Program Description
This program supports a National Center for Information and Technical Support for Postsecondary Students with Disabilities (the Center) to provide technical assistance and information on best and promising practices for students with disabilities as they transition to, or attend, postsecondary education.
Institutions of higher education, as well as elementary and secondary schools, have legal obligations under two civil rights laws prohibiting disability discrimination, section 504 of the Rehabilitation Act of 1973 (29 U.S.C. 794) and the Americans with Disabilities Act of 1990 (ADA) (42 U.S.C. 12101-12213). The technical assistance and information provided by the Center can help students, parents, and educational officials in determining how to meet these obligations and ensure the rights of students with disabilities.
In particular, the Center can assist students with disabilities and their families in understanding that in institutions of higher education, students with disabilities do not have the same rights and protections they had in secondary school under section 504 and the Individuals with Disabilities Education Act (IDEA), 20 U.S.C. 1400 et seq., for eligible children with disabilities. Students with disabilities and their parents need to understand the differences in these rights and responsibilities as they enter college and pursue postsecondary education. Specifically, unlike students in secondary school, postsecondary students are responsible for requesting the academic adjustments, auxiliary aids and services, and other accommodations they need in order to succeed, and are expected to comply with reasonable requirements that an institution of higher education may have concerning documentation of disability and the need for accommodations under section 504 and the ADA.
Program Office: Institutional Service
Who May Apply
Under section 777(a)(3) of the HEA, an "eligible entity" is an IHE; a nonprofit organization; or a partnership of two or more IHEs or organizations, with demonstrated expertise in:
- Supporting students with disabilities in postsecondary education;
- Technical knowledge necessary for the dissemination of information in accessible formats;
- Working with diverse types of institutions of higher education, including community colleges; and
- The subjects necessary to support students across the broad spectrum of disabilities.
Timeline
The FY 2021 NCITSPSD Pre-Application Webinar :October 1, 2021
The FY 2021 NCITSPSD Program Peer Review: October 29-November 5, 2021
The FY 2021 NCITSPSD Program Application Submission Deadline: October 22, 2021
Current Application
The application window has closed.
Awards
FY 2021
Total FY 2021 NCITSPSD Program Appropriation: $2,000,000 million dollars
NCITSPSD Program Award: $1,980,000
FY 2021 NCITSPSD Program
Total Number of FY 2021
NCITSPSD Program Awards: 1
FY 2016
Funding Allocation: $2,474,094
Number of Awards: 1
FY 2015
Funding Allocation: $2,474,094
Number of Awards: 1
Term of funding: level funding for 4 years
Fiscal Year 2015 was the first year of funding for this program.
Legislation
Program Authority: Section 777 (a) of the Higher Education Act of 1965, as amended. (20 U.S.C. 1140q (a).)
The NCITSPSD Program legislation may be found on pages 297-299. Sections 776, and Section 777 (a)-National Technical Assistance Center.
Regulations
- The Education Department General Administrative Regulations (EDGAR) in 34 CFR parts 75, 77, 79, 82, 84, 86, 97, 98, and 99
- The Office of Management and Budget Guidelines to Agencies on Governmentwide Debarment and suspension (Nonprocurement) in 2 CFR part 180, as adopted and amended as regulations of the Department in 2 CFR part 3485.
- The Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards in 2 CFR part 200, as adopted and amended in 2 CFR part 3474.
Performance
Reporting:
- If you apply for a grant under this competition, you must ensure that you have in place the necessary processes and systems to comply with the reporting requirements in 2 CFR part 170 should you receive funding under the competition. This does not apply if you have an exception under 2 CFR 170.110(b).
- At the end of your project period, you must submit a final performance report, including financial information, as directed by the Secretary. If you receive a multi-year award, you must submit an annual performance report that provides the most current performance and financial expenditure information as directed by the Secretary under 34 CFR 75.118. The Secretary may also require more frequent performance reports under 34 CFR 75.720(c). For specific requirements on reporting, please go to the Grant Application and Other Forms page.
Performance Measures:
The Secretary has established the following Government Performance and Results Act of 1993 (GPRA) performance measures for the Center:
- The extent to which the project serves students with disabilities, families of students with disabilities, individualized education program teams and individualized plan for employment teams, including growth in numbers served over time and improved user satisfaction ratings with the services received;
- The extent to which the project provides information and technical assistance to faculty, staff and administrators of institutions of higher education aimed at improving accommodation, retention and completion rates of students with disabilities, including growth in the number of persons and institutions served over time and improved user satisfaction ratings with services received, baseline change over time in retention and completion rates of students with disabilities at the institutions served; and
- The extent and growth over time in utilization of the database of disability services information by institutions of higher education, including improved user satisfaction ratings of the accessibility and utility of the information provided.
These measures constitute the Department's indicators of success for this program. Consequently, we advise an applicant for an award under this program to give careful consideration to the operationalization of the measures in conceptualizing the approach and evaluation for its proposed project.
If funded, you will be required to collect and report data in your project's annual performance report (34 CFR 75.590).
A detailed explanation of the differences in rights and responsibilities of students with disabilities in secondary school and postsecondary institutions can be found in two pamphlets issued by the Department's Office for Civil Rights. They are:
Frequently Asked Questions
- Can you clarify the legislative language regarding Section 777 (a) (4) (E) on the duties of the National Center?
- Can you confirm that the legislative language regarding Section (777 (a) (4)(E)) correctly reflects OPE's understanding of the Center?
- Can you clarify the legislative language regarding Section 777 (a)(4)(C) on the duties of the National Center's information collection and dissemination responsibilities -- issue one?
- Can you clarify the legislative language regarding Section 777 (a)(4)(C) on the duties of the National Center's information collection and dissemination responsibilities -- issue two?
- Does the Department recommend an external evaluator for the summative project evaluation?
- Is there a limitation on the number of entities that can collaborate?
- Does the full spectrum of disability include physical disability?
- Do the Abstract and the Key Personnel resumes need to be double spaced?
- Can you clarify the Eligibility subsection regarding expertise in the subjects necessary to support students across the broad spectrum of disabilities?
1. Can you clarify the legislative language regarding Section 777 (a) (4) (E) on the duties of the National Center?
This question and the following one refer to the following legislative language: Section 777 (a) (4) (E) on the duties of the National Center: "(E) REVIEW AND REPORT.—Not later than three years after the establishment of the National Center, and every two years thereafter, the National Center shall prepare and disseminate a report to the Secretary and the authorizing committees analyzing the condition of postsecondary success for students with disabilities. Such report shall include—
…"(ii) annual enrollment and graduation rates of students with disabilities in institutions of higher education from publicly reported data;…"
We understand the language of (777 (a) (4)(E)) to signal that a new information collection of data from Title IV institutions now reporting to Integrated Postsecondary Education Data System (IPEDS) is not envisioned. Rather, the language directs grant applicants to work with publicly reported (i.e., extant) data on enrollment and graduation rates. Do we understand this correctly?
Yes. The Department does not believe the language in this section calls for a new data collection from the National Center for Education Statistics or some other entity, but rather expects the NCITSPSD to gather information from existing public and private (possibly institutional) sources.
TOP
2. Can you confirm that the legislative language regarding Section (777 (a) (4)(E)) correctly reflects OPE's understanding of the Center?
We understand that (777 (a) (4)(E)) intends for enrollment and graduation reporting to be from "public data" that are at the institution level, rather than public data reported at the national level or sector level (as BPS, Beginning Postsecondary Students Longitudinal Study; and NSTTAC, the National Secondary Transition Technical Assistance Center - are). Additionally, we understand that an example of "extant institutional data" might be those reported to a state longitudinal data system by public postsecondary institutions. Can you confirm that this correctly reflects OPE's understanding of the Center?
Yes. The Department believes the legislative language in question refers to publicly available data with postsecondary institutions as the units of analysis.
TOP
3. Can you clarify the legislative language regarding Section 777 (a)(4)(C) on the duties of the National Center's information collection and dissemination responsibilities -- issue one?
This question and the following one refer to the following legislative language: Section 777 (a)(4)(C) on the duties of the National Center: "(C) INFORMATION COLLECTION AND DISSEMINATION.— The National Center shall be responsible for building, maintaining, and updating a database of disability support services information with respect to institutions of higher education, or for expanding and updating an existing database of disabilities support services information with respect to institutions of higher education. Such database shall be available to the general public through a Web site built to high technical standards of accessibility practicable for the broad spectrum of individuals with disabilities. Such database and Web site shall include available information on—
- disability documentation requirements;
- support services available;
- links to financial aid;
- accommodations policies;
- accessible instructional materials;
- other topics relevant to students with disabilities; and
- the information in the report described in subparagraph (E)."
Specifically, what is the audience (or, audiences) and purpose(s) for information collected in section 3(a) through 3(g). Is the primary audience prospective students and their parents? Is this information publicly disseminated to assist them in choosing a postsecondary institution that meets their needs? Are there other audiences and purposes for this information?
Beyond saying that the database and its information "…shall be available to the general public," the legislation is silent as to the specific audiences for the database. The Department looks to applicants, who are experts in this field, to evaluate what has already been done in these areas and where there is sufficient quality, propose to collaborate with those entities and reuse information. Where there has not been work completed, or the work is not of sufficient quality, THE DEPARTMENT looks to applicants to propose to design and develop new information — including deciding on priorities for the appropriate audiences and intended purposes.
TOP
4. Can you clarify the legislative language regarding Section 777 (a)(4)(C) on the duties of the National Center's information collection and dissemination responsibilities -- issue two?
Does OPE anticipate that information with respect to institutional disability practices and support services (Section 777 (a)(4)C)) would be collected from: (a) all 7,400 postsecondary institutions reporting to IPEDS; (b) all degree-granting institutions reporting to IPEDS (4,700 institutions comprising 98 percent of enrollment); or (c) a sample of institutions from a or b?
The Department, again, looks to the expertise of applicants to propose the most complete and practical way feasible to report on disability practices and support services. We do not anticipate an adjustment to IPEDS and do not think the legislative language calls for mandatory data collection from all postsecondary institutions.
TOP
5. Does the Department recommend an external evaluator for the summative project evaluation?
The Department leaves decisions such as this to the expertise of the applicants. We do remind applicants that the Department expects the award to be for a cooperative agreement, calling for substantial involvement of the Department beyond the parameters of the usual grant.
TOP
6. Is there a limitation on the number of entities that can collaborate?
No. There is no limit on the number of entities that can be included in a collaboration.
TOP
7. Does the full spectrum of disability include physical disability?
Yes. The Department has (in some publications) included a statement that ‘individuals with disabilities' may include, but are not limited to, Blind or Low Vision, Deaf, or Hard of Hearing, Physical Disability and Intellectual Disability. However, this phrasing should not be construed to limit or exclude any disability on the continuum.
TOP
8. Do the Abstract and the Key Personnel resumes need to be double spaced?
No. The Abstract and Key personnel resumes may be single spaced.
TOP
9. Can you clarify the Eligibility subsection regarding expertise in the subjects necessary to support students across the broad spectrum of disabilities?
In the "Eligibility" subsection there's this: "4. Demonstrated expertise in the subjects necessary to support students across the broad spectrum of disabilities." Does the term "subjects" refer to academic content areas like math, writing, history, science, etc., or does it relate to disability-specific "subjects" like assistive technology, accessible materials, (or civil rights, accommodations, etc.)? Can you clarify the type of expertise information this requirement is addressing?
This section is not referring to content areas such as Mathematics, etc. Instead, it is referring to disability-specific subjects such as assistive technology, accessible materials, civil rights, and accommodations.
Program Description
This program supports a National Center for Information and Technical Support for Postsecondary Students with Disabilities (the Center) to provide technical assistance and information on best and promising practices for students with disabilities as they transition to, or attend, postsecondary education.
Institutions of higher education, as well as elementary and secondary schools, have legal obligations under two civil rights laws prohibiting disability discrimination, section 504 of the Rehabilitation Act of 1973 (29 U.S.C. 794) and the Americans with Disabilities Act of 1990 (ADA) (42 U.S.C. 12101-12213). The technical assistance and information provided by the Center can help students, parents, and educational officials in determining how to meet these obligations and ensure the rights of students with disabilities.
In particular, the Center can assist students with disabilities and their families in understanding that in institutions of higher education, students with disabilities do not have the same rights and protections they had in secondary school under section 504 and the Individuals with Disabilities Education Act (IDEA), 20 U.S.C. 1400 et seq., for eligible children with disabilities. Students with disabilities and their parents need to understand the differences in these rights and responsibilities as they enter college and pursue postsecondary education. Specifically, unlike students in secondary school, postsecondary students are responsible for requesting the academic adjustments, auxiliary aids and services, and other accommodations they need in order to succeed, and are expected to comply with reasonable requirements that an institution of higher education may have concerning documentation of disability and the need for accommodations under section 504 and the ADA.
Program Office: Institutional Service
Who May Apply
Under section 777(a)(3) of the HEA, an "eligible entity" is an IHE; a nonprofit organization; or a partnership of two or more IHEs or organizations, with demonstrated expertise in:
- Supporting students with disabilities in postsecondary education;
- Technical knowledge necessary for the dissemination of information in accessible formats;
- Working with diverse types of institutions of higher education, including community colleges; and
- The subjects necessary to support students across the broad spectrum of disabilities.
Timeline
The FY 2021 NCITSPSD Pre-Application Webinar :October 1, 2021
The FY 2021 NCITSPSD Program Peer Review: October 29-November 5, 2021
The FY 2021 NCITSPSD Program Application Submission Deadline: October 22, 2021
Current Application
The application window has closed.
Awards
FY 2021
Total FY 2021 NCITSPSD Program Appropriation: $2,000,000 million dollars
NCITSPSD Program Award: $1,980,000
FY 2021 NCITSPSD Program
Total Number of FY 2021
NCITSPSD Program Awards: 1
FY 2016
Funding Allocation: $2,474,094
Number of Awards: 1
FY 2015
Funding Allocation: $2,474,094
Number of Awards: 1
Term of funding: level funding for 4 years
Fiscal Year 2015 was the first year of funding for this program.
Legislation
Program Authority: Section 777 (a) of the Higher Education Act of 1965, as amended. (20 U.S.C. 1140q (a).)
The NCITSPSD Program legislation may be found on pages 297-299. Sections 776, and Section 777 (a)-National Technical Assistance Center.
Regulations
- The Education Department General Administrative Regulations (EDGAR) in 34 CFR parts 75, 77, 79, 82, 84, 86, 97, 98, and 99
- The Office of Management and Budget Guidelines to Agencies on Governmentwide Debarment and suspension (Nonprocurement) in 2 CFR part 180, as adopted and amended as regulations of the Department in 2 CFR part 3485.
- The Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards in 2 CFR part 200, as adopted and amended in 2 CFR part 3474.
Performance
Reporting:
- If you apply for a grant under this competition, you must ensure that you have in place the necessary processes and systems to comply with the reporting requirements in 2 CFR part 170 should you receive funding under the competition. This does not apply if you have an exception under 2 CFR 170.110(b).
- At the end of your project period, you must submit a final performance report, including financial information, as directed by the Secretary. If you receive a multi-year award, you must submit an annual performance report that provides the most current performance and financial expenditure information as directed by the Secretary under 34 CFR 75.118. The Secretary may also require more frequent performance reports under 34 CFR 75.720(c). For specific requirements on reporting, please go to the Grant Application and Other Forms page.
Performance Measures:
The Secretary has established the following Government Performance and Results Act of 1993 (GPRA) performance measures for the Center:
- The extent to which the project serves students with disabilities, families of students with disabilities, individualized education program teams and individualized plan for employment teams, including growth in numbers served over time and improved user satisfaction ratings with the services received;
- The extent to which the project provides information and technical assistance to faculty, staff and administrators of institutions of higher education aimed at improving accommodation, retention and completion rates of students with disabilities, including growth in the number of persons and institutions served over time and improved user satisfaction ratings with services received, baseline change over time in retention and completion rates of students with disabilities at the institutions served; and
- The extent and growth over time in utilization of the database of disability services information by institutions of higher education, including improved user satisfaction ratings of the accessibility and utility of the information provided.
These measures constitute the Department's indicators of success for this program. Consequently, we advise an applicant for an award under this program to give careful consideration to the operationalization of the measures in conceptualizing the approach and evaluation for its proposed project.
If funded, you will be required to collect and report data in your project's annual performance report (34 CFR 75.590).
A detailed explanation of the differences in rights and responsibilities of students with disabilities in secondary school and postsecondary institutions can be found in two pamphlets issued by the Department's Office for Civil Rights. They are:
Frequently Asked Questions
- Can you clarify the legislative language regarding Section 777 (a) (4) (E) on the duties of the National Center?
- Can you confirm that the legislative language regarding Section (777 (a) (4)(E)) correctly reflects OPE's understanding of the Center?
- Can you clarify the legislative language regarding Section 777 (a)(4)(C) on the duties of the National Center's information collection and dissemination responsibilities -- issue one?
- Can you clarify the legislative language regarding Section 777 (a)(4)(C) on the duties of the National Center's information collection and dissemination responsibilities -- issue two?
- Does the Department recommend an external evaluator for the summative project evaluation?
- Is there a limitation on the number of entities that can collaborate?
- Does the full spectrum of disability include physical disability?
- Do the Abstract and the Key Personnel resumes need to be double spaced?
- Can you clarify the Eligibility subsection regarding expertise in the subjects necessary to support students across the broad spectrum of disabilities?
1. Can you clarify the legislative language regarding Section 777 (a) (4) (E) on the duties of the National Center?
This question and the following one refer to the following legislative language: Section 777 (a) (4) (E) on the duties of the National Center: "(E) REVIEW AND REPORT.—Not later than three years after the establishment of the National Center, and every two years thereafter, the National Center shall prepare and disseminate a report to the Secretary and the authorizing committees analyzing the condition of postsecondary success for students with disabilities. Such report shall include—
…"(ii) annual enrollment and graduation rates of students with disabilities in institutions of higher education from publicly reported data;…"
We understand the language of (777 (a) (4)(E)) to signal that a new information collection of data from Title IV institutions now reporting to Integrated Postsecondary Education Data System (IPEDS) is not envisioned. Rather, the language directs grant applicants to work with publicly reported (i.e., extant) data on enrollment and graduation rates. Do we understand this correctly?
Yes. The Department does not believe the language in this section calls for a new data collection from the National Center for Education Statistics or some other entity, but rather expects the NCITSPSD to gather information from existing public and private (possibly institutional) sources.
TOP
2. Can you confirm that the legislative language regarding Section (777 (a) (4)(E)) correctly reflects OPE's understanding of the Center?
We understand that (777 (a) (4)(E)) intends for enrollment and graduation reporting to be from "public data" that are at the institution level, rather than public data reported at the national level or sector level (as BPS, Beginning Postsecondary Students Longitudinal Study; and NSTTAC, the National Secondary Transition Technical Assistance Center - are). Additionally, we understand that an example of "extant institutional data" might be those reported to a state longitudinal data system by public postsecondary institutions. Can you confirm that this correctly reflects OPE's understanding of the Center?
Yes. The Department believes the legislative language in question refers to publicly available data with postsecondary institutions as the units of analysis.
TOP
3. Can you clarify the legislative language regarding Section 777 (a)(4)(C) on the duties of the National Center's information collection and dissemination responsibilities -- issue one?
This question and the following one refer to the following legislative language: Section 777 (a)(4)(C) on the duties of the National Center: "(C) INFORMATION COLLECTION AND DISSEMINATION.— The National Center shall be responsible for building, maintaining, and updating a database of disability support services information with respect to institutions of higher education, or for expanding and updating an existing database of disabilities support services information with respect to institutions of higher education. Such database shall be available to the general public through a Web site built to high technical standards of accessibility practicable for the broad spectrum of individuals with disabilities. Such database and Web site shall include available information on—
- disability documentation requirements;
- support services available;
- links to financial aid;
- accommodations policies;
- accessible instructional materials;
- other topics relevant to students with disabilities; and
- the information in the report described in subparagraph (E)."
Specifically, what is the audience (or, audiences) and purpose(s) for information collected in section 3(a) through 3(g). Is the primary audience prospective students and their parents? Is this information publicly disseminated to assist them in choosing a postsecondary institution that meets their needs? Are there other audiences and purposes for this information?
Beyond saying that the database and its information "…shall be available to the general public," the legislation is silent as to the specific audiences for the database. The Department looks to applicants, who are experts in this field, to evaluate what has already been done in these areas and where there is sufficient quality, propose to collaborate with those entities and reuse information. Where there has not been work completed, or the work is not of sufficient quality, THE DEPARTMENT looks to applicants to propose to design and develop new information — including deciding on priorities for the appropriate audiences and intended purposes.
TOP
4. Can you clarify the legislative language regarding Section 777 (a)(4)(C) on the duties of the National Center's information collection and dissemination responsibilities -- issue two?
Does OPE anticipate that information with respect to institutional disability practices and support services (Section 777 (a)(4)C)) would be collected from: (a) all 7,400 postsecondary institutions reporting to IPEDS; (b) all degree-granting institutions reporting to IPEDS (4,700 institutions comprising 98 percent of enrollment); or (c) a sample of institutions from a or b?
The Department, again, looks to the expertise of applicants to propose the most complete and practical way feasible to report on disability practices and support services. We do not anticipate an adjustment to IPEDS and do not think the legislative language calls for mandatory data collection from all postsecondary institutions.
TOP
5. Does the Department recommend an external evaluator for the summative project evaluation?
The Department leaves decisions such as this to the expertise of the applicants. We do remind applicants that the Department expects the award to be for a cooperative agreement, calling for substantial involvement of the Department beyond the parameters of the usual grant.
TOP
6. Is there a limitation on the number of entities that can collaborate?
No. There is no limit on the number of entities that can be included in a collaboration.
TOP
7. Does the full spectrum of disability include physical disability?
Yes. The Department has (in some publications) included a statement that ‘individuals with disabilities' may include, but are not limited to, Blind or Low Vision, Deaf, or Hard of Hearing, Physical Disability and Intellectual Disability. However, this phrasing should not be construed to limit or exclude any disability on the continuum.
TOP
8. Do the Abstract and the Key Personnel resumes need to be double spaced?
No. The Abstract and Key personnel resumes may be single spaced.
TOP
9. Can you clarify the Eligibility subsection regarding expertise in the subjects necessary to support students across the broad spectrum of disabilities?
In the "Eligibility" subsection there's this: "4. Demonstrated expertise in the subjects necessary to support students across the broad spectrum of disabilities." Does the term "subjects" refer to academic content areas like math, writing, history, science, etc., or does it relate to disability-specific "subjects" like assistive technology, accessible materials, (or civil rights, accommodations, etc.)? Can you clarify the type of expertise information this requirement is addressing?
This section is not referring to content areas such as Mathematics, etc. Instead, it is referring to disability-specific subjects such as assistive technology, accessible materials, civil rights, and accommodations.