ondary programs for students with intellectual 
disabilities; 
‘‘(B) provide technical assistance regarding 
the development, evaluation, and continuous im-
provement of such programs; 
‘‘(C) evaluate such programs using quali-
tative and quantitative methodologies for meas-
uring program strengths in the areas of aca-
demic access, academic enrichment, socializa-
tion, competitive integrated employment, attain-
ment of a degree, certificate, or recognized 
postsecondary credential, and independent liv-
ing; 
‘‘(D) evaluate participant progress by cre-
ating and maintaining a database of student- 
level information and data related to the experi-
ences and outcomes of youth who participate in 
each inclusive higher education program that 
receives a grant under this subpart; 
‘‘(E) create and maintain a mechanism for 
continuing to collect outcome information from 
students who participated in inclusive higher 
education programs that were developed in pre-
vious grant award cycles; 
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‘‘(F) assist recipients of a grant under this 
subpart in efforts to award a meaningful cre-
dential and to seek institution of higher edu-
cation approval for any newly developed creden-
tials; 
‘‘(G) create and maintain a database of 
student and program level data reflecting imple-
mentation of the inclusive higher education pro-
gram that receives a grant under this subpart; 
‘‘(H) create and maintain a mechanism to 
consolidate follow up data on student outcomes 
collected by inclusive higher education programs 
funded through previous grant cycles; 
‘‘(I) assist recipients of grants under sub-
part 2 in efforts to award a degree, certificate, 
or recognized postsecondary credential to stu-
dents with intellectual disabilities upon the 
completion of such programs; 
‘‘(J) identify model memoranda of agree-
ment for use between or among institutions of 
higher education and State and local agencies 
providing funding for such programs; 
‘‘(K) develop recommendations for the nec-
essary components of such programs, such as— 
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‘‘(i) academic, career and technical, 
social, and independent living skills; 
‘‘(ii) evaluation of student progress; 
‘‘(iii) program administration and 
evaluation; 
‘‘(iv) student eligibility; 
‘‘(v) issues regarding the equivalency 
of a student’s participation in such pro-
grams to semester, trimester, quarter, 
credit, or clock hours at an institution of 
higher education, as the case may be; and 
‘‘(vi) access to student housing for 
students participating in the inclusive 
higher education programs, including ac-
commodations and services that support 
independent living; 
‘‘(L) review and analyze— 
‘‘(i) the impact of Federal and State 
legislation on inclusive higher education 
and inclusive higher education policy; and 
‘‘(ii) funding streams for such pro-
grams; 
‘‘(M) provide recommendations regarding 
the funding streams described in paragraph 
(H)(ii); 
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‘‘(N) develop mechanisms for regular com-
munication, outreach and dissemination of in-
formation about inclusive higher education pro-
grams for students with intellectual disabilities 
under subpart 2 between or among such pro-
grams and to families and prospective students; 
‘‘(O) host a meeting of all recipients of 
grants under subpart 2 not less often than once 
each year; and 
‘‘(P) convene a work group to continue the 
development of and recommendations for model 
criteria, standards, and components of inclusive 
higher education programs and comprehensive 
transition and postsecondary programs for stu-
dents with intellectual disabilities, that are ap-
propriate for the development of accreditation 
standards— 
‘‘(i) which work group shall include— 
‘‘(I) an expert in community col-
lege education; 
‘‘(II) an expert in career tech-
nical education; 
‘‘(III) an expert in 4-year institu-
tions of higher education; 
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‘‘(IV) an expert in special edu-
cation; 
‘‘(V) a disability organization 
that represents students with intellec-
tual disabilities; 
‘‘(VI) a representative from the 
National Advisory Committee on In-
stitutional Quality and Integrity; and 
‘‘(VII) a representative of a re-
gional or national accreditation agen-
cy or association; and 
‘‘(ii) the work group will carry out the 
following activities— 
‘‘(I) conduct outreach to accred-
iting agencies; 
‘‘(II) develop a technical guid-
ance document to support implemen-
tation of the model standards; 
‘‘(III) develop and conduct a pro-
tocol for field testing and imple-
menting the model standards; and 
‘‘(IV) update recommendations 
for the model standards, criteria, and 
components of such programs, as ap-
plicable. 
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‘‘(6) REPORT.—Not later than 5 years after the 
date of the establishment of the coordinating center 
under this subsection, the coordinating center shall 
report to the Secretary, the authorizing committees, 
and the National Advisory Committee on Institu-
tional Quality and Integrity on the activities de-
scribed in paragraph (5). 
‘‘(7) AUTHORIZATION
OF
APPROPRIATIONS.— 
There are authorized to be appropriated to carry out 
this subpart such sums as may be necessary for fis-
cal year 2025 and each of the five succeeding fiscal 
years.’’. 
(b) AUTHORIZATION OF APPROPRIATIONS.—Section 
778 of the Higher Education Act of 1965 is repealed. 
SEC. 106. DEFINITIONS. 
Section 760 of the Higher Education Act of 1965 (20 
U.S.C. 1140) is amended to read as follows: 
‘‘SEC. 760. DEFINITIONS. 
‘‘In this part: 
‘‘(1) COMPREHENSIVE TRANSITION AND POST-
SECONDARY PROGRAM FOR STUDENTS WITH INTEL-
LECTUAL DISABILITIES.—The term ‘comprehensive 
transition and postsecondary program for students 
with intellectual disabilities’ means a program that 
leads to a degree, certificate, or recognized postsec-
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ondary credential issued by an institution of higher 
education that meets each of the following require-
ments: 
‘‘(A) Is offered by an institution of higher 
education. 
‘‘(B) Is designed to support students with 
intellectual disabilities who are seeking to con-
tinue academic, career and technical, and inde-
pendent living instruction at an institution of 
higher education in order to prepare for com-
petitive integrated employment. 
‘‘(C) Includes student advising and a pro-
gram of study. 
‘‘(D) Requires students with intellectual 
disabilities to participate on not less than a 
half-time basis as determined by the institution, 
with such participation focusing on academic 
and career development components and occur-
ring through one or more of the following ac-
tivities: 
‘‘(i) Regular enrollment in credit-bear-
ing courses with students without disabil-
ities that are offered by the institution. 
‘‘(ii) Auditing or participating in 
courses with students without disabilities 
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that are offered by the institution and for 
which the student does not receive regular 
academic credit. 
‘‘(iii) Enrollment in noncredit-bearing, 
nondegree courses with students without 
disabilities. 
‘‘(iv) Participation in internships, ap-
prenticeships, or work-based experiences in 
competitive integrated settings for a se-
mester, or multiple semesters. 
‘‘(E) Requires students with intellectual 
disabilities to be socially and academically inte-
grated with students without disabilities to the 
maximum extent practicable. 
‘‘(F) Does not require the work compo-
nents (ii) to occur each semester. 
‘‘(2) DISABILITY.—The term ‘disability’ has the 
meaning given such term in section 3 of the Ameri-
cans with Disabilities Act of 1990 (42 U.S.C. 
12102). 
‘‘(3) INSTITUTION OF HIGHER EDUCATION.— 
The term ‘institution of higher education’ has the 
meaning given such term in section 101. 
‘‘(4) OFFICE
OF
ACCESSIBILITY.—The term 
‘Office of Accessibility’ has the meaning given to the 
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office of disability services of the institution or 
equivalent office. 
‘‘(5) RECOGNIZED
POSTSECONDARY
CREDEN-
TIAL.—The term ‘recognized postsecondary creden-
tial’ has the meaning given the term in section 101 
of the Workforce Innovation and Opportunity Act. 
‘‘(6) STUDENT WITH AN INTELLECTUAL DIS-
ABILITY.—The term ‘student with an intellectual 
disability’ means a student— 
‘‘(A) with a cognitive impairment, charac-
terized by significant limitations in— 
‘‘(i) intellectual and cognitive func-
tioning; and 
‘‘(ii) adaptive behavior as expressed in 
conceptual, social, and practical adaptive 
skills; 
‘‘(B) who is currently, or was formerly, eli-
gible for a free appropriate public education 
under the Individuals with Disabilities Edu-
cation Act (20 U.S.C. 1400 et seq.); and 
‘‘(C) or, in the case of a student who has 
not currently or formerly been found eligible for 
a free appropriate education under the Individ-
uals with Disabilities Education Act (20 U.S.C. 
1400 et seq.), or a student who has not pre-
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viously been found eligible as a student with an 
intellectual disability under such Act, docu-
mentation establishing that the student has an 
intellectual disability, such as— 
‘‘(i) a documented comprehensive and 
individualized psycho-educational evalua-
tion and diagnosis of an intellectual dis-
ability by a psychologist or other qualified 
professional; or 
‘‘(ii) a record of the disability from a 
local or State educational agency, or gov-
ernment agency, such as the Social Secu-
rity Administration or a vocational reha-
bilitation agency, that identifies the intel-
lectual disability. 
‘‘(7) UNIVERSAL DESIGN FOR LEARNING.—The 
term ‘universal design for learning’ means a scientif-
ically valid framework for guiding educational prac-
tice that— 
‘‘(A) provides flexibility in the ways infor-
mation is presented, in the ways students re-
spond or demonstrate knowledge and skills, and 
in the ways students are engaged; and 
‘‘(B) reduces barriers in instruction, pro-
vides appropriate accommodations, supports, 
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and challenges and maintains high achievement 
expectations for all students, including students 
with disabilities and students who are limited 
English proficient.’’. 
TITLE II—MISCELLANEOUS 
PROVISIONS 
SEC. 201. SUBMISSION OF DATA WITH RESPECT TO STU-
DENTS WITH DISABILITIES. 
Section 487(a) of the Higher Education Act of 1965 
(20 U.S.C. 1094(a)), is amended by adding at the end 
the following: 
‘‘(30) The institution will submit, for inclusion 
in the Integrated Postsecondary Education Data 
System of the Department or any other Federal 
postsecondary institution data collection effort, key 
data related to undergraduate and graduate stu-
dents enrolled at the institution who are formally 
registered as students with disabilities with the insti-
tution’s office of accessibility, including the total 
number of students with disabilities enrolled, the 
number of students accessing or receiving accommo-
dation, the percentage of students with disabilities of 
all undergraduate students, and the total number of 
undergraduate certificates or degrees awarded to 
students with disabilities. An institution shall not be 
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required to submit the information described in the 
preceding sentence if the number of such students 
would reveal personally identifiable information 
about an individual student.’’. 
SEC. 202. TRAINING FOR REALTIME WRITERS TO PROVIDE 
CLOSED CAPTIONING AND COURT REPORT-
ING SERVICES. 
Section 872(e) of the Higher Education Act of 1965 
(20 U.S.C. 1161s(e)) is amended by striking ‘‘2009’’ and 
inserting ‘‘2025’’. 
SEC. 203. PERFECTING AMENDMENT. 
Section 103(6) of the Higher Education Act of 1965 
(20 U.S.C. 1003(6)) is amended by striking ‘‘section 
3(2)’’ and inserting ‘‘section 3’’. 
Æ 
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