OSERS-OSEP: Development of Innovative Technology Tools or Approaches to Improve Outcomes for Individuals with Disabilities

Overview

The purpose of the Educational Technology, Media, and Materials for Individuals with Disabilities program (ETechM2 Program) is to improve results for children with disabilities by (1) promoting the development, demonstration, and use of technology; (2) supporting educational activities designed to be of educational value in the classroom for children with disabilities; (3) providing support for captioning and video description that is appropriate for use in the classroom; and (4) providing accessible educational materials to children with disabilities in a timely manner.

This competition includes two absolute priorities. Under 34 CFR 75.105(c)(3), we consider only applications that meet either Absolute Priority 1 or Absolute Priority 2. The Department intends to fund at least one project under each absolute priority. Applicants may apply under both absolute priorities but must submit separate applications. Applicants must clearly identify if the proposed project addresses Absolute Priority 1 or Absolute Priority 2.

Absolute Priority 1: Supporting Technology-Based Approaches to Transition Experiences for Secondary Students with Sensory Disabilities.1
The purpose of this priority is to fund projects to establish and operate evidence-based2 transition experience programs that integrate accessible technology-based tools and approaches to support secondary students with sensory disabilities.

The projects must achieve, at a minimum, the following expected outcomes:

(a) Increased accessibility and participation for secondary students with sensory disabilities in pre-vocational experiences (e.g., internships, early work experiences, apprenticeships) and early college experiences, especially in rural and remote areas.

(b) Increased capacity of schools and State vocational rehabilitation agencies to provide transition services (e.g., career awareness programming, transition programming, skills training, benefits counseling) for secondary students with sensory disabilities.

(c) Increased collaboration among families, schools, employers, vocational rehabilitation agencies, and community colleges and universities to support successful implementation of transition goals and objectives for secondary students with disabilities.

(d) Increased inclusion of students in grades 6 through 9 with sensory disabilities in accessible, impactful early career awareness and job skill-building experiences.

(e) Increased acquisition of college and career-related self-determination, social and emotional, and assistive technology competencies by secondary students with sensory disabilities.

(f) Increased numbers of secondary students with sensory disabilities earning college credits or completing vocational training courses while still in high school.

Absolute Priority 2: Field-Initiated Projects to Develop Innovative Technology for Individuals with Disabilities.
The purpose of this priority is to fund field-initiated projects to develop accessible innovative technology to increase outcomes for individuals with disabilities receiving early intervention under Part C of IDEA or special education under Part B of IDEA, including those with the highest support needs. The purpose of field-initiated projects is to develop innovative technology (e.g., devices, programs, tools, applications, systems, approaches, or intervention protocols) based on evidence that the technology would be beneficial to the target population.

To be considered for this grant opportunity, applicants must propose projects to develop innovative technology to accomplish at least one of the following outcomes:

(a) Increased student-centered learning approaches that leverage technology to address learner variability (e.g., universal design for learning, K–12 competency-based education, project-based learning, or hybrid/blended learning) and increased provision of high quality learning content, applications, or tools that take into account race, ethnicity, culture, language, and disability to address students’ social, emotional, mental health, or academic needs.

(b) Increased engagement for individuals with disabilities and, where appropriate, families of individuals with disabilities in educational, functional, or supplemental activities that extend learning time or increase independence.

(c) Increased use of technology to enable evidence-based approaches to personalized learning for students with disabilities in the classroom or support supplemental activities that extend learning time and increase student and, where appropriate, parent engagement.

(d) Increased use of technology to expand the number and proportion of underserved students with disabilities who enroll in postsecondary readiness education programs, which may include strategies related to college or technical school preparation, awareness, application, selection, advising, counseling, and enrollment.

There is a maximum award amount specified for the priority/competition included in this package. We will not make an award exceeding $2,500,000 for the 60-month project period.

• Type of Award: Cooperative agreements. 
• Estimated Available Funds: $2,000,000. Contingent upon the availability of funds and the quality of applications, we may make additional awards in FY 2024 from the list of unfunded applications from this competition.
• Estimated Average Size of Award: $475,000 per year.
• Project Period: Up to 60 months.
• Estimated Number of Awards: 4.
• Pre-Application Webinar Information: No later than February 21, 2023, the Office of Special Education and Rehabilitative Services will post details on pre-recorded informational webinars designed to provide technical assistance (TA) to interested applicants. Links to the webinars may be found here.