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 (1) 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 (2) 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. Priorities: This competition includes two absolute priorities and two competitive preference priorities. In accordance with 34 CFR 75.105(b)(2)(v), the absolute priorities and competitive preference priorities are from allowable activities specified in the statute (see sections 662 and 681 of the Individuals with Disabilities Education Act (IDEA); 20 U.S.C. 1462 and 1481).</p> <p><strong>Absolute Priority 1</strong>—Preparation of Special Education, Early Intervention, and Related Services Faculty. The purpose of this priority is to support existing doctoral degree programs that prepare special education, early intervention, and related services personnel who are wellqualified for, and can act effectively in, leadership positions as researchers and preparers of special education, early intervention, and related services personnel in institutions of higher education (IHEs).</p> <p><strong>Absolute Priority 2</strong>—Preparation of Special Education and Early Intervention Administrators. The purpose of this priority is to support existing doctoral degree programs that prepare special education, early intervention, and related services personnel at the doctoral degree level who are well qualified for, and can act effectively in, faculty positions in IHEs as researchers and preparers of personnel. 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, which may include a Doctor of Education (Ed.D.) degree. 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><em><strong>Competitive Preference Priority 1</strong> </em>- Research has recognized a number of contributing factors to a scholar’s acquisition of competencies and success in doctoral programs including developing and enhancing professional networks and collaborative learning opportunities. An application that proposes a partnership consisting of two or three IHEs in a high-need area of leadership shortages.</p> <p><em><strong>Competitive Preference Priority 2</strong></em> - Under this priority, an applicant must demonstrate that the applicant has not had an active discretionary grant under the program from which it seeks funds, including through membership in a group application submitted in accordance with 34 CFR 75.127–75.129, in the last five years before the deadline date for submission of applications under the program.</p>