UDL and UD Provisions in the
Higher Education
Opportunity Act (Public Law 110-315) (HEOA). The HEOA was
enacted on August 14, 2008, and reauthorizes the
Higher
Education
Act of 1965, as amended (the HEA).
SEC. 103. ADDITIONAL DEFINITIONS.
(a) Additional Definitions.—
(23) UNIVERSAL DESIGN.--The term `universal design' has the
meaning given the term in section 3 of the Assistive Technology
Act of 1998 (29 U.S.C. 3002).
`(24) UNIVERSAL DESIGN FOR LEARNING.--The term `universal
design for learning' means a scientifically valid framework
for guiding educational practice that--
``(A) provides flexibility in the ways information is presented, in the ways
students respond or demonstrate knowledge and skills, and in the ways students
are engaged; and
``(B) reduces barriers in instruction, provides appropriate accommodations,
supports, and challenges, and maintains high achievement expectations for all
students, including students with disabilities and students who are limited
English proficient.''.
PART A--TEACHER QUALITY PARTNERSHIP GRANTS
SEC. 202. PARTNERSHIP GRANTS.
d) Partnership Grants for Pre-Baccalaureate Preparation of
Teachers.--An eligible partnership that receives a grant
to carry out an effective program for the pre-baccalaureate
preparation of teachers shall carry out a program that includes
all of the
following
(1) REFORMS.--
``(A) IN GENERAL.--Implementing reforms, described in subparagraph (B), within
each teacher preparation program and, as applicable, each preparation program
for early childhood education programs, of the eligible partnership that is
assisted under this section, to hold each program accountable for--
``(i) preparing—
(I) new or prospective teachers to be highly qualified (including teachers
in rural school districts who may teach multiple subjects, special educators,
and teachers of students who are limited English proficient who may teach multiple
subjects);
``(II) such teachers and, as applicable, early childhood educators, to understand
empirically-based practice and scientifically valid research related to teaching
and learning and the applicability of such practice and research, including
through the effective use of technology, instructional techniques, and strategies
consistent with the principles of universal design for learning, and through
positive behavioral interventions and support strategies to improve student
achievement;
and
SEC. 204. ACCOUNTABILITY AND EVALUATION.
: (a) Eligible Partnership Evaluation.--Each eligible partnership
submitting an application for a grant under this part shall
establish, and include in such application, an evaluation
plan that includes strong and measurable performance objectives.
The plan shall include objectives and measures for increasing—
(G) as applicable, the percentage of teachers trained--
``(i) to integrate technology effectively into curricula
and instruction, including technology consistent with the principles of universal
design for learning; and
``(ii) to use technology effectively to collect, manage, and analyze data to
improve teaching and learning for the purpose of improving student academic
achievement.
SEC. 205. ACCOUNTABILITY FOR PROGRAMS THAT PREPARE TEACHERS.
a) Institutional and Program Report Cards on the Quality of Teacher Preparation.--
``(1) REPORT CARD.--Each institution of higher education that conducts a traditional
teacher preparation program or alternative routes to State certification or
licensure program and that enrolls students receiving Federal assistance under
this Act shall report annually to the State and the general public, in a uniform
and comprehensible manner that conforms with the definitions and methods established
by the Secretary, the following:
(F) USE OF TECHNOLOGY.--A description of the activities, including activities
consistent with the principles of universal design for learning, that prepare
teachers to integrate technology effectively into curricula and instruction,
and to use technology effectively to collect, manage, and analyze data in order
to improve teaching and learning for the purpose of increasing student academic
achievement.
(b) State Report Card on the Quality of Teacher Preparation.--
``(1) IN GENERAL.--Each State that receives funds under this Act shall provide
to the Secretary, and make widely available to the general public, in a uniform
and comprehensible manner that conforms with the definitions and methods established
by the Secretary, an annual State report card on the quality of teacher preparation
in the State, both for traditional teacher preparation programs and for alternative
routes to State certification or licensure programs, which shall include not
less than the following:
(K) A description of the activities that prepare teachers to--
``(i) integrate technology effectively into curricula and instruction, including
activities consistent with the principles of universal design for learning;
and
``(ii) use technology effectively to collect, manage, and analyze data to improve
teaching and learning for the purpose of increasing student academic achievement.
PART B--ENHANCING TEACHER EDUCATION
SEC. 231. PROGRAM AUTHORIZED.
``(a) Program Authority.--The Secretary is authorized to award grants to, or
enter into contracts or cooperative agreements with, eligible consortia to
pay the Federal share of the costs of projects to--
(3) assess the effectiveness of departments, schools, and colleges of education
at institutions of higher education in preparing teacher candidates for successful
implementation of technology-rich teaching and learning environments, including
environments consistent with the principles of universal design for learning,
that enable kindergarten through grade 12 students to develop learning skills
to succeed in higher education and to enter the workforce.
SEC. 232. USES OF FUNDS.
``(a) In General.--An eligible consortium that receives a grant or enters into
a contract or cooperative agreement under this subpart shall use funds made
available under this subpart to carry out a project that--
`(2) transforms the way departments, schools, and colleges of education teach
classroom technology integration, including the principles
of universal design,
to teacher candidates.
(b) Uses of Funds for Partnership Grants.--In carrying out a project under
subsection (a)(1), an eligible consortium shall—
(2) build the skills of teacher candidates to support technology-rich instruction,
assessment and learning management in content areas, technology literacy, an
understanding of the principles of universal design, and the development of
other skills for entering the workforce;
SEC. 233. APPLICATION REQUIREMENTS.
``To be eligible to receive a grant or enter into a contract or cooperative
agreement under this subpart, an eligible consortium shall submit an application
to the Secretary at such time, in such manner, and containing such information
as the Secretary may require. Such application shall include the following:
``(1) A description of the project to be carried out with the grant, including
how the project will--
(B) transform the way departments, schools, and colleges of education teach
classroom technology integration, including the principles
of universal design,
to teacher candidates.
Subpart 3--Preparing General Education Teachers to More
Effectively Educate Students With Disabilities
``SEC. 251. TEACH TO REACH GRANTS.
(c) Activities.--An eligible partnership that receives a grant under this section--
``(1) shall use the grant funds to--
``(A) develop or strengthen an undergraduate, postbaccalaureate, or master's
teacher preparation program by integrating special education strategies into
the general education curriculum and academic content;
``(B) provide teacher candidates participating in the program under subparagraph
(A) with skills related to--
``(i) response to intervention, positive behavioral interventions and supports,
differentiated instruction, and data driven instruction;
``(ii) universal design for learning;
(iii) determining and utilizing accommodations for instruction and assessments;
``(iv) collaborating with special educators, related services providers, and
parents, including participation in individualized education program development
and implementation; and
``(v) appropriately utilizing technology and assistive technology for students
with disabilities; and
``(C) provide extensive clinical experience for participants described in subparagraph
(B) with mentoring and induction support throughout the program that continues
during the first two years of full-time teaching; and
`Subpart 1--Demonstration Projects to Support Postsecondary Faculty, Staff,
and Administrators in Educating Students With Disabilities
SEC. 762. GRANTS, CONTRACTS, AND COOPERATIVE AGREEMENTS AUTHORIZED.
(b) Duration; Activities.—
(2) AUTHORIZED ACTIVITIES.--A grant, contract, or cooperative agreement awarded
under this subpart shall be used to carry out one or more of the following
activities:
(A) TEACHING METHODS AND STRATEGIES.--The development
of innovative, effective, and efficient teaching methods and strategies, consistent
with the principles
of universal design for learning, to provide postsecondary faculty, staff,
and administrators with the skills and supports necessary to teach and meet
the academic and programmatic needs of students with disabilities, in order
to improve the retention of such students in, and the completion by such students
of, postsecondary education. Such methods and strategies may include in-service
training, professional development, customized and general technical assistance,
workshops, summer institutes, distance learning, and training in the use of
assistive and educational technology.
G) ACCESSIBILITY OF EDUCATION.--Making postsecondary education more accessible
to students with disabilities through curriculum development, consistent
with the principles of universal design for learning.
`Subpart 3--Commission on Accessible Materials; Programs
to Support Improved Access to Materials
SEC. 772. ESTABLISHMENT OF ADVISORY COMMISSION ON ACCESSIBLE
INSTRUCTIONAL MATERIALS IN POSTSECONDARY EDUCATION FOR STUDENTS
WITH DISABILITIES.
(b) Duties of the Commission.--
(C) RECOMMENDATIONS.--
(ii) CONSIDERATIONS.--In developing the recommendations under
subparagraph (C), the Commission shall consider—
(V) solutions utilizing universal design;
SEC. 773. MODEL DEMONSTRATION PROGRAMS TO SUPPORT IMPROVED
ACCESS TO POSTSECONDARY INSTRUCTIONAL MATERIALS FOR STUDENTS
WITH PRINT DISABILITIES.
(f) Required Activities.--An eligible partnership that receives
a grant or contract under this section shall use the grant
or contract funds to carry out the following:
(1) Supporting the development and implementation of the
following:
`(G) Awareness, outreach, and training activities for faculty,
staff, and students related to the acquisition and dissemination
of instructional materials in specialized formats and instructional
materials utilizing universal design.
`Subpart 4--National Technical Assistance Center; Coordinating
Center
SEC. 777. NATIONAL TECHNICAL ASSISTANCE CENTER; COORDINATING
CENTER.
(4) DUTIES.--The duties of the National Center shall include
the following:
(B) ASSISTANCE TO INSTITUTIONS OF HIGHER EDUCATION
`(ii) development and provision of training modules for higher
education faculty on exemplary practices for accommodating
and supporting postsecondary students with disabilities across
a range of academic fields, which may
include universal design for learning and practices supported by the grants, contracts,
or cooperative agreements authorized under subparts 1, 2,
and 3; and
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