Parts 121b, 121c, or 121d of this chapter, or (b) by separate grant to or contract with a public or nonprofit private agency, organization, or institution which (with or without Federal assistance under Parts 121b, 121c, or 121d of this chapter) is operating a center or providing a service which meets one or more of the purposes of Part C of the Act.

(20 U.S.C. 1424)

§ 121e.4 Criteria for assistance.

(a) Activities assisted under this part shall serve to enhance the effectiveness of the center or program to which they will be related.

(b) The activities shall serve to complement rather than displace the basic functions of the center or program to which they will be related.

(c) The activities shall be:

(1) Coordinated with similar research, development, training, and dissemination activities assisted under other parts of the Act, and

(2) Coordinated and integrated with the activities of the center or program to which they will be related.

(20 U.S.C. 1424)

§ 121e.5 Evaluation.

Activities assisted under this part shall include effective procedures for evaluating at least annually:

(a) The extent to which and the manner in which the objectives of the activities have been met, and

(b) The extent to which and the manner in which the effectiveness of the center or program to which the activities are related has been enhanced by the activities.

(20 U.S.C. 1424)

§ 121e.6 Research.

(a) Research conducted under § 121e.2(a) shall be subject to requirements contained in §§ 121h.1(b), 121h.4, and 121h.7 of this chapter.

(b) Applications for assistance under this part shall specifically state any research activities which an applicant intends to undertake.

(20 U.S.C. 1424)

§ 121e.7 Training.

Inservice

(a) Inservice training. training activities assisted under this part may include staff meetings; seminars; workshops; national, regional, and State institutes; demonstrations; and related activities.

(b) Participants. Trainee-participants in such activities may include present and potential project personnel and other teachers, administrators, child care workers, parents, and teacher aides.

(c) Stipends and allowances. In connection with training assisted under this part, the Commissioner may authorize the payment of stipends and allowances (including but not limited to allowances for dependents and institutional fees) in such amounts as he determines to be appropriate for a particular training activity.

§ 121f.3 Grants to institutions of higher education and others.

Grants may be made to institutions of higher education and to other appropriate nonprofit institutions or agencies for the purposes set forth in section 631 of the Act, and to institutions of higher education for the purposes set forth in section 634 of the Act.

(20 U.S.C. 1431, 1434)

§ 121f.4 Grants to State educational agencies.

Grants may be made to State educational agencies for the purposes set forth in section 632 of the Act. Such grants may include programs for preparation of physical educators and/or recreation personnel if such educators and personnel are certified (or certifiable) under applicable State law.

(20 U.S.C. 1432)

§ 121f.5 Special project grants.

(a) Special project grants may be awarded for the purpose of designing programs that, upon implementation and evaluation, may be more effective and efficient in fulfilling the purposes of sections 631, 632, or 634 of the Act than current operational programs.

(b) If the purpose of a special project grant under paragraph (a) of this section has been accomplished, the institution or agency shall incorporate the personnel preparation program design within its program assistance grant (if any) by addition of the design, or by deletion of an existing design which the special project grant was formulated to replace.

(c) Special project grants may also be awarded for the purpose of conducting projects to identify major problems releveant to the preparation of personnel for the education of handicapped children, and to develop procedures for the solution of such problems.

(d) Special project grants may be used (1) to defray all, or a portion, of the recipient's costs which are directly related to the purposes set forth in paragraph (a) or (c) of this section, and (2) for the award of financial assistance to students who participate in

the program pursuant to Subpart C of this part.

(20 U.S.C. 1431, 1432, 1434)

§ 121f.6 Definitions.

As used in this part:

"Dependent" means any of the following individuals over half of whose support, for the calendar year in which the school year begins, was received from a student:

(a) A spouse;

(b) A son or daughter of the student, or a descendent of either;

(c) A stepson or stepdaughter of the student;

(d) A brother, sister, stepbrother, or stepsister of the student;

(e) A father or mother of the student, or an ancestor of either;

(f) A stepfather or stepmother of the student;

(g) A son or daughter of a brother or sister of the student;

(h) A brother or sister of the father or mother of the student;

(i) A son-in-law, daughter-in-law, father-in-law, mother-in-law, brotherin-law, or sister-in-law, of the student;

(j) An individual (other than the student's spouse) who, during the student's entire calendar year, lives in the student's home and is a member of the student's household (but not if the relationship between the individual and the student is in violation of local law); or

(k) An individual who

(1) Is a descendent of a brother or sister of the father or mother of the student;

(2) For the school year of the student receives institutional care required by reason of a physical or mental disability; and

(3) Before receiving such institutional care, was a member of the same household as the student.

A legally adopted child or a child placed in the student's home for adoption by an authorized agency is considered to be a child by blood. A citizen of a foreign country may not be claimed as a dependent, unless he is a resident of the United States, Canada, or Mexico, or Panama, or the Canal Zone, at some time during the calendar year in which the school year of

the student begins, or is a resident of the Philippines born to, or adopted by, a student while he was a member of the Armed Forces, before January 1, 1956, or is an alien child legally adopted by and living with a student as a member of his household for the entire calendar year.

"Post-doctoral student" means a student who receives training beyond the attainment of a doctoral degree.

"Pre-doctoral student" means a student who receives training beyond the baccalaureate level, but does not include a post-doctoral student. The term includes a student who is a master's or doctoral degree candidate. (20 U.S.C. 1431, 1432, 1434)

Subpart B-Applications for Grants § 121f.7 Departmental applications.

Each application by an institution of higher education made on behalf of one of its departments (such as special education, speech and hearing, or physical education and recreation), shall include all programs within that department for which assistance is requested.

(20 U.S.C. 1431, 1434)

§ 121f.9 State personnel needs.

Each application shall include (a) a statement by the State educational agency of personnel needs for education of the handicapped and a statement by the applicant of how the proposed program relates to those stated needs, and (b) a description of the ways in which the recipient's program goals and objectives relate to the purposes of Part D of the Act.

(20 U.S.C. 1431, 1432, 1434)

§ 121f.10 Areas of preparation.

In addition to the areas of preparation related to the various categories specified in § 121.2 of this chapter (definition of "Handicapped children"), applications may include such areas as the following: combined areas (multi-handicapped), special education administration, physical education and/or recreation for the handicapped, and vocational education for the handicapped.

(20 U.S.C. 1431, 1432, 1434)

§ 121f.11 Period of study.

The period of study shall be defined by the institution or agency providing instruction. The "period of study" is the time required to accomplish the program activities as specified by the institution or agency. The period of study may be the full academic year, a summer session, or an intensive study period such as an institute, a conference, a presession, a postsession or an intersession, or any combination of such periods.

(20 U.S.C. 1431, 1432, 1434)

§ 121f.20 Criteria for evaluation of applications.

In addition to the criteria set forth in § 100a.26(b) of this chapter, applications will be evaluated on the basis of the following factors:

(a) The extent to which the applicant specifically provides evidence that program graduates are meeting the educational needs of handicapped children at the local, State, or national level;

(b) The extent to which program philosophy, program objectives, activities implemented to attain program objectives and evaluation procedures are internally consistent, and are related to the educational needs of handicapped children;

(c) The extent to which the number of qualified staff is in a reasonable ratio to the number of students, and other program resources are available for the effective and efficient conduct of the program;

(d) The extent to which (1) present and former students, (2) employing agencies (school districts, State agencies, etc.) and (3) individuals (parents, practicing teachers, etc.), are involved in program planning, implementation, and evaluation;

(e) The extent to which the evaluation design and procedures (1) provide for assessment of the effectiveness and efficiency of the use of program resources in the attainment of program objectives, and (2) provide for the collection of quantifiable program performance information including (i) the numbers of personnel prepared and placed in positions relevant to the

education of handicapped children, (ii) the type and location of positions accepted by program graduates, (iii) the number of handicapped children served by program graduates, (iv) the length of time that program graduates serve handicapped children, (v) employers evaluation of program graduates' proficiency, and (vi) the effectiveness of program graduates in facilitating the educational progress of handicapped children;

(f) The extent to which the application describes procedures for assessing the impact, and in the case of an application for continuation support provides evidence of impact, of the program upon other related programs within the institution, community programs for the education of handicapped children, and improvement of services for handicapped children at the local, State, and/or national level;

(g) The extent to which the application describes and specifies the various roles or positions for which students are prepared, the tasks associated with such roles, and the competencies that must be acquired to complete each task successfully;

(h) The extent to which the application includes (1) a delineation of competencies that each program graduate will acquire and will subsequently exhibit, and (2) the evaluation procedures used in measuring the attainment of those competencies;

(i) The extent to which substantive content and organization of the program are (1) appropriate for the student's attainment of professional knowledge and competencies that are necessary for the provision of quality educational services for handicapped children, and (2) demonstrate an awareness of relevant methods, procedures, techniques, and instructional media or materials that can be used in the preparation of qualified educators of handicapped children;

(j) The extent to which appropriate practicum facilities (1) are utilized for observation, participation, practice teaching, laboratory or clinical experience, internship, and other supervised experiences of adequate scope, combination, and length, (2) are accessible

to the applicant and students, and (3) are staffed by qualified personnel; and (k) The amount of fiscal and other effort the applicant will contribute to the program, and a delineation of the procedures that will be implemented for the increase of such effort over a specified time period in relationship to the amount of Federal funds awarded for support of the program.

(20 U.S.C. 1431, 1432, 1434)

§ 121f.21 Priorities program areas.

The Commissioner awards funds under this part only for programs in one or more of the following program

areas:

(a) Early childhood education. Preparation of educational personnel to serve handicapped children ages 0-6;

(b) Severely handicapped. Preparation of personnel to serve the severely and multi-handicapped; preparation of personnel to serve handicapped children where large needs still exist, e.g., seriously emotionally disturbed and autistic; programs which prepare personnel for regional and national needs, e.g., low incidence areas such as the visually handicapped and deaf;

(c) Paraprofessional. Preparation of personnel (for example, at community and junior colleges) to assist a professional in the education of handicapped children;

(d) Physical education. Preparation of personnel to provide physical education for handicapped children;

(e) Recreation. Preparation of personnel to provide therapeutic recreation services for handicapped children;

(f) Interdisciplinary. Preparation of personnel to work with handicapped children on an interdisciplinary basis;

(g) General special education. Preparation of personnel who will provide education services to handicapped children;

(h) Vocational and career education. Preparation of personnel to provide career or vocational education for the handicapped;

(i) Regular education. Pre-service and in-service programs which prepare regular education personnel, physical education personnel, or recreation specialists, to provide services to handicapped children. These programs may include supportive services from spe

cial education personnel who work with handicapped children;

(j) Developmental assistance. Programs which provide postdoctoral training in the education of the handicapped;

(k) Model implementation (special projects). Programs which develop new models of instruction or prepare personnel for an innovative role in the education of handicapped children; and

(1) Volunteers. Preparation of volunteers, including parents, to assist in the provision of education to handicapped children.

(20 U.S.C. 1431, 1432, 1434.)

Comment. Rather than being a discrete priority, functional communication may be addressed under each or any combination of the twelve priorities through the training of speech pathology personnel.

[42 FR 20300, Apr. 19, 1977]

§ 121f.22 Priorities; funding.

(a) The priorities in § 121f.21 are not in order of importance and are not assigned relative weight in funding decisions.

(b) The amount of money available for each priority depends on the appropriation by Congress.

(20 U.S.C. 1431, 1432, 1434.) [42 FR 20300, Apr. 19, 1977]

Subpart C-Financial Assistance for Students

§ 121f.40 Student financial assistance.

All or a portion of the funds awarded under this part may be used by the institution or agency to provide direct financial assistance to students.

(20 U.S.C. 1431, 1432, 1434)

§ 121f.41 Student qualifications.

Direct financial assistance may be provided to students only if:

(a) The student is qualified for admission to the program at the baccalaureate, pre-doctoral, or post-doctoral level of academic study;

(b) The student maintains continuous and acceptable progress in a