364 
HR 1350 EAS/PP 
practitioners, local practitioners, parents of children 
with disabilities, and other appropriate individuals. 
‘‘(3) SCOPE OF ASSESSMENT.—The national as-
sessment shall assess the— 
‘‘(A) implementation of programs assisted 
under this Act and the impact of those programs 
on addressing the developmental, educational, 
and transitional needs of, and improving the 
academic achievement and functional outcomes 
of, children with disabilities to enable the chil-
dren to reach challenging developmental goals 
and challenging State academic content stand-
ards based on State academic assessments, in-
cluding alternate assessments; 
‘‘(B) types of programs and services that 
have demonstrated the greatest likelihood of help-
ing students reach the challenging State aca-
demic content standards and developmental 
goals; 
‘‘(C) implementation of the personnel prep-
aration and professional development activities 
assisted under this Act and the impact on in-
struction, student academic achievement, and 
teacher qualifications to enhance the ability of 
special education teachers and regular education 
May 22, 2004
365 
HR 1350 EAS/PP 
teachers to improve results for children with dis-
abilities; and 
‘‘(D) effectiveness of schools, local edu-
cational agencies, States, and other recipients of 
assistance under this Act, in achieving the pur-
poses of this Act in— 
‘‘(i) improving the academic achieve-
ment of children with disabilities and their 
performance on regular statewide assess-
ments, and the performance of children with 
disabilities on alternate assessments; 
‘‘(ii) improving the participation rate 
of children with disabilities in the general 
education curriculum; 
‘‘(iii) improving the transitions of chil-
dren with disabilities at natural transition 
points; 
‘‘(iv) placing and serving children with 
disabilities, including minority children, in 
the least restrictive environment appro-
priate; 
‘‘(v) preventing children with disabil-
ities, especially children with emotional dis-
turbances and specific learning disabilities, 
from dropping out of school; 
May 22, 2004
366 
HR 1350 EAS/PP 
‘‘(vi) addressing the reading and lit-
eracy needs of children with disabilities; 
‘‘(vii) coordinating services provided 
under this Act with each other, with other 
educational and pupil services (including 
preschool services), and with health and so-
cial services funded from other sources; 
‘‘(viii) improving the participation of 
parents of children with disabilities in the 
education of their children; 
‘‘(ix) resolving disagreements between 
education personnel and parents through al-
ternative dispute resolution activities in-
cluding mediation; and 
‘‘(x) reducing the misidentification of 
children, especially minority and limited 
English proficient children. 
‘‘(4) INTERIM AND FINAL REPORTS.—The Sec-
retary shall submit to the President and Congress— 
‘‘(A) an interim report that summarizes the 
preliminary findings of the national assessment 
not later than 3 years after the date of enact-
ment of the Individuals with Disabilities Edu-
cation Improvement Act of 2004; and 
May 22, 2004
367 
HR 1350 EAS/PP 
‘‘(B) a final report of the findings of the as-
sessment not later than 5 years after the date of 
enactment of the Individuals with Disabilities 
Education Improvement Act of 2004. 
‘‘(c) STUDY ON ENSURING ACCOUNTABILITY FOR STU-
DENTS WHO ARE HELD TO ALTERNATIVE ACHIVEMENT 
STANDARDS.—The Secretary shall carry out a national 
study or studies to examine— 
‘‘(1) the criteria that States use to determine— 
‘‘(A) eligibility for alternate assessments; 
and 
‘‘(B) the number and type of children who 
take those assessments and are held accountable 
to alternate achievement standards; 
‘‘(2) the validity and reliability of alternate as-
sessment instruments and procedures; 
‘‘(3) the alignment of alternate assessments and 
alternative achievement standards to State academic 
content standards in reading, mathematics, and 
science; and 
‘‘(4) the use and effectiveness of alternate assess-
ments in appropriately measuring student progress 
and outcomes specific to individualized instructional 
need. 
May 22, 2004
368 
HR 1350 EAS/PP 
‘‘(d) ANNUAL REPORT.—The Secretary shall provide 
an annual report to Congress that— 
‘‘(1) summarizes the research conducted under 
section 662; 
‘‘(2) analyzes and summarizes the data reported 
by the States and the Secretary of the Interior under 
section 618; 
‘‘(3) summarizes the studies and evaluations con-
ducted under this section and the timeline for their 
completion; 
‘‘(4) describes the extent and progress of the na-
tional assessment; and 
‘‘(5) describes the findings and determinations 
resulting from reviews of State implementation of this 
Act. 
‘‘(e) AUTHORIZED ACTIVITIES.—In carrying out this 
section, the Secretary may support objective studies, evalua-
tions, and assessments, including studies that— 
‘‘(1) analyze measurable impact, outcomes, and 
results achieved by State educational agencies and 
local educational agencies through their activities to 
reform policies, procedures, and practices designed to 
improve educational and transitional services and re-
sults for children with disabilities; 
May 22, 2004
369 
HR 1350 EAS/PP 
‘‘(2) analyze State and local needs for profes-
sional development, parent training, and other appro-
priate activities that can reduce the need for discipli-
nary actions involving children with disabilities; 
‘‘(3) assess educational and transitional services 
and results for children with disabilities from minor-
ity backgrounds, including— 
‘‘(A) data on— 
‘‘(i) the number of minority children 
who are referred for special education eval-
uation; 
‘‘(ii) the number of minority children 
who are receiving special education and re-
lated services and their educational or other 
service placement; 
‘‘(iii) the number of minority children 
who graduated from secondary programs 
with a regular diploma in the standard 
number of years; and 
‘‘(iv) the number of minority children 
who drop out of the educational system; and 
‘‘(B) the performance of children with dis-
abilities from minority backgrounds on State as-
sessments and other performance indicators es-
tablished for all students; 
May 22, 2004
370 
HR 1350 EAS/PP 
‘‘(4) measure educational and transitional serv-
ices and results of children with disabilities served 
under this Act, including longitudinal studies that— 
‘‘(A) examine educational and transitional 
services and results for children with disabilities 
who are 3 through 17 years of age and are re-
ceiving special education and related services 
under this Act, using a national, representative 
sample of distinct age cohorts and disability cat-
egories; and 
‘‘(B) examine educational results, transition 
services, postsecondary placement, and employ-
ment status of individuals with disabilities, 18 
through 21 years of age, who are receiving or 
have received special education and related serv-
ices under this Act; and 
‘‘(5) identify and report on the placement of 
children with disabilities by disability category. 
‘‘(f) STUDY.—The Secretary shall study, and report to 
Congress regarding, the extent to which States adopt poli-
cies described in section 635(b)(1) and on the effects of those 
policies. 
‘‘(g) RESERVATION
FOR
STUDIES
AND
EVALUA-
TIONS.— 
May 22, 2004
371 
HR 1350 EAS/PP 
‘‘(1) IN GENERAL.—Except as provided in para-
graph (2) and notwithstanding any other provision of 
this Act, the Secretary may reserve not more than 1⁄2 
of 1 percent of the amount appropriated under parts 
B and C for each fiscal year to carry out this section, 
of which not more than $3,000,000 shall be available 
to carry out subsection (c). 
‘‘(2) 
MAXIMUM
AMOUNT.—The 
maximum 
amount the Secretary may reserve under paragraph 
(1) for any fiscal year is $40,000,000, increased by 
the cumulative rate of inflation since fiscal year 2003. 
‘‘Subpart 3—Supports To Improve Results for 
Children With Disabilities 
‘‘SEC. 670. PURPOSES. 
‘‘The purposes of this subpart are to ensure that— 
‘‘(1) children with disabilities and their parents 
receive training and information on their rights, re-
sponsibilities, and protections under this Act, in order 
to develop the skills necessary to cooperatively and ef-
fectively participate in planning and decision making 
relating to early intervention, educational, and tran-
sitional services; 
‘‘(2) parents, teachers, administrators, early 
intervention personnel, related services personnel, and 
transition personnel receive coordinated and acces-
May 22, 2004
372 
HR 1350 EAS/PP 
sible technical assistance and information to assist 
them in improving early intervention, educational, 
and transitional services and results for children with 
disabilities and their families; and 
‘‘(3) appropriate technology and media are re-
searched, developed, and demonstrated, to improve 
and implement early intervention, educational, and 
transitional services and results for children with dis-
abilities and their families. 
‘‘SEC. 671. PARENT TRAINING AND INFORMATION CENTERS. 
‘‘(a) PROGRAM AUTHORIZED.—The Secretary may 
award grants to, and enter into contracts and cooperative 
agreements with, parent organizations to support parent 
training and information centers to carry out activities 
under this section. 
‘‘(b) REQUIRED ACTIVITIES.—Each parent training 
and information center that receives assistance under this 
section shall— 
‘‘(1) provide training and information that 
meets the needs of parents of children with disabilities 
living in the area served by the center, particularly 
underserved parents and parents of children who may 
be inappropriately identified, to enable their children 
with disabilities to— 
May 22, 2004
373 
HR 1350 EAS/PP 
‘‘(A) meet developmental and functional 
goals, and challenging academic achievement 
goals that have been established for all children; 
and 
‘‘(B) be prepared to lead productive inde-
pendent adult lives, to the maximum extent pos-
sible; 
‘‘(2) serve the parents of infants, toddlers, and 
children with the full range of disabilities described in 
section 602(3); 
‘‘(3) assist parents to— 
‘‘(A) better understand the nature of their 
children’s disabilities and their educational, de-
velopmental, and transitional needs; 
‘‘(B) communicate effectively and work col-
laboratively with personnel responsible for pro-
viding special education, early intervention serv-
ices, transition services, and related services; 
‘‘(C) participate in decisionmaking proc-
esses and the development of individualized edu-
cation programs under part B and individual-
ized family service plans under part C; 
‘‘(D) obtain appropriate information about 
the range, type, and quality of options, pro-
grams, services, technologies, and research based 
May 22, 2004
374 
HR 1350 EAS/PP 
practices and interventions, and resources avail-
able to assist children with disabilities and their 
families in school and at home; 
‘‘(E) understand the provisions of this Act 
for the education of, and the provision of early 
intervention services to, children with disabil-
ities; and 
‘‘(F) participate in school reform activities; 
‘‘(4) in States where the State elects to contract 
with the parent training and information center, con-
tract with State educational agencies to provide, con-
sistent with subparagraphs (B) and (D) of section 
615(e)(2), individuals who meet with parents to ex-
plain the mediation process to the parents; 
‘‘(5) assist parents in resolving disputes in the 
most expeditious and effective way possible, including 
encouraging the use, and explaining the benefits, of 
alternative methods of dispute resolution, such as the 
mediation process described in section 615(e); 
‘‘(6) assist parents and students with disabilities 
to understand their rights and responsibilities under 
this Act, including those under section 615(m) on the 
student’s reaching the age of majority; 
May 22, 2004
375 
HR 1350 EAS/PP 
‘‘(7) assist parents to understand the availability 
of, and how to effectively use, procedural safeguards 
under this Act; 
‘‘(8) assist parents in understanding, preparing 
for, and participating in, the process described in sec-
tion 615(f)(1)(B); 
‘‘(9) establish cooperative partnerships with com-
munity parent resource centers funded under section 
672; 
‘‘(10) network with appropriate clearinghouses, 
including organizations conducting national dissemi-
nation activities under section 663, and with other 
national, State, and local organizations and agencies, 
such as protection and advocacy agencies, that serve 
parents and families of children with the full range 
of disabilities described in section 602(3); and 
‘‘(11) annually report to the Secretary on— 
‘‘(A) the number and demographics of par-
ents to whom the center provided information 
and training in the most recently concluded fis-
cal year; 
‘‘(B) the effectiveness of strategies used to 
reach and serve parents, including underserved 
parents of children with disabilities; and 
May 22, 2004
376 
HR 1350 EAS/PP 
‘‘(C) the number of parents served who have 
resolved disputes through alternative methods of 
dispute resolution. 
‘‘(c) OPTIONAL ACTIVITIES.—A parent training and 
information center that receives assistance under this sec-
tion may provide information to teachers and other profes-
sionals to assist the teachers and professionals in improving 
results for children with disabilities. 
‘‘(d) APPLICATION REQUIREMENTS.—Each applica-
tion for assistance under this section shall identify with 
specificity the special efforts that the parent organization 
will undertake— 
‘‘(1) to ensure that the needs for training and in-
formation of underserved parents of children with dis-
abilities in the area to be served are effectively met; 
and 
‘‘(2) to work with community based organiza-
tions. 
‘‘(e) DISTRIBUTION OF FUNDS.— 
‘‘(1) IN GENERAL.—The Secretary shall— 
‘‘(A) make at least 1 award to a parent or-
ganization in each State for a parent training 
and information center which is designated as 
the statewide parent training and information 
center; or 
May 22, 2004
377 
HR 1350 EAS/PP 
‘‘(B) in the case of a large State, make 
awards to multiple parent training and infor-
mation centers, but only if the centers dem-
onstrate that coordinated services and supports 
will occur among the multiple centers. 
‘‘(2) SELECTION REQUIREMENT.—The Secretary 
shall select among applications submitted by parent 
organizations in a State in a manner that ensures the 
most effective assistance to parents, including parents 
in urban and rural areas, in the State. 
‘‘(f) QUARTERLY REVIEW.— 
‘‘(1) MEETINGS.—The board of directors of each 
parent organization that receives an award under 
this section shall meet at least once in each calendar 
quarter to review the activities for which the award 
was made. 
‘‘(2) CONTINUATION AWARD.—When an organi-
zation requests a continuation award under this sec-
tion, the board of directors shall submit to the Sec-
retary a written review of the parent training and 
information program conducted by the organization 
during the preceding fiscal year. 
‘‘(g) DEFINITION
OF PARENT ORGANIZATION.—As 
used in this section, the term ‘parent organization’ means 
May 22, 2004
378 
HR 1350 EAS/PP 
a private nonprofit organization (other than an institution 
of higher education) that— 
‘‘(1) has a board of directors— 
‘‘(A) the majority of whom are parents of 
children with disabilities ages birth through 26; 
‘‘(B) that includes— 
‘‘(i) individuals working in the fields 
of special education, related services, and 
early intervention; and 
‘‘(ii) individuals with disabilities; 
‘‘(C) the parent and professional members of 
which are broadly representative of the popu-
lation to be served; and 
‘‘(2) has as its mission serving families of chil-
dren and youth with disabilities who— 
‘‘(A) are ages birth through 26; and 
‘‘(B) have the full range of disabilities de-
scribed in section 602(3). 
‘‘SEC. 672. COMMUNITY PARENT RESOURCE CENTERS. 
‘‘(a) IN GENERAL.—The Secretary may award grants 
to, and enter into contracts and cooperative agreements 
with, local parent organizations to support parent training 
and information centers that will help ensure that under-
served parents of children with disabilities, including low 
income parents, parents of children with limited English 
May 22, 2004
379 
HR 1350 EAS/PP 
proficiency, and parents with disabilities, have the training 
and information the parents need to enable the parents to 
participate effectively in helping their children with dis-
abilities— 
‘‘(1) to meet developmental and functional goals, 
and challenging academic achievement goals that have 
been established for all children; and 
‘‘(2) to be prepared to lead productive inde-
pendent adult lives, to the maximum extent possible. 
‘‘(b) REQUIRED ACTIVITIES.—Each community par-
ent resource center assisted under this section shall— 
‘‘(1) provide training and information that 
meets the training and information needs of parents 
of children with disabilities proposed to be served by 
the grant, contract, or cooperative agreement; 
‘‘(2) carry out the activities required of parent 
training and information centers under paragraphs 
(2) through (9) of section 671(b); 
‘‘(3) establish cooperative partnerships with the 
parent training and information centers funded 
under section 671; and 
‘‘(4) be designed to meet the specific needs of 
families who experience significant isolation from 
available sources of information and support. 
May 22, 2004
380 
HR 1350 EAS/PP 
‘‘(c) DEFINITION.—As used in this section, the term 
‘local parent organization’ means a parent organization, 
as defined in section 671(g), that— 
‘‘(1) has a board of directors the majority of 
whom are parents of children with disabilities ages 
birth through 26 from the community to be served; 
and 
‘‘(2) has as its mission serving parents of chil-
dren with disabilities who— 
‘‘(A) are ages birth through 26; and 
‘‘(B) have the full range of disabilities de-
scribed in section 602(3). 
‘‘SEC. 673. TECHNICAL ASSISTANCE FOR PARENT TRAINING 
AND INFORMATION CENTERS. 
‘‘(a) IN GENERAL.—The Secretary may make an 
award to 1 parent organization (as defined in section 
671(g)) that receives assistance under section 671 to enable 
the parent organization to provide technical assistance for 
developing, assisting, and coordinating parent training and 
information programs carried out by parent training and 
information centers receiving assistance under sections 671 
and 672. 
‘‘(b) AUTHORIZED ACTIVITIES.—The Secretary may 
provide technical assistance to a parent training and infor-
mation center under this section in areas such as— 
May 22, 2004
381 
HR 1350 EAS/PP 
‘‘(1) effective national coordination of parent 
training efforts, which includes encouraging collabo-
rative efforts among award recipients under sections 
671 and 672; 
‘‘(2) dissemination of information, scientifically 
based research, and research based practices and 
interventions; 
‘‘(3) promotion of the use of technology, includ-
ing universally designed technologies, assistive tech-
nology devices, and assistive technology services; 
‘‘(4) reaching underserved populations; 
‘‘(5) including children with disabilities in gen-
eral education programs; 
‘‘(6) facilitation of transitions from— 
‘‘(A) early intervention services to preschool; 
‘‘(B) preschool to elementary school; 
‘‘(C) elementary school to secondary school; 
and 
‘‘(D) secondary school to postsecondary en-
vironments; and 
‘‘(7) promotion of alternative methods of dispute 
resolution, including mediation. 
‘‘(c) REGIONAL PARENT CENTERS.—The recipient of 
the award described in section 673(a) shall establish no 
fewer than 4 regional centers from the parent training and 
May 22, 2004
382 
HR 1350 EAS/PP 
information centers and community parent resource centers 
receiving assistance under sections 671 and 672 for the pur-
pose of carrying out the authorized activities described in 
subsection (b). These regional centers shall be selected on 
the basis of the center’s— 
‘‘(1) willingness to be a regional parent center; 
‘‘(2) demonstrated expertise in the delivery of re-
quired parent training and information center activi-
ties described in section 671(b); 
‘‘(3) demonstrated capacity to deliver the author-
ized activities described in subsection (b); 
‘‘(4) history of collaboration with other parent 
training and information centers, community parent 
resource centers, regional resource centers, clearing-
houses, and other projects; and 
‘‘(5) geographic location. 
‘‘(d) COLLABORATION WITH
THE RESOURCE CEN-
TERS.—The recipient of the award described in subsection 
(a), in conjunction with the regional parent centers de-
scribed in subsection (c), shall develop collaborative agree-
ments with the geographically appropriate Regional Re-
source Center to further parent and professional collabora-
tion. 
May 22, 2004
383 
HR 1350 EAS/PP 
‘‘SEC. 674. TECHNOLOGY DEVELOPMENT, DEMONSTRATION, 
AND UTILIZATION; AND MEDIA SERVICES. 
‘‘(a) IN GENERAL.—The Secretary, on a competitive 
basis, shall award grants to, and enter into contracts and 
cooperative agreements with, eligible entities to support ac-
tivities described in subsections (b) and (c). 
‘‘(b) TECHNOLOGY DEVELOPMENT, DEMONSTRATION, 
AND USE.— 
‘‘(1) IN GENERAL.—In carrying out this section, 
the Secretary shall support activities to promote the 
development, demonstration, and use of technology. 
‘‘(2) AUTHORIZED
ACTIVITIES.—The following 
activities may be carried out under this subsection: 
‘‘(A) Conducting research on and promoting 
the demonstration and use of innovative, emerg-
ing, and universally designed technologies for 
children with disabilities, by improving the 
transfer of technology from research and develop-
ment to practice. 
‘‘(B) Supporting research, development, and 
dissemination of technology with universal de-
sign features, so that the technology is accessible 
to the broadest range of individuals with disabil-
ities without further modification or adaptation. 
‘‘(C) Demonstrating the use of systems to 
provide parents and teachers with information 
May 22, 2004
384 
HR 1350 EAS/PP 
and training concerning early diagnosis of, 
intervention for, and effective teaching strategies 
for, young children with reading disabilities. 
‘‘(D) Supporting the use of Internet-based 
communications for students with cognitive dis-
abilities in order to maximize their academic 
and functional skills. 
‘‘(c) EDUCATIONAL MEDIA SERVICES; OPTIONAL AC-
TIVITIES.— 
‘‘(1) IN GENERAL.—In carrying out this section, 
the Secretary shall support— 
‘‘(A) educational media activities that are 
designed to be of educational value in the class-
room setting to children with disabilities; 
‘‘(B) providing video description, open cap-
tioning, or closed captioning, that is appropriate 
for use in the classroom setting, of— 
‘‘(i) television programs; 
‘‘(ii) videos; 
‘‘(iii) other materials, including pro-
grams and materials associated with new 
and emerging technologies, such as CDs, 
DVDs, video streaming, and other forms of 
multimedia; or 
May 22, 2004
385 
HR 1350 EAS/PP 
‘‘(iv) news (but only until September 
30, 2006); 
‘‘(C) distributing materials described in 
subparagraphs (A) and (B) through such mecha-
nisms as a loan service; and 
‘‘(D) providing free educational materials, 
including textbooks, in accessible media for vis-
ually impaired and print disabled students in 
elementary schools and secondary schools. 
‘‘(2) LIMITATION.—The video description, open 
captioning, or closed captioning described in para-
graph (1)(B) shall only be provided when the descrip-
tion or captioning has not been previously provided 
by the producer or distributor, or has not been fully 
funded by other sources. 
‘‘(d) APPLICATIONS.—Any eligible entity that wishes 
to receive a grant, or enter into a contract or cooperative 
agreement, under this section shall submit an application 
to the Secretary at such time, in such manner, and con-
taining such information as the Secretary may require. 
‘‘(e) AUTHORIZATION OF APPROPRIATIONS.—There are 
authorized to be appropriated to carry out this section such 
sums as may be necessary for each of the fiscal years 2004 
through 2009. 
May 22, 2004
386 
HR 1350 EAS/PP 
‘‘SEC. 675. ACCESSIBILITY OF INSTRUCTIONAL MATERIALS. 
‘‘(a) 
INSTRUCTIONAL
MATERIALS
ACCESSIBILITY 
STANDARD.— 
‘‘(1) ACCESSIBILITY STANDARD.—Not later than 
180 days after the date of enactment of the Individ-
uals with Disabilities Education Improvement Act of 
2004, the Secretary shall, by rulemaking, promulgate 
an Instructional Materials Accessibility Standard 
which shall constitute the technical standards to be 
used by publishers for the preparation of electronic 
files for States under section 612(a)(22). 
‘‘(2) RELATIONSHIP TO OTHER LAWS.—For pur-
poses of this section: 
‘‘(A) 
AUTHORIZED
ENTITY.—Notwith-
standing the provisions of section 106 of title 17, 
United States Code, it is not an infringement of 
copyright for an authorized entity to reproduce 
or to distribute copies of the electronic files de-
scribed in section 612(a)(22)(B), containing the 
contents of the print instructional materials 
using the Instructional Materials Accessibility 
Standard, if such copies are used solely for re-
production or distribution of the contents of such 
print instructional materials in specialized for-
mats designed exclusively for use by the blind or 
other persons with print disabilities. 
May 22, 2004
387 
HR 1350 EAS/PP 
‘‘(B) 
PUBLISHER.—Notwithstanding 
the 
provisions of section of 106 of title 17, United 
States Code, it is not an infringement of copy-
right for a publisher to create and distribute cop-
ies of the electronic files described in section 
612(a)(22)(B), containing the contents of the 
print instructional materials using the Instruc-
tional Material Accessibility Standard, if such 
copies are used solely for reproduction or dis-
tribution of the contents of such print instruc-
tional materials in specialized formats designed 
exclusively for use by the blind or other persons 
with print disabilities. 
‘‘(C) COPIES.—Copies of the electronic files 
containing the contents of the print instructional 
materials using the Instructional Materials Ac-
cessibility Standard shall be made in compliance 
with the provisions of section 121(b) of title 17, 
United States Code, regarding the reproduction 
and distribution of copyrighted print instruc-
tional materials in specialized formats. 
‘‘(3) DEFINITIONS.—In this section: 
‘‘(A) INSTRUCTIONAL MATERIALS ACCESSI-
BILITY STANDARD.—The term ‘Instructional Ma-
terials Accessibility Standard’ means the tech-
May 22, 2004
388 
HR 1350 EAS/PP 
nical standards described in paragraph (2), to be 
used in the preparation of electronic files suit-
able and used solely for efficient conversion into 
specialized formats. 
‘‘(B) BLIND
OR
OTHER
PERSONS
WITH 
PRINT DISABILITIES.—The term ‘blind or other 
persons with print disabilities’ means children 
served under this Act and who may qualify in 
accordance with the Act entitled ‘‘An Act to pro-
vide books for the adult blind’’, approved March 
3, 1931 (2 U.S.C. 135a; 46 Stat. 1487) to receive 
books and other publications produced in special-
ized formats. 
‘‘(C) SPECIALIZED
FORMATS.—The term 
‘specialized formats’ has the meaning given the 
term in section 121(c)(3) of title 17, United 
States Code, and for the purposes of this section, 
includes synthesized speech, digital audio, and 
large print. 
‘‘(D) PRINT INSTRUCTIONAL MATERIALS.— 
The term ‘print instructional materials’ means 
printed textbooks and related printed core mate-
rials that are written and published primarily 
for use in elementary school and secondary 
school instruction and are required by a State 
May 22, 2004
389 
HR 1350 EAS/PP 
educational agency or local educational agency 
for use by pupils in the classroom. 
‘‘(E) AUTHORIZED ENTITY.—The term ‘au-
thorized entity’ has the meaning given the term 
in section 121(c)(1) of title 17, United States 
Code. 
‘‘(4) APPLICABILITY.—This section shall apply to 
print instructional materials published and copy-
righted after the date on which the final rule estab-
lishing the Instructional Materials Accessibility 
Standard is published in the Federal Register. 
‘‘(b) NATIONAL INSTRUCTIONAL MATERIALS ACCESS 
CENTER.— 
‘‘(1) ESTABLISHMENT.—Not later than 2 years 
after the date of enactment of the Individuals with 
Disabilities Education Improvement Act of 2004, the 
Secretary shall establish a center, to be known as the 
National Instructional Materials Access Center, which 
shall coordinate the acquisition and distribution of 
print instructional materials prepared in the Instruc-
tional Materials Accessibility Standard described in 
subsection (a)(2). 
‘‘(2) RESPONSIBILITIES.—The duties of the Na-
tional Instructional Materials Access Center are the 
following: 
May 22, 2004
390 
HR 1350 EAS/PP 
‘‘(A) To receive and maintain a catalog of 
print instructional materials made available 
under section 612(a)(22) and section 613(a)(6). 
‘‘(B) To provide authorized entities with ac-
cess to such print instructional materials, free of 
charge, in accordance with such terms and proce-
dures as the National Instructional Materials 
Access Center may prescribe. 
‘‘(C) To develop, adopt, and publish proce-
dures to protect against copyright infringement 
and otherwise to administratively assure compli-
ance with title 17, United States Code, with re-
spect to the print instructional materials pro-
vided under section 612(a)(22) and section 
613(a)(6). 
‘‘(3) CONTRACT AUTHORIZED.—To assist in car-
rying out paragraph (1), the Secretary shall award, 
on a competitive basis, a contract renewable on a bi-
ennial basis with a nonprofit organization, or with a 
consortium of such organizations, determined by the 
Secretary to be best qualified to carry out the respon-
sibilities described in paragraph (2). The contractor 
shall report directly to the Assistant Secretary for 
Special Education and Rehabilitative Services. 
May 22, 2004
391 
HR 1350 EAS/PP 
‘‘(4) AUTHORIZATION
OF
APPROPRIATIONS.— 
There are authorized to be appropriated to carry out 
this subsection such sums as may be necessary. 
‘‘SEC. 676. AUTHORIZATION OF APPROPRIATIONS. 
‘‘There are authorized to be appropriated to carry out 
sections 671, 672, 673, and 663 such sums as may be nec-
essary for each of the fiscal years 2004 through 2009. 
‘‘Subpart 4—Interim Alternative Educational Set-
tings, Behavioral Supports, and Whole School 
Interventions 
‘‘SEC. 681. PURPOSE. 
‘‘The purpose of this subpart is to authorize resources 
to foster a safe learning environment that supports aca-
demic achievement for all students by improving the quality 
of interim alternative educational settings, providing more 
behavioral supports in schools, and supporting whole school 
interventions. 
‘‘SEC. 682. DEFINITION OF ELIGIBLE ENTITY. 
‘‘In this subpart, the term ‘eligible entity’ means— 
‘‘(1) a local educational agency; or 
‘‘(2) a consortium consisting of a local edu-
cational agency and 1 or more of the following enti-
ties: 
‘‘(A) another local educational agency; 
May 22, 2004
392 
HR 1350 EAS/PP 
‘‘(B) a community-based organization with 
a demonstrated record of effectiveness in helping 
children with disabilities who have behavioral 
challenges succeed; 
‘‘(C) an institution of higher education; 
‘‘(D) a mental health provider; or 
‘‘(E) an educational service agency. 
‘‘SEC. 683. PROGRAM AUTHORIZED. 
‘‘The Secretary is authorized to award grants, on a 
competitive basis, to eligible entities to enable the eligible 
entities— 
‘‘(1) to establish or expand behavioral supports 
and whole school behavioral interventions by pro-
viding for effective, research-based practices, includ-
ing— 
‘‘(A) comprehensive, early screening efforts 
for students at risk for emotional and behavioral 
difficulties; 
‘‘(B) training for school staff on early iden-
tification, prereferral, and referral procedures; 
‘‘(C) training for administrators, teachers, 
related services personnel, behavioral specialists, 
and other school staff in whole school positive be-
havioral interventions and supports, behavioral 
May 22, 2004
393 
HR 1350 EAS/PP 
intervention planning, and classroom and stu-
dent management techniques; 
‘‘(D) joint training for administrators, par-
ents, teachers, related services personnel, behav-
ioral specialists, and other school staff on effec-
tive strategies for positive behavioral interven-
tions and behavior management strategies that 
focus on the prevention of behavior problems; 
‘‘(E) developing or implementing specific 
curricula, programs, or interventions aimed at 
addressing behavioral problems; 
‘‘(F) stronger linkages between school-based 
services and community-based resources, such as 
community mental health and primary care pro-
viders; or 
‘‘(G) using behavioral specialists, related 
services personnel, and other staff necessary to 
implement behavioral supports; or 
‘‘(2) to improve interim alternative educational 
settings by— 
‘‘(A) improving the training of administra-
tors, teachers, related services personnel, behav-
ioral specialists, and other school staff (including 
ongoing mentoring of new teachers); 
May 22, 2004
394 
HR 1350 EAS/PP 
‘‘(B) attracting and retaining a high qual-
ity, diverse staff; 
‘‘(C) providing for on-site counseling serv-
ices; 
‘‘(D) using research-based interventions, 
curriculum, and practices; 
‘‘(E) allowing students to use instructional 
technology that provides individualized instruc-
tion; 
‘‘(F) ensuring that the services are fully 
consistent with the goals of the individual stu-
dent’s IEP; 
‘‘(G) promoting effective case management 
and collaboration among parents, teachers, phy-
sicians, related services personnel, behavioral 
specialists, principals, administrators, and other 
school staff; 
‘‘(H) promoting interagency coordination 
and coordinated service delivery among schools, 
juvenile courts, child welfare agencies, commu-
nity mental health providers, primary care pro-
viders, public recreation agencies, and commu-
nity-based organizations; or 
‘‘(I) providing for behavioral specialists to 
help students transitioning from interim alter-
May 22, 2004
395 
HR 1350 EAS/PP 
native educational settings reintegrate into their 
regular classrooms. 
‘‘SEC. 684. PROGRAM EVALUATIONS. 
‘‘(a) REPORT AND EVALUATION.—Each eligible entity 
receiving a grant under this subpart shall prepare and sub-
mit annually to the Secretary a report on the outcomes of 
the activities assisted under the grant. 
‘‘(b) BEST PRACTICES ON WEBSITE.—The Secretary 
shall make available on the Department’s website informa-
tion for parents, teachers, and school administrators on best 
practices for interim alternative educational settings, be-
havior supports, and whole school intervention. 
‘‘SEC. 685. AUTHORIZATION OF APPROPRIATIONS. 
‘‘There are authorized to be appropriated to carry out 
this subpart $50,000,000 for fiscal year 2004 and such sums 
as may be necessary for each of the 5 succeeding fiscal 
years.’’. 
TITLE II—AMENDMENTS TO THE 
REHABILITATION ACT OF 1973 
SEC. 201. FINDINGS. 
Section 2(a) of the Rehabilitation Act of 1973 (29 
U.S.C. 701(a)) is amended— 
(1) in paragraph (5), by striking ‘‘and’’ at the 
end; 
May 22, 2004
396 
HR 1350 EAS/PP 
(2) in paragraph (6), by striking the period and 
inserting ‘‘; and’’; and 
(3) by adding at the end the following: 
‘‘(7) there is a substantial need to improve and 
expand services for students with disabilities under 
this Act.’’. 
SEC. 202. DEFINITIONS. 
Section 7 of the Rehabilitation Act of 1973 (29 U.S.C. 
705) is amended— 
(1) by redesignating paragraphs (35) through 
(39) as paragraphs (36), (37), (38), (40), and (41), 
respectively; 
(2) in subparagraph (A)(ii) of paragraph (36) 
(as redesignated in paragraph (1)), by striking 
‘‘paragraph (36)(C)’’ and inserting ‘‘paragraph 
(37)(C)’’; 
(3) by inserting after paragraph (34) the fol-
lowing: 
‘‘(35)(A) The term ‘student with a disability’ 
means an individual with a disability who— 
‘‘(i) is not younger than 14 and not older 
than 21; 
‘‘(ii) has been determined to be eligible 
under section 102(a) for assistance under this 
title; and 
May 22, 2004
397 
HR 1350 EAS/PP 
‘‘(iii)(I) is eligible for, and is receiving, spe-
cial education under part B of the Individuals 
with Disabilities Education Act (20 U.S.C. 1411 
et seq.); or 
‘‘(II) is an individual with a disability, for 
purposes of section 504. 
‘‘(B) The term ‘students with disabilities’ means 
more than 1 student with a disability.’’; and 
(4) by inserting after paragraph (38) the fol-
lowing: 
‘‘(39) The term ‘transition services expansion 
year’ means— 
‘‘(A) the first fiscal year for which the 
amount appropriated under section 100(b) ex-
ceeds the amount appropriated under section 
100(b) for fiscal year 2004 by not less than 
$100,000,000; and 
‘‘(B) each fiscal year subsequent to that first 
fiscal year.’’. 
SEC. 203. STATE PLAN. 
(a) 
ASSESSMENT
AND
STRATEGIES.—Section 
101(a)(15) of the Rehabilitation Act of 1973 (29 U.S.C. 
721(a)(15)) is amended— 
(1) in subparagraph (A)(i)— 
May 22, 2004
398 
HR 1350 EAS/PP 
(A) in subclause (II), by striking ‘‘and’’ at 
the end; 
(B) in subclause (III), by adding ‘‘and’’ at 
the end; and 
(C) by adding at the end the following: 
‘‘(IV) in a transition services ex-
pansion year, students with disabil-
ities, including their need for transi-
tion services;’’; and 
(2) in subparagraph (D)— 
(A) by redesignating clauses (iii), (iv), and 
(v) as clauses (iv), (v), and (vi), respectively; 
and 
(B) by inserting after clause (ii) the fol-
lowing: 
‘‘(iii) in a transition services expan-
sion year, the methods to be used to improve 
and expand vocational rehabilitation serv-
ices for students with disabilities, including 
the coordination of services designed to fa-
cilitate the transition of such students from 
the receipt of educational services in school 
to the receipt of vocational rehabilitation 
services under this title or to postsecondary 
education or employment;’’. 
May 22, 2004
399 
HR 1350 EAS/PP 
(b) SERVICES FOR STUDENTS WITH DISABILITIES.— 
Section 101(a) of the Rehabilitation Act of 1973 (29 U.S.C. 
721(a)) is amended by adding at the end the following: 
‘‘(25) SERVICES FOR STUDENTS WITH DISABIL-
ITIES.—The State plan for a transition services ex-
pansion year shall provide an assurance satisfactory 
to the Secretary that the State— 
‘‘(A) has developed and implemented strate-
gies to address the needs identified in the assess-
ment described in paragraph (15), and achieve 
the goals and priorities identified by the State, 
to improve and expand vocational rehabilitation 
services for students with disabilities on a state-
wide basis in accordance with paragraph (15); 
and 
‘‘(B) from funds reserved under section 
110A, shall carry out programs or activities de-
signed to improve and expand vocational reha-
bilitation services for students with disabilities 
that— 
‘‘(i) facilitate the transition of the stu-
dents with disabilities from the receipt of 
educational services in school, to the receipt 
of vocational rehabilitation services under 
this title, including, at a minimum, those 
May 22, 2004
400 
HR 1350 EAS/PP 
services specified in the interagency agree-
ment required in paragraph (11)(D); 
‘‘(ii) improve the achievement of post- 
school goals of students with disabilities, in-
cluding improving the achievement through 
participation (as appropriate when voca-
tional goals are discussed) in meetings re-
garding individualized education programs 
developed under section 614 of the Individ-
uals with Disabilities Education Act (20 
U.S.C. 1414); 
‘‘(iii) provide vocational guidance, ca-
reer exploration services, and job search 
skills and strategies and technical assistance 
to students with disabilities; 
‘‘(iv) support the provision of training 
and technical assistance to State and local 
educational agency and designated State 
agency personnel responsible for the plan-
ning and provision of services to students 
with disabilities; and 
‘‘(v) support outreach activities to stu-
dents with disabilities who are eligible for, 
and need, services under this title.’’. 
May 22, 2004
401 
HR 1350 EAS/PP 
SEC. 204. SCOPE OF SERVICES. 
Section 103 of the Rehabilitation Act of 1973 (29 
U.S.C. 723) is amended— 
(1) in subsection (a), by striking paragraph (15) 
and inserting the following: 
‘‘(15) transition services for students with dis-
abilities, that facilitate the achievement of the em-
ployment outcome identified in the individualized 
plan for employment, including, in a transition serv-
ices expansion year, services described in clauses (i) 
through (iii) of section 101(a)(25)(B);’’; and 
(2) in subsection (b), by striking paragraph (6) 
and inserting the following: 
‘‘(6)(A)(i) Consultation and technical assistance 
services to assist State and local educational agencies 
in planning for the transition of students with dis-
abilities from school to post-school activities, includ-
ing employment. 
‘‘(ii) In a transition services expansion year, 
training and technical assistance described in section 
101(a)(25)(B)(iv). 
‘‘(B) In a transition services expansion year, 
services for groups of individuals with disabilities 
who meet the requirements of clauses (i) and (iii) of 
section 7(35)(A), including services described in 
clauses 
(i), 
(ii), 
(iii), 
and 
(v) 
of 
section 
May 22, 2004
402 
HR 1350 EAS/PP 
101(a)(25)(B), to assist in the transition from school 
to post-school activities.’’. 
SEC. 205. STANDARDS AND INDICATORS. 
Section 106(a) of the Rehabilitation Act of 1973 (29 
U.S.C. 726(a)) is amended by striking paragraph (1)(C) 
and all that follows through paragraph (2) and inserting 
the following: 
‘‘(2) MEASURES.—The standards and indicators 
shall include outcome and related measures of pro-
gram performance that— 
‘‘(A) facilitate the accomplishment of the 
purpose and policy of this title; 
‘‘(B) to the maximum extent practicable, 
are consistent with the core indicators of per-
formance, and corresponding State adjusted lev-
els of performance, established under section 
136(b) of the Workforce Investment Act of 1998 
(29 U.S.C. 2871(b)); and 
‘‘(C) include measures of the program’s per-
formance with respect to the transition to post- 
school vocational activities, and achievement of 
the post-school vocational goals, of students with 
disabilities served under the program.’’. 
May 22, 2004
403 
HR 1350 EAS/PP 
SEC. 206. RESERVATION FOR EXPANDED TRANSITION SERV-
ICES. 
The Rehabilitation Act of 1973 is amended by insert-
ing after section 110 (29 U.S.C. 730) the following: 
‘‘SEC. 110A. RESERVATION FOR EXPANDED TRANSITION 
SERVICES. 
‘‘(a) RESERVATION.—From the State allotment under 
section 110 in a transition services expansion year, each 
State shall reserve an amount calculated by the Commis-
sioner under subsection (b) to carry out programs and ac-
tivities under sections 101(a)(25)(B) and 103(b)(6). 
‘‘(b) CALCULATION.—The Commissioner shall calculate 
the amount to be reserved for such programs and activities 
for a fiscal year by each State by multiplying $50,000,000 
by the percentage determined by dividing— 
‘‘(1) the amount allotted to that State under sec-
tion 110 for the prior fiscal year; by 
‘‘(2) the total amount allotted to all States under 
section 110 for that prior fiscal year.’’. 
SEC. 207. CONFORMING AMENDMENT. 
Section 1(b) of the Rehabilitation Act of 1973 is 
amended by inserting after the item relating to section 110 
the following: 
‘‘Sec. 110A. Reservation for expanded transition services.’’. 
May 22, 2004
404 
HR 1350 EAS/PP 
TITLE 
III—NATIONAL 
CENTER 
FOR SPECIAL EDUCATION RE-
SEARCH 
SEC. 301. NATIONAL CENTER FOR SPECIAL EDUCATION RE-
SEARCH. 
(a) AMENDMENT.—The Education Sciences Reform 
Act of 2002 (20 U.S.C. 9501 et seq.) is amended— 
(1) by redesignating part E as part F; and 
(2) by inserting after part D the following: 
‘‘PART E—NATIONAL CENTER FOR SPECIAL 
EDUCATION RESEARCH 
‘‘SEC. 175. ESTABLISHMENT. 
‘‘(a) ESTABLISHMENT.—There is established in the In-
stitute a National Center for Special Education Research. 
‘‘(b) MISSION.—The mission of the National Center for 
Special Education Research (in this part referred to as the 
‘Special Education Research Center’) is— 
‘‘(1) to sponsor research to expand knowledge 
and understanding of the needs of infants, toddlers, 
and children with disabilities in order to improve the 
developmental, educational, and transitional results 
of such individuals; 
‘‘(2) to sponsor research to improve services pro-
vided under, and support the implementation of, the 
Individuals with Disabilities Education Act; and 
May 22, 2004
405 
HR 1350 EAS/PP 
‘‘(3) to evaluate the implementation and effec-
tiveness of the Individuals with Disabilities Edu-
cation Act in coordination with the National Center 
for Education Evaluation and Regional Assistance. 
‘‘(c) APPLICABILITY
OF EDUCATION SCIENCES RE-
FORM ACT OF 2002.—Parts A and F, and the standards 
for peer review of applications and for the conduct and eval-
uation of research under sections 133(a) and 134, respec-
tively, shall apply to the Secretary, the Director, and the 
Commissioner in carrying out this part. 
‘‘SEC. 176. COMMISSIONER FOR SPECIAL EDUCATION RE-
SEARCH. 
‘‘The Special Education Research Center shall be head-
ed by a Commissioner for Special Education Research (in 
this part referred to as ‘the Special Education Research 
Commissioner’) who shall have substantial knowledge of the 
Special Education Research Center’s activities, including 
a high level of expertise in the fields of research, research 
management, and the education of children with disabil-
ities. 
‘‘SEC. 177. DUTIES. 
‘‘(a) GENERAL DUTIES.—The Special Education Re-
search Center shall carry out research activities under this 
part consistent with the mission described in section 175(b), 
such as activities that— 
May 22, 2004
406 
HR 1350 EAS/PP 
‘‘(1) improve services provided under the Indi-
viduals with Disabilities Education Act in order to 
improve— 
‘‘(A) academic achievement, functional out-
comes, and educational results for children with 
disabilities; and 
‘‘(B) developmental outcomes for infants 
and toddlers; 
‘‘(2) identify scientifically based educational 
practices that support learning and improve aca-
demic achievement, functional outcomes, and edu-
cational results for all students with disabilities; 
‘‘(3) examine the special needs of preschool aged 
children, infants, and toddlers with disabilities, in-
cluding factors that may result in developmental 
delays; 
‘‘(4) identify scientifically based related services 
and interventions that promote participation and 
progress in the general education curriculum and 
general education settings; 
‘‘(5) improve the alignment, compatibility, and 
development of valid and reliable assessments, includ-
ing alternate assessments, as required by section 
1111(b) of the Elementary and Secondary Education 
Act of 1965; 
May 22, 2004
407 
HR 1350 EAS/PP 
‘‘(6) examine State content standards and alter-
nate assessments for students with significant cog-
nitive impairment in terms of academic achievement, 
individualized instructional need, appropriate edu-
cation settings, and improved post-school results; 
‘‘(7) examine the educational, developmental, 
and transitional needs of children with high incidence 
and low incidence disabilities; 
‘‘(8) examine the extent to which overidentifica-
tion and underidentification of children with disabil-
ities occurs, and the causes thereof; 
‘‘(9) improve reading and literacy skills of chil-
dren with disabilities; 
‘‘(10) examine and improve secondary and post-
secondary education and transitional outcomes and 
results for children with disabilities; 
‘‘(11) examine methods of early intervention for 
children with disabilities, including children with 
multiple or complex developmental delays; 
‘‘(12) examine and incorporate universal design 
concepts in the development of standards, assessments, 
curricula, and instructional methods as a method to 
improve educational and transitional results for chil-
dren with disabilities; 
May 22, 2004
408 
HR 1350 EAS/PP 
‘‘(13) improve the preparation of personnel, in-
cluding early intervention personnel, who provide 
educational and related services to children with dis-
abilities to increase the academic achievement and 
functional performance of students with disabilities; 
‘‘(14) examine the excess costs of educating a 
child with a disability and expenses associated with 
high cost special education and related services; 
‘‘(15) help parents improve educational results 
for their children, particularly related to transition 
issues; and 
‘‘(16) address the unique needs of children with 
significant cognitive disabilities. 
‘‘(b) STANDARDS.—The Commissioner of Special Edu-
cation Research shall ensure that activities assisted under 
this section— 
‘‘(1) conform to high standards of quality, integ-
rity, accuracy, validity, and reliability; 
‘‘(2) are carried out in conjunction with the 
standards for the conduct and evaluation of all re-
search and development established by the National 
Center for Education Research; and 
‘‘(3) are objective, secular, neutral, and nonideo-
logical, and are free of partisan political influence, 
May 22, 2004
409 
HR 1350 EAS/PP 
and racial, cultural, gender, regional, or disability 
bias. 
‘‘(c) PLAN.—The Commissioner of Special Education 
Research shall propose to the Director a research plan, de-
veloped in collaboration with the Assistant Secretary for 
Special Education and Rehabilitative Services, that— 
‘‘(1) is consistent with the priorities and mission 
of the Institute and the mission of the Special Edu-
cation Research Center; 
‘‘(2) is carried out, updated, and modified, as 
appropriate; 
‘‘(3) is consistent with the purpose of the Indi-
viduals with Disabilities Education Act; 
‘‘(4) contains an appropriate balance across all 
age ranges and types of children with disabilities; 
‘‘(5) provides for research that is objective and 
uses measurable indicators to assess its progress and 
results; 
‘‘(6) is coordinated with the comprehensive plan 
developed under section 661 of the Individuals with 
Disabilities Education Act; and 
‘‘(7) provides that the research conducted under 
part D of the Individuals with Disabilities Education 
Act is relevant to special education practice and pol-
icy. 
May 22, 2004