H. R. 5—104
‘‘(F) Preparing personnel who provide services to chil-
dren with significant cognitive disabilities and children
with multiple disabilities.
‘‘(3) DEFINITION.—As used in this section, the term ‘low-
incidence disability ’ means—
‘‘(A) a visual or hearing impairment, or simultaneous
visual and hearing impairments;
‘‘(B) a significant cognitive impairment; or
‘‘(C) any impairment for which a small number of
personnel with highly specialized skills and knowledge are
needed in order for children with that impairment to
receive early intervention services or a free appropriate
public education.
‘‘(4) SELECTION
OF
RECIPIENTS.—In selecting recipients
under this subsection, the Secretary may give preference to
applications that propose to prepare personnel in more than
one low-incidence disability, such as deafness and blindness.
‘‘(5) PREPARATION IN USE OF BRAILLE.—The Secretary shall
ensure that all recipients of assistance under this subsection
who will use that assistance to prepare personnel to provide
services to visually impaired or blind children that can appro-
priately be provided in Braille will prepare those individuals
to provide those services in Braille.
‘‘(c) LEADERSHIP PREPARATION; AUTHORIZED ACTIVITIES.—
‘‘(1) IN GENERAL.—In carrying out this section, the Sec-
retary shall support leadership preparation activities that are
consistent with the objectives described in subsection (a).
‘‘(2) AUTHORIZED ACTIVITIES.—Activities that may be car-
ried out under this subsection include activities such as the
following:
‘‘(A) Preparing personnel at the advanced graduate,
doctoral, and postdoctoral levels of training to administer,
enhance, or provide services for children with disabilities.
‘‘(B) Providing interdisciplinary training for various
types 
of 
leadership 
personnel, 
including 
teacher
preparation faculty, administrators, researchers, super-
visors, principals, and other persons whose work affects
early intervention, educational, and transitional services
for children with disabilities.
‘‘(d) 
PROJECTS
OF
NATIONAL
SIGNIFICANCE; 
AUTHORIZED
ACTIVITIES.—
‘‘(1) IN GENERAL.—In carrying out this section, the Sec-
retary shall support activities, consistent with the objectives
described in subsection (a), that are of national significance
and have broad applicability.
‘‘(2) AUTHORIZED ACTIVITIES.—Activities that may be car-
ried out under this subsection include activities such as the
following:
‘‘(A) Developing and demonstrating effective and effi-
cient practices for preparing personnel to provide services
to children with disabilities, including practices that
address any needs identified in the State’s improvement
plan under part C;
‘‘(B) Demonstrating the application of significant
knowledge derived from research and other sources in the
development of programs to prepare personnel to provide
services to children with disabilities.
H. R. 5—105
‘‘(C) Demonstrating models for the preparation of, and
interdisciplinary training of, early intervention, special edu-
cation, and general education personnel, to enable the
personnel—
‘‘(i) to acquire the collaboration skills necessary
to work within teams to assist children with disabil-
ities; and
‘‘(ii) to achieve results that meet challenging
standards, particularly within the general education
curriculum.
‘‘(D) Demonstrating models that reduce shortages of
teachers, and personnel from other relevant disciplines,
who serve children with disabilities, through reciprocity
arrangements between States that are related to licensure
and certification.
‘‘(E) Developing, evaluating, and disseminating model
teaching standards for persons working with children with
disabilities.
‘‘(F) Promoting the transferability, across State and
local jurisdictions, of licensure and certification of teachers
and administrators working with such children.
‘‘(G) Developing and disseminating models that prepare
teachers with strategies, including behavioral interven-
tions, for addressing the conduct of children with
disabilities that impedes their learning and that of others
in the classroom.
‘‘(H) Institutes that provide professional development
that addresses the needs of children with disabilities to
teachers or teams of teachers, and where appropriate, to
school board members, administrators, principals, pupil-
service personnel, and other staff from individual schools.
‘‘(I) Projects to improve the ability of general education
teachers, principals, and other administrators to meet the
needs of children with disabilities.
‘‘(J) Developing, evaluating, and disseminating innova-
tive models for the recruitment, induction, retention, and
assessment of new, qualified teachers, especially from
groups that are underrepresented in the teaching profes-
sion, including individuals with disabilities.
‘‘(K) Supporting institutions of higher education with
minority enrollments of at least 25 percent for the purpose
of preparing personnel to work with children with disabil-
ities.
‘‘(e) HIGH-INCIDENCE DISABILITIES; AUTHORIZED ACTIVITIES.—
‘‘(1) IN
GENERAL.—In carrying out this section, the
Secretary shall support activities, consistent with the objectives
described in subsection (a), to benefit children with high-
incidence disabilities, such as children with specific learning
disabilities, speech or language impairment, or mental retarda-
tion.
‘‘(2) AUTHORIZED ACTIVITIES.—Activities that may be car-
ried out under this subsection include the following:
‘‘(A) Activities undertaken by institutions of higher
education, local educational agencies, and other local enti-
ties—
‘‘(i) to improve and reform their existing programs
to prepare teachers and related services personnel—
H. R. 5—106
‘‘(I) to meet the diverse needs of children with
disabilities for early intervention, educational, and
transitional services; and
‘‘(II) to work collaboratively in regular class-
room settings; and
‘‘(ii) to incorporate best practices and research-
based knowledge about preparing personnel so they
will have the knowledge and skills to improve edu-
cational results for children with disabilities.
‘‘(B) Activities incorporating innovative strategies to
recruit and prepare teachers and other personnel to meet
the needs of areas in which there are acute and persistent
shortages of personnel.
‘‘(C) Developing career opportunities for paraprofes-
sionals to receive training as special education teachers,
related services personnel, and early intervention person-
nel, including interdisciplinary training to enable them
to improve early intervention, educational, and transitional
results for children with disabilities.
‘‘(f ) APPLICATIONS.—
‘‘(1) IN GENERAL.—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 containing such information
as the Secretary may require.
‘‘(2) IDENTIFIED STATE NEEDS.—
‘‘(A) REQUIREMENT TO ADDRESS IDENTIFIED NEEDS.—
Any application under subsection (b), (c), or (e) shall include
information demonstrating to the satisfaction of the Sec-
retary that the activities described in the application will
address needs identified by the State or States the
applicant proposes to serve.
‘‘(B) COOPERATION
WITH
STATE
EDUCATIONAL
AGEN-
CIES.—Any applicant that is not a local educational agency
or a State educational agency shall include information
demonstrating to the satisfaction of the Secretary that
the applicant and one or more State educational agencies
have engaged in a cooperative effort to plan the project
to which the application pertains, and will cooperate in
carrying out and monitoring the project.
‘‘(3) ACCEPTANCE BY STATES OF PERSONNEL PREPARATION
REQUIREMENTS.—The Secretary may require applicants to
provide letters from one or more States stating that the States—
‘‘(A) intend to accept successful completion of the pro-
posed personnel preparation program as meeting State
personnel standards for serving children with disabilities
or serving infants and toddlers with disabilities; and
‘‘(B) need personnel in the area or areas in which
the applicant proposes to provide preparation, as identified
in the States’ comprehensive systems of personnel develop-
ment under parts B and C.
‘‘(g) SELECTION OF RECIPIENTS.—
‘‘(1) IMPACT OF PROJECT.—In selecting recipients under this
section, the Secretary may consider the impact of the project
proposed in the application in meeting the need for personnel
identified by the States.
H. R. 5—107
‘‘(2) REQUIREMENT
ON
APPLICANTS
TO
MEET
STATE
AND
PROFESSIONAL STANDARDS.—The Secretary shall make grants
under this section only to eligible applicants that meet State
and professionally-recognized standards for the preparation of
special education and related services personnel, if the purpose
of the project is to assist personnel in obtaining degrees.
‘‘(3) PREFERENCES.—In selecting recipients under this
section, the Secretary may—
‘‘(A) give preference to institutions of higher education
that are educating regular education personnel to meet
the needs of children with disabilities in integrated settings
and educating special education personnel to work in
collaboration with regular educators in integrated settings;
and
‘‘(B) give preference to institutions of higher education
that are successfully recruiting and preparing individuals
with disabilities and individuals from groups that are
underrepresented in the profession for which they are
preparing individuals.
‘‘(h) SERVICE OBLIGATION.—
‘‘(1) IN GENERAL.—Each application for funds under sub-
sections (b) and (e), and to the extent appropriate subsection
(d), shall include an assurance that the applicant will ensure
that individuals who receive a scholarship under the proposed
project will subsequently provide special education and related
services to children with disabilities for a period of 2 years
for every year for which assistance was received or repay all
or part of the cost of that assistance, in accordance with regula-
tions issued by the Secretary.
‘‘(2) LEADERSHIP PREPARATION.—Each application for funds
under subsection (c) shall include an assurance that the
applicant will ensure that individuals who receive a scholarship
under the proposed project will subsequently perform work
related to their preparation for a period of 2 years for every
year for which assistance was received or repay all or part
of such costs, in accordance with regulations issued by the
Secretary.
‘‘(i) SCHOLARSHIPS.—The Secretary may include funds for schol-
arships, with necessary stipends and allowances, in awards under
subsections (b), (c), (d), and (e).
‘‘(j) 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 1998 through 2002.
‘‘SEC. 674. STUDIES AND EVALUATIONS.
‘‘(a) STUDIES AND EVALUATIONS.—
‘‘(1) IN GENERAL.—The Secretary shall, directly or through
grants, contracts, or cooperative agreements, assess the
progress in the implementation of this Act, including the
effectiveness of State and local efforts to provide—
‘‘(A) a free appropriate public education to children
with disabilities; and
‘‘(B) early intervention services to infants and toddlers
with disabilities and infants and toddlers who would be
at risk of having substantial developmental delays if early
intervention services were not provided to them.
H. R. 5—108
‘‘(2) AUTHORIZED
ACTIVITIES.—In carrying out this sub-
section, the Secretary may support studies, evaluations, and
assessments, including studies that—
‘‘(A) analyze measurable impact, outcomes, and results
achieved by State educational agencies and local edu-
cational agencies through their activities to reform policies,
procedures, and practices designed to improve educational
and transitional services and results for children with
disabilities;
‘‘(B) analyze State and local needs for professional
development, parent training, and other appropriate
activities that can reduce the need for disciplinary actions
involving children with disabilities;
‘‘(C) assess educational and transitional services and
results for children with disabilities from minority back-
grounds, including—
‘‘(i) data on—
‘‘(I) the number of minority children who are
referred for special education evaluation;
‘‘(II) the number of minority children who are
receiving special education and related services
and their educational or other service placement;
and
‘‘(III) the number of minority children who
graduated from secondary and postsecondary edu-
cation programs; and
‘‘(ii) the performance of children with disabilities
from minority backgrounds on State assessments and
other performance indicators established for all stu-
dents;
‘‘(D) measure educational and transitional services and
results of children with disabilities under this Act, includ-
ing longitudinal studies that—
‘‘(i) examine educational and transitional services
and results for children with disabilities who are 3
through 17 years of age and are receiving special edu-
cation and related services under this Act, using a
national, representative sample of distinct age cohorts
and disability categories; and
‘‘(ii) examine educational results, postsecondary
placement, and employment status of individuals with
disabilities, 18 through 21 years of age, who are
receiving or have received special education and related
services under this Act; and
‘‘(E) identify and report on the placement of children
with disabilities by disability category.
‘‘(b) NATIONAL ASSESSMENT.—
‘‘(1) IN GENERAL.—The Secretary shall carry out a national
assessment of activities carried out with Federal funds under
this Act in order—
‘‘(A) to determine the effectiveness of this Act in achiev-
ing its purposes;
‘‘(B) to provide information to the President, the
Congress, the States, local educational agencies, and the
public on how to implement the Act more effectively; and
H. R. 5—109
‘‘(C) to provide the President and the Congress with
information that will be useful in developing legislation
to achieve the purposes of this Act more effectively.
‘‘(2) CONSULTATION.—The Secretary shall plan, review, and
conduct the national assessment under this subsection in
consultation 
with 
researchers, 
State 
practitioners, 
local
practitioners, parents of children with disabilities, individuals
with disabilities, and other appropriate individuals.
‘‘(3) SCOPE OF ASSESSMENT.—The national assessment shall
examine how well schools, local educational agencies, States,
other recipients of assistance under this Act, and the Secretary
are achieving the purposes of this Act, including—
‘‘(A) improving the performance of children with
disabilities in general scholastic activities and assessments
as compared to nondisabled children;
‘‘(B) providing for the participation of children with
disabilities in the general curriculum;
‘‘(C) helping children with disabilities make successful
transitions from—
‘‘(i) early intervention services to preschool edu-
cation;
‘‘(ii) preschool education to elementary school; and
‘‘(iii) secondary school to adult life;
‘‘(D) placing and serving children with disabilities,
including minority children, in the least restrictive environ-
ment appropriate;
‘‘(E) preventing children with disabilities, especially
children with emotional disturbances and specific learning
disabilities, from dropping out of school;
‘‘(F) addressing behavioral problems of children with
disabilities as compared to nondisabled children;
‘‘(G) coordinating services provided under this Act with
each other, with other educational and pupil services
(including preschool services), and with health and social
services funded from other sources;
‘‘(H) providing for the participation of parents of chil-
dren with disabilities in the education of their children;
and
‘‘(I) resolving disagreements between education person-
nel and parents through activities such as mediation.
‘‘(4) INTERIM
AND
FINAL
REPORTS.—The Secretary shall
submit to the President and the Congress—
‘‘(A) an interim report that summarizes the preliminary
findings of the assessment not later than October 1, 1999;
and
‘‘(B) a final report of the findings of the assessment
not later than October 1, 2001.
‘‘(c) ANNUAL REPORT.—The Secretary shall report annually to
the Congress on—
‘‘(1) an analysis and summary of the data reported by
the States and the Secretary of the Interior under section
618;
‘‘(2) the results of activities conducted under subsection
(a);
‘‘(3) the findings and determinations resulting from reviews
of State implementation of this Act.
H. R. 5—110
‘‘(d) TECHNICAL ASSISTANCE
TO LEAS.—The Secretary shall
provide directly, or through grants, contracts, or cooperative agree-
ments, technical assistance to local educational agencies to assist
them in carrying out local capacity-building and improvement
projects under section 611(f )(4) and other LEA systemic improve-
ment activities under this Act.
‘‘(e) RESERVATION FOR STUDIES AND TECHNICAL ASSISTANCE.—
‘‘(1) IN
GENERAL.—Except as provided in paragraph (2)
and notwithstanding any other provision of this Act, the Sec-
retary may reserve up to one-half of one percent of the amount
appropriated under parts B and C for each fiscal year to carry
out this section.
‘‘(2) MAXIMUM AMOUNT.—For the first fiscal year in which
the amount described in paragraph (1) is at least $20,000,000,
the maximum amount the Secretary may reserve under para-
graph (1) is $20,000,000. For each subsequent fiscal year, the
maximum amount the Secretary may reserve under paragraph
(1) is $20,000,000, increased by the cumulative rate of inflation
since the fiscal year described in the previous sentence.
‘‘(3) USE
OF
MAXIMUM
AMOUNT.—In any fiscal year
described in paragraph (2) for which the Secretary reserves
the maximum amount described in that paragraph, the
Secretary shall use at least half of the reserved amount for
activities under subsection (d).
‘‘Chapter 
2—Improving 
Early 
Intervention,
Educational, and Transitional Services and
Results for Children With Disabilities Through
Coordinated Technical Assistance, Support, and
Dissemination of Information
‘‘SEC. 681. FINDINGS AND PURPOSES.
‘‘(a) IN GENERAL.—The Congress finds as follows:
‘‘(1) National technical assistance, support, and dissemina-
tion activities are necessary to ensure that parts B and C
are fully implemented and achieve quality early intervention,
educational, and transitional results for children with disabil-
ities and their families.
‘‘(2) Parents, teachers, administrators, and related services
personnel need technical assistance and information in a timely,
coordinated, and accessible manner in order to improve early
intervention, educational, and transitional services and results
at the State and local levels for children with disabilities and
their families.
‘‘(3) Parent training and information activities have taken
on increased importance in efforts to assist parents of a child
with a disability in dealing with the multiple pressures of
rearing such a child and are of particular importance in—
‘‘(A) ensuring the involvement of such parents in
planning and decisionmaking with respect to early inter-
vention, educational, and transitional services;
‘‘(B) achieving quality early intervention, educational,
and transitional results for children with disabilities;
‘‘(C) providing such parents information on their rights
and protections under this Act to ensure improved early
H. R. 5—111
intervention, educational, and transitional results for chil-
dren with disabilities;
‘‘(D) assisting such parents in the development of skills
to participate effectively in the education and development
of their children and in the transitions described in section
674(b)(3)(C); and
‘‘(E) supporting the roles of such parents as partici-
pants within partnerships seeking to improve early
intervention, educational, and transitional services and
results for children with disabilities and their families.
‘‘(4) Providers of parent training and information activities
need to ensure that such parents who have limited access
to services and supports, due to economic, cultural, or linguistic
barriers, are provided with access to appropriate parent train-
ing and information activities.
‘‘(5) Parents of children with disabilities need information
that helps the parents to understand the rights and responsibil-
ities of their children under part B.
‘‘(6) The provision of coordinated technical assistance and
dissemination of information to State and local agencies,
institutions of higher education, and other providers of services
to children with disabilities is essential in—
‘‘(A) supporting the process of achieving systemic
change;
‘‘(B) supporting actions in areas of priority specific
to the improvement of early intervention, educational, and
transitional results for children with disabilities;
‘‘(C) conveying information and assistance that are—
‘‘(i) based on current research (as of the date the
information and assistance are conveyed);
‘‘(ii) accessible and meaningful for use in support-
ing systemic-change activities of State and local
partnerships; and
‘‘(iii) linked directly to improving early interven-
tion, educational, and transitional services and results
for children with disabilities and their families; and
‘‘(D) organizing systems and information networks for
such information, based on modern technology related to—
‘‘(i) storing and gaining access to information; and
‘‘(ii) distributing information in a systematic
manner to parents, students, professionals, and policy-
makers.
‘‘(7) Federal support for carrying out technology research,
technology development, and educational media services and
activities has resulted in major innovations that have signifi-
cantly 
improved 
early 
intervention, 
educational, 
and
transitional services and results for children with disabilities
and their families.
‘‘(8) Such Federal support is needed—
‘‘(A) to stimulate the development of software,
interactive learning tools, and devices to address early
intervention, educational, and transitional needs of children
with disabilities who have certain disabilities;
‘‘(B) to make information available on technology
research, technology development, and educational media
H. R. 5—112
services and activities to individuals involved in the provi-
sion of early intervention, educational, and transitional
services to children with disabilities;
‘‘(C) to promote the integration of technology into
curricula to improve early intervention, educational, and
transitional results for children with disabilities;
‘‘(D) to provide incentives for the development of tech-
nology and media devices and tools that are not readily
found or available because of the small size of potential
markets;
‘‘(E) to make resources available to pay for such devices
and tools and educational media services and activities;
‘‘(F) to promote the training of personnel—
‘‘(i) to provide such devices, tools, services, and
activities in a competent manner; and
‘‘(ii) to assist children with disabilities and their
families in using such devices, tools, services, and
activities; and
‘‘(G) to coordinate the provision of such devices, tools,
services, and activities—
‘‘(i) among State human services programs; and
‘‘(ii) between such programs and private agencies.
‘‘(b) PURPOSES.—The purposes of this chapter are to ensure
that—
‘‘(1) children with disabilities, and their parents, receive
training and information on their rights and protections under
this Act, in order to develop the skills necessary to effectively
participate in planning and decisionmaking relating to early
intervention, educational, and transitional services and in sys-
temic-change activities;
‘‘(2) parents, teachers, administrators, early intervention
personnel, related services personnel, and transition personnel
receive coordinated and accessible technical assistance and
information to assist such persons, through systemic-change
activities and other efforts, to improve early intervention, edu-
cational, and transitional services and results for children with
disabilities and their families;
‘‘(3) appropriate technology and media are researched,
developed, demonstrated, and made available in timely and
accessible formats to parents, teachers, and all types of person-
nel providing services to children with disabilities to support
their roles as partners in the improvement and implementation
of early intervention, educational, and transitional services and
results for children with disabilities and their families;
‘‘(4) on reaching the age of majority under State law,
children with disabilities understand their rights and respon-
sibilities under part B, if the State provides for the transfer
of parental rights under section 615(m); and
‘‘(5) the general welfare of deaf and hard-of-hearing individ-
uals is promoted by—
‘‘(A) bringing to such individuals understanding and
appreciation of the films and television programs that play
an important part in the general and cultural advancement
of hearing individuals;
‘‘(B) providing, through those films and television pro-
grams, enriched educational and cultural experiences
H. R. 5—113
through which deaf and hard-of-hearing individuals can
better understand the realities of their environment; and
‘‘(C) providing wholesome and rewarding experiences
that deaf and hard-of-hearing individuals may share.
‘‘SEC. 682. PARENT TRAINING AND INFORMATION CENTERS.
‘‘(a) PROGRAM AUTHORIZED.—The Secretary may make 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 informa-
tion center that receives assistance under this section shall—
‘‘(1) provide training and information that meets the train-
ing and information 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;
‘‘(2) assist parents to understand the availability of, and
how to effectively use, procedural safeguards under this Act,
including encouraging the use, and explaining the benefits,
of alternative methods of dispute resolution, such as the medi-
ation process described in section 615(e);
‘‘(3) serve the parents of infants, toddlers, and children
with the full range of disabilities;
‘‘(4) assist parents to—
‘‘(A) better understand the nature of their children’s
disabilities and their educational and developmental needs;
‘‘(B) communicate effectively with personnel respon-
sible for providing special education, early intervention,
and related services;
‘‘(C) participate in decisionmaking processes and the
development of individualized education programs under
part B and individualized family service plans under part
C;
‘‘(D) obtain appropriate information about the range
of options, programs, services, and resources available to
assist children with disabilities and their families;
‘‘(E) understand the provisions of this Act for the edu-
cation of, and the provision of early intervention services
to, children with disabilities; and
‘‘(F) participate in school reform activities;
‘‘(5) in States where the State elects to contract with the
parent training and information center, contract with State
educational agencies to provide, consistent with subparagraphs
(B) and (D) of section 615(e)(2), individuals who meet with
parents to explain the mediation process to them;
‘‘(6) network with appropriate clearinghouses, including
organizations conducting national dissemination activities
under section 685(d), 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; and
‘‘(7) annually report to the Secretary on—
‘‘(A) the number of parents to whom it provided
information and training in the most recently concluded
fiscal year; and
H. R. 5—114
‘‘(B) the effectiveness of strategies used to reach and
serve parents, including underserved parents of children
with disabilities.
‘‘(c) OPTIONAL ACTIVITIES.—A parent training and information
center that receives assistance under this section may—
‘‘(1) provide information to teachers and other professionals
who provide special education and related services to children
with disabilities;
‘‘(2) assist students with disabilities to understand their
rights and responsibilities under section 615(m) on reaching
the age of majority; and
‘‘(3) assist parents of children with disabilities to be
informed participants in the development and implementation
of the State’s State improvement plan under subpart 1.
‘‘(d) APPLICATION REQUIREMENTS.—Each application for assist-
ance under this section shall identify with specificity the special
efforts that the applicant will undertake—
‘‘(1) to ensure that the needs for training and information
of underserved parents of children with disabilities in the area
to be served are effectively met; and
‘‘(2) to work with community-based organizations.
‘‘(e) DISTRIBUTION OF FUNDS.—
‘‘(1) IN GENERAL.—The Secretary shall make at least 1
award to a parent organization in each State, unless the Sec-
retary does not receive an application from such an organization
in each State of sufficient quality to warrant approval.
‘‘(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) REQUIREMENTS.—
‘‘(A) MEETINGS.—The board of directors or special
governing committee of each 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.
‘‘(B) ADVISING BOARD.—Each special governing commit-
tee shall directly advise the organization’s governing board
of its views and recommendations.
‘‘(2) 
CONTINUATION
AWARD.—When 
an 
organization
requests a continuation award under this section, the board
of directors or special governing committee shall submit to
the Secretary 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 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;
‘‘(B) that includes—
‘‘(i) individuals working in the fields of special
education, related services, and early intervention; and
‘‘(ii) individuals with disabilities; and
H. R. 5—115
‘‘(C) the parent and professional members of which
are broadly representative of the population to be served;
or
‘‘(2) has—
‘‘(A) a membership that represents the interests of
individuals with disabilities and has established a special
governing committee that meets the requirements of para-
graph (1); and
‘‘(B) a memorandum of understanding between the spe-
cial governing committee and the board of directors of
the organization that clearly outlines the relationship
between the board and the committee and the decisionmak-
ing responsibilities and authority of each.
‘‘SEC. 683. COMMUNITY PARENT RESOURCE CENTERS.
‘‘(a) IN GENERAL.—The Secretary may make 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 underserved parents of children with
disabilities, including low-income parents, parents of children with
limited English proficiency, and parents with disabilities, have the
training and information they need to enable them to participate
effectively in helping their children with disabilities—
‘‘(1) to meet developmental goals and, to the maximum
extent possible, those challenging standards that have been
established for all children; and
‘‘(2) to be prepared to lead productive independent adult
lives, to the maximum extent possible.
‘‘(b) REQUIRED ACTIVITIES.—Each parent training and informa-
tion center assisted under this section shall—
‘‘(1) provide training and information that meets the train-
ing and information needs of parents of children with disabil-
ities 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 (7) of
section 682(b);
‘‘(3) establish cooperative partnerships with the parent
training and information centers funded under section 682;
and
‘‘(4) be designed to meet the specific needs of families
who experience significant isolation from available sources of
information and support.
‘‘(c) DEFINITION.—As used is this section, the term ‘local parent
organization’ means a parent organization, as defined in section
682(g), that either—
‘‘(1) has a board of directors the majority of whom are
from the community to be served; or
‘‘(2) has—
‘‘(A) as a part of its mission, serving the interests
of individuals with disabilities from such community; and
‘‘(B) a special governing committee to administer the
grant, contract, or cooperative agreement, a majority of
the members of which are individuals from such commu-
nity.
H. R. 5—116
‘‘SEC. 684. TECHNICAL ASSISTANCE FOR PARENT TRAINING AND
INFORMATION CENTERS.
‘‘(a) IN GENERAL.—The Secretary may, directly or through
awards to eligible entities, provide technical assistance for develop-
ing, assisting, and coordinating parent training and information
programs carried out by parent training and information centers
receiving assistance under sections 682 and 683.
‘‘(b) AUTHORIZED ACTIVITIES.—The Secretary may provide tech-
nical assistance to a parent training and information center under
this section in areas such as—
‘‘(1) effective coordination of parent training efforts;
‘‘(2) dissemination of information;
‘‘(3) evaluation by the center of itself;
‘‘(4) promotion of the use of technology, including assistive
technology devices and assistive technology services;
‘‘(5) reaching underserved populations;
‘‘(6) including children with disabilities in general education
programs;
‘‘(7) facilitation of transitions from—
‘‘(A) early intervention services to preschool;
‘‘(B) preschool to school; and
‘‘(C) secondary school to postsecondary environ-
ments; and
‘‘(8) promotion of alternative methods of dispute resolution.
‘‘SEC. 685. COORDINATED TECHNICAL ASSISTANCE AND DISSEMINA-
TION.
‘‘(a) IN GENERAL.—The Secretary shall, by competitively making
grants or entering into contracts and cooperative agreements with
eligible entities, provide technical assistance and information,
through such mechanisms as institutes, Regional Resource Centers,
clearinghouses, and programs that support States and local entities
in building capacity, to improve early intervention, educational,
and transitional services and results for children with disabilities
and their families, and address systemic-change goals and priorities.
‘‘(b) 
SYSTEMIC
TECHNICAL
ASSISTANCE; 
AUTHORIZED
ACTIVITIES.—
‘‘(1) IN GENERAL.—In carrying out this section, the Sec-
retary shall carry out or support technical assistance activities,
consistent with the objectives described in subsection (a), relat-
ing to systemic change.
‘‘(2) AUTHORIZED ACTIVITIES.—Activities that may be car-
ried out under this subsection include activities such as the
following:
‘‘(A) Assisting States, local educational agencies, and
other participants in partnerships established under sub-
part 1 with the process of planning systemic changes that
will promote improved early intervention, educational, and
transitional results for children with disabilities.
‘‘(B) Promoting change through a multistate or regional
framework that benefits States, local educational agencies,
and other participants in partnerships that are in the
process of achieving systemic-change outcomes.
‘‘(C) Increasing the depth and utility of information
in ongoing and emerging areas of priority need identified
by States, local educational agencies, and other participants
H. R. 5—117
in partnerships that are in the process of achieving sys-
temic-change outcomes.
‘‘(D) 
Promoting 
communication 
and 
information
exchange among States, local educational agencies, and
other participants in partnerships, based on the needs and
concerns identified by the participants in the partnerships,
rather than on externally imposed criteria or topics, regard-
ing—
‘‘(i) the practices, procedures, and policies of the
States, local educational agencies, and other partici-
pants in partnerships; and
‘‘(ii) accountability of the States, local educational
agencies, and other participants in partnerships for
improved early intervention, educational, and transi-
tional results for children with disabilities.
‘‘(c) 
SPECIALIZED
TECHNICAL
ASSISTANCE; 
AUTHORIZED
ACTIVITIES.—
‘‘(1) IN GENERAL.—In carrying out this section, the Sec-
retary shall carry out or support activities, consistent with
the objectives described in subsection (a), relating to areas
of priority or specific populations.
‘‘(2) AUTHORIZED ACTIVITIES.—Examples of activities that
may be carried out under this subsection include activities
that—
‘‘(A) focus on specific areas of high-priority need that—
‘‘(i) are identified by States, local educational agen-
cies, and other participants in partnerships;
‘‘(ii) require the development of new knowledge,
or the analysis and synthesis of substantial bodies
of information not readily available to the States, agen-
cies, and other participants in partnerships; and
‘‘(iii) will contribute significantly to the improve-
ment of early intervention, educational, and transi-
tional services and results for children with disabilities
and their families;
‘‘(B) focus on needs and issues that are specific to
a population of children with disabilities, such as the provi-
sion of single-State and multi-State technical assistance
and in-service training—
‘‘(i) to schools and agencies serving deaf-blind
children and their families; and
‘‘(ii) to programs and agencies serving other groups
of children with low-incidence disabilities and their
families; or
‘‘(C) address the postsecondary education needs of
individuals who are deaf or hard-of-hearing.
‘‘(d) NATIONAL
INFORMATION
DISSEMINATION; AUTHORIZED
ACTIVITIES.—
‘‘(1) IN GENERAL.—In carrying out this section, the Sec-
retary shall carry out or support information dissemination
activities that are consistent with the objectives described in
subsection (a), including activities that address national needs
for the preparation and dissemination of information relating
to eliminating barriers to systemic-change and improving early
intervention, educational, and transitional results for children
with disabilities.
H. R. 5—118
‘‘(2) AUTHORIZED ACTIVITIES.—Examples of activities that
may be carried out under this subsection include activities
relating to—
‘‘(A) infants and toddlers with disabilities and their
families, and children with disabilities and their families;
‘‘(B) services for populations of children with low-
incidence disabilities, including deaf-blind children, and
targeted age groupings;
‘‘(C) the provision of postsecondary services to individ-
uals with disabilities;
‘‘(D) the need for and use of personnel to provide
services to children with disabilities, and personnel recruit-
ment, retention, and preparation;
‘‘(E) issues that are of critical interest to State edu-
cational agencies and local educational agencies, other
agency personnel, parents of children with disabilities, and
individuals with disabilities;
‘‘(F) educational reform and systemic change within
States; and
‘‘(G) promoting schools that are safe and conducive
to learning.
‘‘(3) LINKING STATES TO INFORMATION SOURCES.—In carry-
ing out this subsection, the Secretary may support projects
that link States to technical assistance resources, including
special education and general education resources, and may
make research and related products available through libraries,
electronic networks, parent training projects, and other
information sources.
‘‘(e) APPLICATIONS.—An 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 containing such information as the
Secretary may require.
‘‘SEC. 686. AUTHORIZATION OF APPROPRIATIONS.
‘‘There are authorized to be appropriated to carry out sections
681 through 685 such sums as may be necessary for each of the
fiscal years 1998 through 2002.
‘‘SEC. 687. TECHNOLOGY DEVELOPMENT, DEMONSTRATION, AND
UTILIZATION; AND MEDIA SERVICES.
‘‘(a) IN GENERAL.—The Secretary shall competitively make
grants to, and enter into contracts and cooperative agreements
with, eligible entities to support activities described in subsections
(b) and (c).
‘‘(b) 
TECHNOLOGY
DEVELOPMENT, 
DEMONSTRATION, 
AND
UTILIZATION; AUTHORIZED ACTIVITIES.—
‘‘(1) IN GENERAL.—In carrying out this section, the Sec-
retary shall support activities to promote the development,
demonstration, and utilization of technology.
‘‘(2) AUTHORIZED ACTIVITIES.—Activities that may be car-
ried out under this subsection include activities such as the
following:
‘‘(A) Conducting research and development activities
on the use of innovative and emerging technologies for
children with disabilities.
‘‘(B) Promoting the demonstration and use of innova-
tive and emerging technologies for children with disabilities
H. R. 5—119
by improving and expanding the transfer of technology
from research and development to practice.
‘‘(C) Providing technical assistance to recipients of
other assistance under this section, concerning the develop-
ment of accessible, effective, and usable products.
‘‘(D) Communicating information on available tech-
nology and the uses of such technology to assist children
with disabilities.
‘‘(E) Supporting the implementation of research pro-
grams on captioning or video description.
‘‘(F) Supporting research, development, and dissemina-
tion of technology with universal-design features, so that
the technology is accessible to individuals with disabilities
without further modification or adaptation.
‘‘(G) Demonstrating the use of publicly-funded tele-
communications systems to provide parents and teachers
with information and training concerning early diagnosis
of, intervention for, and effective teaching strategies for,
young children with reading disabilities.
‘‘(c) EDUCATIONAL MEDIA SERVICES; AUTHORIZED ACTIVITIES.—
In carrying out this section, the Secretary shall support—
‘‘(1) educational media activities that are designed to be
of educational value to children with disabilities;
‘‘(2) providing video description, open captioning, or closed
captioning of television programs, videos, or educational mate-
rials through September 30, 2001; and after fiscal year 2001,
providing video description, open captioning, or closed caption-
ing of educational, news, and informational television, videos,
or materials;
‘‘(3) distributing captioned and described videos or edu-
cational materials through such mechanisms as a loan service;
‘‘(4) 
providing 
free 
educational 
materials, 
including
textbooks, in accessible media for visually impaired and print-
disabled students in elementary, secondary, postsecondary, and
graduate schools;
‘‘(5) providing cultural experiences through appropriate
nonprofit organizations, such as the National Theater of the
Deaf, that—
‘‘(A) enrich the lives of deaf and hard-of-hearing
children and adults;
‘‘(B) increase public awareness and understanding of
deafness and of the artistic and intellectual achievements
of deaf and hard-of-hearing persons; or
‘‘(C) promote the integration of hearing, deaf, and hard-
of-hearing persons through shared cultural, educational,
and social experiences; and
‘‘(6) compiling and analyzing appropriate data relating to
the activities described in paragraphs (1) through (5).
‘‘(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 containing 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 1998 through 2002.’’.
H. R. 5—120
TITLE II—MISCELLANEOUS
PROVISIONS
SEC. 201. EFFECTIVE DATES.
(a) PARTS A AND B.—
(1) IN GENERAL.—Except as provided in paragraph (2), parts
A and B of the Individuals with Disabilities Education Act,
as amended by title I, shall take effect upon the enactment
of this Act.
(2) EXCEPTIONS.—
(A) 
IN
GENERAL.—Sections 
612(a)(4), 
612(a)(14),
612(a)(16), 614(d) (except for paragraph (6)), and 618 of
the Individuals with Disabilities Education Act, as
amended by title I, shall take effect on July 1, 1998.
(B) SECTION 617.—Section 617 of the Individuals with
Disabilities Education Act, as amended by title I, shall
take effect on October 1, 1997.
(C) 
INDIVIDUALIZED
EDUCATION
PROGRAMS
AND
COMPREHENSIVE
SYSTEM
OF
PERSONNEL
DEVELOPMENT.—
Section 618 of the Individuals with Disabilities Education
Act, as in effect on the day before the date of the enactment
of this Act, and the provisions of parts A and B of the
Individuals with Disabilities Education Act relating to
individualized education programs and the State’s com-
prehensive system of personnel development, as so in effect,
shall remain in effect until July 1, 1998.
(D) SECTIONS 611 AND 619.—Sections 611 and 619, as
amended by title I, shall take effect beginning with funds
appropriated for fiscal year 1998.
(b) PART C.—Part C of the Individuals with Disabilities Edu-
cation Act, as amended by title I, shall take effect on July 1,
1998.
(c) PART D.—
(1) IN GENERAL.—Except as provided in paragraph (2), part
D of the Individuals with Disabilities Education Act, as
amended by title I, shall take effect on October 1, 1997.
(2) EXCEPTION.—Paragraphs (1) and (2) of section 661(g)
of the Individuals with Disabilities Education Act, as amended
by title I, shall take effect on January 1, 1998.
SEC. 202. TRANSITION.
Notwithstanding any other provision of law, beginning on Octo-
ber 1, 1997, the Secretary of Education may use funds appropriated
under part D of the Individuals with Disabilities Education Act
to make continuation awards for projects that were funded under
section 618 and parts C through G of such Act (as in effect on
September 30, 1997).
H. R. 5—121
SEC. 203. REPEALERS.
(a) PART I.—Effective October 1, 1998, part I of the Individuals
with Disabilities Education Act is hereby repealed.
(b) PART H.—Effective July 1, 1998, part H of such Act is
hereby repealed.
(c) PARTS C, E, F, AND G.—Effective October 1, 1997, parts
C, E, F, and G of such Act are hereby repealed.
Speaker of the House of Representatives.
Vice President of the United States and
President of the Senate.