Sec. 101. Supporting postsecondary faculty, staff, and administrators in providing accessible education
871 words·~4 min read·
/bill/115/hr/3199/ih/section-101A research copy — for the controlling text, always check the official state or federal source. Not legal advice.
Section 762 of the Higher Education Act of 1965 ( 20 U.S.C. 1140b ) is amended to read as follows: From amounts appropriated under section 765C, the Secretary shall award grants, on a competitive basis, to institutions of higher education to enable the institutions to carry out the activities under subsection (b). Not less than 5 grants shall be awarded to institutions of higher education that provide professional development and technical assistance in order to improve access to and completion of postsecondary education for students, including students with disabilities.
A grant under this subpart shall be awarded for a period of 5 years. A grant awarded under this subpart shall be used to carry out one or more of the following activities: The development and implementation of training to provide innovative, effective, and evidence-based teaching methods and strategies, consistent with the principles of universal design for learning, to provide postsecondary faculty, staff, and administrators with the skills and supports necessary to teach and meet the academic and programmatic needs of students (including students with disabilities) in order to improve the retention of such students in, and the completion by such students of, postsecondary education.
Such methods and strategies may include in-service training, professional development, customized and general technical assistance, workshops, summer institutes, distance learning, and training in the use of assistive and educational technology. The development and implementation of training to provide postsecondary faculty, staff, and administrators methods and strategies of providing appropriate accommodations for students with disabilities, including descriptions of legal obligations of the university to provide such accommodations.
The development and implementation of innovative, effective, and evidence-based teaching methods and strategies to provide postsecondary faculty, staff, and administrators with the skills and supports necessary to ensure the successful and smooth transition of students with disabilities from secondary school to postsecondary education. The teaching methods and strategies may include supporting students in the development of self-advocacy skills to improve transition to, and completion of, postsecondary education.
The development and implementation of training to provide innovative, effective, and evidence-based teaching methods and strategies to enable postsecondary faculty, staff, and administrators to provide accessible distance education programs or classes that would enhance the access of students (including students with disabilities) to postsecondary education, including the use of accessible curricula and electronic communication for instruction and advising. The development and implementation of effective and evidence-based teaching methods and strategies to provide postsecondary faculty, staff, and administrators with the ability to advise students with disabilities with respect to their chosen career pathway, which shall include— supporting internships, apprenticeships, or work-based learning opportunities; counseling on coursework to meet the recognized educational credential or recognized postsecondary credential appropriate for the field chosen; developing self-advocacy skills to advocate for appropriate accommodations once in the workplace; or support with selecting a career pathway that leads to competitive, integrated employment.
An institution of higher education awarded a grant under this subpart shall evaluate and disseminate to other institutions of higher education the information obtained through the activities described in subparagraphs
(A)through
(E)of paragraph (2). In awarding grants, contracts, or cooperative agreements under this subpart, the Secretary shall consider the following: Providing an equitable geographic distribution of such awards. Distributing such awards to urban and rural areas. Ensuring that the activities to be assisted are developed for a range of types and sizes of institutions of higher education. Not later than one year after the date of enactment of the this Act, the Secretary shall prepare and submit to the authorizing committees, and make available to the public, a report on all projects awarded grants under this part, including a review of the activities and program performance of such projects based on existing information as of the date of the report. Not later than five years after the date of the first award of a grant under this subpart after the date of enactment of this Act, the Secretary shall prepare and submit to the authorizing committees, and make available to the public, a report that— reviews the activities and program performance of the projects authorized under this subpart; and provides guidance and recommendations on how effective projects can be replicated. . Section 763 of the Higher Education Act of 1965 ( 20 U.S.C. 1140c ) is amended to read as follows: Each institution of higher education desiring to receive a grant under this subpart shall submit an application to the Secretary at such time, in such manner, and accompanied by such information as the Secretary may require. Each application shall include— a description of the activities authorized under this subpart that the institution proposes to carry out, and how such institution plans to conduct such activities in order to further the purpose of this subpart; a description of how the institution consulted with a broad range of people, including individuals with expertise in disability supports or special education, within the institution to develop activities for which assistance is sought; a description of how the institution will coordinate and collaborate with the office of accessibility; and a description of the extent to which the institution will work to replicate the research-based and best practices of institutions of higher education with demonstrated effectiveness in serving students with disabilities. .
Connectionstraces to 2
Traces to 2 documents
Citation graph
cites case law
Sec. 101
Supporting postsecondary faculty, staff, and administrators in providing accessible education
Cites 2Cited by 0 across 0 sources