Applications for New Awards; Educational Technology, Media, and Materials Program for Individuals with Disabilities-Center on Technology and Disability, 39271-39279 [2013-15712]

Agencies

• DEPARTMENT OF EDUCATION

[Federal Register Volume 78, Number 126 (Monday, July 1, 2013)]
[Notices]
[Pages 39271-39279]
From the Federal Register Online via the Government Printing Office [www.gpo.gov]
[FR Doc No: 2013-15712]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Educational Technology, Media, and 
Materials Program for Individuals with Disabilities--Center on 
Technology and Disability

AGENCY: Office of Special Education and Rehabilitative Services, 
Department of Education.

ACTION: Notice.

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    Overview Information: Educational Technology, Media, and Materials 
Program for Individuals with Disabilities--Center on Technology and 
Disability.
    Notice inviting applications for new awards for fiscal year (FY) 
2013.

Catalog of Federal Domestic Assistance (CFDA) Number: 84.327F.

DATES: Applications Available: July 1, 2013.
    Deadline for Transmittal of Applications: August 15, 2013.

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: The purpose of the Educational Technology, 
Media, and Materials for Individuals with Disabilities Program \1\ is 
to: (1) Improve results for children with disabilities by promoting the 
development, demonstration, and use of technology; (2) support 
educational media services activities designed to be of educational 
value in the classroom for children with disabilities; (3) provide 
support for captioning and video description that is appropriate for 
use in the classroom; and (4) provide accessible educational materials 
to children with disabilities in a timely manner.
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    \1\ This program was formerly called ``Technology and Media 
Services for Individuals with Disabilities.'' The Department has 
changed the name to ``Educational Technology, Media, and Materials 
for Individuals with Disabilities,'' and updated the purposes of the 
program to more clearly convey that the program includes accessible 
educational materials. The program's activities and statutory 
authorization (20 U.S.C. 1474) remain unchanged.
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    Priority: In accordance with 34 CFR 75.105(b)(2)(v), this priority 
is from allowable activities specified in the statute (see sections 
674(b)(1), 674(b)(2)(A), and 681(d) of the Individuals with 
Disabilities Education Act (IDEA) (20 U.S.C. 1400 et seq.)).
    Absolute Priority: For FY 2013, this priority is an absolute 
priority. Under 34 CFR 75.105(c)(3), we consider only applications that 
meet this priority.
    This priority is:

Educational Technology, Media, and Materials for Individuals with 
Disabilities--Center on Technology and Disability

    Background: The purpose of this priority is to fund a cooperative 
agreement to support the establishment and operation of a Center on 
Technology and Disability (Center). The Center will increase the 
capacity \2\ of families and providers \3\ to advocate for, acquire, 
and implement effective assistive technology (AT) \4\ and instructional 
technology (IT) \5\ to help infants, toddlers, children, and youth with 
disabilities (collectively, ``children with disabilities'') participate 
fully in daily routines in their natural environments, have increased 
access to the general education curriculum, improve their functional 
outcomes and educational results, and meet college- and career-ready 
standards.
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    \2\ ``Capacity'' means possessing essential knowledge, skills, 
and competencies to act effectively.
    \3\ ``Providers'' denotes teachers, therapists, 
paraprofessionals, and other professionals providing services to 
children with disabilities under Parts B and C of IDEA. The term 
includes general educators serving children in inclusive settings.
    \4\ Section 602 of IDEA defines an ``assistive technology 
device'' as ``any item, piece of equipment, or product system, 
whether acquired commercially off the shelf, modified or customized, 
that is used to increase, maintain, or improve the functional 
capabilities of a child with a disability;'' and an ``assistive 
technology service'' as ``any service that directly assists a child 
with a disability in the selection, acquisition, or use of an 
assistive technology device.'' For purposes of this priority, ``AT'' 
refers to any assistive technology device or assistive technology 
service.
    \5\ IDEA does not provide a definition for IT, but for the 
purposes of this priority, ``IT'' is defined as technology processes 
and resources that facilitate learning and improve student 
performance for all students.
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    The Center will achieve these results by: (1) Compiling and 
disseminating accurate and current information on evidence-based AT and 
IT for families and providers in formats that are usable and accessible 
and that address the needs of diverse families and providers; (2) 
providing technical assistance (TA) to State educational agencies 
(SEAs) to enable SEAs to effectively increase the capacity of their 
local educational agencies (LEAs) to support families and providers in 
acquiring and implementing appropriate AT and IT; (3) providing TA to 
other projects funded by the Office of Special Education Programs 
(OSEP) to enable these projects to more effectively train families and 
providers on how to advocate for, acquire, and implement AT and IT for 
children with disabilities; and (4) providing TA to personnel 
development projects funded by OSEP to enable them to better prepare 
providers on effective AT and IT use by children with disabilities.
    Almost 30 years of research and experience have demonstrated that 
supporting the development and use of AT and IT to maximize 
accessibility for children with disabilities can enhance the education 
and development of children with disabilities (section 601(c)(5)(H) of 
IDEA). With the increased use of appropriate AT and IT, more children 
with disabilities will to the maximum extent possible participate fully 
in daily routines in their natural environments, have access to the 
general education curriculum, be prepared to meet college- and career-
ready standards, and lead productive and independent adult lives.
    Providers play a key role in ensuring that AT and IT are used 
effectively by children with disabilities. However, research shows that 
these providers often lack knowledge about AT and IT; and, furthermore, 
this lack of knowledge has been identified as a critical barrier to 
effective technology use by children with disabilities (Smith & 
Robinson, 2003; Lee & Vega, 2005; Bausch, Ault, Evmenova, & Behrmann, 
2008; Zhou, Parker, Smith, & Griffin-Shirley, 2011; U.S. Department of 
Education, 2010). Families also often lack knowledge of effective AT 
and IT, and how they can support their children's use of AT and IT. 
Informed parents actively involved in their children's development and 
education contribute significantly to positive educational outcomes 
(Caspe & Lopez, 2006). Studies suggest that parents of children with 
disabilities want to be involved in planning AT and IT for their 
children (Long, Huang, Woodbridge, Woolverton, & Minkel, 2003; Parette 
& McMahan, 2002; Lee & Templeton, 2008) and that a lack of family 
involvement may lead to misuse and disuse of AT and IT (Alper & 
Raharinirina, 2006; Zabala & Carl, 2005).
    To increase their knowledge of effective, evidence-based AT and IT 
and to actively support children's use of AT and IT, both families and 
providers need ongoing, reliable, accurate, and current information 
(Marino, Marino, & Shaw, 2006). The information must help families and 
providers make sense of the rapid proliferation of new technologies, 
products, and approaches developed for all users and specifically for 
children with disabilities. The

[[Page 39272]]

information must also help families and providers navigate the growing 
number of sources of information about AT and IT, including projects 
and clearinghouses supported by the Department of Education 
(Department).\6\ Lastly, information about AT and IT must be tailored 
to the specific technologies, audiences, and environments in which the 
technologies will be used and must also promote the adoption and use of 
AT and IT (Hazen, Wu, Sankar, & Jones-Farmer, 2011). The Center will 
provide accurate and current information on evidence-based AT and IT 
for providers and families. The Center will tailor this information to 
the particular needs of providers and families.
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    \6\ Examples of Department projects and clearinghouses include, 
but are not limited to, the following: (1) Projects partially 
focused on AT and IT such as the What Works Clearinghouse, the Doing 
What Works Web site, Comprehensive Centers, Regional Resource 
Centers, Parent Training and Information Centers (PTIs), and 
Community Parent Resource Centers (CPRCs); and (2) projects 
exclusively focused on AT and IT such as the Family Center on 
Technology and Disability, Center for Implementing Technology in 
Education (CITEd), AbleData, [AT] Connects, National Center on 
Accessible Instructional Materials (AIM Center), the Center on 
Technology Implementation, Tots `n Tech, Stepping-up to Technology 
Implementation, and Steppingstones of Technology Innovation.
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    Knowledge alone, however, is not enough to build capacity and 
increase the effective use of AT and IT. The Center will also develop a 
comprehensive approach to providing TA that uses strategies built on 
the most current evidence base for effective AT and IT use. These 
strategies will increase the capacity of families and providers to 
advocate for, acquire, and implement effective AT and IT for children 
with disabilities to help them participate fully in daily routines in 
their natural environments, increase their access to the general 
education curriculum, improve their functional outcomes and educational 
results, and meet college- and career-ready standards. These strategies 
are:
    First, the Center will build support for scaling up effective 
practices in LEAs and individual schools through the provision of 
targeted TA \7\ to SEAs. A survey of SEAs on their efforts to support 
LEAs in the provision of education-related AT revealed significant 
variability among States (Sopko, 2008). Most States provide general 
information and personnel development regarding AT, while few States 
provide specific TA on AT and IT. The Center will work with SEAs to 
effectively increase the capacity of LEAs to provide services to 
families and providers that increase their skills in advocating for, 
acquiring, and implementing effective AT and IT for children with 
disabilities.
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    \7\ As used in this priority, ``targeted TA'' means TA service 
based on needs common to multiple recipients and not extensively 
individualized. A relationship is established between the TA 
recipient and one or more TA center staff. This category of TA 
includes one-time, labor-intensive events, such as facilitating 
strategic planning or hosting regional or national meetings. It can 
also include episodic, less labor-intensive events that extend over 
a period of time, such as facilitating a series of conference calls 
on single or multiple topics that are designed around the needs of 
the recipients. Facilitating communities of practice can also be 
considered targeted, specialized TA. The following Web site provides 
more information on levels of TA: www.tadnet.org.
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    Second, the Center will provide targeted TA to OSEP-funded 
projects, including Parent Training and Information Centers (PTIs) and 
Community Parent Resource Centers (CPRCs), to increase the projects' 
capacity to provide effective training on AT and IT to families, as 
well as collaborate with providers to foster the effective 
implementation of AT and IT (Edyburn, 2004).
    And third, the Center will provide targeted TA to personnel 
development projects funded under the Personnel Preparation program 
authorized under section 662 of IDEA to increase their capacity to 
prepare providers on the effective use of AT and IT with children with 
disabilities. One of the objectives of the Personnel Preparation 
program is to ensure that projects provide training to early 
intervention and special education personnel, including administrators, 
on the use of new technologies (section 662(a)(6)(A) of IDEA). 
Personnel development projects also need to improve the AT and IT 
content they provide in order to reduce providers' knowledge gaps 
(Chesley & Jordan, 2012; Manning & Carpenter, 2008). The Center will 
provide targeted TA to personnel development projects to better enable 
them to prepare providers on the effective use of AT and IT with 
children with disabilities.
    Priority:
    The purpose of this priority is to fund a cooperative agreement to 
support the establishment and operation of a Center on Technology and 
Disability. The Center will increase the capacity of families and 
providers to advocate for, acquire, and implement effective AT and IT 
to help children with disabilities participate fully in daily routines 
in their natural environments, have increased access to the general 
education curriculum, improve their functional outcomes and educational 
results, and meet college- and career-ready standards.
    The Center must provide, at a minimum, the necessary TA to meet the 
following expected outcomes:
    (a) Families and providers will have access to accurate and current 
information on evidence-based AT and IT for children with disabilities 
in formats that are relevant to their needs so that they can (1) 
Advocate for appropriate AT and IT; (2) participate effectively in 
planning, acquiring, and implementing AT and IT; and (3) make informed 
decisions about how resources should be spent.
    (b) SEAs will increase their capacity to provide TA to LEAs so that 
LEAs can more effectively support families and providers in the 
acquisition and implementation of appropriate AT and IT in order to 
improve educational results and functional outcomes for children with 
disabilities.
    (c) Other OSEP-funded projects, including PTIs and CPRCs, will 
increase their capacity to train families and providers so that they 
can effectively advocate for, acquire, and implement AT and IT for 
children with disabilities.
    (d) OSEP-funded personnel development projects will increase their 
capacity to prepare providers to help children with disabilities use AT 
and IT more effectively.
    To be considered for funding under this absolute priority, 
applicants must meet the application, programmatic, and administrative 
requirements specified in this priority.
    The requirements of this priority are as follows:
    (a) Demonstrate, in the narrative section of the application under 
``Significance of the Project,'' how the project--
    (1) Addresses families' and providers' need for useful, relevant, 
and current information and training on evidence-based AT and IT for 
children with disabilities. To address this requirement the applicant 
must--
    (i) Demonstrate knowledge of the following:
    (A) Evidence-based research and effective practices on AT and IT 
use by children with disabilities and providers;
    (B) Information and training currently available on AT and IT 
through various sources;
    (C) Federal and State TA currently available to LEAs on AT and IT; 
and
    (ii) Identify gaps and weaknesses in the information and training 
on AT and IT that is currently available to SEAs, LEAs, OSEP-funded 
projects, families, and providers;
    (2) Increases families' and providers' understanding of effective 
strategies to advocate for, acquire, and use appropriate AT and IT for 
children with disabilities. To address this requirement the applicant 
must--

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    (i) Demonstrate knowledge of best practices in providing 
information to families and providers;
    (ii) Identify dissemination strategies that will enable more 
families and providers to efficiently acquire reliable and up-to-date 
information on AT and IT, as well as use the acquired information 
effectively, including families and providers who are underserved or 
have limited access to information; and
    (iii) Identify effective strategies for providing TA to SEAs, LEAs, 
OSEP-funded projects, families, and providers; and
    (3) Increases families' and providers' capacity to advocate for, 
acquire, and use appropriate AT and IT for children with disabilities.
    (b) Demonstrate, in the narrative section of the application under 
``Quality of the Project Services,'' how the project will--
    (1) Use a conceptual framework and project logic model (see 
paragraph (f)(1)) to guide the development of project plans and 
activities describing any underlying concepts, assumptions, 
expectations, beliefs, or theories, as well as the presumed 
relationship or linkages among these variables, and any empirical 
support for this framework;
    (2) Collect and evaluate information on AT and IT using consistent 
evidence standards, such as those used by the What Works Clearinghouse 
(see https://ies.ed.gov/ncee/wwc). The information on AT and IT must--
    (i) Address a variety of topics, including, but not limited to: 
emerging technologies; new and available AT and IT products; 
universally designed alternatives to traditional AT and IT; resources 
to help families and providers acquire AT and IT; and best practices in 
the selection, implementation, and use of AT and IT to benefit children 
with disabilities; and
    (ii) Include current and archival information from other projects 
funded by the Department, such as grants funded under the Educational 
Technology, Media, and Materials for Individuals with Disabilities 
Program;
    (3) Create new training and information materials for families and 
providers that--
    (i) Synthesize reliable information about evidence-based AT and IT, 
including advancements in AT and IT;
    (ii) Are accessible, usable, and easy for families and others to 
understand;
    (iii) Are available in other languages and address the linguistic 
needs of English learners (ELs) with disabilities;
    (iv) Respond to the changing needs of SEAs, LEAs, OSEP-funded 
projects, families, and providers; and
    (v) Increase parents' and providers' knowledge of AT, IT, and 
effective practices in the use of technology to improve functional 
outcomes and educational results for children with disabilities;
    (4) Provide universal TA,\8\ using information collected in 
response to paragraph (b)(2), on effective AT and IT for children with 
disabilities, including how to acquire, use, and implement that AT and 
IT, that--
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    \8\ As used in this priority, ``universal TA'' means TA and 
information provided to independent users through their own 
initiative, resulting in minimal interaction with TA center staff 
and including one-time, invited, or offered conference presentations 
by TA center staff. This category of TA also includes information or 
products, such as newsletters, guidebooks, or research syntheses, 
downloaded from the TA center's Web site by independent users. Brief 
communications by TA center staff with recipients, either by 
telephone or email, are also considered universal, general TA. The 
following Web site provides more information on levels of TA: 
www.tadnet.org.
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    (i) Meets the needs of multiple audiences, including, but not 
limited to: Families, families with limited English proficiency, parent 
service organizations, providers, administrators, professional 
organizations, SEAs, LEAs, lead agencies, professional training 
programs, AT and IT developers, vendors, and researchers;
    (ii) Includes a variety of formats that are appropriate to the 
audience and to the nature of the information, such as Web sites, 
newsletters, guidebooks, research syntheses, conference presentations, 
and published articles, among others;
    (iii) Uses various dissemination methods (in-person, remote, and 
Web-based, among others) to reach as many families and providers as 
possible;
    (iv) Uses best practices for training and providing TA to adult 
learners; and
    (v) Uses technology to increase the efficiency and effectiveness of 
the TA provided;
    (5) Provide targeted TA to SEAs that--
    (i) Increases SEAs' capacity to help LEAs to support families and 
providers in the acquisition and implementation of appropriate AT and 
IT by children with disabilities;
    (ii) Includes a variety of formats, such as webinars, workshops, 
training modules, meetings, communities of practice, and wikis;
    (iii) Uses various dissemination methods (in-person, remote, and 
Web-based, among others) to reach as many families and providers as 
possible;
    (iv) Uses best practices for training and providing TA to adult 
learners;
    (v) Uses technology to increase the efficiency and effectiveness of 
the TA provided; and
    (vi) Makes use of existing knowledge and expertise within SEAs;
    (6) Provide targeted TA to OSEP-funded personnel development 
projects, PTIs, CPRCs, and other projects that--
    (i) Increases the projects' knowledge of AT and IT and their 
capacity to more effectively train families and providers on how to 
advocate for, acquire, and implement effective AT and IT for children 
with disabilities;
    (ii) Uses a variety of formats, such as webinars, workshops, 
training modules, meetings, communities of practice, and wikis, among 
others;
    (iii) Uses various dissemination methods (in-person, remote, and 
Web-based, among others) to reach as many families and providers as 
possible;
    (iv) Uses best practices for training and providing TA to adult 
learners;
    (v) Uses technology to increase the efficiency and effectiveness of 
the TA provided; and
    (vi) Makes use of existing knowledge and expertise within personnel 
development projects, parent training and information centers, deaf-
blind projects, TA centers, and State personnel development projects, 
among others;
    (7) Collaborate with other projects and initiatives that can 
contribute to meeting the Center's outcomes, including, but not limited 
to: AbleData, [AT] Connects, State projects supported by the AT Act, 
and AT and IT vendors and researchers;
    (8) Disseminate information about the Center's products and 
services in order to promote their use to improve outcomes for children 
with disabilities; and
    (9) Consult with a group of persons, including, but not limited to: 
Representatives from OSEP-funded personnel development and other 
projects; SEAs, LEAs, and Part C lead agencies; providers and provider 
associations; families; people with disabilities; and researchers, as 
appropriate; on the activities and outcomes of the Center; and solicit 
programmatic support and advice from various participants in the group, 
as appropriate. The Center must identify the members of this group to 
OSEP, for its approval, within eight weeks following receipt of the 
award.
    (c) Demonstrate, in the narrative section of the application under 
``Quality of the Evaluation Plan,'' how--
    (1) The applicant will evaluate the effectiveness of the proposed 
project by undertaking a formative evaluation and a summative 
evaluation, including a description of how the applicant will measure 
the outcomes proposed in the logic model (see paragraph (f)(1)). The 
description must include--

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    (i) Evaluation methodologies, including proposed instruments, data 
collection methods, evaluation questions, and possible analyses;
    (ii) Proposed standards or targets for determining effectiveness; 
and
    (iii) A proposed third-party evaluator to carry out the summative 
evaluation;
    (2) The applicant will use the results of the formative evaluation 
to provide performance feedback for examining the effectiveness of 
project implementation strategies and progress toward achieving 
intended outcomes; and
    (3) Formative evaluation activities during the project period will 
complement and inform the summative evaluation. The final summative 
evaluation will be developed in consultation with the third-party 
evaluator and the OSEP project officer.
    (d) Demonstrate, in the narrative section of the application under 
``Adequacy of Project Resources,'' how--
    (1) The proposed personnel, consultants, and contractors are highly 
qualified, experienced, and committed to carrying out the proposed 
activities and meeting the outcomes identified in the project logic 
model (see paragraph (f)(1));
    (2) The qualifications of the members of the group referred to in 
paragraph (b)(9) are relevant to the proposed activities and outcomes;
    (3) The applicant will encourage applications for employment from 
persons who are members of groups that have traditionally been 
underrepresented based on race, color, national origin, language, 
linguistic background, gender, age, or disability, as appropriate; and
    (4) The applicant and any key partners will ensure that they have 
adequate resources to carry out the proposed activities.
    (e) Demonstrate, in the narrative section of the application under 
``Quality of the Management Plan,'' how--
    (1) The proposed management plan will ensure that the project's 
outcomes, identified in the project logic model (see paragraph (f)(1)), 
will be achieved on time and within budget;
    (2) The time of key personnel, consultants, and contractors will be 
sufficiently allocated to the project;
    (3) The proposed management plan will ensure that the products and 
services provided are of high quality; and
    (4) The proposed project will benefit from a diversity of 
perspectives, including families, researchers, personnel development 
projects, parent training and information centers, SEAs and lead 
agencies, and other OSEP-funded projects, among others.
    (f) Address the following application requirements as directed. The 
applicant must--
    (1) Include, in Appendix A, a logic model that depicts, at a 
minimum, the goals, activities, outputs, and outcomes of the proposed 
project. A logic model communicates how a project will achieve its 
outcomes and provides a framework for both the formative and summative 
evaluations of the project;
    Note: The following Web sites provide more information on logic 
models: www.researchutilization.org/matrix/logicmodel_resource3c.html 
and www.tadnet.org/pages/589;
    (2) Include, in Appendix A, a conceptual framework for the project;
    (3) Include, in Appendix A, person-loading charts and timelines to 
illustrate the management plan described in the narrative;
    (4) Ensure that the budget includes attendance at all of the 
following events:
    (i) A one and one-half day kick-off meeting to be held in 
Washington, DC, following receipt of the award, and an annual planning 
meeting held in Washington, DC, with the OSEP project officer and other 
relevant staff during each subsequent year of the project period.

    Note: Within 30 days of receipt of the award, a post-award 
teleconference must be held between the OSEP project officer and the 
grantee's project director or other authorized representative.

    (ii) A three-day project directors' conference in Washington, DC, 
during each year of the project period.
    (iii) One trip annually to attend Department briefings, Department-
sponsored conferences, and other meetings, as requested by OSEP;
    (5) Ensure that the budget includes--
    (i) A line item for an annual set-aside of five percent of the 
grant amount to support emerging needs that are consistent with the 
proposed project's activities, as those needs are identified in 
consultation with OSEP;
    Note: With approval from the OSEP project officer, the Center 
should reallocate any remaining funds from this annual set-aside no 
later than the end of the third quarter of each budget period.
    (ii) A line item for a summative evaluation to be conducted by an 
independent third party; and
    (6) Ensure that the project maintains a Web site that meets 
government or industry-recognized standards for accessibility.
    Fourth and Fifth Years of the Project:
    In deciding whether to continue funding the Center for the fourth 
and fifth years, the Secretary will consider the requirements of 34 CFR 
75.253(a), as well as--
    (a) The recommendation of a review team consisting of experts 
selected by the Secretary. This review will be conducted during a one-
day intensive meeting in Washington, DC, that will be held during the 
last half of the second year of the project period. The Center must 
budget for travel expenses associated with this one-day intensive 
review;
    (b) The timeliness and effectiveness with which all requirements of 
the negotiated cooperative agreement have been or are being met by the 
Center; and
    (c) The quality, relevance, and usefulness of the Center's 
activities and products and the degree to which the Center's activities 
and products increase families' and providers' capacity to advocate 
for, acquire, and implement effective AT and IT for children with 
disabilities and thereby improve educational and developmental outcomes 
for children with disabilities.
    References:

Alper, S., & Raharinirina, S. (2006). Assistive technology for 
individuals with disabilities: A review and synthesis of the 
literature. Journal of Special Education Technology, 21(2), 47-64.
Bausch, M. E., Ault, M. J., Evmenova, A. S., & Behrmann, M. M. 
(2008). Going beyond AT devices: Are AT services being considered? 
Journal of Special Education Technology, 23(2), 1-16.
Caspe, M., & Lopez, M. E. (2006). Lessons from family-strengthening 
interventions: Learning from evidence-based practice. Cambridge, MA: 
Harvard Family Research Project. Retrieved from www.gse.harvard.edu/hfrp/projects/fine/resources/research/lessons.html.
Chesley, G. M., & Jordan, J. (2012). What's missing from teacher 
prep. Educational Leadership, 69(8), 41-45.
Edyburn, D. L. (2004). Rethinking assistive technology. Special 
Education Technology Practice, 5(4), 16-23.
Hazen, B. T., Wu, Y., Sankar, C. S., & Jones-Farmer, L. (2011). A 
proposed framework for educational innovation dissemination. Journal 
Of Educational Technology Systems, 40(3), 301-321.
Lee, H., & Templeton, R. (2008). Ensuring equal access to 
Technology: Providing assistive technology for students with 
disabilities. Theory Into Practice, 47(3), 212-219. doi: 10.1080/
00405840802153874.
Lee, Y., & Vega, L. A. (2005). Perceived knowledge, attitudes, and 
challenges of AT use in special education. Journal of Special 
Education Technology, 20(2), 60-62.
Long, T., Huang, L., Woodbridge, M., Woolverton, M., & Minkel, J. 
(2003). Integrating assistive technology into an outcome-driven 
model of service delivery. Infants and Young Children, 16, 272-283.

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Manning, J. B., & Carpenter, L. B. (2008). Assistive Technology 
WebQuest: Improving learning for preservice teachers. TechTrends, 
52(6), 47-52.
Marino, M. T., Marino, E. C., & Shaw, S. F. (2006). Making informed 
assistive technology decisions for students with high incidence 
disabilities. Teaching Exceptional Children, 38(6), 18-25.
Parette, P., & McMahan, G. A. (2002). What should we expect of 
assistive technology? Being sensitive to family goals. Teaching 
Exceptional Children, 35, 56-61.
Smith, S. J., & Robinson, S. (2003). Technology integration through 
collaborative cohorts. Remedial & Special Education, 24(3), 154-159.
Sopko, K. M. (2008). State support of education-related assistive 
technology (inForum Brief Policy Analysis). Project Forum at NASDSE. 
Retrieved from www.projectforum.org.
U.S. Department of Education, Office of Educational Technology. 
(2010). Transforming American education: Learning powered by 
technology. Retrieved from www.ed.gov/sites/default/files/netp2010.pdf.
Zabala, J. S., & Carl, D. F. (2005). Quality indicators for 
assistive technology services in schools. In D. L. Edyburn, K. 
Higgins, & R. Boone (Eds.), The handbook of special education 
technology research and practice (pp. 179-207). Whitefish Bay, WI: 
Knowledge by Design, Inc.
Zhou, L., Parker, A. T., Smith, D. W., & Griffin-Shirley, N. (2011). 
Assistive technology for students with visual impairments: 
Challenges and needs in teachers' preparation programs and practice. 
Journal of Visual Impairment & Blindness, 105(4), 197-210.

    Waiver of Proposed Rulemaking: Under the Administrative Procedure 
Act (APA) (5 U.S.C. 553) the Department generally offers interested 
parties the opportunity to comment on proposed priorities and 
requirements. Section 681(d) of IDEA, however, makes the public comment 
requirements of the APA inapplicable to the priority in this notice.

    Program Authority: 20 U.S.C. 1474 and 1481.
    Applicable Regulations: (a) The Education Department General 
Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 79, 80, 
81, 82, 84, 86, 97, 98, and 99. (b) The Education Department debarment 
and suspension regulations in 2 CFR part 3485.

    Note: The regulations in 34 CFR part 79 apply to all applicants 
except federally recognized Indian tribes.


    Note: The regulations in 34 CFR part 86 apply to institutions of 
higher education (IHEs) only.

II. Award Information

    Type of Award: Cooperative agreement.
    Estimated Available Funds: $1,435,500.
    Contingent upon the availability of funds and the quality of 
applications, we may make additional awards in FY 2014 from the list of 
unfunded applicants from this competition.
    Maximum Award: We will reject any application that proposes a 
budget exceeding $1,435,500 for a single budget period of 12 months. 
The Assistant Secretary for Special Education and Rehabilitative 
Services may change the maximum amount through a notice published in 
the Federal Register.
    Estimated Number of Awards: 1.

    Note: The Department is not bound by any estimates in this 
notice.

    Project Period: Up to 60 months.

III. Eligibility Information

    Eligible Applicants: SEAs; LEAs, including public charter schools 
that are considered LEAs under State law; IHEs; other public agencies; 
private nonprofit organizations; outlying areas; freely associated 
States; Indian tribes or tribal organizations; and for-profit 
organizations.
    2. Cost Sharing or Matching: This competition does not require cost 
sharing or matching.
    3. Other:
    (a) General Requirements. The projects funded under this 
competition must make positive efforts to employ, and advance in 
employment, qualified individuals with disabilities (see section 606 of 
IDEA).
    (b) Applicants and grant recipients funded under this competition 
must involve individuals with disabilities or parents of individuals 
with disabilities ages birth through 26 in planning, implementing, and 
evaluating the project (see section 682(a)(1)(A) of IDEA).

IV. Application and Submission Information

    1. Address to Request Application Package: Education Publications 
Center (ED Pubs), U.S. Department of Education, P.O. Box 22207, 
Alexandria, VA 22304. Telephone, toll free: 1-877-433-7827. FAX: (703) 
605-6794. If you use a telecommunications device for the deaf (TDD) or 
a text telephone (TTY), call, toll free: 1-877-576-7734.
    You can contact ED Pubs at its Web site, also: www.EDPubs.gov or at 
its email address: edpubs@inet.ed.gov.
    If you request an application package from ED Pubs, be sure to 
identify this competition as follows: CFDA number 84.327F.
    Individuals with disabilities can obtain a copy of the application 
package in an accessible format (e.g., braille, large print, audiotape, 
or compact disc) by contacting the team listed under Accessible Format 
in section VIII of this notice.
    2. Content and Form of Application Submission: Requirements 
concerning the content of an application, together with the forms you 
must submit, are in the application package for this competition. Page 
Limit: The application narrative (Part III of the application) is where 
you, the applicant, address the selection criteria that reviewers use 
to evaluate your application. You must limit Part III to the equivalent 
of no more than 50 pages, using the following standards:
     A ``page'' is 8.5'' x 11'', on one side only, with 1'' 
margins at the top, bottom, and both sides.
     Double space (no more than three lines per vertical inch) 
all text in the application narrative, including titles, headings, 
footnotes, quotations, references, and captions, as well as all text in 
charts, tables, figures, and graphs.
     Use a font that is either 12 point or larger or no smaller 
than 10 pitch (characters per inch).
     Use one of the following fonts: Times New Roman, Courier, 
Courier New, or Arial. An application submitted in any other font 
(including Times Roman or Arial Narrow) will not be accepted.
    The page limit does not apply to Part I, the cover sheet; Part II, 
the budget section, including the narrative budget justification; Part 
IV, the assurances and certifications; or the one-page abstract, the 
resumes, the bibliography, or the letters of support. However, the page 
limit does apply to all of the application narrative section (Part 
III).
    We will reject your application if you exceed the page limit; or if 
you apply other standards and exceed the equivalent of the page limit.
    3. Submission Dates and Times:
    Applications Available: July 1, 2013.
    Deadline for Transmittal of Applications: August 15, 2013.
    Applications for grants under this competition must be submitted 
electronically using the Grants.gov Apply site (Grants.gov). For 
information (including dates and times) about how to submit your 
application electronically, or in paper format by mail or hand delivery 
if you qualify for an exception to the electronic submission 
requirement, please refer to section IV. 7. Other Submission 
Requirements of this notice.

[[Page 39276]]

    We do not consider an application that does not comply with the 
deadline requirements.
    Individuals with disabilities who need an accommodation or 
auxiliary aid in connection with the application process should contact 
the person listed under FOR FURTHER INFORMATION CONTACT in section VII 
of this notice. If the Department provides an accommodation or 
auxiliary aid to an individual with a disability in connection with the 
application process, the individual's application remains subject to 
all other requirements and limitations in this notice.
    4. Intergovernmental Review: This competition is subject to 
Executive Order 12372 and the regulations in 34 CFR part 79. However, 
under 34 CFR 79.8(a), we waive intergovernmental review in order to 
make an award by the end of FY 2013.
    5. Funding Restrictions: We reference regulations outlining funding 
restrictions in the Applicable Regulations section of this notice.
    6. Data Universal Numbering System Number, Taxpayer Identification 
Number, and System for Award Management: To do business with the 
Department of Education, you must--
    a. Have a Data Universal Numbering System (DUNS) number and a 
Taxpayer Identification Number (TIN);
    b. Register both your DUNS number and TIN with the System for Award 
Management (SAM) (formerly the Central Contractor Registry (CCR)), the 
Government's primary registrant database;
    c. Provide your DUNS number and TIN on your application; and
    d. Maintain an active SAM registration with current information 
while your application is under review by the Department and, if you 
are awarded a grant, during the project period.
    You can obtain a DUNS number from Dun and Bradstreet. A DUNS number 
can be created within one business day.
    If you are a corporate entity, agency, institution, or 
organization, you can obtain a TIN from the Internal Revenue Service. 
If you are an individual, you can obtain a TIN from the Internal 
Revenue Service or the Social Security Administration. If you need a 
new TIN, please allow 2-5 weeks for your TIN to become active.
    The SAM registration process may take seven or more business days 
to complete. If you are currently registered with the SAM, you may not 
need to make any changes. However, please make certain that the TIN 
associated with your DUNS number is correct. Also note that you will 
need to update your registration annually. This may take three or more 
business days to complete. Information about SAM is available at 
SAM.gov.
    In addition, if you are submitting your application via Grants.gov, 
you must (1) be designated by your organization as an Authorized 
Organization Representative (AOR); and (2) register yourself with 
Grants.gov as an AOR. Details on these steps are outlined at the 
following Grants.gov Web page: www.grants.gov/applicants/get_registered.jsp.
    7. Other Submission Requirements: Applications for grants under 
this competition must be submitted electronically unless you qualify 
for an exception to this requirement in accordance with the 
instructions in this section.
    a. Electronic Submission of Applications.
    Applications for grants under the Center on Technology and 
Disability competition, CFDA number 84.327F, must be submitted 
electronically using the Governmentwide Grants.gov Apply site at 
www.Grants.gov. Through this site, you will be able to download a copy 
of the application package, complete it offline, and then upload and 
submit your application. You may not email an electronic copy of a 
grant application to us.
    We will reject your application if you submit it in paper format 
unless, as described elsewhere in this section, you qualify for one of 
the exceptions to the electronic submission requirement and submit, no 
later than two weeks before the application deadline date, a written 
statement to the Department that you qualify for one of these 
exceptions. Further information regarding calculation of the date that 
is two weeks before the application deadline date is provided later in 
this section under Exception to Electronic Submission Requirement.
    You may access the electronic grant application for the Center on 
Technology and Disability competition at www.Grants.gov. You must 
search for the downloadable application package for this competition by 
the CFDA number. Do not include the CFDA number's alpha suffix in your 
search (e.g., search for 84.327, not 84.327F).
    Please note the following:
     When you enter the Grants.gov site, you will find 
information about submitting an application electronically through the 
site, as well as the hours of operation.
     Applications received by Grants.gov are date and time 
stamped. Your application must be fully uploaded and submitted and must 
be date and time stamped by the Grants.gov system no later than 4:30:00 
p.m., Washington, DC time, on the application deadline date. Except as 
otherwise noted in this section, we will not accept your application if 
it is received--that is, date and time stamped by the Grants.gov 
system--after 4:30:00 p.m., Washington, DC time, on the application 
deadline date. We do not consider an application that does not comply 
with the deadline requirements. When we retrieve your application from 
Grants.gov, we will notify you if we are rejecting your application 
because it was date and time stamped by the Grants.gov system after 
4:30:00 p.m., Washington, DC time, on the application deadline date.
     The amount of time it can take to upload an application 
will vary depending on a variety of factors, including the size of the 
application and the speed of your Internet connection. Therefore, we 
strongly recommend that you do not wait until the application deadline 
date to begin the submission process through Grants.gov.
     You should review and follow the Education Submission 
Procedures for submitting an application through Grants.gov that are 
included in the application package for this competition to ensure that 
you submit your application in a timely manner to the Grants.gov 
system. You can also find the Education Submission Procedures 
pertaining to Grants.gov under News and Events on the Department's G5 
system home page at www.G5.gov.
     You will not receive additional point value because you 
submit your application in electronic format, nor will we penalize you 
if you qualify for an exception to the electronic submission 
requirement, as described elsewhere in this section, and submit your 
application in paper format.
     You must submit all documents electronically, including 
all information you typically provide on the following forms: The 
Application for Federal Assistance (SF 424), the Department of 
Education Supplemental Information for SF 424, Budget Information--Non-
Construction Programs (ED 524), and all necessary assurances and 
certifications.
     You must upload any narrative sections and all other 
attachments to your application as files in a PDF (Portable Document) 
read-only, non-modifiable format. Do not upload an interactive or 
fillable PDF file. If you upload a file type other than a read-only, 
non-modifiable PDF or submit a password-protected file, we will not 
review that material. Additional, detailed information on how to attach 
files is in the application instructions.

[[Page 39277]]

     Your electronic application must comply with any page-
limit requirements described in this notice.
     After you electronically submit your application, you will 
receive from Grants.gov an automatic notification of receipt that 
contains a Grants.gov tracking number. (This notification indicates 
receipt by Grants.gov only, not receipt by the Department.) The 
Department then will retrieve your application from Grants.gov and send 
a second notification to you by email. This second notification 
indicates that the Department has received your application and has 
assigned your application a PR/Award number (an ED-specified 
identifying number unique to your application).
     We may request that you provide us original signatures on 
forms at a later date.
    Application Deadline Date Extension in Case of Technical Issues 
with the Grants.gov System: If you are experiencing problems submitting 
your application through Grants.gov, please contact the Grants.gov 
Support Desk, toll free, at 1-800-518-4726. You must obtain a 
Grants.gov Support Desk Case Number and must keep a record of it.
    If you are prevented from electronically submitting your 
application on the application deadline date because of technical 
problems with the Grants.gov system, we will grant you an extension 
until 4:30:00 p.m., Washington, DC time, the following business day to 
enable you to transmit your application electronically or by hand 
delivery. You also may mail your application by following the mailing 
instructions described elsewhere in this notice.
    If you submit an application after 4:30:00 p.m., Washington, DC 
time, on the application deadline date, please contact the person 
listed under FOR FURTHER INFORMATION CONTACT in section VII of this 
notice and provide an explanation of the technical problem you 
experienced with Grants.gov, along with the Grants.gov Support Desk 
Case Number. We will accept your application if we can confirm that a 
technical problem occurred with the Grants.gov system and that that 
problem affected your ability to submit your application by 4:30:00 
p.m., Washington, DC time, on the application deadline date. The 
Department will contact you after a determination is made on whether 
your application will be accepted.

    Note: The extensions to which we refer in this section apply 
only to the unavailability of, or technical problems with, the 
Grants.gov system. We will not grant you an extension if you failed 
to fully register to submit your application to Grants.gov before 
the application deadline date and time or if the technical problem 
you experienced is unrelated to the Grants.gov system.

    Exception to Electronic Submission Requirement: You qualify for an 
exception to the electronic submission requirement, and may submit your 
application in paper format, if you are unable to submit an application 
through the Grants.gov system because--
     You do not have access to the Internet; or
     You do not have the capacity to upload large documents to 
the Grants.gov system;
    and
     No later than two weeks before the application deadline 
date (14 calendar days or, if the fourteenth calendar day before the 
application deadline date falls on a Federal holiday, the next business 
day following the Federal holiday), you mail or fax a written statement 
to the Department, explaining which of the two grounds for an exception 
prevent you from using the Internet to submit your application.
    If you mail your written statement to the Department, it must be 
postmarked no later than two weeks before the application deadline 
date. If you fax your written statement to the Department, we must 
receive the faxed statement no later than two weeks before the 
application deadline date.
    Address and mail or fax your statement to: Carmen Sanchez, U.S. 
Department of Education, 400 Maryland Avenue SW., Room 4057, Potomac 
Center Plaza (PCP), Washington, DC 20202-2600. FAX: (202) 245-6595.
    Your paper application must be submitted in accordance with the 
mail or hand delivery instructions described in this notice.
    b. Submission of Paper Applications by Mail.
    If you qualify for an exception to the electronic submission 
requirement, you may mail (through the U.S. Postal Service or a 
commercial carrier) your application to the Department. You must mail 
the original and two copies of your application, on or before the 
application deadline date, to the Department at the following address: 
U.S. Department of Education, Application Control Center, Attention: 
(CFDA Number 84.327F) LBJ Basement Level 1, 400 Maryland Avenue SW., 
Washington, DC 20202-4260.
    You must show proof of mailing consisting of one of the following:
    (1) A legibly dated U.S. Postal Service postmark.
    (2) A legible mail receipt with the date of mailing stamped by the 
U.S. Postal Service.
    (3) A dated shipping label, invoice, or receipt from a commercial 
carrier.
    (4) Any other proof of mailing acceptable to the Secretary of the 
U.S. Department of Education.
    If you mail your application through the U.S. Postal Service, we do 
not accept either of the following as proof of mailing:
    (1) A private metered postmark.
    (2) A mail receipt that is not dated by the U.S. Postal Service.
    If your application is postmarked after the application deadline 
date, we will not consider your application.

    Note: The U.S. Postal Service does not uniformly provide a dated 
postmark. Before relying on this method, you should check with your 
local post office.

    c. Submission of Paper Applications by Hand Delivery.
    If you qualify for an exception to the electronic submission 
requirement, you (or a courier service) may deliver your paper 
application to the Department by hand. You must deliver the original 
and two copies of your application by hand, on or before the 
application deadline date, to the Department at the following address: 
U.S. Department of Education, Application Control Center, Attention: 
(CFDA Number 84.327F) 550 12th Street, SW., Room 7041, Potomac Center 
Plaza, Washington, DC 20202-4260.
    The Application Control Center accepts hand deliveries daily 
between 8:00 a.m. and 4:30:00 p.m., Washington, DC time, except 
Saturdays, Sundays, and Federal holidays.

    Note for Mail or Hand Delivery of Paper Applications: If you 
mail or hand deliver your application to the Department--
    (1) You must indicate on the envelope and--if not provided by 
the Department--in Item 11 of the SF 424 the CFDA number, including 
suffix letter, if any, of the competition under which you are 
submitting your application; and
    (2) The Application Control Center will mail to you a 
notification of receipt of your grant application. If you do not 
receive this notification within 15 business days from the 
application deadline date, you should call the U.S. Department of 
Education Application Control Center at (202) 245-6288.

V. Application Review Information

    1. Selection Criteria: The selection criteria for this program are 
from 34 CFR 75.210 and are listed in the application package.
    2. Review and Selection Process: We remind potential applicants 
that in reviewing applications in any discretionary grant competition, 
the Secretary may consider, under 34 CFR 75.217(d)(3), the past 
performance of the applicant in carrying out a previous

[[Page 39278]]

award, such as the applicant's use of funds, achievement of project 
objectives, and compliance with grant conditions. The Secretary may 
also consider whether the applicant failed to submit a timely 
performance report or submitted a report of unacceptable quality.
    In addition, in making a competitive grant award, the Secretary 
also requires various assurances including those applicable to Federal 
civil rights laws that prohibit discrimination in programs or 
activities receiving Federal financial assistance from the Department 
of Education (34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
    3. Additional Review and Selection Process Factors: In the past, 
the Department has had difficulty finding peer reviewers for certain 
competitions because so many individuals who are eligible to serve as 
peer reviewers have conflicts of interest. The Standing Panel 
requirements under section 682(b) of IDEA also have placed additional 
constraints on the availability of reviewers. Therefore, the Department 
has determined that, for some discretionary grant competitions, 
applications may be separated into two or more groups and ranked and 
selected for funding within specific groups. This procedure will make 
it easier for the Department to find peer reviewers, by ensuring that 
greater numbers of individuals who are eligible to serve as reviewers 
for any particular group of applicants will not have conflicts of 
interest. It also will increase the quality, independence, and fairness 
of the review process, while permitting panel members to review 
applications under discretionary grant competitions for which they also 
have submitted applications. However, if the Department decides to 
select an equal number of applications in each group for funding, this 
may result in different cut-off points for fundable applications in 
each group.
    4. Special Conditions: Under 34 CFR 74.14 and 80.12, the Secretary 
may impose special conditions on a grant if the applicant or grantee is 
not financially stable; has a history of unsatisfactory performance; 
has a financial or other management system that does not meet the 
standards in 34 CFR parts 74 or 80, as applicable; has not fulfilled 
the conditions of a prior grant; or is otherwise not responsible.

VI. Award Administration Information

    1. Award Notices: If your application is successful, we notify your 
U.S. Representative and U.S. Senators and send you a Grant Award 
Notification (GAN); or we may send you an email containing a link to 
access an electronic version of your GAN. We may notify you informally, 
also.
    If your application is not evaluated or not selected for funding, 
we notify you.
    2. Administrative and National Policy Requirements: We identify 
administrative and national policy requirements in the application 
package and reference these and other requirements in the Applicable 
Regulations section of this notice.
    We reference the regulations outlining the terms and conditions of 
an award in the Applicable Regulations section of this notice and 
include these and other specific conditions in the GAN. The GAN also 
incorporates your approved application as part of your binding 
commitments under the grant.
    3. Reporting: (a) If you apply for a grant under this competition, 
you must ensure that you have in place the necessary processes and 
systems to comply with the reporting requirements in 2 CFR part 170 
should you receive funding under the competition. This does not apply 
if you have an exception under 2 CFR 170.110(b).
    (b) At the end of your project period, you must submit a final 
performance report, including financial information, as directed by the 
Secretary. If you receive a multi-year award, you must submit an annual 
performance report that provides the most current performance and 
financial expenditure information as directed by the Secretary under 34 
CFR 75.118. The Secretary may also require more frequent performance 
reports under 34 CFR 75.720(c). For specific requirements on reporting, 
please go to www.ed.gov/fund/grant/apply/appforms/appforms.html.
    4. Performance Measures: Under the Government Performance and 
Results Act of 1993 (GPRA), the Department has established a set of 
performance measures, including long-term measures, that are designed 
to yield information on various aspects of the effectiveness and 
quality of the Educational Technology, Media, and Materials for 
Individuals with Disabilities program. For purposes of this priority, 
the Center will use these measures, which focus on the extent to which 
projects provide high-quality products and services, the relevance of 
project products and services to educational and early intervention 
policy and practice, and the use of products and services to improve 
educational and early intervention policy and practice. Grantees will 
be required to report information on their project's performance in 
annual reports to the Department (34 CFR 75.590).
    5. Continuation Awards: In making a continuation award, the 
Secretary may consider, under 34 CFR 75.253, the extent to which a 
grantee has made ``substantial progress toward meeting the objectives 
in its approved application.'' This consideration includes the review 
of a grantee's progress in meeting the targets and projected outcomes 
in its approved application, and whether the grantee has expended funds 
in a manner that is consistent with its approved application and 
budget. In making a continuation grant, the Secretary also considers 
whether the grantee is operating in compliance with the assurances in 
its approved application, including those applicable to Federal civil 
rights laws that prohibit discrimination in programs or activities 
receiving Federal financial assistance from the Department (34 CFR 
100.4, 104.5, 106.4, 108.8, and 110.23).

VII. Agency Contact

FOR FURTHER INFORMATION CONTACT: Carmen Sanchez, U.S. Department of 
Education, 400 Maryland Avenue SW., Room 4057, PCP, Washington, DC 
20202-2600. Telephone: (202) 245-6595.
    If you use a TDD or a TTY, call the Federal Relay Service (FRS), 
toll free, at 1-800-877-8339.

VIII. Other Information

    Accessible Format: Individuals with disabilities can obtain this 
document and a copy of the application package in an accessible format 
(e.g., braille, large print, audiotape, or compact disc) by contacting 
the Grants and Contracts Services Team, U.S. Department of Education, 
400 Maryland Avenue SW., Room 5075, PCP, Washington, DC 20202-2550. 
Telephone: (202) 245-7363. If you use a TDD or a TTY, call the FRS, 
toll free, at 1-800-877-8339.
    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

[[Page 39279]]

your search to documents published by the Department.

    Dated: June 26, 2013.
Michael K. Yudin,
Delegated the authority to perform the functions and duties of the 
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 2013-15712 Filed 6-28-13; 8:45 am]
BILLING CODE 4000-01-P