[Federal Register: April 9, 2010 (Volume 75, Number 68)]
[Notices]
[Page 18185-18189]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
[DOCID:fr09ap10-59]
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DEPARTMENT OF EDUCATION
National Institute on Disability and Rehabilitation Research
(NIDRR)--Disability and Rehabilitation Research Projects and Centers
Program--Rehabilitation Engineering Research Centers (RERCs)
Catalog of Federal Domestic Assistance (CFDA) Number: 84.133E-1 and
84.133E-3.
AGENCY: Office of Special Education and Rehabilitative Services,
Department of Education.
ACTION: Notice of proposed priorities for two RERCs.
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SUMMARY: The Assistant Secretary for Special Education and
Rehabilitative Services proposes two priorities for the Disability and
Rehabilitation Research Projects and Centers Program administered by
NIDRR. Specifically, this notice proposes two priorities for RERCs:
Universal Design in the Built Environment and Technologies for Children
with Orthopedic Disabilities. The Assistant Secretary may use these
priorities for competitions in fiscal year (FY) 2010 and later years.
We take this action to focus research attention on areas of national
need. We intend these priorities to improve rehabilitation services and
outcomes for individuals with disabilities.
DATES: We must receive your comments on or before May 10, 2010.
ADDRESSES: Address all comments about this notice to Donna Nangle, U.S.
Department of Education, 400 Maryland Avenue, SW., room 5142, Potomac
Center Plaza, Washington, DC 20202-2700.
If you prefer to send your comments by e-mail, use the following
address: donna.nangle@ed.gov. You must include the term ``Proposed
Priorities for RERCs'' and the priority title in the subject line of
your electronic message.
FOR FURTHER INFORMATION CONTACT: Donna Nangle. Telephone: (202) 245-
7462 or by e-mail: donna.nangle@ed.gov.
If you use a telecommunications device for the deaf (TDD), call the
Federal Relay Service (FRS), toll free, at 1-800-877-8339.
SUPPLEMENTARY INFORMATION:
This notice of proposed priorities is in concert with NIDRR's Final
Long-Range Plan for FY 2005-2009 (Plan). The Plan, which was published
in the Federal Register on February 15, 2006 (71 FR 8165), can be
accessed on the Internet at the following site: http://www.ed.gov/
about/offices/list/osers/nidrr/policy.html.
Through the implementation of the Plan, NIDRR seeks to: (1) Improve
the quality and utility of disability and rehabilitation research; (2)
foster an exchange of expertise, information, and training to
facilitate the advancement of knowledge and understanding of the unique
needs of traditionally underserved populations; (3) determine best
strategies and programs to improve rehabilitation outcomes for
underserved populations; (4) identify research gaps; (5) identify
mechanisms of integrating research and practice; and (6) disseminate
findings. This notice proposes two priorities that NIDRR intends to use
for RERC competitions in FY 2010 and possibly later years. However,
nothing precludes NIDRR from publishing additional priorities, if
needed.
Furthermore, NIDRR is under no obligation to make awards for these
priorities. The decision to make an award will be based on the quality
of applications received and available funding.
Invitation to Comment: We invite you to submit comments regarding
this notice. To ensure that your comments have maximum effect in
developing the notice of final priorities, we urge you to identify
clearly the specific proposed priority that each comment addresses.
We invite you to assist us in complying with the specific
requirements of Executive Order 12866 and its overall requirement of
reducing regulatory burden that might result from these proposed
priorities. Please let us know of any further ways we could reduce
potential costs or increase potential benefits while preserving the
effective and efficient administration of the program.
During and after the comment period, you may inspect all public
comments about this notice in room 6030, 550 12th Street, SW., Potomac
Center Plaza, Washington, DC, between the hours of 8:30 a.m. and 4:00
p.m., Washington, DC time, Monday through Friday of each week except
Federal holidays.
Assistance to Individuals with Disabilities in Reviewing the
Rulemaking Record: On request we will provide an appropriate
accommodation or auxiliary aid to an individual with a disability who
needs assistance to review the comments or other documents in the
public rulemaking record for this notice. If you want to schedule an
appointment for this type of accommodation or auxiliary aid, please
contact the person listed under FOR FURTHER INFORMATION CONTACT.
Purpose of Program: The purpose of the Disability and
Rehabilitation Research Projects and Centers Program is to plan and
conduct research, demonstration projects, training, and related
activities, including international activities; to develop methods,
procedures, and rehabilitation technology that maximize the full
inclusion and integration into society, employment, independent living,
family support, and economic and social self-sufficiency of individuals
with disabilities, especially individuals with the most severe
disabilities; and to
[[Page 18186]]
improve the effectiveness of services authorized under the
Rehabilitation Act of 1973, as amended (Rehabilitation Act).
Rehabilitation Engineering Research Centers Program (RERCs)
The purpose of the RERC program is to improve the effectiveness of
services authorized under the Rehabilitation Act by conducting advanced
engineering research and development on innovative technologies that
are designed to solve particular rehabilitation problems, or to remove
environmental barriers. RERCs also demonstrate and evaluate such
technologies, facilitate service delivery system changes, stimulate the
production and distribution of new technologies and equipment in the
private sector, and provide training opportunities.
General Requirements of RERCs
RERCs carry out research or demonstration activities in support of
the Rehabilitation Act by--
Developing and disseminating innovative methods of
applying advanced technology, scientific achievement, and psychological
and social knowledge: (a) To solve rehabilitation problems and to
remove environmental barriers; and (b) to study and evaluate new or
emerging technologies, products, or environments and their
effectiveness and benefits; or
Demonstrating and disseminating: (a) Innovative models for
the delivery of cost-effective rehabilitation technology services to
rural and urban areas; and (b) other scientific research to assist in
meeting the employment and independent living needs of individuals with
severe disabilities; and
Facilitating service delivery systems change through: (a)
The development, evaluation, and dissemination of innovative, consumer-
responsive, and individual- and family-centered models for the delivery
to both rural and urban areas of innovative cost-effective
rehabilitation technology services; and (b) other scientific research
to assist in meeting the employment and independence needs of
individuals with severe disabilities.
Each RERC must be operated by, or in collaboration with, one or
more institutions of higher education or one or more nonprofit
organizations.
Each RERC must provide training opportunities, in conjunction with
institutions of higher education or nonprofit organizations, to assist
individuals, including individuals with disabilities, to become
rehabilitation technology researchers and practitioners.
Each RERC must emphasize the principles of universal design in its
product research and development. Universal design is ``the design of
products and environments to be usable by all people, to the greatest
extent possible, without the need for adaptation or specialized
design'' (North Carolina State University, 1997. http://
www.design.ncsu.edu/cud/about_ud/udprinciplestext.htm).
Additional information on the RERC program can be found at: http://
www.ed.gov/rschstat/research/pubs/index.html.
Program Authority: 29 U.S.C. 762(g) and 764(a).
Applicable Program Regulations: 34 CFR part 350.
Proposed Priorities: This notice contains two proposed priorities.
Proposed Priority 1--Universal Design in the Built Environment
Background
Universal Design (UD) is the design of products and environments to
be usable by all people, to the greatest extent possible, without the
need for adaptation or specialized design (North Carolina State
University, 1997). UD improves function, independence, and social
participation for the entire population, including individuals with
disabilities.
Examples of UD in the built environment include curb cuts, ramps,
automatic doors, restrooms, and wayfinding strategies. There will be an
increased need for products and environments with UD as the Baby Boom
generation ages. Many in this generation will wish to remain in their
own homes as they age (Bayer & Harper, 2000).
Past work supported by NIDRR has contributed substantially to the
development of the field of UD. With NIDRR funding, the Center for
Universal Design, in collaboration with other researchers and
practitioners, developed and published the following ``principles of
universal design'': Equitable use, flexibility in use, simple and
intuitive use, perceptible information, tolerance for error, low
physical effort, and size and space for approach and use (http://
design.ncsu.edu/cud/about_ud/udprinciples.htm). These seven design
principles have guided researchers, engineers, and planners in
designing accessible housing and built environments (North Carolina
State University, 1997). Among other outcomes, NIDRR funding also has
contributed to the development of 35 new State and local visitability
programs across the U.S. These programs apply UD principles in the new
housing industry by incorporating an affordable, sustainable, and
inclusive design approach for integrating basic accessibility features
into all newly built homes. In addition, NIDRR funding contributed to
the inclusion of UD principles by the New York City Department of
Design and Construction in the official guide for all architects
working for the city (Danford & Tauke, 2000).
Despite this progress, UD has experienced relatively slow adoption
for several reasons. Until recently, engineers, designers, and
manufacturers have focused on creating environments and products for
individuals of average age, size, and ability and have argued that
accommodations and design for all is too costly and complex (Danford &
Tauke, 2000). In addition, university-level architecture and
engineering programs do not generally include UD courses in their
curriculum (Tauke, 2008). The UD field has been criticized for a lack
of measurable implementation guidelines and a lack of explicit
evidence-based UD practices (Steinfeld, 2006). Continued research and
development in the area of UD is necessary to address these issues of
UD adoption and viability. Curricula on UD for university-level
engineering and design students, proper measurement tools, guidelines,
evidence-based practices, and aesthetically pleasing and economically
viable exemplars of UD are needed to demonstrate the efficacy of UD in
facilitating independence and social participation among end users.
References
Bayer, A. & Harper, L. (2000). AARP, Fixing to stay: A national
survey of housing and home modification issues, 24. See http://
assets.aarp.org/rgcenter/il/home_mod.pdf.
Danford, G. & Tauke, B., eds. (2000). Universal Design: New York.
New York, NY: Mayor's Office for People with Disabilities. See http://
www.ap.buffalo.edu/idea/PubIntro/index.asp.
North Carolina State University. (1997). The principles of
universal design (1997). Version 2.0--4/1/97. Compiled by advocates of
universal design, listed in alphabetical order: Bettye Rose Connell,
Mike Jones, Ron Mace, Jim Mueller, Abir Mullick, Elaine Ostroff, Jon
Sanford, Ed Steinfeld, Molly Story, and Gregg Vanderheiden. North
Carolina State University, The Center for Universal Design. See http://
[[Page 18187]]
design.ncsu.edu/cud/about_ud/udprinciples.htm.
Tauke, B. (2008). Universal Design--The time is now. See http://
www.uigarden.net/english/universal-design-the-time-is-now.
Proposed Priority
The Assistant Secretary for Special Education and Rehabilitative
Services proposes a priority for a Rehabilitation Engineering Research
Center (RERC) on Universal Design (UD) in the Built Environment. Under
this priority, the RERC must research, develop, evaluate, and promote
UD in commercial and private facilities, outdoor environments, and
housing. In addition, the RERC must create measurable UD standards and
guidelines to facilitate the implementation of UD principles, create
economically viable UD exemplars, aid in the development of evidence-
based practices for UD, and help to design curricula on UD for
university-level engineering and design students. The RERC must assist
designers, builders, and manufacturers incorporate UD into their
buildings and communities.
Proposed Priority 2--Technologies for Children With Orthopedic
Disabilities
Background
As of December 1, 2007, 55,131 students from 6 to 17 years of age
were reported to the Office of Special Education Programs in the U.S.
Department of Education as having an orthopedic impairment (IDEA Data,
2007). The definition of orthopedic impairment in the IDEA regulations
includes impairments caused by congenital anomalies, impairments caused
by disease (e.g., poliomyelitis, bone tuberculosis), and impairments
from other causes (e.g., cerebral palsy, amputations, and fractures or
burns that cause contractures) (34 CFR 300.8(c)(8)).
Children with orthopedic disabilities often need assistance to
perform a wide range of daily living tasks and activities. While family
members, caregivers, and educators are the primary providers of this
assistance, clinicians, researchers, and rehabilitation engineers are
developing a growing number of technological products and interventions
that assist children with orthopedic disabilities to function more
independently.
NIDRR has contributed to the research and development of
technologies for children with orthopedic disabilities for 20 years.
Much of this work has centered on developing mobility and manipulation
devices. For example, a NIDRR-funded RERC developed lightweight
orthotic components, evaluated the effectiveness of functional
electrical stimulation to improve gait, and studied which stage of
development is the most beneficial to provide children with wheeled
mobility. A NIDRR-funded RERC also developed the Easy Feed Hand, a
prosthetic hand that is designed to evolve with the growth of the
child, and made a new mobile arm support orthosis commercially
available.
Continued efforts are needed to develop new products, technologies,
and therapies that promote independence and functional rehabilitation.
While initial research has evaluated assistive technologies for
children's independence and manipulation, more research and development
are needed to fully implement these technologies. For example, light-
weight, adjustable pediatric wheelchairs can improve mobility (Meiser &
McEwen, 2007) and provide children with better wheelchair performance
with less exertion (Kirby et al., 2008). Manipulation devices, whether
wheelchair mounted or autonomous, can provide greater independence and
allow children to better interact with their environment (Machiel Van
der Loos & Reinkensmeyer, 2008). Several rehabilitation therapies have
been successful for adults with orthopedic impairments, and there is
emerging evidence to suggest that these therapies may improve mobility
and manipulation among children. In this regard, rehabilitation
therapies such as constraint-induced therapy (Taub, Ramey, DeLuca, &
Echols, 2004; Gordon, Charles, & Wolf, 2006), robot-assisted therapy
(Meyer-Heim et al., 2009), and virtual reality-based therapy (Wille et
al., 2009) have yet to be fully developed, adapted, and analyzed for
use with children.
References
Code of Federal Regulations. (2008). Education, 34 CFR 300.8.
Gordon, A.M., Charles, J., & Wolf, S.L. (2006). Efficacy of
constraint-induced movement therapy on involved upper-extremity use in
children with hemiplegic cerebral palsy is not age-dependent.
Pediatrics, Mar, 117.
Individuals with Disabilities Education Act (IDEA) Data. (2007).
See: http://www.ideadata.org/arc_toc9.asp#partbCC Table 1-4 and 1-5.
Kirby, R.L., MacDonald, B., Smith, C., MacLeod, D.A., & Webber, A.
(2008). Comparison between a tilt-in-space wheelchair and a manual
wheelchair equipped with a new rear anti-tip device from the
perspective of the caregiver. Archives of Physical Medical
Rehabilitation, September 89(9).
Machiel Van der Loos, H.F. & Reinkensmeyer, D.J. (2008).
Rehabilitation and health care robotics. In B. Siciliano & O. Khatib
(Eds.), Springer Handbook of Robotics (pp. 1235-1239). Springer Berlin
Heidelberg.
Meiser, M.J. & McEwen, I.R. (2007). Lightweight and ultralight
wheelchairs: Propulsion and preferences of two young children with
spina bifida. Pediatric Physical Therapy, Fall 19(3).
Meyer-Heim, A., Ammann-Reiffer, C., Schmartz, A., Sch[auml]fer, J.,
Sennhauser, F.H., Heinen, F., Knecht, B., Dabrowski, E., & Borggraefe,
I. (2009). Improvement of walking abilities after robotic-assisted
locomotion training in children with cerebral palsy. Archives of
Disease in Childhood, August 94(8).
Taub, E., Ramey, S., DeLuca, S. & Echols, K. (2004). Efficacy of
constraint-induced movement therapy for children with cerebral palsy
with asymmetric motor impairment. Pediatrics, 113(2).
Wille, D., Eng, K., Holper, L., Chevrier, E., Hauser, Y., Kiper,
D., Pyk, P., Schlegel, S., & Meyer-Heim, A. (2009). Virtual reality-
based paediatric interactive therapy system (PITS) for improvement of
arm and hand function in children with motor impairment--a pilot study.
Developmental Neurorehabilitation, January-March 12(1).
Proposed Priority
The Assistant Secretary for Special Education and Rehabilitative
Services proposes a priority for a Rehabilitation Engineering Research
Center (RERC) on Technologies for Children with Orthopedic
Disabilities. This RERC will focus on innovative technologies and new
knowledge that will improve the lives of children with orthopedic
disabilities. Under this priority, the RERC must research, develop,
apply, and evaluate new or existing technologies and approaches to
improve the availability and usability of assistive devices for
children with orthopedic disabilities. This work must contribute to the
improvement of mobility and manipulation functions among children with
orthopedic disabilities as they perform daily tasks and activities at
home, at school, and in the community. In addition, the RERC must
develop, test, and implement rehabilitation therapy technologies and
strategies for use with children with orthopedic disabilities.
Requirements applicable to both proposed priorities: The RERC
established under each of the proposed priorities in this notice must
be
[[Page 18188]]
designed to contribute to the following outcomes:
(1) Increased technical and scientific knowledge relevant to its
designated priority research area. The RERC must contribute to this
outcome by conducting high-quality, rigorous research and development
projects.
(2) Increased innovation in technologies, products, environments,
performance guidelines, and monitoring and assessment tools applicable
to its designated priority research area. The RERC must contribute to
this outcome through the development and testing of these innovations.
(3) Improved research capacity in its designated priority research
area. The RERC must contribute to this outcome by collaborating with
the relevant industry, professional associations, institutions of
higher education, health care providers, or educators, as appropriate.
(4) Improved awareness and understanding of cutting edge
developments in technologies within its designated priority research
area. The RERC must contribute to this outcome by identifying and
communicating with NIDRR, individuals with disabilities, their
representatives, disability organizations, service providers,
professional journals, manufacturers, and other interested parties
regarding trends and evolving product concepts related to its
designated priority research area.
(5) Increased impact of research in the designated priority
research area. The RERC must contribute to this outcome by providing
technical assistance to relevant public and private organizations,
individuals with disabilities, employers, and schools on policies,
guidelines, and standards related to its designated priority research
area.
(6) Increased transfer of RERC-developed technologies to the
marketplace. The RERC must contribute to this outcome by developing and
implementing a plan for ensuring that all technologies developed by the
RERC are made available to the public. The technology transfer plan
must be developed in the first year of the project period in
consultation with the NIDRR-funded Disability Rehabilitation Research
Project, Center on Knowledge Translation for Technology Transfer.
In addition, under each priority, the RERC must--
Have the capability to design, build, and test prototype
devices and assist in the technology transfer and
knowledge translation of successful solutions to relevant production
and service delivery settings;
Evaluate the efficacy and safety of its new products,
instrumentation, or assistive devices;
Provide as part of its proposal, and then implement, a
plan that describes how it will include, as appropriate, individuals
with disabilities or their representatives in all phases of its
activities, including research, development, training, dissemination,
and evaluation;
Provide as part of its proposal, and then implement, in
consultation with the NIDRR-funded National Center for the
Dissemination of Disability Research, a plan to disseminate its
research results to individuals with disabilities, their
representatives, disability organizations, service providers,
professional journals, manufacturers, and other interested parties;
Conduct a state-of-the-science conference on its
designated priority research area in the fourth year of the project
period, and publish a comprehensive report on the final outcomes of the
conference in the fifth year of the project period; and
Coordinate research projects of mutual interest with
relevant NIDRR-funded projects, as identified through consultation with
the NIDRR project officer.
Types of Priorities
When inviting applications for a competition using one or more
priorities, we designate the type of each priority as absolute,
competitive preference, or invitational through a notice in the Federal
Register. The effect of each type of priority follows:
Absolute priority: Under an absolute priority, we consider only
applications that meet the priority (34 CFR 75.105(c)(3)).
Competitive preference priority: Under a competitive preference
priority, we give competitive preference to an application by (1)
awarding additional points, depending on the extent to which the
application meets the priority (34 CFR 75.105(c)(2)(i)); or (2)
selecting an application that meets the priority over an application of
comparable merit that does not meet the priority (34 CFR
75.105(c)(2)(ii)).
Invitational priority: Under an invitational priority, we are
particularly interested in applications that meet the priority.
However, we do not give an application that meets the priority a
preference over other applications (34 CFR 75.105(c)(1)).
Final Priority: We will announce the final priorities in a notice
in the Federal Register. We will determine the final priorities after
considering responses to this notice and other information available to
the Department. This notice does not preclude us from proposing
additional priorities, requirements, definitions, or selection
criteria, subject to meeting applicable rulemaking requirements.
Note: This notice does not solicit applications. In any year in
which we choose to use these priorities, we invite applications
through a notice in the Federal Register.
Executive Order 12866: This notice has been reviewed in accordance
with Executive Order 12866. Under the terms of the order, we have
assessed the potential costs and benefits of this proposed regulatory
action.
The potential costs associated with this proposed regulatory action
are those resulting from statutory requirements and those we have
determined as necessary for administering this program effectively and
efficiently.
In assessing the potential costs and benefits--both quantitative
and qualitative--of this proposed regulatory action, we have determined
that the benefits of the proposed priority justify the costs.
Discussion of Costs and Benefits: The benefits of the Disability
and Rehabilitation Research Projects and Centers Programs have been
well established over the years in that similar projects have been
completed successfully. These proposed priorities will generate new
knowledge through research and development. Another benefit of these
proposed priorities is that the establishment of new RERCs will improve
the lives of individuals with disabilities. The new RERCs will
generate, disseminate, and promote the use of new information that will
improve the options for individuals with disabilities to fully
participate in their communities.
Intergovernmental Review: This program is not subject to Executive
Order 12372 and the regulations in 34 CFR part 79.
Accessible Format: Individuals with disabilities can obtain this
document in an accessible format (e.g., braille, large print,
audiotape, or computer diskette) by contacting the Grants and Contracts
Services Team, U.S. Department of Education, 400 Maryland Avenue, SW.,
room 5075, Potomac Center Plaza, Washington, DC 20202-2550. Telephone:
(202) 245-7363. If you use a TDD, call the FRS, toll free, at 1-800-
877-8339.
Electronic Access to This Document: You can view this document, as
well as all other documents of this Department published in the Federal
Register, in
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text or Adobe Portable Document Format (PDF) on the Internet at the
following site: http://www.ed.gov/news/fedregister. To use PDF you must
have Adobe Acrobat Reader, which is available free at this site.
Note: The official version of this document is the document
published in the Federal Register. Free Internet access to the
official edition of the Federal Register and the Code of Federal
Regulations is available on GPO Access at: http://www.gpoaccess.gov/
nara/index.html.
Dated: April 6, 2010.
Alexa Posny,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 2010-8166 Filed 4-8-10; 8:45 am]
BILLING CODE 4000-01-P