245
cluding plans and activities developed and
carried out under other Federal and State
laws that address personnel recruitment
and training; and
‘‘(x) the State will provide for the joint
training of parents and special education,
related services, and general education per-
sonnel;
‘‘(E) strategies that will address systemic
problems identified in Federal compliance re-
views, including shortages of qualified personnel;
‘‘(F) how the State will disseminate results
of the local capacity-building and improvement
projects funded under section 611(f)(4);
‘‘(G) how the State will address improving
results for children with disabilities in the geo-
graphic areas of greatest need; and
‘‘(H) how the State will assess, on a regular
basis, the extent to which the strategies imple-
mented under this subpart have been effective;
and
‘‘(4) describe how the improvement strategies de-
scribed in paragraph (3) will be coordinated with
public and private sector resources.
‘‘(d) COMPETITIVE AWARDS.—
246
‘‘(1) IN
GENERAL.—The Secretary shall make
grants under this subpart on a competitive basis.
‘‘(2) PRIORITY.—The Secretary may give prior-
ity to applications on the basis of need, as indicated
by such information as the findings of Federal com-
pliance reviews.
‘‘(e) PEER REVIEW.—
‘‘(1) IN GENERAL.—The Secretary shall use a
panel of experts who are competent, by virtue of their
training, expertise, or experience, to evaluate applica-
tions under this subpart.
‘‘(2) COMPOSITION OF PANEL.—A majority of a
panel described in paragraph (1) shall be composed of
individuals who are not employees of the Federal
Government.
‘‘(3) PAYMENT OF FEES AND EXPENSES OF CER-
TAIN MEMBERS.—The Secretary may use available
funds appropriated to carry out this subpart to pay
the expenses and fees of panel members who are not
employees of the Federal Government.
‘‘(f) REPORTING
PROCEDURES.—Each State edu-
cational agency that receives a grant under this subpart
shall submit performance reports to the Secretary pursuant
to a schedule to be determined by the Secretary, but not
more frequently than annually. The reports shall describe
247
the progress of the State in meeting the performance goals
established under section 612(a)(16), analyze the effective-
ness of the State’s strategies in meeting those goals, and
identify any changes in the strategies needed to improve
its performance.
‘‘SEC. 654. USE OF FUNDS.
‘‘(a) IN GENERAL.—
‘‘(1) ACTIVITIES.—A State educational agency
that receives a grant under this subpart may use the
grant to carry out any activities that are described in
the State’s application and that are consistent with
the purpose of this subpart.
‘‘(2) CONTRACTS AND SUBGRANTS.—Each such
State educational agency—
‘‘(A) shall, consistent with its partnership
agreement under section 652(b), award contracts
or subgrants to local educational agencies, insti-
tutions of higher education, and parent training
and information centers, as appropriate, to
carry out its State improvement plan under this
subpart; and
‘‘(B) may award contracts and subgrants to
other public and private entities, including the
lead agency under part C, to carry out such
plan.
248
‘‘(b) USE OF FUNDS FOR PROFESSIONAL DEVELOP-
MENT.—A State educational agency that receives a grant
under this subpart—
‘‘(1) shall use not less than 75 percent of the
funds it receives under the grant for any fiscal year—
‘‘(A) to ensure that there are sufficient regu-
lar education, special education, and related
services personnel who have the skills and knowl-
edge necessary to meet the needs of children with
disabilities and developmental goals of young
children; or
‘‘(B) to work with other States on common
certification criteria; or
‘‘(2) shall use not less than 50 percent of such
funds for such purposes, if the State demonstrates to
the Secretary’s satisfaction that it has the personnel
described in paragraph (1)(A).
‘‘(c) GRANTS TO OUTLYING AREAS.—Public Law 95–
134, permitting the consolidation of grants to the outlying
areas, shall not apply to funds received under this subpart.
‘‘SEC. 655. MINIMUM STATE GRANT AMOUNTS.
‘‘(a) IN GENERAL.—The Secretary shall make a grant
to each State educational agency whose application the Sec-
retary has selected for funding under this subpart in an
amount for each fiscal year that is—
249
‘‘(1) not less than $500,000, nor more than
$2,000,000, in the case of the 50 States, the District
of Columbia, and the Commonwealth of Puerto Rico;
and
‘‘(2) not less than $80,000, in the case of an out-
lying area.
‘‘(b) INFLATION ADJUSTMENT.—Beginning with fiscal
year 1999, the Secretary may increase the maximum
amount described in subsection (a)(1) to account for infla-
tion.
‘‘(c) FACTORS.—The Secretary shall set the amount of
each grant under subsection (a) after considering—
‘‘(1) the amount of funds available for making
the grants;
‘‘(2) the relative population of the State or outly-
ing area; and
‘‘(3) the types of activities proposed by the State
or outlying area.
‘‘SEC. 656. AUTHORIZATION OF APPROPRIATIONS.
‘‘There are authorized to be appropriated to carry out
this subpart such sums as may be necessary for each of the
fiscal years 1998 through 2002.
250
‘‘Subpart 2—Coordinated Research, Personnel Prepa-
ration, Technical Assistance, Support, and Dis-
semination of Information
‘‘SEC. 661. ADMINISTRATIVE PROVISIONS.
‘‘(a) COMPREHENSIVE PLAN.—
‘‘(1) IN GENERAL.—The Secretary shall develop
and implement a comprehensive plan for activities
carried out under this subpart in order to enhance the
provision of educational, related, transitional, and
early intervention services to children with disabil-
ities under parts B and C. The plan shall include
mechanisms to address educational, related services,
transitional, and early intervention needs identified
by State educational agencies in applications submit-
ted for State program improvement grants under sub-
part 1.
‘‘(2) PARTICIPANTS IN PLAN DEVELOPMENT.—In
developing the plan described in paragraph (1), the
Secretary shall consult with—
‘‘(A) individuals with disabilities;
‘‘(B) parents of children with disabilities;
‘‘(C) appropriate professionals; and
‘‘(D) representatives of State and local edu-
cational agencies, private schools, institutions of
higher education, other Federal agencies, the Na-
tional Council on Disability, and national orga-
251
nizations with an interest in, and expertise in,
providing services to children with disabilities
and their families.
‘‘(3) PUBLIC
COMMENT.—The Secretary shall
take public comment on the plan.
‘‘(4) DISTRIBUTION OF FUNDS.—In implement-
ing the plan, the Secretary shall, to the extent appro-
priate, ensure that funds are awarded to recipients
under this subpart to carry out activities that benefit,
directly or indirectly, children with disabilities of all
ages.
‘‘(5) REPORTS
TO
CONGRESS.—The Secretary
shall periodically report to the Congress on the Sec-
retary’s activities under this subsection, including an
initial report not later than the date that is 18
months after the date of the enactment of the Individ-
uals with Disabilities Act Amendments of 1997.
‘‘(b) ELIGIBLE APPLICANTS.—
‘‘(1) IN GENERAL.—Except as otherwise provided
in this subpart, the following entities are eligible to
apply for a grant, contract, or cooperative agreement
under this subpart:
‘‘(A) A State educational agency.
‘‘(B) A local educational agency.
‘‘(C) An institution of higher education.
252
‘‘(D) Any other public agency.
‘‘(E) A private nonprofit organization.
‘‘(F) An outlying area.
‘‘(G) An Indian tribe or a tribal organiza-
tion (as defined under section 4 of the Indian
Self-Determination and Education Assistance
Act).
‘‘(H) A for-profit organization, if the Sec-
retary finds it appropriate in light of the pur-
poses of a particular competition for a grant,
contract, or cooperative agreement under this
subpart.
‘‘(2) SPECIAL RULE.—The Secretary may limit
the entities eligible for an award of a grant, contract,
or cooperative agreement to one or more categories of
eligible entities described in paragraph (1).
‘‘(c) USE OF FUNDS BY SECRETARY.—Notwithstand-
ing any other provision of law, and in addition to any au-
thority granted the Secretary under chapter 1 or chapter
2, the Secretary may use up to 20 percent of the funds
available under either chapter 1 or chapter 2 for any fiscal
year to carry out any activity, or combination of activities,
subject to such conditions as the Secretary determines are
appropriate effectively to carry out the purposes of such
chapters, that—
253
‘‘(A) is consistent with the purposes of chapter 1,
chapter 2, or both; and
‘‘(B) involves—
‘‘(i) research;
‘‘(ii) personnel preparation;
‘‘(iii) parent training and information;
‘‘(iv) technical assistance and dissemina-
tion;
‘‘(v) technology development, demonstration,
and utilization; or
‘‘(vi) media services.
‘‘(d) SPECIAL POPULATIONS.—
‘‘(1) APPLICATION
REQUIREMENT.—In making
an award of a grant, contract, or cooperative agree-
ment under this subpart, the Secretary shall, as ap-
propriate, require an applicant to demonstrate how
the applicant will address the needs of children with
disabilities from minority backgrounds.
‘‘(2) OUTREACH AND TECHNICAL ASSISTANCE.—
‘‘(A) REQUIREMENT.—Notwithstanding any
other provision of this Act, the Secretary shall
ensure that at least one percent of the total
amount of funds appropriated to carry out this
subpart is used for either or both of the following
activities:
254
‘‘(i) To provide outreach and technical
assistance to Historically Black Colleges
and Universities, and to institutions of
higher education with minority enrollments
of at least 25 percent, to promote the par-
ticipation of such colleges, universities, and
institutions in activities under this subpart.
‘‘(ii) To enable Historically Black Col-
leges and Universities, and the institutions
described in clause (i), to assist other col-
leges, universities, institutions, and agencies
in improving educational and transitional
results for children with disabilities.
‘‘(B) RESERVATION OF FUNDS.—The Sec-
retary may reserve funds appropriated under
this subpart to satisfy the requirement of sub-
paragraph (A).
‘‘(e) PRIORITIES.—
‘‘(1) IN GENERAL.—Except as otherwise explic-
itly authorized in this subpart, the Secretary shall en-
sure that a grant, contract, or cooperative agreement
under chapter 1 or 2 is awarded only—
‘‘(A) for activities that are designed to bene-
fit children with disabilities, their families, or
255
the personnel employed to work with such chil-
dren or their families; or
‘‘(B) to benefit other individuals with dis-
abilities who such chapter is intended to benefit.
‘‘(2) PRIORITY FOR PARTICULAR ACTIVITIES.—
Subject to paragraph (1), the Secretary, in making
an award of a grant, contract, or cooperative agree-
ment under this subpart, may, without regard to the
rule making procedures under section 553 of title 5,
United States Code, limit competitions to, or other-
wise give priority to—
‘‘(A) projects that address one or more—
‘‘(i) age ranges;
‘‘(ii) disabilities;
‘‘(iii) school grades;
‘‘(iv) types of educational placements
or early intervention environments;
‘‘(v) types of services;
‘‘(vi) content areas, such as reading; or
‘‘(vii) effective strategies for helping
children with disabilities learn appropriate
behavior in the school and other commu-
nity-based educational settings;
‘‘(B) projects that address the needs of chil-
dren based on the severity of their disability;
256
‘‘(C) projects that address the needs of—
‘‘(i) low-achieving students;
‘‘(ii) underserved populations;
‘‘(iii) children from low-income fami-
lies;
‘‘(iv) children with limited English
proficiency;
‘‘(v) unserved and underserved areas;
‘‘(vi) particular types of geographic
areas; or
‘‘(vii) children whose behavior inter-
feres with their learning and socialization;
‘‘(D) projects to reduce inappropriate iden-
tification of children as children with disabil-
ities, particularly among minority children;
‘‘(E) projects that are carried out in par-
ticular areas of the country, to ensure broad geo-
graphic coverage; and
‘‘(F) any activity that is expressly author-
ized in chapter 1 or 2.
‘‘(f) APPLICANT AND RECIPIENT RESPONSIBILITIES.—
‘‘(1) 
DEVELOPMENT
AND
ASSESSMENT
OF
PROJECTS.—The Secretary shall require that an ap-
plicant for, and a recipient of, a grant, contract, or
257
cooperative agreement for a project under this sub-
part—
‘‘(A) involve individuals with disabilities or
parents of individuals with disabilities in plan-
ning, implementing, and evaluating the project;
and
‘‘(B) where appropriate, determine whether
the project has any potential for replication and
adoption by other entities.
‘‘(2) ADDITIONAL RESPONSIBILITIES.—The Sec-
retary may require a recipient of a grant, contract,
or cooperative agreement for a project under this sub-
part—
‘‘(A) to share in the cost of the project;
‘‘(B) to prepare the research and evaluation
findings and products from the project in for-
mats that are useful for specific audiences, in-
cluding parents, administrators, teachers, early
intervention personnel, related services personnel,
and individuals with disabilities;
‘‘(C) to disseminate such findings and prod-
ucts; and
‘‘(D) to collaborate with other such recipi-
ents in carrying out subparagraphs (B) and (C).
‘‘(g) APPLICATION MANAGEMENT.—
258
‘‘(1) STANDING PANEL.—
‘‘(A) IN GENERAL.—The Secretary shall es-
tablish and use a standing panel of experts who
are competent, by virtue of their training, exper-
tise, or experience, to evaluate applications
under this subpart that, individually, request
more than $75,000 per year in Federal financial
assistance.
‘‘(B) MEMBERSHIP.—The standing panel
shall include, at a minimum—
‘‘(i) individuals who are representa-
tives of institutions of higher education that
plan, develop, and carry out programs of
personnel preparation;
‘‘(ii) individuals who design and carry
out programs of research targeted to the im-
provement of special education programs
and services;
‘‘(iii) individuals who have recognized
experience and knowledge necessary to inte-
grate and apply research findings to im-
prove educational and transitional results
for children with disabilities;
259
‘‘(iv) individuals who administer pro-
grams at the State or local level in which
children with disabilities participate;
‘‘(v) individuals who prepare parents
of children with disabilities to participate
in making decisions about the education of
their children;
‘‘(vi) individuals who establish policies
that affect the delivery of services to chil-
dren with disabilities;
‘‘(vii) individuals who are parents of
children with disabilities who are benefit-
ing, or have benefited, from coordinated re-
search, personnel preparation, and technical
assistance; and
‘‘(viii) individuals with disabilities.
‘‘(C) TRAINING.—The Secretary shall pro-
vide training to the individuals who are selected
as members of the standing panel under this
paragraph.
‘‘(D) TERM.—No individual shall serve on
the standing panel for more than 3 consecutive
years, unless the Secretary determines that the
individual’s continued participation is necessary
for the sound administration of this subpart.
260
‘‘(2) PEER-REVIEW
PANELS
FOR
PARTICULAR
COMPETITIONS.—
‘‘(A) COMPOSITION.—The Secretary shall
ensure that each sub-panel selected from the
standing panel that reviews applications under
this subpart includes—
‘‘(i) individuals with knowledge and
expertise on the issues addressed by the ac-
tivities authorized by the subpart; and
‘‘(ii) to the extent practicable, parents
of children with disabilities, individuals
with disabilities, and persons from diverse
backgrounds.
‘‘(B) FEDERAL EMPLOYMENT LIMITATION.—
A majority of the individuals on each sub-panel
that reviews an application under this subpart
shall be individuals who are not employees of the
Federal Government.
‘‘(3) USE OF DISCRETIONARY FUNDS FOR ADMIN-
ISTRATIVE PURPOSES.—
‘‘(A) EXPENSES
AND
FEES
OF
NON-FED-
ERAL PANEL MEMBERS.—The Secretary may use
funds available under this subpart to pay the ex-
penses and fees of the panel members who are not
officers or employees of the Federal Government.
261
‘‘(B) ADMINISTRATIVE SUPPORT.—The Sec-
retary may use not more than 1 percent of the
funds appropriated to carry out this subpart to
pay non-Federal entities for administrative sup-
port related to management of applications sub-
mitted under this subpart.
‘‘(C) MONITORING.—The Secretary may use
funds available under this subpart to pay the ex-
penses of Federal employees to conduct on-site
monitoring of projects receiving $500,000 or
more for any fiscal year under this subpart.
‘‘(h) PROGRAM EVALUATION.—The Secretary may use
funds appropriated to carry out this subpart to evaluate
activities carried out under the subpart.
‘‘(i) MINIMUM FUNDING REQUIRED.—
‘‘(1) IN GENERAL.—Subject to paragraph (2), the
Secretary shall ensure that, for each fiscal year, at
least the following amounts are provided under this
subpart to address the following needs:
‘‘(A) $12,832,000 to address the edu-
cational, related services, transitional, and early
intervention needs of children with deaf-blind-
ness.
262
‘‘(B) $4,000,000 to address the postsecond-
ary, vocational, technical, continuing, and adult
education needs of individuals with deafness.
‘‘(C) $4,000,000 to address the educational,
related services, and transitional needs of chil-
dren with an emotional disturbance and those
who are at risk of developing an emotional dis-
turbance.
‘‘(2) RATABLE REDUCTION.—If the total amount
appropriated to carry out sections 672, 673, and 685
for any fiscal year is less than $130,000,000, the
amounts listed in (1) shall be ratably reduced.
‘‘(j) ELIGIBILITY FOR FINANCIAL ASSISTANCE.—Effec-
tive for fiscal years for which the Secretary may make
grants under section 619(b), no State or local educational
agency or educational service agency or other public insti-
tution or agency may receive a grant under this subpart
which relates exclusively to programs, projects, and activi-
ties pertaining to children aged three to five, inclusive, un-
less the State is eligible to receive a grant under section
619(b).
263
‘‘Chapter 
1—Improving 
Early 
Intervention, 
Edu-
cational, and Transitional Services and Results
for Children with Disabilities through Coordi-
nated Research and Personnel Preparation
‘‘SEC. 671. FINDINGS AND PURPOSE.
‘‘(a) FINDINGS.—The Congress finds the following:
‘‘(1) The Federal Government has an ongoing ob-
ligation to support programs, projects, and activities
that contribute to positive results for children with
disabilities, enabling them—
‘‘(A) to meet their early intervention, edu-
cational, and transitional goals and, to the max-
imum extent possible, educational standards that
have been established for all children; and
‘‘(B) to acquire the skills that will empower
them to lead productive and independent adult
lives.
‘‘(2)(A) As a result of more than 20 years of
Federal support for research, demonstration projects,
and personnel preparation, there is an important
knowledge base for improving results for children with
disabilities.
‘‘(B) Such knowledge should be used by States
and local educational agencies to design and imple-
ment state-of-the-art educational systems that con-
sider the needs of, and include, children with disabil-
264
ities, especially in environments in which they can
learn along with their peers and achieve results meas-
ured by the same standards as the results of their
peers.
‘‘(3)(A) Continued Federal support is essential
for the development and maintenance of a coordinated
and high-quality program of research, demonstration
projects, dissemination of information, and personnel
preparation.
‘‘(B) Such support—
‘‘(i) enables State educational agencies and
local educational agencies to improve their edu-
cational systems and results for children with
disabilities;
‘‘(ii) enables State and local agencies to im-
prove early intervention services and results for
infants and toddlers with disabilities and their
families; and
‘‘(iii) enhances the opportunities for general
and special education personnel, related services
personnel, parents, and paraprofessionals to par-
ticipate in pre-service and in-service training, to
collaborate, and to improve results for children
with disabilities and their families.
265
‘‘(4) The Federal Government plays a critical
role in facilitating the availability of an adequate
number of qualified personnel—
‘‘(A) to serve effectively the over 5,000,000
children with disabilities;
‘‘(B) to assume leadership positions in ad-
ministrative and direct-service capacities related
to teacher training and research concerning the
provision of early intervention services, special
education, and related services; and
‘‘(C) to work with children with low-inci-
dence disabilities and their families.
‘‘(5) The Federal Government performs the role
described in paragraph (4)—
‘‘(A) by supporting models of personnel de-
velopment that reflect successful practice, includ-
ing strategies for recruiting, preparing, and re-
taining personnel;
‘‘(B) by promoting the coordination and in-
tegration of—
‘‘(i) personnel-development activities
for teachers of children with disabilities;
and
266
‘‘(ii) other personnel-development ac-
tivities supported under Federal law, in-
cluding this chapter;
‘‘(C) by supporting the development and
dissemination of information about teaching
standards; and
‘‘(D) by promoting the coordination and in-
tegration of personnel-development activities
through linkage with systemic-change activities
within States and nationally.
‘‘(b) PURPOSE.—The purpose of this chapter is to pro-
vide Federal funding for coordinated research, demonstra-
tion projects, outreach, and personnel-preparation activities
that—
‘‘(1) are described in sections 672 through 674;
‘‘(2) are linked with, and promote, systemic
change; and
‘‘(3) improve early intervention, educational,
and transitional results for children with disabilities.
‘‘SEC. 672. RESEARCH AND INNOVATION TO IMPROVE SERV-
ICES AND RESULTS FOR CHILDREN WITH DIS-
ABILITIES.
‘‘(a) IN GENERAL.—The Secretary shall make competi-
tive grants to, or enter into contracts or cooperative agree-
267
ments with, eligible entities to produce, and advance the
use of, knowledge—
‘‘(1) to improve—
‘‘(A) services provided under this Act, in-
cluding the practices of professionals and others
involved in providing such services to children
with disabilities; and
‘‘(B) educational results for children with
disabilities;
‘‘(2) to address the special needs of preschool-
aged children and infants and toddlers with disabil-
ities, including infants and toddlers who would be at
risk of having substantial developmental delays if
early intervention services were not provided to them;
‘‘(3) to address the specific problems of over-iden-
tification and under-identification of children with
disabilities;
‘‘(4) to develop and implement effective strategies
for addressing inappropriate behavior of students
with disabilities in schools, including strategies to
prevent children with emotional and behavioral prob-
lems from developing emotional disturbances that re-
quire the provision of special education and related
services;
268
‘‘(5) to improve secondary and postsecondary
education and transitional services for children with
disabilities; and
‘‘(6) to address the range of special education, re-
lated services, and early intervention needs of chil-
dren with disabilities who need significant levels of
support to maximize their participation and learning
in school and in the community.
‘‘(b) NEW KNOWLEDGE PRODUCTION; AUTHORIZED
ACTIVITIES.—
‘‘(1) IN GENERAL.—In carrying out this section,
the Secretary shall support activities, consistent with
the objectives described in subsection (a), that lead to
the production of new knowledge.
‘‘(2) AUTHORIZED
ACTIVITIES.—Activities that
may be carried out under this subsection include ac-
tivities such as the following:
‘‘(A) Expanding understanding of the rela-
tionships between learning characteristics of chil-
dren with disabilities and the diverse ethnic, cul-
tural, linguistic, social, and economic back-
grounds of children with disabilities and their
families.
‘‘(B) Developing or identifying innovative,
effective, and efficient curricula designs, instruc-
269
tional approaches, and strategies, and developing
or identifying positive academic and social
learning opportunities, that—
‘‘(i) enable children with disabilities to
make effective transitions described in sec-
tion 674(b)(3)(C) or transitions between
educational settings; and
‘‘(ii) improve educational and transi-
tional results for children with disabilities
at all levels of the educational system in
which the activities are carried out and, in
particular, that improve the progress of the
children, as measured by assessments within
the general education curriculum involved.
‘‘(C) Advancing the design of assessment
tools and procedures that will accurately and ef-
ficiently determine the special instructional,
learning, and behavioral needs of children with
disabilities, especially within the context of gen-
eral education.
‘‘(D) Studying and promoting improved
alignment and compatibility of general and spe-
cial education reforms concerned with curricular
and instructional reform, evaluation and ac-
271
support State systemic-change and local capacity-
building and improvement efforts.
‘‘(2) AUTHORIZED
ACTIVITIES.—Activities that
may be carried out under this subsection include ac-
tivities such as the following:
‘‘(A) Model demonstration projects to apply
and test research findings in typical service set-
tings to determine the usability, effectiveness,
and general applicability of such research find-
ings in such areas as improving instructional
methods, curricula, and tools, such as textbooks
and media.
‘‘(B) Demonstrating and applying research-
based findings to facilitate systemic changes, re-
lated to the provision of services to children with
disabilities, in policy, procedure, practice, and
the training and use of personnel.
‘‘(C) Promoting and demonstrating the co-
ordination of early intervention and educational
services for children with disabilities with serv-
ices provided by health, rehabilitation, and social
service agencies.
‘‘(D) Identifying and disseminating solu-
tions that overcome systemic barriers to the effec-
tive and efficient delivery of early intervention,
272
educational, and transitional services to children
with disabilities.
‘‘(d) IMPROVING THE USE OF PROFESSIONAL KNOWL-
EDGE; AUTHORIZED ACTIVITIES.—
‘‘(1) IN GENERAL.—In carrying out this section,
the Secretary shall support activities, consistent with
the objectives described in subsection (a), that improve
the use of professional knowledge, including activities
that support State systemic-change and local capac-
ity-building and improvement efforts.
‘‘(2) AUTHORIZED
ACTIVITIES.—Activities that
may be carried out under this subsection include ac-
tivities such as the following:
‘‘(A) Synthesizing useful research and other
information relating to the provision of services
to children with disabilities, including effective
practices.
‘‘(B) 
Analyzing 
professional 
knowledge
bases to advance an understanding of the rela-
tionships, and the effectiveness of practices, relat-
ing to the provision of services to children with
disabilities.
‘‘(C) Ensuring that research and related
products are in appropriate formats for distribu-
273
tion to teachers, parents, and individuals with
disabilities.
‘‘(D) Enabling professionals, parents of
children with disabilities, and other persons, to
learn about, and implement, the findings of re-
search, and successful practices developed in
model demonstration projects, relating to the
provision of services to children with disabilities.
‘‘(E) Conducting outreach, and disseminat-
ing information relating to successful approaches
to overcoming systemic barriers to the effective
and efficient delivery of early intervention, edu-
cational, and transitional services, to personnel
who provide services to children with disabilities.
‘‘(e) 
BALANCE
AMONG
ACTIVITIES
AND
AGE
RANGES.—In carrying out this section, the Secretary shall
ensure that there is an appropriate balance—
‘‘(1) among knowledge production, integration of
research and practice, and use of professional knowl-
edge; and
‘‘(2) across all age ranges of children with dis-
abilities.
‘‘(f) 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
274
to the Secretary at such time, in such manner, and contain-
ing such information as the Secretary may require.
‘‘(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
1998 through 2002.
‘‘SEC. 673. PERSONNEL PREPARATION TO IMPROVE SERV-
ICES AND RESULTS FOR CHILDREN WITH DIS-
ABILITIES.
‘‘(a) IN GENERAL.—The Secretary shall, on a competi-
tive basis, make grants to, or enter into contracts or cooper-
ative agreements with, eligible entities—
‘‘(1) to help address State-identified needs for
qualified personnel in special education, related serv-
ices, early intervention, and regular education, to
work with children with disabilities; and
‘‘(2) to ensure that those personnel have the skills
and knowledge, derived from practices that have been
determined, through research and experience, to be
successful, that are needed to serve those children.
‘‘(b) LOW-INCIDENCE DISABILITIES; AUTHORIZED AC-
TIVITIES.—
‘‘(1) IN GENERAL.—In carrying out this section,
the Secretary shall support activities, consistent with
275
the objectives described in subsection (a), that benefit
children with low-incidence disabilities.
‘‘(2) AUTHORIZED
ACTIVITIES.—Activities that
may be carried out under this subsection include ac-
tivities such as the following:
‘‘(A) Preparing persons who—
‘‘(i) have prior training in educational
and other related service fields; and
‘‘(ii) are studying to obtain degrees,
certificates, or licensure that will enable
them to assist children with disabilities to
achieve the objectives set out in their indi-
vidualized education programs described in
section 614(d), or to assist infants and tod-
dlers with disabilities to achieve the out-
comes described in their individualized fam-
ily service plans described in section 636.
‘‘(B) Providing personnel from various dis-
ciplines with interdisciplinary training that will
contribute to improvement in early intervention,
educational, and transitional results for children
with disabilities.
‘‘(C) Preparing personnel in the innovative
uses and application of technology to enhance
learning by children with disabilities through
276
early intervention, educational, and transitional
services.
‘‘(D) Preparing personnel who provide serv-
ices to visually impaired or blind children to
teach and use Braille in the provision of services
to such children.
‘‘(E) Preparing personnel to be qualified
educational interpreters, to assist children with
disabilities, particularly deaf and hard-of-hear-
ing children in school and school-related activi-
ties and deaf and hard-of-hearing infants and
toddlers and preschool children in early interven-
tion and preschool programs.
‘‘(F) Preparing personnel who provide serv-
ices to children with significant cognitive dis-
abilities 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 si-
multaneous 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 chil-
dren with that impairment to receive early
277
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 pre-
pare personnel in more than one low-incidence dis-
ability, 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 im-
paired or blind children that can appropriately be
provided in Braille will prepare those individuals to
provide those services in Braille.
‘‘(c) LEADERSHIP PREPARATION; AUTHORIZED AC-
TIVITIES.—
‘‘(1) IN GENERAL.—In carrying out this section,
the Secretary shall support leadership preparation ac-
tivities that are consistent with the objectives de-
scribed in subsection (a).
‘‘(2) AUTHORIZED
ACTIVITIES.—Activities that
may be carried out under this subsection include ac-
tivities such as the following:
‘‘(A) Preparing personnel at the advanced
graduate, doctoral, and postdoctoral levels of
278
training to administer, enhance, or provide serv-
ices for children with disabilities.
‘‘(B) Providing interdisciplinary training
for various types of leadership personnel, includ-
ing teacher preparation faculty, administrators,
researchers, supervisors, principals, and other
persons whose work affects early intervention,
educational, and transitional services for chil-
dren with disabilities.
‘‘(d) PROJECTS OF NATIONAL SIGNIFICANCE; AUTHOR-
IZED ACTIVITIES.—
‘‘(1) IN GENERAL.—In carrying out this section,
the Secretary 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 carried out under this subsection include ac-
tivities such as the following:
‘‘(A) Developing and demonstrating effective
and efficient practices for preparing personnel to
provide services to children with disabilities, in-
cluding practices that address any needs identi-
fied in the State’s improvement plan under part
C;
279
‘‘(B) Demonstrating the application of sig-
nificant knowledge derived from research and
other sources in the development of programs to
prepare personnel to provide services to children
with disabilities.
‘‘(C) Demonstrating models for the prepara-
tion of, and interdisciplinary training of, early
intervention, special education, and general edu-
cation personnel, to enable the personnel—
‘‘(i) to acquire the collaboration skills
necessary to work within teams to assist
children with disabilities; and
‘‘(ii) to achieve results that meet chal-
lenging 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 dis-
abilities, through reciprocity arrangements be-
tween States that are related to licensure and
certification.
‘‘(E) Developing, evaluating, and dissemi-
nating model teaching standards for persons
working with children with disabilities.
280
‘‘(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 interventions, for addressing the con-
duct of children with disabilities that impedes
their learning and that of others in the class-
room.
‘‘(H) Institutes that provide professional de-
velopment 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 person-
nel, and other staff from individual schools.
‘‘(I) Projects to improve the ability of gen-
eral education teachers, principals, and other ad-
ministrators to meet the needs of children with
disabilities.
‘‘(J) Developing, evaluating, and dissemi-
nating innovative models for the recruitment, in-
duction, retention, and assessment of new, quali-
fied teachers, especially from groups that are
281
underrepresented in the teaching profession, in-
cluding individuals with disabilities.
‘‘(K) Supporting institutions of higher edu-
cation with minority enrollments of at least 25
percent for the purpose of preparing personnel to
work with children with disabilities.
‘‘(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 chil-
dren with specific learning disabilities, speech or lan-
guage impairment, or mental retardation.
‘‘(2) AUTHORIZED
ACTIVITIES.—Activities that
may be carried out under this subsection include the
following:
‘‘(A) Activities undertaken by institutions
of higher education, local educational agencies,
and other local entities—
‘‘(i) to improve and reform their exist-
ing programs to prepare teachers and relat-
ed services personnel—
‘‘(I) to meet the diverse needs of
children with disabilities for early
282
intervention, educational, and transi-
tional services; and
‘‘(II) to work collaboratively in
regular classroom settings; and
‘‘(ii) to incorporate best practices and
research-based knowledge about preparing
personnel so they will have the knowledge
and skills to improve educational 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
paraprofessionals to receive training as special
education teachers, related services personnel,
and early intervention personnel, including
interdisciplinary training to enable them to im-
prove early intervention, educational, and tran-
sitional 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
283
an application to the Secretary at such time, in such
manner, and containing such information as the Sec-
retary may require.
‘‘(2) IDENTIFIED STATE NEEDS.—
‘‘(A) REQUIREMENT TO ADDRESS IDENTI-
FIED NEEDS.—Any application under subsection
(b), (c), or (e) shall include information dem-
onstrating to the satisfaction of the Secretary
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
EDU-
CATIONAL AGENCIES.—Any applicant that is not
a local educational agency or a State edu-
cational agency shall include information dem-
onstrating to the satisfaction of the Secretary
that the applicant and one or more State edu-
cational 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—
284
‘‘(A) intend to accept successful completion
of the proposed 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 prepara-
tion, as identified in the States’ comprehensive
systems of personnel development under parts B
and C.
‘‘(g) SELECTION OF RECIPIENTS.—
‘‘(1) IMPACT OF PROJECT.—In selecting recipi-
ents 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.
‘‘(2) REQUIREMENT
ON
APPLICANTS
TO
MEET
STATE
AND
PROFESSIONAL
STANDARDS.—The Sec-
retary shall make grants under this section only to el-
igible applicants that meet State and professionally-
recognized standards for the preparation of special
education and related services personnel, if the pur-
pose of the project is to assist personnel in obtaining
degrees.
285
‘‘(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 dis-
abilities in integrated settings and educating
special education personnel to work in collabora-
tion with regular educators in integrated set-
tings; and
‘‘(B) give preference to institutions of higher
education that are successfully recruiting and
preparing individuals with disabilities and indi-
viduals from groups that are underrepresented in
the profession for which they are preparing indi-
viduals.
‘‘(h) SERVICE OBLIGATION.—
‘‘(1) IN GENERAL.—Each application for funds
under subsections (b) and (e), and to the extent ap-
propriate 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
286
or repay all or part of the cost of that assistance, in
accordance with regulations issued by the Secretary.
‘‘(2) LEADERSHIP PREPARATION.—Each appli-
cation for funds under subsection (c) shall include an
assurance that the applicant will ensure that individ-
uals 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 scholarships, with necessary stipends and allow-
ances, 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 agree-
ments, assess the progress in the implementation of
this Act, including the effectiveness of State and local
efforts to provide—
287
‘‘(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 substan-
tial developmental delays if early intervention
services were not provided to them.
‘‘(2) AUTHORIZED ACTIVITIES.—In carrying out
this subsection, the Secretary may support studies,
evaluations, and assessments, including studies that—
‘‘(A) analyze measurable impact, outcomes,
and results achieved by State educational agen-
cies and local educational 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 pro-
fessional 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 backgrounds, including—
288
‘‘(i) data on—
‘‘(I) the number of minority chil-
dren who are referred for special edu-
cation evaluation;
‘‘(II) the number of minority chil-
dren who are receiving special edu-
cation and related services and their
educational or other service placement;
and
‘‘(III) the number of minority
children who graduated from secondary
and postsecondary education programs;
and
‘‘(ii) the performance of children with
disabilities from minority backgrounds on
State assessments and other performance in-
dicators established for all students;
‘‘(D) measure educational and transitional
services and results of children with disabilities
under this Act, including longitudinal studies
that—
‘‘(i) examine educational and transi-
tional services and results for children with
disabilities who are 3 through 17 years of
age and are receiving special education and
289
related services under this Act, using a na-
tional, representative sample of distinct age
cohorts and disability categories; and
‘‘(ii) examine educational results, post-
secondary placement, and employment sta-
tus of individuals with disabilities, 18
through 21 years of age, who are receiving
or have received special education and re-
lated services under this Act; and
‘‘(E) identify and report on the placement
of children with disabilities by disability cat-
egory.
‘‘(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 achieving its purposes;
‘‘(B) to provide information to the Presi-
dent, the Congress, the States, local educational
agencies, and the public on how to implement the
Act more effectively; and
‘‘(C) to provide the President and the Con-
gress with information that will be useful in de-
291
‘‘(iii) secondary school to adult life;
‘‘(D) placing and serving children with dis-
abilities, including minority children, in the
least restrictive environment 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 chil-
dren with disabilities as compared to non-
disabled 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 par-
ents of children with disabilities in the education
of their children; and
‘‘(I) resolving disagreements between edu-
cation personnel and parents through activities
such as mediation.
‘‘(4) INTERIM AND FINAL REPORTS.—The Sec-
retary shall submit to the President and the Con-
gress—
292
‘‘(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 as-
sessment not later than October 1, 2001.
‘‘(c) ANNUAL REPORT.—The Secretary shall report an-
nually to the Congress on—
‘‘(1) an analysis and summary of the data re-
ported by the States and the Secretary of the Interior
under section 618;
‘‘(2) the results of activities conducted under sub-
section (a);
‘‘(3) the findings and determinations resulting
from reviews of State implementation of this Act.
‘‘(d) TECHNICAL ASSISTANCE TO LEAS.—The Sec-
retary shall provide directly, or through grants, contracts,
or cooperative agreements, technical assistance to local edu-
cational agencies to assist them in carrying out local capac-
ity-building and improvement projects under section
611(f)(4) and other LEA systemic improvement activities
under this Act.
‘‘(e) RESERVATION FOR STUDIES AND TECHNICAL AS-
SISTANCE.—
‘‘(1) IN GENERAL.—Except as provided in para-
graph (2) and notwithstanding any other provision of
293
this Act, the Secretary 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 paragraph (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 cumu-
lative 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 Sec-
retary 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, 
Edu-
cational, and Transitional Services and Results
for Children With Disabilities Through Coordi-
nated Technical Assistance, Support, and Dis-
semination of Information
‘‘SEC. 681. FINDINGS AND PURPOSES.
‘‘(a) IN GENERAL.—The Congress finds as follows:
294
‘‘(1) National technical assistance, support, and
dissemination activities are necessary to ensure that
parts B and C are fully implemented and achieve
quality early intervention, educational, and transi-
tional results for children with disabilities and their
families.
‘‘(2) Parents, teachers, administrators, and relat-
ed services personnel need technical assistance and in-
formation in a timely, coordinated, and accessible
manner in order to improve early intervention, edu-
cational, 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 as-
sist 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 par-
ents in planning and decisionmaking with re-
spect to early intervention, educational, and
transitional services;
‘‘(B) achieving quality early intervention,
educational, and transitional results for children
with disabilities;
295
‘‘(C) providing such parents information on
their rights and protections under this Act to en-
sure improved early intervention, educational,
and transitional results for children with dis-
abilities;
‘‘(D) assisting such parents in the develop-
ment 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
participants within partnerships seeking to im-
prove early intervention, educational, and tran-
sitional services and results for children with
disabilities and their families.
‘‘(4) Providers of parent training and informa-
tion activities need to ensure that such parents who
have limited access to services and supports, due to
economic, cultural, or linguistic barriers, are pro-
vided with access to appropriate parent training and
information activities.
‘‘(5) Parents of children with disabilities need
information that helps the parents to understand the
rights and responsibilities of their children under
part B.
296
‘‘(6) The provision of coordinated technical as-
sistance and dissemination of information to State
and local agencies, institutions of higher education,
and other providers of services to children with dis-
abilities 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 supporting systemic-change activities of
State and local partnerships; and
‘‘(iii) linked directly to improving
early intervention, educational, and transi-
tional services and results for children with
disabilities and their families; and
297
‘‘(D) organizing systems and information
networks for such information, based on modern
technology related to—
‘‘(i) storing and gaining access to in-
formation; and
‘‘(ii) distributing information in a sys-
tematic manner to parents, students, profes-
sionals, and policymakers.
‘‘(7) Federal support for carrying out technology
research, technology development, and educational
media services and activities has resulted in major
innovations that have significantly 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 soft-
ware, 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 tech-
nology research, technology development, and
educational media services and activities to indi-
viduals involved in the provision of early inter-
298
vention, educational, and transitional services to
children with disabilities;
‘‘(C) to promote the integration of tech-
nology into curricula to improve early interven-
tion, educational, and transitional results for
children with disabilities;
‘‘(D) to provide incentives for the develop-
ment of technology 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, serv-
ices, 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 de-
vices, tools, services, and activities—
‘‘(i) among State human services pro-
grams; and
299
‘‘(ii) between such programs and pri-
vate 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 acces-
sible 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 re-
searched, developed, demonstrated, and made avail-
able in timely and accessible formats to parents,
teachers, and all types of personnel providing services
to children with disabilities to support their roles as
partners in the improvement and implementation of
300
early intervention, educational, and transitional serv-
ices 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 responsibilities under part B, if the State pro-
vides for the transfer of parental rights under section
615(m); and
‘‘(5) the general welfare of deaf and hard-of-hear-
ing individuals is promoted by—
‘‘(A) bringing to such individuals under-
standing and appreciation of the films and tele-
vision programs that play an important part in
the general and cultural advancement of hearing
individuals;
‘‘(B) providing, through those films and tel-
evision programs, enriched educational and cul-
tural experiences 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 indi-
viduals may share.
301
‘‘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 information center that receives assistance under this
section shall—
‘‘(1) provide training and information that
meets the training 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 iden-
tified;
‘‘(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 dis-
pute resolution, such as the mediation process de-
scribed in section 615(e);
‘‘(3) serve the parents of infants, toddlers, and
children with the full range of disabilities;
‘‘(4) assist parents to—
302
‘‘(A) better understand the nature of their
children’s disabilities and their educational and
developmental needs;
‘‘(B) communicate effectively with personnel
responsible for providing special education, early
intervention, 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 of options, programs, services, and re-
sources available to assist children with disabil-
ities and their families;
‘‘(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;
‘‘(5) 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 them;
303
‘‘(6) network with appropriate clearinghouses,
including organizations conducting national dissemi-
nation 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 pro-
vided information and training in the most re-
cently concluded fiscal year; and
‘‘(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 sec-
tion may—
‘‘(1) provide information to teachers and other
professionals who provide special education and relat-
ed services to children with disabilities;
‘‘(2) assist students with disabilities to under-
stand 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
304
implementation of the State’s State improvement
plan under subpart 1.
‘‘(d) APPLICATION REQUIREMENTS.—Each applica-
tion for assistance under this section shall identify with
specificity the special efforts that the applicant will under-
take—
‘‘(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 make at
least 1 award to a parent organization in each State,
unless the Secretary 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.—
305
‘‘(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 re-
view the activities for which the award was
made.
‘‘(B) ADVISING BOARD.—Each special gov-
erning committee shall directly advise the orga-
nization’s governing board of its views and rec-
ommendations.
‘‘(2) CONTINUATION AWARD.—When an organi-
zation requests a continuation award under this sec-
tion, the board of directors or special governing com-
mittee shall submit to the Secretary a written review
of the parent training and information program con-
ducted 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—
306
‘‘(i) individuals working in the fields
of special education, related services, and
early intervention; and
‘‘(ii) individuals with disabilities; and
‘‘(C) the parent and professional members of
which are broadly representative of the popu-
lation to be served; or
‘‘(2) has—
‘‘(A) a membership that represents the in-
terests of individuals with disabilities and has
established a special governing committee that
meets the requirements of paragraph (1); and
‘‘(B) a memorandum of understanding be-
tween the special governing committee and the
board of directors of the organization that clearly
outlines the relationship between the board and
the committee and the decisionmaking respon-
sibilities 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 under-
served parents of children with disabilities, including low-
income parents, parents of children with limited English
307
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 independ-
ent adult lives, to the maximum extent possible.
‘‘(b) REQUIRED ACTIVITIES.—Each parent training
and information 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 (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.
308
‘‘(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 ad-
minister the grant, contract, or cooperative
agreement, a majority of the members of which
are individuals from such community.
‘‘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 assist-
ance for developing, 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 technical assistance to a parent training and infor-
mation center under this section in areas such as—
309
‘‘(1) effective coordination of parent training ef-
forts;
‘‘(2) dissemination of information;
‘‘(3) evaluation by the center of itself;
‘‘(4) promotion of the use of technology, includ-
ing assistive technology devices and assistive tech-
nology services;
‘‘(5) reaching underserved populations;
‘‘(6) including children with disabilities in gen-
eral education programs;
‘‘(7) facilitation of transitions from—
‘‘(A) early intervention services to preschool;
‘‘(B) preschool to school; and
‘‘(C) secondary school to postsecondary en-
vironments; and
‘‘(8) promotion of alternative methods of dispute
resolution.
‘‘SEC. 685. COORDINATED TECHNICAL ASSISTANCE AND
DISSEMINATION.
‘‘(a) IN GENERAL.—The Secretary shall, by competi-
tively making grants or entering into contracts and cooper-
ative agreements with eligible entities, provide technical as-
sistance and information, through such mechanisms as in-
stitutes, Regional Resource Centers, clearinghouses, and
programs that support States and local entities in building
310
capacity, to improve early intervention, educational, and
transitional services and results for children with disabil-
ities 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 Secretary shall carry out or support technical as-
sistance activities, consistent with the objectives de-
scribed in subsection (a), relating to systemic change.
‘‘(2) AUTHORIZED
ACTIVITIES.—Activities that
may be carried out under this subsection include ac-
tivities such as the following:
‘‘(A) Assisting States, local educational
agencies, and other participants in partnerships
established under subpart 1 with the process of
planning systemic changes that will promote im-
proved early intervention, educational, and tran-
sitional results for children with disabilities.
‘‘(B) 
Promoting 
change 
through 
a
multistate or regional framework that benefits
States, local educational agencies, and other par-
ticipants in partnerships that are in the process
of achieving systemic-change outcomes.
311
‘‘(C) Increasing the depth and utility of in-
formation in ongoing and emerging areas of pri-
ority need identified by States, local educational
agencies, and other participants in partnerships
that are in the process of achieving systemic-
change outcomes.
‘‘(D) Promoting communication and infor-
mation 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 poli-
cies of the States, local educational agencies,
and other participants in partnerships; and
‘‘(ii) accountability of the States, local
educational agencies, and other participants
in partnerships for improved early inter-
vention, educational, and transitional re-
sults for children with disabilities.
‘‘(c) SPECIALIZED TECHNICAL ASSISTANCE; AUTHOR-
IZED ACTIVITIES.—
‘‘(1) IN GENERAL.—In carrying out this section,
the Secretary shall carry out or support activities,
312
consistent with the objectives described in subsection
(a), relating to areas of priority or specific popu-
lations.
‘‘(2) AUTHORIZED ACTIVITIES.—Examples of ac-
tivities 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 edu-
cational agencies, and other participants in
partnerships;
‘‘(ii) require the development of new
knowledge, or the analysis and synthesis of
substantial bodies of information not read-
ily available to the States, agencies, and
other participants in partnerships; and
‘‘(iii) will contribute significantly to
the improvement of early intervention, edu-
cational, and transitional services and re-
sults for children with disabilities and their
families;
‘‘(B) focus on needs and issues that are spe-
cific to a population of children with disabilities,
such as the provision of single-State and multi-
313
State technical assistance and in-service train-
ing—
‘‘(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; AU-
THORIZED ACTIVITIES.—
‘‘(1) IN GENERAL.—In carrying out this section,
the Secretary shall carry out or support information
dissemination activities that are consistent with the
objectives described in subsection (a), including ac-
tivities that address national needs for the prepara-
tion and dissemination of information relating to
eliminating barriers to systemic-change and improv-
ing early intervention, educational, and transitional
results for children with disabilities.
‘‘(2) AUTHORIZED ACTIVITIES.—Examples of ac-
tivities that may be carried out under this subsection
include activities relating to—
315
and general education resources, and may make re-
search and related products available through librar-
ies, 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 contain-
ing 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 de-
scribed in subsections (b) and (c).
‘‘(b) TECHNOLOGY DEVELOPMENT, DEMONSTRATION,
AND UTILIZATION; AUTHORIZED ACTIVITIES.—
‘‘(1) IN GENERAL.—In carrying out this section,
the Secretary shall support activities to promote the
development, demonstration, and utilization of tech-
nology.
316
‘‘(2) AUTHORIZED
ACTIVITIES.—Activities that
may be carried out under this subsection include ac-
tivities 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 innovative and emerging technologies for chil-
dren with disabilities by improving and expand-
ing the transfer of technology from research and
development to practice.
‘‘(C) Providing technical assistance to re-
cipients of other assistance under this section,
concerning the development of accessible, effec-
tive, and usable products.
‘‘(D) Communicating information on avail-
able technology and the uses of such technology
to assist children with disabilities.
‘‘(E) Supporting the implementation of re-
search programs on captioning or video descrip-
tion.
‘‘(F) Supporting research, development, and
dissemination of technology with universal-de-
sign features, so that the technology is accessible
317
to individuals with disabilities without further
modification or adaptation.
‘‘(G) Demonstrating the use of publicly-
funded telecommunications systems to provide
parents and teachers with information and
training concerning early diagnosis of, interven-
tion 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 de-
signed to be of educational value to children with dis-
abilities;
‘‘(2) providing video description, open caption-
ing, or closed captioning of television programs, vid-
eos, or educational materials through September 30,
2001; and after fiscal year 2001, providing video de-
scription, open captioning, or closed captioning of
educational, news, and informational television, vid-
eos, or materials;
‘‘(3) distributing captioned and described videos
or educational materials through such mechanisms as
a loan service;
318
‘‘(4) providing free educational materials, in-
cluding textbooks, in accessible media for visually im-
paired and print-disabled students in elementary, sec-
ondary, postsecondary, and graduate schools;
‘‘(5) providing cultural experiences through ap-
propriate nonprofit organizations, such as the Na-
tional Theater of the Deaf, that—
‘‘(A) enrich the lives of deaf and hard-of-
hearing children and adults;
‘‘(B) increase public awareness and under-
standing of deafness and of the artistic and in-
tellectual achievements of deaf and hard-of-hear-
ing 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 contain-
ing such information as the Secretary may require.
319
‘‘(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.’’.
TITLE II—MISCELLANEOUS
PROVISIONS
SEC. 201. EFFECTIVE DATES.
(a) PARTS A AND B.—
(1) IN GENERAL.—Except as provided in para-
graph (2), parts A and B of the Individuals with Dis-
abilities 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 para-
graph (6)), and 618 of the Individuals with Dis-
abilities Education Act, as amended by title I,
shall take effect on July 1, 1998.
(B) SECTION 617.—Section 617 of the Indi-
viduals 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
320
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 re-
lating to individualized education programs and
the State’s comprehensive system of personnel de-
velopment, as so in effect, shall remain in effect
until July 1, 1998.
(b) PART C.—Part C of the Individuals with Disabil-
ities Education Act, as amended by title I, shall take effect
on July 1, 1998.
(c) PART D.—
(1) IN GENERAL.—Except as provided in para-
graph (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 sec-
tion 661(g) of the Individuals with Disabilities Edu-
cation Act, as amended by title I, shall take effect on
January 1, 1998.
SEC. 202. TRANSITION.
Notwithstanding any other provision of law, beginning
on October 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
321
projects that were funded under section 618 and parts C
through G of such Act (as in effect on September 30, 1997).
SEC. 203. REPEALERS.
(a) PART I.—Effective October 1, 1998, part I of the
Individuals with Disabilities Education Act is hereby re-
pealed.
(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.