I 
108TH CONGRESS 
1ST SESSION H. R. 1700
To provide assistance to train teachers of children with autism spectrum 
disorders, and for other purposes. 
IN THE HOUSE OF REPRESENTATIVES 
APRIL 9, 2003
Mr. SMITH of New Jersey (for himself, Mr. DOYLE, Mr. WELDON of Florida, 
Mr. TAYLOR of Mississippi, Mr. WILSON of South Carolina, Mr. PICK-
ERING, Mr. KING of New York, Mr. GREEN of Texas, Mr. LATOURETTE, 
Mr. WYNN, Ms. LOFGREN, Ms. BERKLEY, Mr. FROST, Mr. WEXLER, Mr. 
ROTHMAN, Mr. ISRAEL, Ms. CORRINE BROWN of Florida, Mr. ABER-
CROMBIE, Mr. LYNCH, Mr. GREEN of Wisconsin, Mr. CANTOR, and Ms. 
CARSON of Indiana) introduced the following bill; which was referred to 
the Committee on Education and the Workforce 
A BILL 
To provide assistance to train teachers of children with 
autism spectrum disorders, and for other purposes.
Be it enacted by the Senate and House of Representa-
tives of the United States of America in Congress assembled,
SECTION 1. SHORT TITLE. 
This Act may be cited as the ‘‘Teacher Education for 
Autistic Children Act of 2003’’ or the ‘‘TEACH Act of 
2003’’.
SEC. 2. TRAINING OF SPECIAL EDUCATION TEACHERS 
WITH EXPERTISE IN AUTISM SPECTRUM DIS-
ORDERS. 
(a) AUTHORIZATION OF APPROPRIATIONS.—In addi-
tion to such sums as are otherwise authorized to be appro-
priated for ‘‘Special Education–Personnel Preparation to 
Improve Services and Results for Children with Disabil-
ities’’, there are authorized to be appropriated for ‘‘Special 
Education–Personnel Preparation to Improve Services and 
Results for Children with Disabilities’’, for each of the fis-
cal year 2004 through 2008, $15,000,000—
(1) to provide technical assistance grants to de-
velop standards for training teachers with respect to 
the provision of education for children with autism 
spectrum disorders (ASD) and to integrate such 
standards into the existing training infrastructure; 
(2) to train special education teachers with an 
expertise in autism spectrum disorders; and 
(3) to provide preservice or professional devel-
opment training of personnel to be special education 
teachers, aides of such teachers or other paraprofes-
sionals providing teaching assistance, special edu-
cation administrators, or staff specialists (such as 
speech-language pathologists and school psycholo-
gists) with an expertise in autism spectrum dis-
orders.
(b) AVAILABILITY.—Amounts appropriated pursuant 
to the authorization of appropriations under subsection (a) 
are authorized to remain available until expended. 
SEC. 3. IMPROVING RESULTS FOR CHILDREN WITH AUTISM 
SPECTRUM DISORDERS. 
(a) AUTHORIZATION OF APPROPRIATIONS.—In addi-
tion to such sums as are otherwise authorized to be appro-
priated to carry out subpart 1 of part D of the Individuals 
with Disabilities Education Act, there are authorized to 
be appropriated for each of the fiscal years 2004 through 
2008 $5,000,000 for competitive grants under subpart 1 
of part D of such Act to assist State educational agencies, 
in cooperation with other appropriate entities, to improve 
results for children with autism spectrum disorders 
(ASD). 
(b) AVAILABILITY.—Amounts appropriated pursuant 
to the authorization of appropriations under subsection (a) 
are authorized to remain available until expended. 
SEC. 4. EXPANDED LOAN FORGIVENESS PROGRAM FOR 
TEACHERS OF AUTISTIC CHILDREN. 
(a) PROGRAM.—
(1) IN GENERAL.—The Secretary of Education 
(in this section referred to as the ‘‘Secretary’’) shall 
carry out a program of assuming the obligation to 
repay, pursuant to subsection (c), a loan made, in-
sured, or guaranteed under part B of title IV of the 
Higher Education Act of 1965 or part D of such 
title (excluding loans made under sections 428B and 
428C of such Act or comparable loans made under 
part D of such title) for any borrower who—
(A) is employed, for 3 consecutive complete 
school years, as a full-time special education 
teacher of autistic children; 
(C) satisfies the requirements of subsection 
(d); and 
(D) is not in default on a loan for which 
the borrower seeks forgiveness. 
(2) AWARD BASIS; PRIORITY.—
(A) AWARD
BASIS.—Subject to subpara-
graph (B), loan repayment under this section 
shall be on a first-come, first-serve basis and 
subject to the availability of appropriations. 
(B) PRIORITY.—The Secretary shall give 
priority in providing loan repayment under this 
section for a fiscal year to student borrowers 
who received loan repayment under this section 
for the preceding fiscal year. 
(3) REGULATIONS.—The Secretary is author-
ized to prescribe such regulations as may be nec-
essary to carry out the provisions of this section.
(b) LOAN REPAYMENT.—
(1) ELIGIBLE AMOUNT.—The amount the Sec-
retary may repay on behalf of any individual under 
this section shall not exceed—
(A) the sum of the principal amounts out-
standing (not to exceed $5,000) of the individ-
ual’s qualifying loans at the end of 3 consecu-
tive complete school years of service described 
in subsection (a)(1)(B); 
(B) an additional portion of such sum (not 
to exceed $5,000) at the end of each of the next
2 consecutive complete school years of such 
service; and 
(C) a total of not more than $20,000. 
(2) CONSTRUCTION.—Nothing in this section 
shall be construed to authorize the refunding of any 
repayment of a loan made under part B or D of title 
IV of the Higher Education Act of 1965. 
(3) INTEREST.—If a portion of a loan is repaid 
by the Secretary under this section for any year, the 
proportionate amount of interest on such loan which 
accrues for such year shall be repaid by the Sec-
retary. 
(c) REPAYMENT TO ELIGIBLE LENDERS.—The Sec-
retary shall pay to each eligible lender or holder for each
fiscal year an amount equal to the aggregate amount of 
loans which are subject to repayment pursuant to this sec-
tion for such year. 
(d) APPLICATION FOR REPAYMENT.—
(1) IN GENERAL.—Each eligible individual de-
siring loan repayment under this section shall sub-
mit a complete and accurate application to the Sec-
retary at such time, in such manner, and containing 
such information as the Secretary may require. 
(2) YEARS OF SERVICE.—An eligible individual 
may apply for loan repayment under this section 
after completing the required number of years of 
qualifying employment. 
(3) FULLY
QUALIFIED
TEACHERS
IN
PUBLIC 
ELEMENTARY OR SECONDARY SCHOOLS.—An appli-
cation for loan repayment under this section shall 
include such information as is necessary to dem-
onstrate that the applicant—
(A) if teaching in a public pre-kinder-
garten, kindergarten, elementary, middle, or 
secondary school (other than as a teacher in a 
public charter school), has obtained State cer-
tification as a teacher (including certification 
obtained through alternative routes to certifi-
cation) or passed the State teacher licensing
exam and holds a license to teach in such State; 
and 
(B) if teaching in—
(i) a public pre-kindergarten, kinder-
garten, or elementary school, holds a bach-
elor’s degree and demonstrates knowledge 
and skills for teaching children with autism 
spectrum disorders; or 
(ii) a public middle or secondary 
school, holds a bachelor’s degree and dem-
onstrates a high level of competency for 
teaching children with autism spectrum 
disorders, through—
(I) a high level of performance on 
a rigorous State or local academic 
subject areas test; or 
(II) completion of an academic 
major specializing in autism or severe 
disabilities with a concentration in au-
tism spectrum disorders. 
(4) TEACHERS
IN
NONPROFIT
PRIVATE
ELE-
MENTARY
OR
SECONDARY
SCHOOLS
OR
CHARTER 
SCHOOLS.—In the case of an applicant who is teach-
ing in a nonprofit private pre-kindergarten, kinder-
garten, elementary, or secondary school, or in a pub-
lic charter school, an application for loan repayment 
under this section shall include such information as 
is necessary to demonstrate that the applicant has 
knowledge and skills for teaching children with au-
tism spectrum disorders, as certified by the chief ad-
ministrative officer of the school. 
(e) TREATMENT OF CONSOLIDATION LOANS.—A loan 
amount for a consolidation loan made under section 428C 
of the Higher Education Act of 1965, or a Federal Direct 
Consolidation Loan made under part D of title IV of such 
Act, may be a qualified loan amount for the purpose of 
this section only to the extent that such loan amount was 
used by a borrower who otherwise meets the requirements 
of this section to repay—
(1) a loan made under section 428 or 428H of 
such Act; or 
(2) a Federal Direct Stafford Loan, or a Fed-
eral Direct Unsubsidized Stafford Loan, made under 
part D of title IV of such Act. 
(f) ADDITIONAL PROVISIONS.—
(1) PREVENTION OF DOUBLE BENEFITS.—No 
borrower may, for the same service, receive a benefit 
under both this section and subtitle D of title I of 
the National and Community Service Act of 1990 
(42 U.S.C. 12571 et seq.).
(2) DEFINITION
OF
TEACHER
OF
AUTISTIC 
CHILDREN.—The term ‘‘teacher of autistic children’’ 
means an individual who provides instruction to chil-
dren who have been diagnosed by a physician or a 
psychologist as having an autism spectrum disorder. 
(g) 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 2008. 
SEC. 5. REPORT ON AUTISM EARLY INTERVENTION ACTIVI-
TIES. 
(a) REPORT.—Section 613 of the Individuals with 
Disabilities Education Act (20 U.S.C. 1413) is amended 
by adding at the end the following: 
‘‘(k) REPORT ON AUTISM EARLY INTERVENTION AC-
TIVITIES.—
‘‘(1) IN GENERAL.—A local educational agency 
that receives assistance under this part for a fiscal 
year shall prepare and submit to the Secretary a re-
port that contains a description of the activities re-
ferred to in paragraph (2) carried out in the pre-
ceding fiscal year. 
‘‘(2) INFORMATION.—The activities referred to 
in this paragraph are the following:
‘‘(A) Activities carried out by the agency to 
ensure that students who exhibit symptoms of 
autism spectrum disorders (ASD) are referred 
to appropriate experts for diagnosis. 
‘‘(B) Appropriate training provided by the 
agency, or on behalf of the agency, of personnel 
of the agency and schools of the agency to carry 
out the activities described in subparagraph 
(A). 
‘‘(3) DEFINITION.—In this subsection, the term 
‘autism spectrum disorders’ has the meaning given 
the term in section 9 of the Teacher Education for 
Autistic Children Act of 2003.’’. 
(b) TECHNICAL
ASSISTANCE.—The Secretary of 
Education shall provide technical assistance to local edu-
cational agencies that receive assistance under part B of 
the Individuals with Disabilities Education Act to assist 
such agencies comply with the reporting requirement 
under section 613(k) of such Act (as added by subsection 
(a)). 
SEC. 6. TASK FORCE ON AUTISM SPECTRUM DISORDERS. 
(a) ESTABLISHMENT.—The Secretary of Education, 
acting through the Assistant Secretary for Special Edu-
cation and Rehabilitative Services, shall establish and pro-
vide administrative support for a Task Force on Autism
Spectrum Disorders (ASD) (in this section referred to as 
the ‘‘Task Force’’). 
(b) DUTIES.—The Task Force shall—
(1) conduct a review of minimum standards re-
lating to the provision of special education for chil-
dren with autism spectrum disorders and provide 
recommendations to improve or otherwise strengthen 
such standards; 
(2) conduct a review of the effectiveness of ex-
isting educational models used with respect to the 
provision of special education for children with au-
tism spectrum disorders; and 
(3) conduct an evaluation of programs carried 
out by State and local educational agencies to train 
teachers with respect to the provision of special edu-
cation for children with autism spectrum disorders 
and provide recommendations to improve and ex-
pand such programs. 
(c) COMPOSITION.—
(1) IN GENERAL.—The Secretary of Education, 
acting through the Assistant Secretary for Special 
Education and Rehabilitative Services and in con-
sultation with the Director of the National Research 
Council (or the Director’s designee), shall appoint 
members of the Task Force as follows:
(A) Not less than two members shall be 
representatives from national autism organiza-
tions. 
(B) Not less than one member shall be an 
individual with an autism spectrum disorder or 
a parent (or legal guardian) of such an indi-
vidual. 
(C) Not less than two members shall be 
teachers with experience in working with chil-
dren with autism. 
(D) Not less than two members shall be 
appropriate officers or employees of the Depart-
ment of Education. 
(E) Not less than two members shall be 
appropriate officers or employees of the Depart-
ment of Health and Human Services (to be ap-
pointed in consultation with the Secretary of 
Health and Human Services). 
(2) COMPENSATION.—
(A) RATES OF PAY.—Except as provided 
in subparagraph (B), members of the Task 
Force shall be paid at the maximum rate of 
basic pay for GS–14 of the General Schedule 
for each day during which they are engaged in
the actual performance of duties of the Task 
Force. 
(B) PROHIBITION OF COMPENSATION OF 
FEDERAL EMPLOYEES.—Members of the Task 
Force who are full-time officers or employees of 
the United States may not receive additional 
pay, allowances, or benefits by reason of their 
service on the Task Force. 
(C) TRAVEL EXPENSES.—Each member of 
the Task Force shall receive travel expenses, in-
cluding per diem in lieu of subsistence, in ac-
cordance with applicable provisions under sub-
chapter I of chapter 57 of title 5, United States 
Code. 
(d) REPORT.—Not later than one year after the date 
of the enactment of this Act, and annually thereafter for 
each of the subsequent four calendar years, the Task 
Force shall prepare and submit to the Secretary of Edu-
cation a report that contains the results of the reviews 
and evaluations conducted pursuant to subsection (b) and 
a description of the recommendations proposed pursuant 
to such subsection. 
(e) AUTHORIZATION OF APPROPRIATIONS.—
(1) IN GENERAL.—There are authorized to be 
appropriated to carry out this section $500,000 for 
fiscal years 2004 through 2008. 
(2) AVAILABILITY.—Amounts appropriated pur-
suant to the authorization of appropriations under 
paragraph (1) are authorized to remain available 
until expended. 
SEC. 7. STUDY AND REPORT ON FEDERAL VOCATIONAL 
TRAINING PROGRAMS. 
(a) STUDY.—The Secretary of Education, in conjunc-
tion with the Secretary of Labor (hereinafter in this sec-
tion referred to as the ‘‘Secretaries’’), shall conduct a 
study on the effectiveness of Federal vocational training 
programs in providing appropriate assistance to individ-
uals with autism spectrum disorders (ASD) 
(b) REPORT.—Not later than 18 months after the 
date of the enactment of this Act, the Secretaries shall 
submit to Congress a report that contains the following: 
(1) The results of the study conducted under 
subsection (a). 
(2) Administrative and legislative recommenda-
tions to improve the effectiveness of Federal voca-
tional training programs in providing appropriate as-
sistance to individuals with autism spectrum dis-
orders.
(3) Recommendations on appropriate data that 
should be collected, maintained, and disseminated in 
order to better monitor the effectiveness of each vo-
cational training program that serves individuals 
with autism spectrum disorders. 
SEC. 8. STATE AUTISM OMBUDSMAN OFFICES. 
(a) GRANTS
TO STATES.—Of the amount appro-
priated pursuant to the authorization of appropriations 
under subsection (d) for a fiscal year, the Secretary of 
Education shall provide grants to each State that meets 
the requirements of subsection (b) for the purpose of car-
rying out this section. 
(b) STATE REQUIREMENTS.—A State meets the re-
quirements of this subsection if it establishes and operates 
(including through the use of funds provided under a 
grant under subsection (a)) at least one State autism om-
budsman office in accordance with this section. The office 
shall be headed by an individual who shall be selected from 
among individuals who are members of, or approved by, 
national, non-profit organizations, including their State 
and local affiliate organizations, dedicated to addressing, 
by whatever means, the needs of individuals with autism 
spectrum disorders or their families or legal guardians. 
(c) DUTIES OF OFFICE.—
(1) IN GENERAL.—A State autism ombudsman 
office established in accordance with subsection (b) 
shall serve individuals with autism spectrum dis-
orders and their families or guardians as a resource 
to assist with legal, educational, and family support 
systems issues, including by advising families or 
guardians on the process of the individualized edu-
cation program, interpreting school communications 
regarding a child who exhibits autistic behavior, pro-
posing alternatives to those proposed by the IEP 
team, and otherwise mediating between families or 
guardians of a child with an autism spectrum dis-
order and officials of local or State public school sys-
tems, agencies, or boards. 
(2) DEFINITION.—In this subsection, the term 
‘‘individualized education program’’ or ‘‘IEP’’ means 
a written statement for a child with a disability that 
is developed, reviewed, and revised in accordance 
with section 614(d) of the Individuals with Disabil-
ities Education Act. 
(d) REQUIREMENTS.—A State autism ombudsman 
office established in accordance with subsection (b) shall—
(1) coordinate with the State developmental dis-
abilities council, university-affiliated programs, re-