirement, the Department's Office of Special Education Programs (OSEP) has previously funded four regional centers to assist postsecondary institutions in more effectively addressing the postsecondary, vocational, technical, continuing, and adult education needs of individuals who are deaf or hard of hearing. These centers have served collectively as the Postsecondary Education Programs Network (PEPNet). While PEPNet's project period is scheduled to end on September 30, 2011, institutions of higher education (IHEs) continue to need assistance to support this population. For more information about PEPNet, see Welcome to PEPNet, the Postsecondary Education Programs Network.
In addition to the funding required under section 682(d)(1)(B) of IDEA, section 504 of the Rehabilitation Act of 1973 (Section 504) and the Americans with Disabilities Act of 1990, as amended (ADA) outline postsecondary institutions' obligations to ensure they do not discriminate on the basis of disability, including in their provision of academic adjustments and auxiliary aids and services for students with disabilities (34 CFR 104.44; 28 CFR 35.160-164; 28 CFR 36.303). Current statistics show that many individuals who are deaf or hard of hearing are enrolling in mainstream postsecondary institutions (Raue & Lewis, 2011). Given the numbers of students enrolling in mainstream postsecondary institutions, and considering the various types of accommodations that may be necessary to serve this low-incidence population, it is paramount that personnel at these postsecondary institutions have the knowledge and skills needed to provide fully accessible learning experiences for students who are deaf or hard of hearing (Lang, 2002). For example, personnel must be skilled at helping to determine the appropriate type of interpreting services for a particular student's needs. Personnel must also be knowledgeable about other services from which the student may benefit (e.g., captioning or note-taking) and the availability of newer technology, such as live text-captioning technologies (e.g., C-Print or Computer Assisted Realtime Translation) and assistive listening devices, that are effective accommodations for students who are deaf or hard of hearing (Cawthon, Nichols, & Collier, 2009). Given the fast pace of emerging technology, it is particularly important for personnel to have access to the information needed to stay current in this area.
In addition, there are deaf or hard of hearing students who are not college-bound and who need to develop their basic skills to prepare to enter job training programs or matriculate to other postsecondary education programs. Researchers examined the transition strengths and needs of 53 middle and high school students who were deaf or hard of hearing and found substantial deficits in employment and independent living skills /1/ (Luft and Huff, 2011). Individuals who are deaf or hard of hearing need access to a wide variety of institutions or programs that provide postsecondary educational opportunities to address these needs. These postsecondary educational opportunities may be provided by postsecondary institutions and other relevant organizations and public agencies such as secondary schools, vocational rehabilitation agencies, community service agencies, centers for independent living, and one stop centers funded under the Workforce Investment Act.
FOOTNOTE 1 In this study, employment skills included job-seeking skills, work adjustment skills (e.g., work schedules and deadlines, job-related reading and math), and job-related social and interpersonal skills. Independent living skills included money management skills, health- and home-related skills, and community awareness (e.g., use of public transportation, effective communication) (Luft and Huff, 2011). END FOOTNOTE To help bring about significant improvement in the quality of services for students who are deaf or hard of hearing and to improve educational outcomes, a national agenda was developed by a coalition of parent, consumer, professional, and advocacy organizations involved in the education of children who are deaf or hard of hearing. This national agenda, called Moving Forward on Achieving Educational Equality for Deaf and Hard of Hearing Students (National Agenda), /2/ is currently underway and its focus is on helping State educational agencies (SEAs), local educational agencies (LEAs), postsecondary institutions, and their partners identify and implement strategies to significantly improve the quality and nature of educational programs and services for students who are deaf or hard of hearing (Muller, 2005; National Agenda, 2005; NASDSE, 2006; National State Leaders' Summit, 2010). For the past several years, through this National Agenda, State teams comprised of parents and representatives from SEAs, LEAs, State (or other) special schools and programs for the deaf, postsecondary institutions, early childhood deaf education, and others have met annually for a National State Leaders Summit to learn about effective strategies and develop State plans for improving outcomes for children and youth who are deaf or hard of hearing. The National Agenda encourages State teams to focus on goals and practices that will help support postsecondary access and completion for deaf or hard of hearing students. These practices include establishing collaborative partnerships among diverse agencies to improve coordination of services, making technology available to support educational access, and preparing personnel to meet the needs of a diverse population of deaf or hard of hearing students. The Department intends to build on these efforts by providing TA to State teams, including representatives from postsecondary institutions, to address the postsecondary, vocational, technical, continuing, and adult education needs of individuals who are deaf or hard of hearing.
