ED-2020-SCC-0168-0004
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Larry Dembrum
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This information is very useful
and informative article
of:
https://www.parentingspecialneeds.org/
In
2008 Congress re-authorized the Higher Education Opportunities Act
(P.L. 110 -315) with little fanfare. The Higher Education
Opportunities Act (HEOA) under Title IV governs all Federal
Student Aid. The re-authorization of HEOA included several
significant changes to the law of which most of the public remains
unaware. Prior to 2008 only students who were enrolled full-time
in a college degree bearing program were eligible for Federal
Student Aid. Now, there are important exceptions to this rule that
even the information specialists at the U.S. government's
information clearing house for financial aid have yet to be
trained to able to answer questions about these exceptions.
There
are a large number of students with Intellectual Disabilities (ID)
who are academically capable of the rigors of a vocational program
or college credit bearing coursework, but deficits in executive
functioning, social skills, and/ or independent living skills
prevent them from enrolling at college or vocational program
full-time. Many of these students will have labels such as
Asperger syndrome, Pervasive Developmental Disorder-Not Otherwise
Specified (PDD-NOS), and Attention Deficit Disorder (ADD) or
Attention Deficit Hyperactivity Disorder (ADHD). Without financial
support a number of these students cannot purse postsecondary
education and training.
HEOA
allows an eligible student with an intellectual disability (ID)
attending an eligible comprehensive transition and postsecondary
(CTP) program to receive: (1) Federal Pell Grant, (2) Federal
Supplemental Education Opportunity Grant, and (3) Federal
Work-Study programs funds. Currently, no student loans are
available to students with ID. To access the aid, a student with
an intellectual disability applies through the Free Application
for Federal Student Aid (FAFSA), just like his or her neurotypical
peers.
An
eligible student with an intellectual disability (ID) is defined
in section 760 of the HEOA (with slight modifications) and
includes a student: (A) with mental retardation or significant
cognitive impairment AND (B) who is/was eligible for FAPE under
IDEA including students who were private and/or home-schooled
students. The student must be enrolled in an approved CTP Program
and must meet all of the general student eligibility requirements
under section 668.32 EXCEPT:
Does
NOT have to be enrolled for the purpose of obtaining a degree or
certificate
Is NOT
required to have a high school diploma or have passed an
ability-to-benefit test
Must
maintain satisfactory academic progress under school's policy for
students in the CTP
The
student must also have documentation demonstrating that he or she
has an intellectual disability.
Thanks
Larry
Dembrun
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FSA thanks the commenter for taking the time to review our
information collection renewal. As there was no suggestion for
changes to the burden estimates as identified, FSA is not making
any adjustments to the information collection.
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ED-2020-SCC-0168-0006
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Rani Teknokrat
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Hello, it's a nice post, please
visit my website too.. www.teknokrat.ac.id
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Outside the scope of the information collection. No response.
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ED-2020-SCC-0168-0007
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Anonymous
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Disabled students, with either
emotional, developmental or idiopathic intellectual disabilities
are draining a lions share of resources away from students with
more aptitude and capacity to learn. These developmentally
disabled or emotionally challenged students are disruptive and
require resources that our educational system are ill equipped to
provide. Oftentimes a single student will require one-on-one
staffing to simply get through the day without harming him or
herself and others. At this point their "education" is
simply an elitist form of custodial care that has brainwashed
intellectuals believing that therapeutic or progressive learning
is taking place when in reality these children and youth are
merely in a cage without bars, where the 99% of the student
populations are held hostage in an environment full of disruptive
disabled children who interrupt literally every moment of the
educational process with outbursts and uncontrolled biological
processes, saliva, vomit, urine, and feces are frequently airborne
and fill the environment during class, lunch, hallway, recreation
and other activities.
Disbursing
further aid disregards the problem at hand- the "rights"
of the disabled now greatly impair and prevent the rights of the
able to secure the most basic ability to get a public education. I
speak not as a disgruntled parent, but as a professional who has
provided services to these unfortunate disabled students. These
disabled children and youth need an environment more tailored to
their needs and that is not the halls and classrooms of a public
school. These children need a medicalized secure environment with
long term care options for custodial type care where their needs
can be addressed safely, where biological fluids can be managed in
a sanitary fashion and their outbursts can be contained without
endangering or exposing the general population of students.
The
dignity of the disabled should not override the few basic needs of
the able to receive a safe, uninterrupted lesson free of airborne
bodily secretions and the verbal and nonverbal cries of the
tragically disabled.
Please
look to developing separate educational and residential facilities
fir the disabled.
The
disabled present a severe challenge to our society and forcing
them to remain home only destroys the existing family structure,
their needs and requirements tear apart families causing divorce,
abandonment, poverty and insecurity for the remaining healthy
children and adults who go on to have a laundry list of physical
and emotional consequences that provides a far greater drain on
the health and human services departments and finding than has
been offset by the "humane" method of requiring the
child to live at home and attend school as if he or she were a
"normal" child.
At
first my words may seem harsh and extreme, but each disabled child
affects the lives of the surrounding so profoundly that it is like
setting off a slow destructive force within the center of a family
and community that will slowly but surely destroy the lives of
those first in close proximity and radiating outward. Facilitating
the destruction of the innocent in search of a humane treatment
for one only leads to a spread of dysfunction and causes costs
incalculable that persist many generations.
Please
rethink this regulation.
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FSA thanks the commenter for taking the time to review our
information collection renewal. Because the Higher Education Act
of 1965, as amended, incorporated eligibility for post-secondary
funding for students with intellectual disabilities, and only an
act of Congress could remove or modify such eligibility. As there
was no specific suggestion for changes to the burden estimates as
identified, FSA is not making any adjustments to the information
collection.
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ED-2020-SCC-0168-0008
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Shyla Patera
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My name is Shyla Patera. As an
advocate for Montana is with disabilities, I hope that this
information collection will assist the department of education as
they find assistive technology in the classroom, learning
eniviroment and beyond. I believe that questions and assessments
should be taken regarding academic and life transitions not only
in the school system, but how our employment and community living
systems are assisting students as many strive toward community
living and competitive integrated employment in their states and
communities. As states and school districts, administrators should
be questioning whether States and communities are truly promoting
competitive integrated employment and wages. States, school
districts ,vocational rehabilitation systems, parents, and
advocates should be working and implementing conversion plans
which would lead toward competitive integrated employment and
wages.
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FSA thanks the commenter for taking the time to review our
information collection renewal. This collection is used to
capture the funding information for an institution that has
students with intellectual disabilities who are receiving Title IV
student financial assistance. It is not an assessment of the
educational program. As there was no suggestion for changes to
the burden estimates as identified, FSA is not making any
adjustments to the information collection.
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