Personnel Development To Improve Services and Results for Children With Disabilities—Preparation of Special Education, Early Intervention, and Related Services Leadership Personnel

Overview

<p>The purposes of this program are to <strong>(1)</strong> help address State-identified needs for personnel preparation in special education, early intervention, related services, and regular education to work with children, including infants and toddlers, with disabilities; and <strong>(2)</strong> ensure that those personnel have the necessary skills and knowledge, derived from practices that have been determined through scientifically based research and experience, to be successful in serving those children.</p> <p><strong>Absolute Priority: For FY 2022</strong> - <em>Preparation of Special Education, Early Intervention, and Related Services Leadership Personnel.</em></p> <p>The purpose of this priority is to support existing doctoral degree programs that prepare special education, early intervention, and related services personnel who are well- qualified for, and can act effectively in, leadership positions as researchers and special education/early intervention/ related services personnel preparers in institutions of higher education (IHEs), or as leaders in State educational agencies (SEAs), lead agencies (LAs), local educational agencies (LEAs), early intervention services programs (EIS programs), or schools.</p> <p>This priority will provide support to help address identified needs for personnel with the knowledge and skills to establish and meet high expectations for each child with a disability. Programs must culminate in a doctoral degree (Ph.D. or Ed.D.).  Applicants must plan to recruit and enroll the proposed number of scholars in the application within the first 12 months of the project period or demonstrate that scholars enrolled after the first 12 months can complete the program by the end of the proposed project period. </p> <p>Partnerships comprised of two or three IHEs with existing doctoral programs that prepare scholars are included in this priority and eligible to apply for funding. </p> <p>There is a well-documented need for special education, early intervention, and related services leadership personnel who serve critical roles within different settings. For example, leadership personnel in IHEs teach practices supported by evidence to future special education, early intervention, related services, and general education professionals. These leaders also conduct research that increases knowledge of effective interventions and services for children, including infants and toddlers, and youth with disabilities. Special education and early intervention administrators who supervise and evaluate the implementation of instructional programs to ensure that State or local agencies are meeting the needs of children with disabilities also perform a critical leadership personnel role. Administrators also ensure that schools and programs meet Federal, State, and local requirements for special education, early intervention, and related services.</p> <p>All leadership personnel need to promote high expectations and have current knowledge of effective interventions and services that improve outcomes for children with disabilities, including high-need children with disabilities. This knowledge should be applicable to children served in a variety of educational settings (e.g., urban or rural public schools, high-need schools or districts) or early childhood and early intervention settings (e.g., home, community-based, Early Head Start and Head Start, childcare, or preschools). The interventions and services must include those that improve early childhood, educational, or employment outcomes. Leadership personnel are also essential to attracting, preparing, and retaining diverse and qualified individuals to the teaching profession and in providing them with practical knowledge and resources for their careers in education.</p>