Page:United States Statutes at Large Volume 104 Part 2.djvu/125

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PUBLIC LAW 101-476—OCT. 30, 1990 104 STAT. 1105 "(C) selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing of assistive technology devices; "(D) coordinating and using other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs; "(E) training or technical gissistance for an individual with disabilities, or, where appropriate, the family of an individual with disabilities; and "(F) training or technical assistance for professionals (including individuals providing education and rehabilitation services), employers, or other individuals who provide services to, employ, or are otherwise substantially involved in the major life functions of individuals with disabilities.", (i) UNDERREPRESENTED. —Section 602(a), as amended by subsection (h) of this section, is amended by adding at the end the following new paragraph: "(27) The term 'underrepresented' means populations such as minorities, the poor, the limited English proficient, and individuals with disabilities.". SEC. 102. NOTICE OF INQUIRY. (a) PUBLICATION. —Not later than 30 days after the date of the Federal enactment of the Education of the Handicapped Act Amendments of ^^ujf*^®[- ^ 1990, the Secretary shall publish a Notice of Inquiry in the Federal ^" ^^^ ^°" Register for the purpose of soliciting public comments regarding the appropriate components of an operational definition under such Act for the term "attention deficit disorder" (hereinafter referred to in this section as the "disorder") in accordance with subsection (b)(2). (b) PUBLIC COMMENT. — (1) The Notice of Inquiry published under subsection (a) shall provide for a 120-day period for public comment. (2) The Notice of Inquiry shall request comments concerning the following issues: (A) How should the disorder be described operationally for purposes of qualifying a child for special education and related services under part B of the Education of the Handicapped Act. (B) What criteria should be included in the definition to ' qualify children with the disorder whose disability is comparable in severity to other children with disabilities currently determined to be eligible for special education and related services under part B of the Education of the Handicapped Act. (C) What specific manifestations of the disorder, if any, should be included in the definition. (D) Whether the definition should include references to t characteristics or circumstances that produce transient inattentive behaviors that, in and of themselves, would not make a child eligible for special education and related services under the definition of the disorder. (E) Whether the definition should address the concurrence of this disorder with other disabilities such as specific learning disabilities or serious emotional disturbance, and if so addressed, the manner in which such is to be accomplished.