[Federal Register Volume 79, Number 92 (Tuesday, May 13, 2014)]
[Proposed Rules]
[Pages 27236-27240]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2014-10958]
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DEPARTMENT OF EDUCATION
34 CFR Chapter III
[Docket ID ED-2014-OSERS-0068]
Proposed Priority--Rehabilitation Training: Rehabilitation Long-
Term Training Program--Rehabilitation Specialty Areas
[CFDA Number: 84.129C, E, F, H, J, P, Q, R, and W.]
AGENCY: Office of Special Education and Rehabilitative Services,
Department of Education.
ACTION: Proposed priority.
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SUMMARY: The Assistant Secretary for Special Education and
Rehabilitative Services proposes a priority under the Rehabilitation
Training: Rehabilitation Long-Term Training program. The Assistant
Secretary may use this priority for competitions in fiscal year (FY)
2014 and later years. This priority is designed to ensure that the
Department funds high-quality rehabilitation programs in the following
nine rehabilitation specialty areas of national need: (1)
Rehabilitation Administration (84.129C); (2) Rehabilitation Technology
(84.129E); (3) Vocational Evaluation and Work Adjustment (84.129F); (4)
Rehabilitation of Individuals Who Are Mentally Ill (84.129H); (5)
Rehabilitation Psychology (84.129J); (6) Rehabilitation of Individuals
Who are Blind or Have Vision Impairments (84.129P); (7) Rehabilitation
of Individuals Who are Deaf or Hard of Hearing (84.129Q); (8) Job
Development and Job Placement Services (84.129R); and (9) Comprehensive
System of Personnel Development (84.129W). These programs must meet
rigorous standards in order to provide scholars with the training
necessary to become qualified rehabilitation professionals who are
capable of meeting the current challenges facing State vocational
rehabilitation (VR) agencies and related agencies and who can assist
individuals with disabilities in achieving high-quality employment
outcomes.
DATES: We must receive your comments on or before June 12, 2014.
ADDRESSES: Submit your comments through the Federal eRulemaking Portal
or via postal mail, commercial delivery, or hand delivery. We will not
accept comments submitted by fax or by email or those submitted after
the comment period. To ensure that we do not receive duplicate copies,
please submit your comments only once. In addition, please include the
Docket ID at the top of your comments.
Federal eRulemaking Portal: Go to www.regulations.gov to
submit your comments electronically. Information on using
Regulations.gov, including instructions for accessing agency documents,
submitting comments, and viewing the docket, is available on the site
under ``Are you new to the site?''
Postal Mail, Commercial Delivery, or Hand Delivery: If you
mail or deliver your comments about these proposed regulations, address
them to RoseAnn Ashby, U.S. Department of Education, 400 Maryland
Avenue SW., Room 5055, Potomac Center Plaza (PCP), Washington, DC
20202-2800.
Privacy Note: The Department's policy is to make all comments
received from members of the public available for public viewing in
their entirety on the Federal eRulemaking Portal at
www.regulations.gov. Therefore, commenters should be careful to include
in their comments only
[[Page 27237]]
information that they wish to make publicly available.
FOR FURTHER INFORMATION CONTACT: RoseAnn Ashby. Telephone: (202) 245-
7258 or by email: [email protected].
If you use a telecommunications device for the deaf (TDD) or a text
telephone (TTY), call the Federal Relay Service (FRS), toll free, at 1-
800-877-8339.
SUPPLEMENTARY INFORMATION:
Invitation to Comment: We invite you to submit comments regarding
this priority. To ensure that your comments have maximum effect in
developing the final priority, we urge you to identify clearly the
specific section of the proposed priority that each comment addresses.
We invite you to assist us in complying with the specific
requirements of Executive Orders 12866 and 13563 and their overall
requirement of reducing regulatory burden that might result from this
proposed priority. Please let us know of any further ways we could
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 this notice in Room 5055, 550 12th Street SW., PCP,
Washington, DC 20202-2800, between the hours of 8:30 a.m. and 4:00
p.m., Washington, DC time, Monday through Friday of each week except
Federal holidays.
Assistance to Individuals with Disabilities in Reviewing the
Rulemaking Record: On request we will provide an appropriate
accommodation or auxiliary aid to an individual with a disability who
needs assistance to review the comments or other documents in the
public rulemaking record for this notice. If you want to schedule an
appointment for this type of accommodation or auxiliary aid, please
contact the person listed under FOR FURTHER INFORMATION CONTACT.
Purpose of Program: The Rehabilitation Long-Term Training program
provides financial assistance for--
(1) Projects that provide basic or advanced training leading to an
academic degree in areas of personnel shortages in rehabilitation as
identified by the Secretary;
(2) Projects that provide a specified series of courses or program
of study leading to the award of a certificate in areas of personnel
shortages in rehabilitation as identified by the Secretary; and
(3) Projects that provide support for medical residents enrolled in
residency training programs in the specialty of physical medicine and
rehabilitation.
Program Authority: 29 U.S.C. 772(b).
Applicable Program Regulations: 34 CFR parts 385 and 386.
Proposed Priority:
This notice contains one proposed priority.
Rehabilitation Specialty Areas.
Background:
The Rehabilitation Services Administration (RSA) recently
redesigned its funding priority for the Rehabilitation Long-Term
Training program, Vocational Rehabilitation Counseling; the final
priority was published in the Federal Register on November 5, 2013 (78
FR 66271). The goal of this priority was to support high-quality
master's level programs that would produce qualified and effective
vocational rehabilitation (VR) counselors to meet the identified needs
of State VR agencies and to assist individuals with disabilities in
achieving high-quality employment outcomes.
In redesigning that priority, the Department was particularly
concerned with increasing the rigor of training programs for
prospective VR counselors to ensure that they had the knowledge and
skills necessary to provide effective services to consumers in State VR
agencies. In particular, the revisions were designed to ensure that (1)
program curricula are developed to prepare scholars to meet the needs
of State VR agency consumers; (2) programs recruit high-quality
scholars and support them through the program, including through the
provision of career counseling to program graduates; (3) programs
maintain strong relationships with State VR agencies to promote
employment and internship opportunities for scholars; and (4) programs
are continuously evaluated using feedback from State VR agencies and
consumers of VR services.
RSA has not yet made its first awards under the revised priority
for Vocational Rehabilitation Counseling. However, we believe it has
the potential to dramatically improve the caliber of programs and
scholars we support and, by extension, the employment outcomes for
State VR agency consumers.
Although scholars receiving support under the Vocational
Rehabilitation Counseling priority are expected to develop the
knowledge and skills to meet the needs of the majority of VR consumers,
there will always be a need for counselors with specialized skills to
meet the unique needs of individuals with specific disabilities, e.g.,
individuals who are blind or deaf or who have a serious mental illness.
In fact, in response to a request for information (RFI) published in
the Federal Register on November 8, 2012 (77 FR 66959), a number of
commenters made exactly this case. Even in his Presidential Memorandum
on Job-Driven Training for Workers, issued on January 30, 2014, the
President noted that ``job seekers must have access to education and
training that meets their unique needs and the requirements for good
jobs and careers.''
In response to these insights, the Department plans to make new
awards in several specialty areas under the Long-Term Training program
in FY 2014. However, in order to ensure the same level of rigor in
specialty areas as we will require from our Vocational Rehabilitation
Counseling grantees, we propose a new priority for specialty areas
under the Long-Term Training program.\1\ Although the Department does
not plan on making awards in all of these specialty areas in FY 2014,
we are drafting this priority for all specialty areas to reduce the
burden on the Department and commenters in future years should we opt
to support projects under a different specialty area than those for
which awards are made in FY 2014.
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\1\ Specifically, the new priority is being proposed for the
following specialty areas: (1) Rehabilitation Administration; (2)
Rehabilitation Technology; (3) Vocational Evaluation and Work
Adjustment; (4) Rehabilitation of Individuals Who Are Mentally Ill;
(5) Rehabilitation Psychology; (6) Rehabilitation of Individuals Who
are Blind or have Vision Impairments; (7) Rehabilitation of
Individuals Who are Deaf or Hard of Hearing; (8) Job Development and
Job Placement Services; and (9) Comprehensive System of Personnel
Development.
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In FY 2014, the Department plans to make new awards in the
following specialty areas only:
(1) Vocational Evaluation and Work Adjustment: Many who commented
on the RFI and on the notice of proposed priority for Vocational
Rehabilitation Counseling, published in the Federal Register on June
14, 2013 (78 FR 35808), strongly urged RSA to continue support for
vocational evaluation programs. They stressed the critical importance
of VR professionals' understanding of the individual skills needed in
today's labor market and how best to align those skills with the
changing demands of the labor market so that consumers with
disabilities can achieve high-quality employment outcomes.
Vocational evaluators are trained to use labor market reviews,
analyze job and training programs, assess work site accommodations, and
conduct vocational profiles and reports. Evaluators examine the details
of specific work opportunities for an
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individual with a disability, including the physical, academic, social,
and emotional demands of the work environment in order to maximize the
potential for an individual's long-term career success.
Although VR counselors receiving a master's degree in VR counseling
may possess some of these specialized skills, they do not receive the
breadth and depth of training in these skill sets that an individual
receiving a specialized degree or certificate in vocational evaluation
does.
(2) Rehabilitation of Individuals Who Are Mentally Ill: Mental
illness has a pronounced negative effect on employment. Both internal
and external factors (e.g., stigma, discrimination, co-occurring
conditions such as substance abuse, and medications used in treating
mental health conditions) contribute to poor employment outcomes. Data
from RSA's 2012 Case Service Report show that approximately 25 percent
of the individuals whose case records were closed in that year had a
primary disabling condition of mental illness (e.g., anxiety disorders,
mood disorders, personality disorders, schizophrenia), with an
additional 15 percent having a secondary co-occurring disabling
condition of mental illness. Individuals with mental illness represent
the largest disability group receiving public income support and they
are the least likely to achieve successful employment outcomes after VR
(Cook, 2006). For those individuals with mental illness who are
employed, mental illness is associated with decreased productivity and
job retention (Lerner, et al., 2012). State VR agency staff providing
services to these consumers need specialized training in order to
improve the likelihood that these consumers will achieve quality
employment outcomes.
(3) Rehabilitation of Individuals Who are Blind or Have Vision
Impairments: There is a great need for more highly trained
rehabilitation professionals who understand the specific needs of
individuals who are blind or have vision impairments. Data from RSA's
Case Service Report indicate that, from 2007 to 2012, the number of
case records closed after receiving services with an employment outcome
for individuals with visual disabilities decreased by 17 percent. This
lack of success was particularly acute in General and Combined State VR
agencies, which saw a 24 percent reduction in the number of records of
individuals with visual disabilities closed with an employment outcome.
We believe that increasing the number of training programs
supported by the Long-Term Training program that are focused on the
unique needs of individuals who are blind or have vision impairments
can help to reverse this trend by ensuring that personnel have the
specialized knowledge and skills to provide high-quality services to
these VR consumers. Specifically, rehabilitation professionals are
needed who can provide individuals with training necessary for
adjustment to blindness or vision loss, including training in reading
braille, orientation and mobility, independent/daily living, and use of
assistive technology for both blindness and low vision-related
applications (e.g., screen-reading speech software or large-print
magnification devices).
(4) Rehabilitation of Individuals Who are Deaf or Hard of Hearing:
There is also a need for more professionals trained in the needs of
individuals who are deaf or hard of hearing. According to the ACS
(2012), approximately 2.1 percent (3.9 million) of American adults
between the ages of 18-64 report hearing difficulty. Hearing loss can
pose significant challenges to obtaining and retaining competitive
employment, and individuals with these disabling conditions often need
additional, specialized supports to be successful in the workforce.
Rehabilitation professionals working with this population should
have the following competencies: (1) knowledge of the medical,
psychological, and social impact of hearing loss; (2) knowledge of VR
counseling and assessment strategies appropriate for this population;
(3) knowledge of sign language, communication strategies, hearing aids,
cochlear implants, hearing rehabilitation, and assistive technologies
(e.g., assistive listening devices, speech-to-text software and
devices, telephone technologies, etc.); and (4) knowledge of education,
career, and employment opportunities.
References:
Cook, J. (2006). Employment Barriers for Persons with Psychiatric
Disabilities: Update of a Report for the President's Commission.
Psychiatric Services, 57(10), 1391-1405. Retrieved from http://ps.psychiatryonline.org/data/Journals/PSS/3777/06ps1391.pdf.
Lerner, D., Adler, D., Hermann, R. C., Chang, H., Ludman, E. J.,
Greenhill, A., Perch, K., McPeck, W. C., & Rogers, W. H. (2012).
Impact of a Work-Focused Intervention on the Productivity and
Symptoms of Employees with Depression. Journal of Occupational and
Environmental Medicine, 54(2), 128.
Obama, B.H. Presidential Memorandum on Job-Driven Training for
Workers. The White House, Office of the Press Secretary. 30 Jan.
2014. Web. 8 April 2014.
Rehabilitation Services Administration. (2012). Case Service Report.
RSA 911.
United States Census Bureau. (2012). S1819 Disability
Characteristics, 2008-2012 American Community Survey (ACS) 5-year
Estimates. American Fact Finder. 2012. Web. Feb. 2014.
Proposed Priority:
The Assistant Secretary for Special Education and Rehabilitative
Services proposes a priority to fund programs leading to a master's
degree or certificate in one of nine specialty areas: (1)
Rehabilitation Administration; (2) Rehabilitation Technology; (3)
Vocational Evaluation and Work Adjustment; (4) Rehabilitation of
Individuals Who Are Mentally Ill; (5) Rehabilitation Psychology; (6)
Specialized Personnel for Rehabilitation of Individuals Who Are Blind
or Have Vision Impairments; (7) Rehabilitation of Individuals Who Are
Deaf or Hard of Hearing; (8) Job Development and Job Placement
Services; and (9) Comprehensive System of Personnel Development. The
goal of this priority is to increase the skills of scholars in these
rehabilitation specialty areas so that, upon successful completion of
their master's degree or certificate programs, they are prepared to
effectively meet the needs and demands of consumers with disabilities.
Under this priority, applicants must:
(a) Provide data on the current and projected employment needs and
personnel shortages in the specialty area in State VR agencies and
other related agencies as defined in 34 CFR 386.4 in their local area,
region, and State, and describe how the proposed program will address
those employment needs and personnel shortages.
(b) Describe how the proposed program will provide rehabilitation
professionals with the skills and knowledge that will help ensure that
the individuals with disabilities whom they serve can meet current
demands and emerging trends in the labor market, including how:
(1) The curriculum provides a breadth of knowledge, experience, and
rigor that will adequately prepare scholars to meet the employment
needs and goals of VR consumers and aligns with evidence-based and
competency-based practices in the rehabilitation specialty area;
(2) The curriculum prepares scholars to meet all applicable
certification standards;
(3) The curriculum addresses new or emerging consumer needs or
trends at the national, State, and regional levels in the
rehabilitation specialty area;
(4) The curriculum teaches scholars to address the needs of
individuals with
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disabilities who are from diverse cultural backgrounds;
(5) The curriculum trains scholars to assess the assistive
technology needs of consumers, identify the most appropriate assistive
technology services and devices for assisting consumers to obtain and
retain employment, and train consumers to use such technology;
(6) The curriculum teaches scholars to work with employers
effectively in today's economy, including by teaching strategies for
developing relationships with employers in their State and local areas,
identifying employer needs and skill demands, making initial employer
contacts, presenting job-ready clients to potential employers, and
conducting follow-up with employers; and
(7) The latest technology is incorporated into the methods of
instruction (e.g., the use of distance education to reach scholars who
live far from the university and the use of technology to acquire labor
market information).
(c) Describe their methods to:
(1) Recruit highly capable prospective scholars who have the
potential to successfully complete the academic program, all required
practicum and internship experiences, and the required service
obligation;
(2) Educate potential scholars about the terms and conditions of
the service obligation under 34 CFR 386.4, 386.34, and 386.40 through
386.43 so that they will be fully informed before accepting a
scholarship;
(3) Maintain a system that ensures that scholars sign a payback
agreement and an exit form when they exit the program, regardless of
whether they drop out, are removed, or successfully complete the
program;
(4) Provide academic support and counseling to scholars throughout
the course of the academic program to ensure successful completion;
(5) Ensure that all scholars complete an internship in a State VR
agency or a related agency as a requirement for completion of a program
leading to a master's degree. The internship must be in a State VR
agency unless the VR agency does not directly perform work related to
the scholar's course of study or an applicant can provide sufficient
justification that it is not feasible for all students receiving
scholarships to complete an internship in a State VR agency. In such
cases, the applicant may require scholars to complete an internship in
a related agency, as defined in 34 CFR 386.4. Circumstances that would
constitute sufficient justification may include, but are not limited
to, a lack of capacity at the State VR agency to provide adequate
supervision of scholars during their internship experience and the
physical distance between scholars and the nearest office of the State
VR agency (e.g., for scholars enrolled in distance-learning programs or
at rural institutions). Applicants should include a written
justification in the application or provide it to RSA for review and
approval by the appropriate RSA Project Officer no later than 30 days
prior to a scholar beginning an internship in a related agency. For
applicants proposing a certificate program, the requirement for an
internship in a State VR agency or a related agency is waived unless
the certificate program has an internship requirement.
(6) Provide career counseling, including informing scholars of
professional contacts and networks, job leads, and other necessary
resources and information to support scholars in successfully obtaining
and retaining qualifying employment;
(7) Maintain regular contact with scholars upon successful program
completion to ensure that they have support during their search for
qualifying employment as well as support during the initial months of
their employment (e.g., by matching scholars with mentors in the
field);
(8) Maintain regular communication with scholars after program exit
to ensure that their contact information is current and that
documentation of employment is accurate and meets the regulatory
requirements for qualifying employment; and
(9) Maintain accurate information on, while safeguarding the
privacy of, current and former scholars from the time they are enrolled
in the program until they successfully meet their service obligation.
(d) Describe a plan for developing and maintaining partnerships
with State VR agencies and community-based rehabilitation service
providers that includes:
(1) Coordination between the grantee and the State VR agencies and
community-based rehabilitation service providers that will promote
qualifying employment opportunities for scholars and formalized on-
boarding and induction experiences for new hires;
(2) Formal opportunities for scholars to obtain work experiences
through internships, practicum agreements, job shadowing, and mentoring
opportunities; and
(3) When applicable, a scholar internship assessment tool that is
developed to ensure a consistent approach to the evaluation of scholars
in a particular program. The tool should reflect the specific
responsibilities of the scholar during the internship. The grantee and
worksite supervisor are encouraged to work together as they see fit to
develop the assessment tool. Supervisors at the internship site will
complete the assessment detailing the scholar's strengths and areas for
improvement that must be addressed and provide the results of the
assessment to the grantee. The grantee should ensure that (i) scholars
are provided with a copy of the assessment and all relevant rubrics
prior to beginning their internship, (ii) supervisors have sufficient
technical support to accurately complete the assessment, and (iii)
scholars receive a copy of the results of the assessment within 90 days
of the end of their internship.
(e) Describe how scholars will be evaluated throughout the entire
program to ensure that they are proficient in meeting the needs and
demands of today's consumers and employers, including the steps that
will be taken to provide assistance to a scholar who is not meeting
academic standards or who is performing poorly in a practicum or
internship setting.
(f) Describe how the program will be evaluated. Such a description
must include:
(1) How the program will determine its effect over a period of time
on filling vacancies in the State VR agency with qualified
rehabilitation professionals capable of providing quality services to
consumers;
(2) How input from State VR agencies and community-based
rehabilitation service providers will be included in the evaluation;
(3) How feedback from consumers of VR services and employers
(including the assessments described in paragraph (d)(3)) will be
included in the evaluation;
(4) How data from other sources, such as those from the Department
on the State VR program, will be included in the evaluation; and
(5) How the data and results from the evaluation will be used to
make necessary adjustments and improvements to the program.
Types of Priorities:
When inviting applications for a competition using one or more
priorities, we designate the type of each priority as absolute,
competitive preference, or invitational through a notice in the Federal
Register. The effect of each type of priority follows:
Absolute priority: Under an absolute priority, we consider only
applications that meet the priority (34 CFR 75.105(c)(3)).
[[Page 27240]]
Competitive preference priority: Under a competitive preference
priority, we give competitive preference to an application by (1)
awarding additional points, depending on the extent to which the
application meets the priority (34 CFR 75.105(c)(2)(i)); or (2)
selecting an application that meets the priority over an application of
comparable merit that does not meet the priority (34 CFR
75.105(c)(2)(ii)).
Invitational priority: Under an invitational priority, we are
particularly interested in applications that meet the priority.
However, we do not give an application that meets the priority a
preference over other applications (34 CFR 75.105(c)(1)).
Final Priority:
We will announce the final priority in a notice in the Federal
Register. We will determine the final priority after considering
responses to this notice and other information available to the
Department. This notice does not preclude us from proposing additional
priorities, requirements, definitions, or selection criteria, subject
to meeting applicable rulemaking requirements.
Note: This notice does not solicit applications. In any year in
which we choose to use this priority, we invite applications through
a notice in the Federal Register.
Executive Orders 12866 and 13563
Regulatory Impact Analysis
Under Executive Order 12866, the Secretary must determine whether
this regulatory action is ``significant'' and, therefore, subject to
the requirements of the Executive order and subject to review by the
Office of Management and Budget (OMB). Section 3(f) of Executive Order
12866 defines a ``significant regulatory action'' as an action likely
to result in a rule that may--
(1) Have an annual effect on the economy of $100 million or more,
or adversely affect a sector of the economy, productivity, competition,
jobs, the environment, public health or safety, or State, local, or
tribal governments or communities in a material way (also referred to
as an ``economically significant'' rule);
(2) Create serious inconsistency or otherwise interfere with an
action taken or planned by another agency;
(3) Materially alter the budgetary impacts of entitlement grants,
user fees, or loan programs or the rights and obligations of recipients
thereof; or
(4) Raise novel legal or policy issues arising out of legal
mandates, the President's priorities, or the principles stated in the
Executive order.
This proposed regulatory action is not a significant regulatory
action subject to review by OMB under section 3(f) of Executive Order
12866.
We have also reviewed this proposed regulatory action under
Executive Order 13563, which supplements and explicitly reaffirms the
principles, structures, and definitions governing regulatory review
established in Executive Order 12866. To the extent permitted by law,
Executive Order 13563 requires that an agency--
(1) Propose or adopt regulations only on a reasoned determination
that their benefits justify their costs (recognizing that some benefits
and costs are difficult to quantify);
(2) Tailor its regulations to impose the least burden on society,
consistent with obtaining regulatory objectives and taking into
account--among other things and to the extent practicable--the costs of
cumulative regulations;
(3) In choosing among alternative regulatory approaches, select
those approaches that would maximize net benefits (including potential
economic, environmental, public health and safety, and other
advantages; distributive impacts; and equity);
(4) To the extent feasible, specify performance objectives, rather
than the behavior or manner of compliance a regulated entity must
adopt; and
(5) Identify and assess available alternatives to direct
regulation, including economic incentives--such as user fees or
marketable permits--to encourage the desired behavior, or provide
information that enables the public to make choices.
Executive Order 13563 also requires an agency ``to use the best
available techniques to quantify anticipated present and future
benefits and costs as accurately as possible.'' The Office of
Information and Regulatory Affairs of OMB has emphasized that these
techniques may include ``identifying changing future compliance costs
that might result from technological innovation or anticipated
behavioral changes.''
We are issuing this proposed priority only on a reasoned
determination that its benefits would justify its costs. In choosing
among alternative regulatory approaches, we selected those approaches
that maximize net benefits. Based on the analysis that follows, the
Department believes that this regulatory action is consistent with the
principles in Executive Order 13563.
We also have determined that this regulatory action would not
unduly interfere with State, local, and tribal governments in the
exercise of their governmental functions.
In accordance with both Executive orders, the Department has
assessed the potential costs and benefits, both quantitative and
qualitative, of this regulatory action. The potential costs are those
resulting from statutory requirements and those we have determined as
necessary for administering the Department's programs and activities.
The benefits of the Rehabilitation Long-Term Training program have
been well established over the years through the successful completion
of similar projects. This proposed priority would promote
rehabilitation programs that will better prepare scholars to assist
individuals with disabilities achieve employment in today's challenging
economy.
Intergovernmental Review: This program is subject to Executive
Order 12372 and the regulations in 34 CFR part 79. One of the
objectives of the Executive order is to foster an intergovernmental
partnership and a strengthened federalism. The Executive order relies
on processes developed by State and local governments for coordination
and review of proposed Federal financial assistance.
This document provides early notification of our specific plans and
actions for this program.
Accessible Format: Individuals with disabilities can obtain this
document in an accessible format (e.g., braille, large print,
audiotape, or compact disc) on request to the program contact person
listed under FOR FURTHER INFORMATION CONTACT.
Electronic Access to This Document: The official version of this
document is the document published in the Federal Register. Free
Internet access to the official edition of the Federal Register and the
Code of Federal Regulations is available via the Federal Digital System
at: www.gpo.gov/fdsys. At this site you can view this document, as well
as all other documents of this Department published in the Federal
Register, in text or Adobe Portable Document Format (PDF). To use PDF
you must have Adobe Acrobat Reader, which is available free at the
site.
You may also access documents of the Department published in the
Federal Register by using the article search feature at:
www.federalregister.gov. Specifically, through the advanced search
feature at this site, you can limit your search to documents published
by the Department.
Dated: May 7, 2014.
Michael K. Yudin,
Acting Assistant Secretary for Special Education and Rehabilitative
Services.
[FR Doc. 2014-10958 Filed 5-12-14; 8:45 am]
BILLING CODE 4000-01-P