Rule2022-05940
State Vocational Rehabilitation Services Program
Primary source
Metadata and text below are from the Federal Register, a public-domain U.S. government work. Always verify the official published version before relying on it for any legal matter.
Published
March 21, 2022
Issuing agencies
Education Department
Abstract
The U.S. Department of Education (Department) issues this final notification of interpretation (NOI) in response to comments made on the NOI published in the Federal Register on February 28, 2020. That NOI became effective on the date it was issued and clarified current policy regarding the permissibility of using funds reserved for pre- employment transition services for auxiliary aids and services, and it announced a change in policy regarding the use of Federal vocational rehabilitation (VR) funds reserved for the provision of pre-employment transition services. The Department's policy expressed in this final NOI is unchanged from that in the NOI published on February 28, 2020.
Full Text
<html>
<head>
<title>Federal Register, Volume 87 Issue 54 (Monday, March 21, 2022)</title>
</head>
<body><pre>
[Federal Register Volume 87, Number 54 (Monday, March 21, 2022)]
[Rules and Regulations]
[Pages 15889-15893]
From the Federal Register Online via the Government Publishing Office [<a href="http://www.gpo.gov">www.gpo.gov</a>]
[FR Doc No: 2022-05940]
=======================================================================
-----------------------------------------------------------------------
DEPARTMENT OF EDUCATION
34 CFR Part 361
[Docket ID ED-2019-OSERS-0140]
State Vocational Rehabilitation Services Program
AGENCY: Office of Special Education and Rehabilitative Services,
Department of Education.
ACTION: Final interpretation.
-----------------------------------------------------------------------
SUMMARY: The U.S. Department of Education (Department) issues this
final notification of interpretation (NOI) in response to comments made
on the NOI published in the Federal Register on February 28, 2020. That
NOI became effective on the date it was issued and clarified current
policy regarding the permissibility of using funds reserved for pre-
employment transition services for auxiliary aids and services, and it
announced a change in policy regarding the use of Federal vocational
rehabilitation (VR) funds reserved for the provision of pre-employment
transition services. The Department's policy expressed in this final
NOI is unchanged from that in the NOI published on February 28, 2020.
DATES: This final interpretation is issued: March 21, 2022. Pursuant to
the NOI, this interpretation is applicable as of February 28, 2020.
FOR FURTHER INFORMATION CONTACT: Carol Dobak, U.S. Department of
Education, 400 Maryland Avenue SW, Room 5153, Potomac Center Plaza,
Washington, DC 20202-0001. Telephone: (202) 245-7325. Email:
<a href="/cdn-cgi/l/email-protection#1d5e7c6f72713359727f7c765d7879337a726b"><span class="__cf_email__" data-cfemail="abe8cad9c4c785efc4c9cac0ebcecf85ccc4dd">[email protected]</span></a>.
SUPPLEMENTARY INFORMATION:
Background
The amendments to the Rehabilitation Act of 1973 (Rehabilitation
Act) made by title IV of the Workforce Innovation and Opportunity Act
(WIOA) place heightened emphasis on the provision of services to
students and youth with disabilities to ensure that they have
meaningful opportunities to receive the training and other services
they need to achieve employment outcomes in competitive integrated
employment. The Rehabilitation Act, as amended by WIOA, expanded not
only the population of students with disabilities who may receive
services under the VR program but also the kinds of services the
designated State units (DSUs) may provide to these students with
disabilities who are transitioning from school to postsecondary
education and employment.
Most notably, section 110(d)(1) of the Rehabilitation Act and 34
CFR 361.65(a)(3)(i) requires States to reserve at least 15 percent of
their Federal VR grant for the provision of pre-employment transition
services. Section 113(a) of the Rehabilitation Act and 34 CFR 361.48(a)
require DSUs for the VR program to use the reserved funds to provide,
or arrange for the provision of, pre-employment transition services to
all students with disabilities in need of such services who are
eligible or potentially eligible for services under the VR program.
Section 113(b) of the Rehabilitation Act and 34 CFR 361.48(a)(2)
list the five required pre-employment transition services that DSUs, in
collaboration with local educational agencies (LEAs), must make
available to students with disabilities in need of these services.
These services are--
<bullet> Job exploration counseling;
<bullet> Work-based learning experiences, which may include in-
school or after school opportunities, or experience outside the
traditional school setting (including internships), that are provided
in an integrated environment to the maximum extent possible;
<bullet> Counseling on opportunities for enrollment in
comprehensive transition or postsecondary educational programs at
institutions of higher education;
<bullet> Workplace readiness training to develop social skills and
independent living; and
<bullet> Instruction in self-advocacy, which may include peer
mentoring.
Pre-employment transition services represent the earliest set of
services available for students with disabilities under the VR program,
are short-term in nature, and are designed to help students identify
career interests.
Following implementation of the pre-employment transition services
requirements, the Department received comments from DSUs and other
stakeholders regarding: (1) The need for further clarification about
the extent to which funds reserved for the provision of pre-employment
transition services may be used to pay for auxiliary aids and services;
and (2) the ability of States to reserve and expend at least 15 percent
of their VR grants on the provision of pre-employment transition
services under the Department's general interpretation of the statutory
requirements related to the allowable use of funds. Specifically, DSUs
and stakeholders asked if funds reserved for pre-employment transition
services may be used to cover the costs of auxiliary aids and services
provided directly to students with disabilities as well as other VR
services, such as transportation, tuition for postsecondary education,
rehabilitation technology, and job coaching.
On February 28, 2020, the Department published an NOI in the
Federal Register (85 FR 11848) to clarify current policy regarding the
permissibility of using funds reserved for pre-employment transition
services for auxiliary aids and services, and to announce a change in
policy regarding the use of Federal VR funds reserved for pre-
employment transition services. There are no changes between the
original interpretation published on February 28, 2020, and this final
interpretation. Through this document, the Department also rescinds the
Dear Director email transmitted to VR agencies on December 28, 2016,
regarding the use of reserved funds for the provision of auxiliary aids
and services because the substance of that email was incorporated into
and clarified by the February 28, 2020, NOI.
Public Comment: In response to our invitation in the NOI, 26
parties submitted comments.
Analysis of Comments and Changes: An analysis of the comments on
the interpretation since its publication follows. We do not address
comments that raised concerns not directly related to the
interpretation.
Support for Interpretation
Comments: Commenters generally expressed appreciation for the
flexibilities described in the NOI. Some commenters noted that the
flexibilities would allow students with the most significant
disabilities to benefit from the expansion of services needed to access
and support the provision of pre-employment transition services. One
commenter stated that the new
[[Page 15890]]
flexibilities would promote accountability and strengthen partnership
with schools and employers.
Discussion: The Department appreciates the positive comments and
feedback regarding this interpretation.
Changes: None.
Use of Reserved Funds for Certain Services
Comments: Commenters stated that postsecondary tuition and fees
should be an allowable cost under pre-employment transition services,
indicating that the Department's interpretation was too narrow, and
that postsecondary training aligns with workplace readiness training
under the five required activities and also falls under authorized
activities.
Discussion: The Department disagrees that the interpretation is too
narrow or unnecessarily restrictive. Pre-employment transition
services, including work readiness training, represent the earliest
activities in career exploration and are designed to assist students
with disabilities to identify their employment goals. On the other
hand, financial support for postsecondary education tuition and fees,
as authorized by section 103(a)(5) of the Rehabilitation Act and 34 CFR
361.48(b)(6), is provided to individuals transitioning from secondary
school to postsecondary education for purposes of achieving a specific
employment outcome. Therefore, we continue to maintain that tuition and
fees for postsecondary education are outside the nature, scope, and
purpose of pre-employment transition services and the required
activities specified in section 113(b) of the Rehabilitation Act and 34
CFR 361.48(a)(2).
In addition, those authorized activities listed in section 113(c)
of the Rehabilitation Act and 34 CFR 361.48(a)(3) are systemic in
nature and encompass strategies the DSUs develop and use for the
delivery of pre-employment transition services. In other words, given
the systemic nature of the authorized services listed in section 113(c)
of the Rehabilitation Act and 34 CFR 361.48(a)(3), they are not
services that are provided directly to students with disabilities, but
rather facilitate the systemic delivery of pre-employment transition
services. Because financial support for postsecondary education tuition
and fees is a service provided directly to eligible individuals with
disabilities on an individual basis under an individualized plan for
employment (IPE), this service is not within the scope of the
authorized activities in section 113(c) of the Rehabilitation Act and
34 CFR 361.48(a)(3).
For these reasons, a DSU may not use the funds reserved for the
provision of pre-employment transition services to pay for tuition and
other costs of attending postsecondary education, since this is not
among those activities that are required or authorized under section
113 of the Rehabilitation Act and 34 CFR 361.48(a), and this service is
not necessary for a student with a disability to access or participate
in one of the required pre-employment transition services listed in
section 113(b) of the Rehabilitation Act and 34 CFR 361.48(a)(2).
Changes: None.
Comments: One commenter emphasized the importance of driver
education training and suggested that it be considered as an allowable
service under workplace readiness training.
Discussion: Whether driver education may be considered to be within
the scope of workplace readiness training (i.e., development of social
skills and independent living) for the purposes of section 113(b) of
the Rehabilitation Act and 34 CFR 361.48(a)(2) depends on the
circumstances under which this service is provided to any student with
a disability. Consistent with the Federal cost principles at 2 CFR
200.403 through 200.405, costs incurred with the funds reserved under
section 110(d)(1) of the Rehabilitation Act and 34 CFR 361.65(a)(3)(i)
must be--
<bullet> Necessary for the provision or receipt of pre-employment
transition services;
<bullet> Reasonable, that is, those that a prudent person would
agree are necessary for the provision or receipt of pre-employment
transition services; and
<bullet> Allocable, that is, those that benefit the provision or
receipt of pre-employment transition services.
Thus, students with disabilities, regardless of whether they have
been determined eligible or have an IPE, for example, who live in rural
areas lacking public transportation, may need to learn to drive to
enhance their independence and ability to explore a wider range of
career options. Under this circumstance, it may be reasonable to
determine that driver's education would be within the scope of
workplace readiness training as described in section 113(b) and 34 CFR
361.48(a)(2) and allocate the cost of this service to the funds
reserved for the provision of pre-employment transition services.
However, some students with disabilities may require more advanced
driver's education to obtain employment involving public or commercial
transportation (e.g., bus or commercial truck driver). It would not be
reasonable to conclude that this advanced driver's education is within
the scope of pre-employment transition services as workplace readiness
training when students have chosen a specific career for which advanced
driver's education and a special driver's license is required. Rather,
such a service would be considered a job training service provided
pursuant to section 103(a)(5) of the Rehabilitation Act and 34 CFR
361.48(b)(6). Under this circumstance, this service must be provided
using funds for other VR services (i.e., funds not reserved for the
provision of pre-employment transition services) to support the
eligible student with a disability's specific employment goal under an
approved IPE.
Changes: None.
Use of Reserved Funds for Auxiliary Aids and Services
Comments: Several commenters recommended that we consider job
coaching an auxiliary aid and service and that we not limit the
availability of this service to students with significant disabilities
who apply and are determined eligible to receive this service under an
IPE. Commenters also requested clarification about the differences
between job coaches and work site trainers.
Discussion: ``Auxiliary aids and services,'' under the Americans
with Disabilities Act's (ADA) title II implementing regulations in 28
CFR 35.104, include services such as the acquisition or modification of
equipment or devices, or other effective methods, to make aurally
delivered information available to individuals who are deaf or hard of
hearing, or visually delivered materials available to individuals who
are blind or have low vision. The definition of ``auxiliary aids and
services'' includes effective methods of delivering materials in an
alternative format for individuals who are deaf or hard of hearing, or
who are blind or have low vision, which are distinct from job coaching
services designed to assist individuals with disabilities perform on-
the-job tasks. Thus, job coaching services are not within the scope of
auxiliary aids and services for the purpose of providing access to pre-
employment transition services using funds reserved under section
110(d) of the Rehabilitation Act. The Department disagrees with the
commenter's suggestion that job coaching should be considered an
auxiliary aid and service. It has been and continues to be the
Department's interpretation, as stated in the NOI, that DSUs may use
funds reserved for the
[[Page 15891]]
provision of pre-employment transition services to pay for auxiliary
aids and services needed by all students with disabilities with sensory
and communicative disorders who need such aids and services to access
or participate in pre-employment transition services (85 FR at 11849-
11850).
In addition, the Department disagrees that funds reserved for the
provision of pre-employment transition services should be used to pay
for costs of job coaching needed by all students with disabilities,
regardless of whether they have applied and been determined eligible
for the VR program and have an approved IPE. There is no authority
under the Rehabilitation Act to provide job coaching or other coaching
services to students with disabilities who do not have an approved IPE.
As stated in the NOI, DSUs may provide any service that an eligible
individual needs to achieve an employment outcome in accordance with an
approved IPE. In the context of pre-employment transition services, one
such service is coaching services for eligible students with
disabilities participating in work-based learning experiences under
section 113(b)(2) and 34 CFR 361.48(a)(2)(ii). These coaches perform
functions similar to job coaches in supported employment settings by
assisting the eligible student with a disability to perform the tasks
assigned during the work-based learning experiences. While these
particular coaching services are not specifically listed in section
103(a), they would be considered allowable VR services under section
103(a) and 34 CFR 361.48(b)(21) if needed by an eligible student with a
disability, in accordance with an approved IPE, to participate in pre-
employment transition services. Given that pre-employment transition
services are among the earliest types of services available to students
with disabilities, it is reasonable to expect that these eligible
students may need extra assistance through coaching services to
participate in these activities and, thus, these coaching services
would be allocable to those pre-employment transition services.
Therefore, DSUs may use funds reserved for the provision of pre-
employment transition services to pay for the costs of coaching
services when needed by eligible students with disabilities to
participate in a work-based learning experience pursuant to an IPE, and
when costs would be reasonable and allocable to the provision of pre-
employment transition services in accordance with requirements
governing Federal cost principles.
Changes: None.
Administrative Costs
Comments: One commenter recommended that the 15 percent reserve be
used to fulfill data collection requirements associated with pre-
employment transition services.
Discussion: The Department acknowledges the recommendation;
however, fulfilling data collection requirements associated with pre-
employment transition services is an administrative cost and section
110(d)(2) of the Rehabilitation Act and 34 CFR 361.65(a)(3)(ii)(B)
prohibit the use of funds reserved for pre-employment transition
services to pay for administrative costs . DSUs can use other VR grant
funds not reserved for the provision of pre-employment transition
services to pay these administrative costs.
Changes: None.
Services for Potentially Eligible Students With Disabilities
Comments: A few commenters emphasized the need for additional
flexibilities surrounding the 15 percent reserve funds and allowable
services. Specifically, they commented on the importance of foreign
language interpreters and transportation services for potentially
eligible students and their families to facilitate access to pre-
employment transition services.
Discussion: The Department appreciates the comments related to the
scope and types of services that may be charged to the minimum of 15
percent reserved funds for pre-employment transition services for
potentially eligible and eligible students with disabilities. We
believe the issue of foreign language interpreters is different from
that of transportation and must be handled separately. Section
101(a)(7)(C) of the Rehabilitation Act and 34 CFR 361.18 require States
to assure in the VR services portions of their Unified or Combined
State Plans that they will establish and maintain minimum standards to
ensure DSU personnel or other individuals are available to communicate
in the native language or mode of communication of applicants,
recipients of VR services, and eligible individuals. As such, it is the
responsibility of the DSUs to ensure that their staff are trained to
communicate in the native language of VR program participants,
including students with disabilities receiving pre-employment
transition services. If such staff are not available because of
personnel turnover or other reasons, it would be necessary and
reasonable under the Federal cost principles for a DSU to use VR funds
to pay for such an interpreter so that the individual with a disability
could access the service. This would be true for any student with a
disability who needs such interpreter services to access pre-employment
transition services. However, these expenditures would be considered
administrative costs to the VR agency. As such, they may not be paid
with funds reserved for the provision of pre-employment transition
services since these reserved funds may not be used to pay for
administrative costs, pursuant to section 110(d)(2) of the
Rehabilitation Act, regardless of whether the student with a disability
has been determined eligible for the VR program.
With respect to transportation costs to and from the pre-employment
transition services, whether a DSU may use funds reserved for the
provision of pre-employment transition services for these expenditures
depends on whether the student with a disability has been determined
eligible for the VR program and whether he or she has an approved IPE.
For potentially eligible students with disabilities, the DSU may
provide only the five required pre-employment transition services in
section 113(b) of the Rehabilitation Act, as well as auxiliary aids and
services, as appropriate. As such, funds reserved for the provision of
pre-employment transition services may be used to cover only these
costs with respect to those students with disabilities who have not yet
been determined eligible for the VR program and who do not have an
approved IPE (i.e., potentially eligible students with disabilities).
Any other VR service (e.g., transportation) needed by a student with a
disability to participate in pre-employment transition services could
only be provided once the student with a disability has been determined
eligible for the VR program and has an approved IPE that lists the
other service as necessary for the participation in pre-employment
transition services. Therefore, transportation for potentially eligible
students with disabilities would not be chargeable to the reserved
funds. By contrast, for eligible students with disabilities, section
103(a) of the Rehabilitation Act authorizes the provision of VR
services under an IPE. To the extent that transportation services are
necessary to support the eligible student with a disability's
participation in pre-employment transition services and are identified
on the IPE, the reasonable cost of such services may be charged to the
reserved funds.
Changes: None.
[[Page 15892]]
Order of Selection
Comments: Two commenters noted a need to extend the flexibilities
described in the interpretation to students determined eligible for VR
services but who are placed on a waiting list due to a State's
implementation of an order of selection.
Discussion: As noted in existing guidance, if a student with a
disability begins one or more of the required pre-employment transition
service activities prior to being determined eligible for VR services,
the eligible student with a disability may continue to receive all pre-
employment transition services even if the student is assigned to a
closed order of selection category. In addition to the pre-employment
transition services, the student may participate in group transition
services, as described in section 103(b)(7) of the Rehabilitation Act
and in accordance with 34 CFR 361.49(a)(7), while in a closed order of
selection category. For a student with a disability who has not begun
receiving pre-employment transition services and has been determined
eligible for the VR program and placed into a closed order of selection
priority category, VR agencies may provide general transition services
that benefit a group of students with disabilities, as described above,
to ensure the continuation of beneficial services. However, those
students may not begin pre-employment transition services (see 81 FR
55691-55693).
Changes: None.
Application of Interpretation
Comments: Commenters asked if the flexibilities discussed in the
NOI are applicable to services provided, and costs incurred, on or
before October 1, 2020.
Discussion: The Department clarifies that the effective date for
the interpretations in the NOI is February 28, 2020. As such, the
effective date is well before the October 1, 2020, date mentioned by
the commenters. With respect to the application of these flexibilities
to expenditures incurred prior to February 28, 2020, the Department
believes it would be reasonable and permissible to allow DSUs to make
accounting adjustments, as appropriate, to cover the costs of these
additional expenditures described in the NOI with funds reserved for
the provision of pre-employment transition services incurred at any
time after July 22, 2014, when the requirements of sections 110(d) and
113 of the Rehabilitation Act took effect, so long as DSUs can document
that the expenditures were incurred for the provision of pre-employment
transition services for students with disabilities. We believe it would
be reasonable and permissible to allow such accounting of funds, as
described in the NOI, because doing so will be a benefit to all States
in making it easier for them to satisfy the Federal requirements of
sections 110(d)(1) and 113(a) of the Rehabilitation Act, which took
effect July 22, 2014, to reserve and expend at least 15 percent of the
State's VR grant on the provision of these services, and will not harm
any State. If a DSU wants to make accounting adjustments on previously
submitted financial reports, for purposes of satisfying the pre-
employment transition services requirements, so that reserved funds may
be used to pay for the expanded costs described in the NOI, DSUs must
be able to document that the expenditures were incurred for the
provision of pre-employment transition services or to support the
receipt of those services as described in the NOI. States should
contact their Rehabilitation Services Administration (RSA) Financial
Management Specialists to make changes in their expenditures reported
for pre-employment transition services.
Changes: None.
Changes Requiring Statutory Amendment
Comments: A few commenters requested the Department consider the
following changes to the interpretation: (1) Allowing States to expend
reserved funds on students who have reached the maximum age for
receiving pre-employment transition services but were unable to
complete services because of the State's statutory age limit; (2)
reducing the requirement for States to reserve 15 percent of their
grant allotment for the provision of pre-employment transition services
to enable States to meet the needs of other individuals seeking VR
services; and (3) making pre-employment transition services available
to students with disabilities who have dropped out of school.
Discussion: The Department acknowledges the various recommendations
offered by commenters related to extending the maximum age requirements
for receiving pre-employment transition services, reducing the amount
of Federal VR allotments States are required to reserve for pre-
employment transition services to enable them to meet the needs of
other individuals seeking VR services, and broadening the population of
individuals eligible for pre-employment transition services to include
youth with disabilities not in school. These recommendations would
require statutory changes and, therefore, cannot be implemented by the
Department through an interpretation of existing law.
Changes: None.
Miscellaneous
Comments: Commenters recommended improvements in the quality of
services related to pre-employment transition services, noting a need
to ensure parity of access across States with services provided by
credentialed staff with skills and knowledge specific to students with
disabilities.
Discussion: In accordance with 34 CFR 361.48(a)(1), pre-employment
transition services must be made available statewide to all students
with disabilities, regardless of whether the student has applied or
been determined eligible for VR services. Within this context, the
Department agrees there is a need to ensure quality services and parity
of access to students with disabilities; however, the delivery and
provision of pre-employment transition services is unique to each
State, and each State has the responsibility for ensuring that the
needs of students with disabilities for pre-employment transition
services are appropriately met.
Changes: None.
Comments: Commenters posed specific questions and provided input
about the implementation of pre-employment transition services and
services on behalf of students with disabilities, including during the
COVID-19 pandemic, that were not specific to the flexibilities
addressed in the NOI. These included a suggestion for collaboration
between VR and the Social Security Administration related to work-
related expenses, accommodations, and benefits planning; disability-
specific flexibilities; the negative impact of the COVID-19 pandemic on
pre-employment transition services; concerns for students with
disabilities found ineligible for the VR program; the continuum of
transition services; and requests for clarification about the
differences between job coaches and work site trainers.
Discussion: The Department appreciates all comments and questions
related to the implementation of pre-employment transition services and
has addressed specific questions regarding the COVID-19 pandemic and
the provision of pre-employment transition services in Frequently Asked
Questions documents posted on <a href="https://rsa.ed.gov/whats-new?page=1">https://rsa.ed.gov/whats-new?page=1</a>. We
will continue to
[[Page 15893]]
provide additional guidance and clarification as requested on the
implementation of pre-employment transition services and invite direct
communication with RSA State liaisons and the National Technical
Assistance Center on Transition: the Collaborative (NTACT: C) funded by
RSA at <a href="https://transitionta.org/">https://transitionta.org/</a>.
Changes: None.
Final Policy Interpretation
The Department maintains without change its interpretation
published in the Federal Register on February 28, 2020, and available
at <a href="https://www.federalregister.gov/documents/2020/02/28/2020-03208/state-vocational-rehabilitation-services-program">https://www.federalregister.gov/documents/2020/02/28/2020-03208/state-vocational-rehabilitation-services-program</a>. In that
interpretation, the Department clarified current policy that DSUs may
use VR funds reserved under section 110(d)(1) of the Rehabilitation Act
and 34 CFR 361.65(a)(3)(i) to pay for auxiliary aids and services
needed by all students with disabilities (i.e., both eligible and
potentially eligible students with disabilities) who have sensory and
communicative disorders to access or participate in pre-employment
transition services. ``Auxiliary aids and services,'' under the ADA's
title II implementing regulations in 28 CFR 35.104, includes the
acquisition or modification of equipment or devices, or other effective
methods, to make aurally delivered information available to individuals
who are deaf or hard of hearing, or visually delivered materials
available to individuals who are blind or have low vision. Through this
interpretation, the Department also announced a change in policy with
respect to additional VR services needed by eligible students with
disabilities that may be paid for with Federal VR grant funds reserved
for the provision of pre-employment transition services, including the
circumstances under which those funds may be used to pay for those
additional VR services. DSUs may use the reserved funds to pay for
those additional VR services that are needed by eligible students with
disabilities to participate in the receipt of pre-employment transition
services. These services are described in section 103(a) of the
Rehabilitation Act and 34 CFR 361.48(b) and are provided in accordance
with an approved IPE. Further, under this interpretation, the
Department clarifies that the flexibilities discussed in the
interpretation may be applied to services provided, and costs incurred,
prior to February 28, 2020, at any time after July 22, 2014, when the
requirements of sections 110(d) and 113 of the Rehabilitation Act took
effect--so long as DSUs can document expenditures for pre-employment
transition services in any given year following the amendments to the
Rehabilitation Act made by title IV of WIOA. This interpretation is
consistent with the ``Statement of the Managers to Accompany the
Workforce Innovation and Opportunity Act,'' the statutory purpose for
the reservation of these Federal VR funds, and the fiscal requirements
of the Office of Management and Budget's (OMB) Uniform Guidance.
Accessible Format: On request to the program contact person listed
under FOR FURTHER INFORMATION CONTACT, individuals with disabilities
can obtain this document in an accessible format. The Department will
provide the requestor with an accessible format that may include Rich
Text Format (RTF) or text format (txt), a thumb drive, an MP3 file,
braille, large print, audiotape, or compact disc, or other accessible
format.
Electronic Access to This Document: The official version of this
document is the document published in the Federal Register. You may
access the official edition of the Federal Register and the Code of
Federal Regulations at <a href="http://www.govinfo.gov">www.govinfo.gov</a>. At this site you can view this
document, as well as all other documents of this Department published
in the Federal Register, in text or PDF. To use PDF, you must have
Adobe Acrobat Reader, which is available free at the site.
You may also access documents of the Department published in the
Federal Register by using the article search feature at
<a href="http://www.federalregister.gov">www.federalregister.gov</a>. Specifically, through the advanced search
feature at this site, you can limit your search to documents published
by the Department.
Katherine Neas,
Deputy Assistant Secretary, delegated the authority to perform the
functions and duties of the Assistant Secretary for the Office of
Special Education and Rehabilitative Services.
[FR Doc. 2022-05940 Filed 3-18-22; 8:45 am]
BILLING CODE 4000-01-P
</pre><script data-cfasync="false" src="/cdn-cgi/scripts/5c5dd728/cloudflare-static/email-decode.min.js"></script></body>
</html>Indexed from Federal Register on March 21, 2022.
This is legal information, not legal advice. Laws vary by jurisdiction and change frequently. Always verify current law with official sources and consult a licensed attorney in your jurisdiction for advice on your specific situation.