HouseH.R. 10203119th Congress
Improving Access to Higher Education Act
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[Congressional Bills 119th Congress]
[From the U.S. Government Publishing Office]
[H.R. 10203 Introduced in House (IH)]
<DOC>
119th CONGRESS
2d Session
H. R. 10203
To amend the Higher Education Act of 1965 to improve accessibility to,
and completion of, postsecondary education for students, including
students with disabilities, and for other purposes.
_______________________________________________________________________
IN THE HOUSE OF REPRESENTATIVES
September 1, 2026
Mr. DeSaulnier introduced the following bill; which was referred to the
Committee on Education and Workforce
_______________________________________________________________________
A BILL
To amend the Higher Education Act of 1965 to improve accessibility to,
and completion of, postsecondary education for students, including
students with disabilities, and for other purposes.
Be it enacted by the Senate and House of Representatives of the
United States of America in Congress assembled,
SECTION 1. SHORT TITLE; TABLE OF CONTENTS.
(a) Short Title.--This Act may be cited as the ``Improving Access
to Higher Education Act''.
(b) Table of Contents.--The table of contents for this Act is as
follows:
Sec. 1. Short title; table of contents.
TITLE I--PROGRAMS TO PROVIDE STUDENTS WITH DISABILITIES WITH A QUALITY
HIGHER EDUCATION
Sec. 101. Supporting postsecondary faculty, staff, and administrators
in providing accessible education.
Sec. 102. Office of Accessibility.
Sec. 103. Accessible instructional materials and technology.
Sec. 104. Postsecondary programs for students with intellectual
disabilities.
Sec. 105. National Technical Assistance Center and National
Coordinating Center for Inclusion of
Students with Intellectual Disabilities.
Sec. 106. Definitions.
TITLE II--MISCELLANEOUS PROVISIONS
Sec. 201. Submission of data with respect to students with
disabilities.
Sec. 202. Training for realtime writers to provide closed captioning
and court reporting services.
Sec. 203. Perfecting amendment.
TITLE I--PROGRAMS TO PROVIDE STUDENTS WITH DISABILITIES WITH A QUALITY
HIGHER EDUCATION
SEC. 101. SUPPORTING POSTSECONDARY FACULTY, STAFF, AND ADMINISTRATORS
IN PROVIDING ACCESSIBLE EDUCATION.
(a) Grants.--Section 762 of the Higher Education Act of 1965 (20
U.S.C. 1140b) is amended to read as follows:
``SEC. 762. GRANTS AUTHORIZED.
``(a) Competitive Grants Authorized To Support Postsecondary
Faculty, Staff, and Administrators in Providing an Accessible
Education.--
``(1) In general.--From amounts appropriated under section
765C, the Secretary shall award grants, on a competitive basis,
to institutions of higher education to enable the institutions
to carry out the activities under subsection (b).
``(2) Awards for professional development and technical
assistance.--Not less than 5 grants shall be awarded to
institutions of higher education that provide professional
development and technical assistance in order to improve access
to, and completion of, postsecondary education for students,
including students with disabilities.
``(b) Duration; Activities.--
``(1) Duration.--A grant under this section shall be
awarded for a period of 5 years.
``(2) Authorized activities.--A grant awarded under this
section shall be used to carry out one or more of the following
activities:
``(A) Teaching methods and strategies.--The
development and implementation of training to provide
innovative, effective, and evidence-based 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 (including
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.
``(B) Implementing accommodations.--The development
and implementation of training to provide postsecondary
faculty, staff, and administrators methods and
strategies of providing appropriate accommodations
consistent with the principles of universal design (as
defined in section 103) for learning for students with
disabilities, including descriptions of legal
obligations of the institution of higher education to
provide such accommodations.
``(C) Effective transition practices.--The
development and implementation of innovative,
effective, and evidence-based teaching methods and
strategies to provide postsecondary faculty, staff, and
administrators with the skills and supports necessary
to ensure the successful and smooth transition of
students with disabilities from secondary school to
postsecondary education. The teaching methods and
strategies may include supporting students in the
development of self-advocacy skills to improve
transition to, and completion of, postsecondary
education.
``(D) Distance learning.--The development and
implementation of training to provide innovative,
effective, and evidence-based teaching methods and
strategies to enable postsecondary faculty, staff, and
administrators to provide accessible distance education
programs or classes that would enhance the access of
students (including students with disabilities) to
postsecondary education, including the use of
accessible curricula and electronic communication for
instruction and advising that meet the requirements of
section 508 of the Rehabilitation Act of 1973 (29
U.S.C. 794d).
``(E) Career pathway guidance.--The development and
implementation of effective and evidence-based teaching
methods and strategies to provide postsecondary
faculty, staff, and administrators with the ability to
advise students with disabilities with respect to their
chosen career pathway, which shall include at least one
of the following:
``(i) Supporting internships,
apprenticeships registered under the Act of
August 16, 1937 (commonly known as the
`National Apprenticeship Act'; 50 Stat. 664,
chapter 663; 29 U.S.C. 50 et seq.), or work-
based learning opportunities.
``(ii) Counseling on coursework to meet the
degree, certificate, or recognized
postsecondary credential appropriate for the
field chosen.
``(iii) Developing self-advocacy skills to
advocate for appropriate accommodations once in
the workplace.
``(iv) Support with selecting a career
pathway that leads to competitive, integrated
employment.
``(3) Mandatory evaluation and dissemination.--An
institution of higher education awarded a grant under this
section shall evaluate and disseminate to other institutions of
higher education the information obtained through the
activities described in subparagraphs (A) through (E) of
paragraph (2).
``(c) Considerations in Making Awards.--In awarding grants under
this section, the Secretary shall consider the following:
``(1) Geographic distribution.--Providing an equitable
geographic distribution of such awards.
``(2) Rural and urban areas.--Distributing such awards to
urban and rural areas.
``(3) Range and type of institution.--Ensuring that the
activities to be assisted are developed for a range of types
and sizes of institutions of higher education.
``(d) Reports.--
``(1) Initial report.--Not later than one year after the
date of enactment of this Act, the Secretary shall prepare and
submit to the authorizing committees, and make available to the
public, a report on all projects awarded grants under this
part, including a review of the activities and program
performance of such projects based on existing information as
of the date of the report.
``(2) Subsequent report.--Not later than five years after
the date of the first award of a grant under this section after
the date of the Improving Access to Higher Education Act, the
Secretary shall prepare and submit to the authorizing
committees, and make available to the public, a report that--
``(A) reviews the activities and program
performance of the projects authorized under subsection
(b); and
``(B) provides guidance and recommendations on how
effective projects can be replicated.''.
(b) Applications.--Section 763 of the Higher Education Act of 1965
(20 U.S.C. 1140c) is amended to read as follows:
``SEC. 763. APPLICATIONS.
``Each institution of higher education desiring to receive a grant
under section 762 shall submit an application to the Secretary at such
time, in such manner, and accompanied by such information as the
Secretary may require. Each application shall include--
``(1) a description of the activities authorized under
section 762(b) that the institution proposes to carry out, and
how such institution plans to conduct such activities in order
to further the purposes of this subpart;
``(2) a description of how the institution consulted with a
broad range of people, including individuals with expertise in
disability supports or special education, within the
institution to develop activities for which assistance is
sought;
``(3) a description of how the institution will coordinate
and collaborate with the office of accessibility; and
``(4) a description of the extent to which the institution
will work to replicate the research-based and best practices of
institutions of higher education with demonstrated
effectiveness in serving students with disabilities.''.
SEC. 102. OFFICE OF ACCESSIBILITY.
Subpart 1 of part D of title VII of the Higher Education Act of
1965 (20 U.S.C. 1140a et seq.) is amended--
(1) by redesignating section 765 as section 765C;
(2) by inserting after section 764 the following:
``SEC. 765A. OFFICE OF ACCESSIBILITY.
``(a) Establishment.--Each institution of higher education shall
establish an office of accessibility to develop and implement policies
to support students who enter postsecondary education with disabilities
and students who acquire a disability while enrolled in an institution
of higher education.
``(b) Duties.--Each office of accessibility shall--
``(1) inform students, during student orientation, about
services provided at the institution of higher education, and
continually update such information through the accessibility
office's website and other communications to improve
accessibility of such services;
``(2) provide information to students regarding
accommodations and modifications provided by the institution of
higher education with respect to internships, practicums, work-
based learning, apprenticeships registered under the Act of
August 16, 1937 (commonly known as the `National Apprenticeship
Act'; 50 Stat. 664, chapter 663; 29 U.S.C. 50 et seq.), or
other work-related environments that--
``(A) the student may engage in through courses; or
``(B) are necessary for completion of a degree,
certificate, or recognized postsecondary credential;
``(3) provide information to students regarding their legal
rights under the Americans with Disabilities Act (42 U.S.C.
12101 et seq.) and section 504 of the Rehabilitation Act (29
U.S.C. 794); and
``(4) in order to provide appropriate accommodations to
students with disabilities, carry out the following:
``(A) Adopt policies that, at a minimum, make any
of the following documentation submitted by an
individual sufficient to establish that such individual
is an individual with a disability:
``(i) Documentation that the individual has
had an individualized education program (IEP)
in accordance with section 614(d) of the
Individuals with Disabilities Education Act (20
U.S.C. 1414(d)), including an IEP that may not
be current on the date of the determination
that the individual has a disability. The
office of accessibility may ask for additional
documentation from an individual who had an IEP
but who was subsequently evaluated and
determined to be ineligible for services under
the Individuals with Disabilities Education Act
(20 U.S.C. 1400 et seq.), including an
individual determined to be ineligible during
elementary school.
``(ii) Documentation describing services or
accommodations provided to the individual
pursuant to section 504 of the Rehabilitation
Act of 1973 (29 U.S.C. 794) (commonly referred
to as a `Section 504 plan').
``(iii) A plan or record of service for the
individual from a private school, a local
educational agency, a State educational agency,
or an institution of higher education provided
in accordance with the Americans with
Disabilities Act of 1990 (42 U.S.C. 12101 et
seq.).
``(iv) A record or evaluation from a
relevant licensed professional finding that the
individual has a disability.
``(v) A plan or record of disability from
another institution of higher education.
``(vi) Documentation of a disability due to
service in the uniformed services, as defined
in section 484C(a).
``(B) Adopt policies that are transparent and
explicit regarding the process by which the institution
determines eligibility for accommodations.
``(C) Disseminate the information described in
subparagraph (B) to students, parents, and faculty--
``(i) in an accessible format;
``(ii) during student orientation; and
``(iii) by making such information readily
available on a public website of the
institution.
``(D) Provide accommodations to students with
mental health disabilities.
``SEC. 765B. COMPETITIVE GRANT FOR INNOVATION AND ACCESSIBILITY.
``(a) Grants Authorized.--
``(1) In general.--From amounts appropriated under section
765C, the Secretary may award grants on a competitive basis to
institutions of higher education to enable the institutions to
carry out the activities described under subsection (c).
``(2) Duration.--A grant under this section shall be
awarded for a period of 5 years.
``(3) Consideration in making awards.--In awarding grants
under this section, the Secretary shall consider the following:
``(A) Providing an equitable geographic
distribution of such awards.
``(B) Ensuring that the activities to be assisted
are developed for a range of types and sizes of
institutions of higher education.
``(b) Application.--Each institution of higher education desiring
to receive a grant under this section shall submit an application to
the Secretary at such time, in such manner, and accompanied by such
information as the Secretary may require. Each application shall
include--
``(1) a description of how the institution will carry out
the activities under subsection (c);
``(2) a description of the consultation the institution has
had with a broad range of people within the institution,
including individuals with expertise in disability supports or
special education, in developing the information under
paragraph (1);
``(3) a plan for the sustainability of the program after
the end of the grant period; and
``(4) a written business plan for revenue and expenditures
to be provided to the Department under subsection (d).
``(c) Activities.--A grant awarded under this section shall be used
to--
``(1) develop and implement across the institution of
higher education, a universal design (as defined in section
103) for learning framework for course design and instructional
materials to improve campus-wide accessibility to instruction,
materials, and the learning environment; or
``(2) develop or improve distance education courses
consistent with the principles of universal design for learning
to improve accessibility of instruction and materials.
``(d) Reports.--
``(1) Grant recipient reports.--An institution of higher
education awarded a grant under this section shall evaluate and
disseminate to other institutions of higher education, the
information obtained through the activities described in
subsection (c).
``(2) Initial report by secretary.--Not later than one year
after the date of the enactment of this section, the Secretary
shall prepare and submit to the authorizing committees, and
make available to the public, a report on all projects awarded
grants under this section, including a review of the activities
and program performance of such projects based on existing
information as of the date of the report.
``(3) Final report by secretary.--Not later than 6 years
after the date of the first award of a grant under this
section, the Secretary shall prepare and submit to the
authorizing committees, and make available to the public, a
report that--
``(A) reviews the activities and program
performance of the projects authorized under this
section; and
``(B) provides guidance and recommendations on how
effective projects can be replicated.''; and
(3) by amending section 765C, as so redesignated, by
striking ``2009'' and inserting ``2027''.
SEC. 103. ACCESSIBLE INSTRUCTIONAL MATERIALS AND TECHNOLOGY.
(a) Establishment of Commission.--The Speaker of the House of
Representatives, the President pro tempore of the Senate, and the
Secretary of Education shall establish an independent commission (in
this section referred to as the ``Commission''), comprised of key
stakeholders, to develop guidelines for accessible postsecondary
electronic instructional materials and related technologies in order--
(1) to ensure students with disabilities are afforded the
same educational benefits provided to students without
disabilities through the use of electronic instructional
materials and related technologies;
(2) to improve the selection and use of such materials and
technologies at institutions of higher education; and
(3) to encourage entities that produce such materials and
technologies to make accessible versions more readily available
in the market.
(b) Review.--In carrying out subsection (a), the Commission shall--
(1) review applicable information technology accessibility
standards; and
(2) compile and annotate such accessibility standards as an
additional information resource for institutions of higher
education and companies that service the higher education
market.
(c) Membership.--
(1) Stakeholder groups.--The Commission shall be composed
of representatives from the following categories:
(A) Communities of persons with disabilities for
whom the accessibility of postsecondary electronic
instructional materials and related technologies is a
significant factor in ensuring equal participation in
higher education, and nonprofit organizations that
provide accessible electronic materials to these
communities.
(B) Higher education leadership, including
institution of higher education presidents, provosts,
deans, vice presidents or deans of libraries, chief
information officers, and other senior institutional
executives.
(C) Higher education disability coordinators or
other disability support staff.
(D) Developers of postsecondary electronic
instructional materials and manufacturers of related
technologies.
(2) Appointment of members.--The Commission members shall
be appointed as follows:
(A) Eight members, 2 from each category described
in paragraph (1), shall be appointed by the Speaker of
the House of Representatives, 4 of whom shall be
appointed on the recommendation of the majority leader
of the House of Representatives and 4 of whom shall be
appointed on the recommendation of the minority leader
of the House of Representatives, with the Speaker
ensuring that 1 developer of postsecondary electronic
instructional materials and 1 manufacturer of related
technologies are appointed. The Speaker shall also
appoint 2 additional members, 1 student with a
disability and 1 faculty member from an institution of
higher education.
(B) Eight members, 2 from each category described
in paragraph (1), shall be appointed by the President
pro tempore of the Senate, 4 of whom shall be appointed
on the recommendation of the majority leader of the
Senate and 4 of whom shall be appointed on the
recommendation of the minority leader of the Senate,
with the President pro tempore ensuring that 1
developer of postsecondary electronic instructional
materials and 1 manufacturer of related technologies
are appointed. The President pro tempore shall also
appoint 2 additional members, 1 student with a
disability and 1 faculty member from an institution of
higher education.
(C) Four members, each of whom must possess
extensive, demonstrated technical expertise in the
development and implementation of accessible
postsecondary electronic instructional materials, shall
be appointed by the Secretary of Education. One of
these members shall represent postsecondary students
with disabilities, 1 shall represent higher education
leadership, 1 shall be a higher education disability
coordinator or other disability support staff, and 1
shall represent developers of postsecondary electronic
instructional materials.
(3) Eligibility to serve as a member.--Federal employees
are ineligible for appointment to the Commission. An appointee
to a volunteer or advisory position with a Federal agency or
related advisory body may be appointed to the Commission so
long as his or her primary employment is with a non-Federal
entity and he or she is not otherwise engaged in financially
compensated work on behalf of the Federal Government, exclusive
of any standard expense reimbursement or grant-funded
activities.
(d) Authority and Administration.--
(1) Authority.--The Commission's execution of its duties
shall be independent of the Secretary of Education, the
Attorney General, and the head of any other agency or
department of the Federal Government with regulatory or
standard setting authority in the areas addressed by the
commission.
(2) Administration.--
(A) Staffing.--There shall be no permanent staffing
for the Commission.
(B) Leadership.--Commission members shall elect a
chairperson from among the appointees to the
Commission.
(C) Administrative support.--The Commission shall
be provided administrative support, as needed, by the
Secretary of Education through the Office of
Postsecondary Education of the Department of Education.
(e) Duties.--
(1) Guidelines.--Not later than 18 months after the date of
enactment of this Act, subject to a 6-month extension that it
may exercise at its discretion, the Commission shall--
(A) develop and issue guidelines for accessible
postsecondary electronic instructional materials, and
related technologies; and
(B) in developing the guidelines, the Commission
shall--
(i) establish a technical panel pursuant to
paragraph (4) to support the Commission in
developing the guidelines;
(ii) develop criteria for determining which
materials and technologies constitute
postsecondary electronic instructional
materials and related technologies;
(iii) identify existing national and
international accessibility standards that are
relevant to student use of postsecondary
electronic instructional materials and related
technologies at institutions of higher
education;
(iv) identify and address any unique
pedagogical and accessibility requirements of
postsecondary electronic instructional
materials and related technologies that are not
addressed, or not adequately addressed, by the
identified, relevant existing accessibility
standards;
(v) identify those aspects of
accessibility, and types of postsecondary
instructional materials and related
technologies, for which the Commission cannot
produce guidelines or which cannot be addressed
by existing accessibility standards due to--
(I) inherent limitations of
commercially available technologies; or
(II) the challenges posed by a
specific category of disability that
covers a wide spectrum of impairments
and capabilities which makes it
difficult to assess the benefits from
particular guidelines on a categorical
basis;
(vi) ensure that the guidelines are
consistent with the requirements of section 504
of the Rehabilitation Act of 1973 (29 U.S.C.
794) and titles II and III of the Americans
with Disabilities Act (42 U.S.C. 12131 et seq.;
42 U.S.C. 12181 et seq.);
(vii) ensure that the guidelines are
consistent, to the extent feasible and
appropriate, with the technical and functional
performance criteria included in the national
and international accessibility standards
identified by the Commission as relevant to
student use of postsecondary electronic
instructional materials and related
technologies;
(viii) allow for the use of an alternative
design or technology that results in
substantially equivalent or greater
accessibility and usability by individuals with
disabilities than would be provided by
compliance with the guidelines; and
(ix) provide that where electronic
instructional materials, or related
technologies, that comply fully with the
guidelines are not commercially available, or
where such compliance is not technically
feasible, the institution may select the
product that best meets the guidelines
consistent with the institution's business and
pedagogical needs.
(2) Annotated list of information technology standards.--
Not later than 18 months after the date of the enactment of
this Act, subject to a 6-month extension that it may exercise
at its discretion, the Commission shall, with the assistance of
the technical panel established under paragraph (4), develop
and issue an annotated list of information technology
standards.
(3) Approval.--Issuance of the guidelines and annotated
list of information technology standards shall require approval
of at least 75 percent of the members of the Commission.
(4) Technical panel.--Not later than 1 month after first
meeting, the Commission shall appoint and convene a panel of 12
technical experts, each of whom shall have extensive,
demonstrated technical experience in developing, researching,
or implementing accessible postsecondary electronic
instructional materials, or related technologies. The
Commission has discretion to determine a process for
nominating, vetting, and confirming a panel of experts that
fairly represents the stakeholder communities on the
Commission. The technical panel shall include a representative
from the United States Access Board.
(f) Review of Guidelines.--Not later than 5 years after issuance of
the guidelines and annotated list of information technology standards
described in subsections (a) and (b), and every 5 years thereafter, the
Secretary of Education shall publish a notice in the Federal Register
requesting public comment about whether there is a need to reconstitute
the Commission to update the guidelines and annotated list of
information technology standards to reflect technological advances,
changes in postsecondary electronic instructional materials and related
technologies, or updated national and international accessibility
standards. The Secretary shall then submit a report and recommendation
to Congress regarding whether the Commission should be reconstituted.
(g) Rule of Application.--
(1) Nonconforming postsecondary electronic instructional
materials or related technologies.--Nothing in this section
shall be construed to require an institution of higher
education to require, provide, or both recommend and provide,
postsecondary electronic instructional materials or related
technologies that conform to the guidelines. However, an
institution that selects or uses nonconforming postsecondary
electronic instructional materials or related technologies must
otherwise comply with existing obligations under section 504 of
the Rehabilitation Act of 1973 (29 U.S.C. 794) and titles II
and III of the Americans with Disabilities Act (42 U.S.C. 12131
et seq.; 42 U.S.C. 12181 et seq.) to provide access to the
educational benefit afforded by such materials and technologies
through provision of appropriate and reasonable modification,
accommodation, and auxiliary aids or services.
(2) Relationship to existing laws and regulations.--With
respect to the Americans with Disabilities Act of 1990 (42
U.S.C. 12101 et seq.) and the Rehabilitation Act of 1973 (29
U.S.C. 701 et seq.), nothing in this Act may be construed--
(A) to authorize or require conduct prohibited
under the Americans with Disabilities Act of 1990 and
the Rehabilitation Act of 1973, including the
regulations issued pursuant to those laws;
(B) to expand, limit, or alter the remedies or
defenses under the Americans with Disabilities Act of
1990 and the Rehabilitation Act of 1973;
(C) to supersede, restrict, or limit the
application of the Americans with Disabilities Act of
1990 and the Rehabilitation Act of 1973; or
(D) to limit the authority of Federal agencies to
issue regulations pursuant to the Americans with
Disabilities Act of 1990 and the Rehabilitation Act of
1973.
(h) Definitions.--In this section:
(1) Annotated list of information technology standards.--
The term ``annotated list of information technology standards''
means a list of existing national and international
accessibility standards relevant to student use of
postsecondary electronic instructional materials and related
technologies, and to other types of information technology
common to institutions of higher education, such as
institutional websites or registration systems, annotated by
the Commission established pursuant to this section. The
annotated list of information technology standards is intended
to serve solely as a reference tool to inform any consideration
of the relevance of such standards in higher education
contexts.
(2) Postsecondary electronic instructional materials.--The
term ``postsecondary electronic instructional materials'' means
digital curricular content that is required, provided, or both
recommended and provided by an institution of higher education
for use in a postsecondary instructional program.
(3) Related technologies.--The term ``related
technologies'' refers to any software, applications, learning
management or content management systems, and hardware that an
institution of higher education requires, provides, or both
recommends and provides for student access to and use of
postsecondary electronic instructional materials in a
postsecondary instructional program.
(4) Technical panel.--The term ``technical panel'' means a
group of experts with extensive, demonstrated technical
experience in the development and implementation of
accessibility features for postsecondary electronic
instructional materials and related technologies, established
by the Commission pursuant to subsection (e)(4), which will
assist the Commission in the development of the guidelines and
annotated list of information technology standards authorized
under this Act.
SEC. 104. POSTSECONDARY PROGRAMS FOR STUDENTS WITH INTELLECTUAL
DISABILITIES.
(a) Purpose.--Section 766 of the Higher Education Act of 1965 (20
U.S.C. 1140f) is amended to read as follows:
``SEC. 766. PURPOSE.
``It is the purpose of this subpart to support inclusive programs
that promote the successful transition of students with intellectual
disabilities into higher education and the earning of a degree,
certificate, or recognized postsecondary credential issued by the
institution of higher education.''.
(b) Programs for Students With Intellectual Disabilities.--Section
767 of the Higher Education Act of 1965 (20 U.S.C. 1140g) is amended to
read as follows:
``SEC. 767. INCLUSIVE HIGHER EDUCATION PROGRAMS FOR STUDENTS WITH
INTELLECTUAL DISABILITIES.
``(a) Grants Authorized.--
``(1) In general.--From amounts appropriated under section
769(a), the Secretary shall annually award grants, on a
competitive basis, to institutions of higher education (or
consortia of three or more institutions of higher education),
to enable such institutions or consortia to create or expand a
comprehensive transition and postsecondary education program
for students with intellectual disabilities.
``(2) Eligibility and appropriations limits.--
``(A) Relation to other grants.--An institution of
higher education that received a grant under this
section before the date of the enactment of the
Improving Access to Higher Education Act may not
receive an additional grant under this section unless--
``(i) the institution receives a grant as
part of a consortium of three or more
institutions of higher education; or
``(ii) the grant term of such preceding
grant has ended.
``(B) Limitation on amounts.--
``(i) Institution of higher education.--A
grant under this section made to an institution
of higher education may not be in an amount
greater than $300,000.
``(ii) Consortium.--A grant under this
section made to a consortia of institutions of
higher education may not be in an amount
greater than $500,000.
``(3) Administration.--The program under this section shall
be administered by the office in the Department that
administers other postsecondary education programs in
consultation with the Office of Postsecondary Education and the
Office of Special Education and Rehabilitative Services of the
Department of Education.
``(4) Duration of grants.--A grant under this section shall
be awarded for a period of 5 years.
``(b) Application.--An institution of higher education or a
consortium desiring a grant under this section shall submit an
application to the Secretary at such time, in such manner, and
containing such information as the Secretary may require.
``(c) Award Basis.--In awarding grants under this section, the
Secretary shall--
``(1) provide for an equitable geographic distribution of
such grants;
``(2) to the extent possible, provide for an equitable
distribution of such grants between 4-year institutions of
higher education and 2-year institutions of higher education,
including community colleges;
``(3) provide grant funds for high-quality, inclusive
higher education programs for students with intellectual
disabilities, hereinafter referred to as inclusive higher
education programs, that will serve areas that are underserved
by programs of this type;
``(4) in the case of an institution of higher education
that provides institutionally owned or operated housing for
students attending the institution, award grants only to such
institutions that integrate students with intellectual
disabilities into the housing offered to students without
disabilities or to institutions that provide such integrated
housing through providing supports to students directly or
through partnerships with other organizations;
``(5) provide grant funds to encourage involvement of
students attending institutions of higher education in the
fields of special education, general education, vocational
rehabilitation, assistive technology, or related fields in the
program;
``(6) select applications that--
``(A) demonstrate an existing comprehensive
transition and postsecondary education program for
students with intellectual disabilities that is title
IV eligible; or
``(B) agree to establish such a program; and
``(7) give preference to applications submitted under
subsection (b) that agree to incorporate into the inclusive
higher education program for students with intellectual
disabilities carried out under the grant one or more of the
following elements:
``(A) The formation of a partnership with any
relevant agency serving students with intellectual
disabilities, such as a vocational rehabilitation
agency.
``(B) Applications that represent geographically
underserved States.
``(d) Use of Funds; Requirements.--An institution of higher
education or consortium receiving a grant under this section shall--
``(1) use the grant funds to establish an inclusive higher
education program for students with intellectual disabilities
that--
``(A) serves students with intellectual
disabilities;
``(B) provides individual supports and services for
the academic and social inclusion of students with
intellectual disabilities in academic courses,
extracurricular activities, and other aspects of the
regular postsecondary program;
``(C) with respect to the students with
intellectual disabilities participating in the program,
provides a focus on--
``(i) academic and career development;
``(ii) socialization and inclusion with the
general student population;
``(iii) independent living skills,
including self-advocacy skills; and
``(iv) integrated work experiences and
career skills that lead to competitive
integrated employment;
``(D) integrates person-centered planning in the
development of the course of study for each student
with an intellectual disability participating in the
program;
``(E) plans for the sustainability of the program
after the end of the grant period, with a written
business plan for revenue and expenditures to be
provided to the Department by the end of year 3; and
``(F) awards a degree, certificate, or recognized
postsecondary credential for students with intellectual
disabilities upon the completion of the program;
``(2) in the case of an institution of higher education
that provides institutionally owned or operated housing for
students attending the institution or integrated housing
through providing supports to students directly or through
partnerships with other organizations, provide for the
integration of students with intellectual disabilities into
housing offered to students without disabilities;
``(3) participate with the coordinating center established
under section 777(b) in the evaluation of the program,
including by regularly submitting data on experiences and
outcomes of individual students participating in the program;
and
``(4) partner with one or more local educational agencies
to support students with intellectual disabilities
participating in the program who are eligible for special
education and related services under the Individuals with
Disabilities Education Act (20 U.S.C. 1400 et seq.), including
the use of funds available under part B of such Act (20 U.S.C.
1411 et seq.) to support the participation of such students in
the program.
``(e) Matching Requirement.--An institution of higher education (or
consortium) that receives a grant under this section shall provide
matching funds toward the cost of the inclusive higher education
program for students with intellectual disabilities carried out under
the grant. Such matching funds may be provided in cash or in-kind, and
shall be in an amount of not less than 25 percent of the amount of such
costs.
``(f) Data Collection and Transmission.--
``(1) In general.--An institution or consortium receiving a
grant under this section shall collect and transmit to the
coordinating center established under section 777(b) on an
annual basis for each student who is enrolled in the program,
student-level information related to the experiences and
outcomes of students who participate in the inclusive higher
education program for students with intellectual disabilities.
``(2) Longitudinal data.--Each grantee shall collect
longitudinal outcome data from each student participating in
the program and transmit such data to the coordinating center
established under section 777(b). Such longitudinal data shall
be collected for every student each year for 5 years after the
student graduates from, or otherwise exits, the program.
``(3) Data to be collected.--The program-level information
and data and student-level information and data to be collected
under this subsection shall include--
``(A) the number and type of postsecondary
education courses taken and completed by the student;
``(B) academic outcomes;
``(C) competitive, integrated employment outcomes;
``(D) independent living outcomes; and
``(E) social outcomes.
``(g) Report.--Not later than 5 years after the date of the first
grant awarded under this section, the Secretary shall prepare and
disseminate a report to the authorizing committees and to the public
that--
``(1) reviews the activities of the inclusive higher
education programs for students with intellectual disabilities
funded under this section; and
``(2) provides guidance and recommendations on how
effective programs can be replicated.''.
(c) Authorization of Appropriations.--Section 769(a) of the Higher
Education Act of 1965 (20 U.S.C. 1140i) is amended by striking ``2009''
and inserting ``2027''.
SEC. 105. NATIONAL TECHNICAL ASSISTANCE CENTER AND NATIONAL
COORDINATING CENTER FOR INCLUSION OF STUDENTS WITH
INTELLECTUAL DISABILITIES.
(a) In General.--Section 777 of the Higher Education Act of 1965
(20 U.S.C. 1140q) is amended to read as follows:
``SEC. 777. NATIONAL TECHNICAL ASSISTANCE CENTER AND COORDINATING
CENTER FOR INCLUSION OF STUDENTS WITH INTELLECTUAL
DISABILITIES.
``(a) National Technical Assistance Center.--
``(1) In general.--From amounts appropriated under
paragraph (5), the Secretary shall award a grant to, or enter
into a contract or cooperative agreement with, an eligible
entity to provide for the establishment and support of a
National Technical Assistance Center. The National Technical
Assistance Center shall carry out the duties set forth in
paragraph (4).
``(2) Administration.--The program under this section shall
be administered by the office in the Department that
administers other postsecondary education programs in
consultation with the Office of Special Education and
Rehabilitative Services.
``(3) Eligible entity.--In this subpart, the term `eligible
entity' means an institution of higher education, a nonprofit
organization, or partnership of two or more such institutions
or organizations, with demonstrated expertise in--
``(A) transitioning students with disabilities from
secondary school to postsecondary education;
``(B) supporting students with disabilities in
postsecondary education;
``(C) technical knowledge necessary for the
dissemination of information in accessible formats; and
``(D) working with diverse types of institutions of
higher education, including community colleges.
``(4) Duties.--The duties of the National Technical
Assistance Center shall include the following:
``(A) Assistance to students and families.--The
National Technical Assistance Center shall provide
information and technical assistance to students with
disabilities and the families of students with
disabilities to support students across the broad
spectrum of disabilities, including--
``(i) information to assist individuals
with disabilities who are prospective students
of an institution of higher education in
planning for postsecondary education while the
students are in secondary school;
``(ii) information and technical assistance
provided to individualized education program
teams (as defined in section 614(d)(1) of the
Individuals with Disabilities Education Act)
for secondary school students with
disabilities, and to early outreach and student
services programs, including programs
authorized under subparts 2, 4, and 5 of part A
of title IV, to support students across a broad
spectrum of disabilities with the successful
transition to postsecondary education;
``(iii) research-based supports, services,
and accommodations which are available in
postsecondary settings, including services
provided by other agencies such as vocational
rehabilitation;
``(iv) information on student mentoring and
networking opportunities for students with
disabilities; and
``(v) effective recruitment and transition
programs at postsecondary educational
institutions.
``(B) Assistance to institutions of higher
education.--The National Technical Assistance Center
shall provide information and technical assistance to
faculty, staff, and administrators of institutions of
higher education to improve the services provided to,
the accommodations for, the retention rates of, and the
completion rates of, students with disabilities in
higher education settings, which may include--
``(i) collection and dissemination of best
and promising practices and materials for
accommodating and supporting students with
disabilities, including practices and materials
supported by the grants, contracts, or
cooperative agreements authorized under
subparts 1, 2, and 3;
``(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
``(iii) development of technology-based
tutorials for higher education faculty and
staff, including new faculty and graduate
students, on best and promising practices
related to support and retention of students
with disabilities in postsecondary education.
``(C) Information collection and dissemination.--
The National Technical Assistance 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
website built to high technical standards of
accessibility practicable for the broad spectrum of
individuals with disabilities. Such database and
website shall include available information on--
``(i) disability documentation
requirements;
``(ii) support services available;
``(iii) links to financial aid;
``(iv) accommodations policies;
``(v) accessible instructional materials;
``(vi) other topics relevant to students
with disabilities; and
``(vii) the information in the report
described in subparagraph (E).
``(D) Disability support services.--The National
Technical Assistance Center shall work with
organizations and individuals with proven expertise
related to disability support services for
postsecondary students with disabilities to evaluate,
improve, and disseminate information related to the
delivery of high quality disability support services at
institutions of higher education.
``(E) Review and report.--Not later than three
years after the establishment of the National Technical
Assistance Center, and every two years thereafter, the
National Technical Assistance 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--
``(i) a review of the activities and the
effectiveness of the programs authorized under
this part;
``(ii) annual enrollment and graduation
rates of students with disabilities in
institutions of higher education from publicly
reported data;
``(iii) recommendations for effective
postsecondary supports and services for
students with disabilities, and how such
supports and services may be widely implemented
at institutions of higher education;
``(iv) recommendations on reducing barriers
to full participation for students with
disabilities in higher education; and
``(v) a description of strategies with a
demonstrated record of effectiveness in
improving the success of such students in
postsecondary education.
``(F) Staffing of the center.--In hiring employees
of the National Technical Assistance Center, the
National Technical Assistance Center shall consider the
expertise and experience of prospective employees in
providing training and technical assistance to
practitioners.
``(5) Authorization of appropriations.--There is authorized
to be appropriated to carry out this subsection $10,000,000.
``(b) The National Coordinating Center for Inclusion of Students
With Intellectual Disabilities.--
``(1) Definition of eligible entity.--In this subsection,
the term `eligible entity' means an entity, or a partnership of
entities, that has demonstrated expertise in the fields of--
``(A) higher education;
``(B) the education of students with intellectual
disabilities;
``(C) the development of inclusive higher education
programs for students with intellectual disabilities;
and
``(D) evaluation and technical assistance.
``(2) In general.--From amounts appropriated under
paragraph (7), the Secretary shall enter into a cooperative
agreement, on a competitive basis, with an eligible entity for
the purpose of establishing a coordinating center for
institutions of higher education that offer inclusive higher
education programs for students with intellectual disabilities,
including institutions participating in grants authorized under
subpart 2 to provide--
``(A) recommendations related to the development of
standards for such programs;
``(B) technical assistance for such programs; and
``(C) evaluations for such programs, including
systematic collection of data on the experiences and
outcomes of individuals with intellectual disabilities.
``(3) Administration.--The program under this subsection
shall be administered by the Office of Postsecondary Education,
in collaboration with the Office of Special Education and
Rehabilitative Services.
``(4) Duration.--The Secretary shall enter into a
cooperative agreement under this subsection for a period of
five years.
``(5) Requirements of cooperative agreement.--The eligible
entity entering into a cooperative agreement under this
subsection shall establish and maintain a coordinating center
that shall--
``(A) serve as the technical assistance entity for
all inclusive higher education programs and
comprehensive transition and postsecondary programs for
students with intellectual disabilities;
``(B) provide technical assistance regarding the
development, evaluation, and continuous improvement of
such programs;
``(C) evaluate such programs using qualitative and
quantitative methodologies for measuring program
strengths in the areas of academic access, academic
enrichment, socialization, competitive integrated
employment, attainment of a degree, certificate, or
recognized postsecondary credential, and independent
living;
``(D) evaluate participant progress by creating and
maintaining a database of student-level information and
data related to the experiences and outcomes of youth
who participate in each inclusive higher education
program that receives a grant under this subpart;
``(E) create and maintain a mechanism for
continuing to collect outcome information from students
who participated in inclusive higher education programs
that were developed in previous grant award cycles;
``(F) assist recipients of a grant under this
subpart in efforts to award a meaningful credential and
to seek institution of higher education approval for
any newly developed credentials;
``(G) create and maintain a database of student and
program level data reflecting implementation of the
inclusive higher education program that receives a
grant under this subpart;
``(H) create and maintain a mechanism to
consolidate follow up data on student outcomes
collected by inclusive higher education programs funded
through previous grant cycles;
``(I) assist recipients of grants under subpart 2
in efforts to award a degree, certificate, or
recognized postsecondary credential to students with
intellectual disabilities upon the completion of such
programs;
``(J) identify model memoranda of agreement for use
between or among institutions of higher education and
State and local agencies providing funding for such
programs;
``(K) develop recommendations for the necessary
components of such programs, such as--
``(i) academic, career and technical,
social, and independent living skills;
``(ii) evaluation of student progress;
``(iii) program administration and
evaluation;
``(iv) student eligibility;
``(v) issues regarding the equivalency of a
student's participation in such programs to
semester, trimester, quarter, credit, or clock
hours at an institution of higher education, as
the case may be; and
``(vi) access to student housing for
students participating in the inclusive higher
education programs, including accommodations
and services that support independent living;
``(L) review and analyze--
``(i) the impact of Federal and State
legislation on inclusive higher education and
inclusive higher education policy; and
``(ii) funding streams for such programs;
``(M) provide recommendations regarding the funding
streams described in paragraph (H)(ii);
``(N) develop mechanisms for regular communication,
outreach and dissemination of information about
inclusive higher education programs for students with
intellectual disabilities under subpart 2 between or
among such programs and to families and prospective
students;
``(O) host a meeting of all recipients of grants
under subpart 2 not less often than once each year; and
``(P) convene a work group to continue the
development of and recommendations for model criteria,
standards, and components of inclusive higher education
programs and comprehensive transition and postsecondary
programs for students with intellectual disabilities,
that are appropriate for the development of
accreditation standards--
``(i) which work group shall include--
``(I) an expert in community
college education;
``(II) an expert in career
technical education;
``(III) an expert in 4-year
institutions of higher education;
``(IV) an expert in special
education;
``(V) a disability organization
that represents students with
intellectual disabilities;
``(VI) a representative from the
National Advisory Committee on
Institutional Quality and Integrity;
and
``(VII) a representative of a
regional or national accreditation
agency or association; and
``(ii) the work group will carry out the
following activities--
``(I) conduct outreach to
accrediting agencies;
``(II) develop a technical guidance
document to support implementation of
the model standards;
``(III) develop and conduct a
protocol for field testing and
implementing the model standards; and
``(IV) update recommendations for
the model standards, criteria, and
components of such programs, as
applicable.
``(6) Report.--Not later than 5 years after the date of the
establishment of the coordinating center under this subsection,
the coordinating center shall report to the Secretary, the
authorizing committees, and the National Advisory Committee on
Institutional Quality and Integrity on the activities described
in paragraph (5).
``(7) Authorization of appropriations.--There are
authorized to be appropriated to carry out this subpart such
sums as may be necessary for fiscal year 2027 and each of the
five succeeding fiscal years.''.
(b) Authorization of Appropriations.--Section 778 of the Higher
Education Act of 1965 is repealed.
SEC. 106. DEFINITIONS.
Section 760 of the Higher Education Act of 1965 (20 U.S.C. 1140) is
amended to read as follows:
``SEC. 760. DEFINITIONS.
``In this part:
``(1) Comprehensive transition and postsecondary program
for students with intellectual disabilities.--The term
`comprehensive transition and postsecondary program for
students with intellectual disabilities' means a program that
leads to a degree, certificate, or recognized postsecondary
credential issued by an institution of higher education that
meets each of the following requirements:
``(A) Is offered by an institution of higher
education.
``(B) Is designed to support students with
intellectual disabilities who are seeking to continue
academic, career and technical, and independent living
instruction at an institution of higher education in
order to prepare for competitive integrated employment.
``(C) Includes student advising and a program of
study.
``(D) Requires students with intellectual
disabilities to participate on not less than a half-
time basis as determined by the institution, with such
participation focusing on academic and career
development components and occurring through one or
more of the following activities:
``(i) Regular enrollment in credit-bearing
courses with students without disabilities that
are offered by the institution.
``(ii) Auditing or participating in courses
with students without disabilities that are
offered by the institution and for which the
student does not receive regular academic
credit.
``(iii) Enrollment in noncredit-bearing,
nondegree courses with students without
disabilities.
``(iv) Participation in internships,
apprenticeships, or work-based experiences in
competitive integrated settings for a semester,
or multiple semesters.
``(E) Requires students with intellectual
disabilities to be socially and academically integrated
with students without disabilities to the maximum
extent practicable.
``(F) Does not require the work components (ii) to
occur each semester.
``(2) Disability.--The term `disability' has the meaning
given such term in section 3 of the Americans with Disabilities
Act of 1990 (42 U.S.C. 12102).
``(3) Institution of higher education.--The term
`institution of higher education' has the meaning given such
term in section 101.
``(4) Office of accessibility.--The term `Office of
Accessibility' has the meaning given to the office of
disability services of the institution or equivalent office.
``(5) Recognized postsecondary credential.--The term
`recognized postsecondary credential' has the meaning given the
term in section 101 of the Workforce Innovation and Opportunity
Act.
``(6) Student with an intellectual disability.--The term
`student with an intellectual disability' means a student--
``(A) with a cognitive impairment, characterized by
significant limitations in--
``(i) intellectual and cognitive
functioning; and
``(ii) adaptive behavior as expressed in
conceptual, social, and practical adaptive
skills;
``(B) who is currently, or was formerly, eligible
for a free appropriate public education under the
Individuals with Disabilities Education Act (20 U.S.C.
1400 et seq.); and
``(C) or, in the case of a student who has not
currently or formerly been found eligible for a free
appropriate education under the Individuals with
Disabilities Education Act (20 U.S.C. 1400 et seq.), or
a student who has not previously been found eligible as
a student with an intellectual disability under such
Act, documentation establishing that the student has an
intellectual disability, such as--
``(i) a documented comprehensive and
individualized psycho-educational evaluation
and diagnosis of an intellectual disability by
a psychologist or other qualified professional;
or
``(ii) a record of the disability from a
local or State educational agency, or
government agency, such as the Social Security
Administration or a vocational rehabilitation
agency, that identifies the intellectual
disability.
``(7) 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.''.
TITLE II--MISCELLANEOUS PROVISIONS
SEC. 201. SUBMISSION OF DATA WITH RESPECT TO STUDENTS WITH
DISABILITIES.
Section 487(a) of the Higher Education Act of 1965 (20 U.S.C.
1094(a)), is amended by adding at the end the following:
``(30) The institution will submit, for inclusion in the
Integrated Postsecondary Education Data System of the
Department or any other Federal postsecondary institution data
collection effort, key data related to undergraduate and
graduate students enrolled at the institution who are formally
registered as students with disabilities with the institution's
office of accessibility, including the total number of students
with disabilities enrolled, the number of students accessing or
receiving accommodation, the percentage of students with
disabilities of all undergraduate students, and the total
number of undergraduate certificates or degrees awarded to
students with disabilities. An institution shall not be
required to submit the information described in the preceding
sentence if the number of such students would reveal personally
identifiable information about an individual student.''.
SEC. 202. TRAINING FOR REALTIME WRITERS TO PROVIDE CLOSED CAPTIONING
AND COURT REPORTING SERVICES.
Section 872(e) of the Higher Education Act of 1965 (20 U.S.C.
1161s(e)) is amended by striking ``2009'' and inserting ``2027''.
SEC. 203. PERFECTING AMENDMENT.
Section 103(6) of the Higher Education Act of 1965 (20 U.S.C.
1003(6)) is amended by striking ``section 3(2)'' and inserting
``section 3''.
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