New federal rules require that special-education students have plans for post-school transition included in their individualized education plans by the time they are 16.
The long-awaited rules, published in the Sept. 29 Federal Register, require planning meetings that include students, parents and representatives of social-service agencies that will work with the students later on.
The rules, which implement changes Congress made in 1991, also specify that a new requirement that schools provide assistive technology applies only to special education students. Administrators had feared that the original language proposed by the Education Department could be interpreted to require schools to provide devices, such as eyeglasses, for nondisabled students.
The rules are to take effect Nov. 12.
Congress has approved compromise legislation reauthorizing the Juvenile Justice and Delinquency Prevention Act and sent the measure on to President Bush, who is expected to sign it.
The House passed the bill Oct. 2, and the Senate approved it last week.
HR 5194, which also reauthorizes the Runaway and Homeless Youth Act, nearly doubles the current spending ceiling for juvenile justice to $150 million and authorizes $115 million for related programs.
However, a House aide said budgetary restrictions make it unlikely that the programs will receive significantly more than the $77 million appropriated for the current year.
The legislation retains many of the provisions of an earlier House bill. (See Education Week, May 27, 1992.)
The Education Department last week awarded $13.7 million to help revamp science and mathematics education.
Florida, Nebraska, New Jersey, New York State, Rhode Island, and the District of Columbia received a total of $1.7 million in three-year awards to develop curriculum frameworks in the subjects. The frameworks are expected to be linked to emerging national standards in the fields.
The department also awarded $12 million to the 10 national educational laboratories to create regional consortia to distribute to schools curricula, materials, and assessment tools tied to the standards. The consortia are also expected to provide guidance on effective teaching methods.
Vol. 12, Issue 06