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Funding Opportunities for M.Ed. Program

The Department of Special Education has a legacy of conducting groundbreaking research, establishing innovative practices, and developing widely used methods and materials for practitioners, researchers, parents, and policy makers. Our graduates typically receive multiple offers of employment in the geographic region of their choice upon graduation. Special Education master's students are typically eligible for tuition funding through a number of Department of Education grants because of the national shortage in teachers of special education. Below is a sampling of potential funding sources for admitted students.

Funding Opportunities for M.Ed. Program

Federal Training Grant Opportunities:

Preparation of Special Educators to Provide Intensive Intervention to Students with Persistent and Severe Learning and Behavior Problems

  • Designed to alleviate the shortage of special education teachers for students with learning and emotional disabilities. Focus on current issues and empirically based intensive interventions for elementary and secondary students with persistent and severe learning and behavior problems.
  • Students will receive tuition support for full and part-time study
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Preparation of Teachers of Students with Severe Disabilities

  • Designed to train master students to improve educational outcomes for students with low-incidence disabilities in elementary, middle, and high school in four geographically, economically, and ethnically diverse school districts.
  • Training is focused on interventions and support that promote inclusion, independence, relationships, and access to the general curriculum for students with severe intellectual disability, autism, and multiple disabilities who attend diverse, high-need schools.
  • Students will receive tuition support for full time study.
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EPIC: Early Childhood and Psychology Interdisciplinary Collaboration to Improve Services for Children with High-Intensity Needs 

  • Addresses critical national, state, and regional shortages of education personnel with expertise integrating early childhood special education, applied behavior analysis, and human development and psychology to improve outcomes for children with disabilities who have high-intensity needs, particularly children with complex medical and behavioral needs. 
  • Training includes interdisciplinary coursework toward certification as Behavior Analysts, interdisciplinary courses, research experiences, and field experiences based on current evidence-based practices.
  • Students will receive tuition support for full-time study.

I-TEACHINg: Interdisciplinary Teaming to increase Expectations for and Achievement of Children with High-Intensity Needs.

  • I-TEACHINg will prepare scholars to improve outcomes for children with disabilities who have high-intensity needs and to intentionally promote high expectations for skill attainment for those students via the science of applied behavior analysis (ABA).
  • Training includes interdisciplinary coursework toward certification as Behavior Analysts, interdisciplinary courses, research experiences, and field experiences based on current evidence-based practices.
  • Students will receive 32-39 hours of tuition credit and a monthly stipend.

Interdisciplinary, Evidence-based Approaches to Educating Students with Severe Disabilities and Special Healthcare Needs

(U.S. Department of Education Training Grant; H325K180148)

  • This funding opportunity is design to provide scholars with expertise in interdisciplinary practices for students who also present special medical and healthcare needs which, too often, are exhibited by students with severe disabilities (intellectual disability, autism, and multiple disabilities).
  • We are recruiting scholars interested in becoming special education teachers, in severe disabilities (Department of Special Education) and scholars interested in becoming child life specialist (Department of Psychology and Human Development).
  • The goal is to provide master’s level scholars with training in the nature, causes, and sequelae of various severe disability conditions, thereby providing the knowledge and skills in evidence-based interventions to improve the outcomes of students with severe disabilities and special healthcare needs across settings.
  • Scholars tuition support will vary based on the path and track.

TIPS3 - Training Interdisciplinary Professionals to Serve Students with Severe Disabilities

(U.S. Department of Education Training Grant; H325K200036).

  • This funding opportunity is design to provide scholars with expertise in interdisciplinary practices to effectively serve students who present complex communication needs (limited to no functional speech).
  • We are recruiting scholars interested in becoming special education teachers, in severe disabilities (Department of Special Education) and scholars interested in becoming speech language pathologist (Department of Hearing and Speech Sciences).
  • The goal is to provide master’s level scholars with training on the unique developmental and learning characteristics of students with severe disabilities (intellectual disability, autism, and multiple disabilities), and on the role language plays in developing communication, social, and literacy skills. These scholars will be provided with knowledge and skills in evidence-based practices and in augmentative and alternative communication strategies to improve the outcomes of students with complex communication needs across settings.
  • Scholars tuition support will vary based on the path and track.

Research Grant Opportunities:

Scaling-Up Peer-Assisted Learning Strategies to Strengthen Reading Achievement

  • This is a research grant funded by the Institute of Educational Sciences to student variables associated with reading instruction at kindergarten and fourth-grade levels
  • Tuition waivers and monthly stipend for doctoral or master's level students
  • Faculty contact: Lynn Fuchs, (615) 343-4782

Word Problems, Language, and Comorbid Learning Disability

  • This is a research grant funded by the National Institutes of Health to study procedures for enhancing third graders' development of mathematical problem solving.
  • Tuition waivers and monthly stipend for doctoral or master's level students
  • Faculty contact: Lynn Fuchs, (615) 343-4782

Understanding/Preventing Math Disability

  • This is a research grant funded by the National Institutes of Health to study procedures for enhancing first graders' development of arithmetic skill.
  • Tuition waivers and monthly stipend for doctoral or master's level students
  • Faculty contact: Lynn Fuchs, (615) 343-4782

Improving Understanding of Fractions among Students with Mathematical Learning Difficulties

  • This is a research grant funded by the Institute of Educational Sciences to student variables associated with reading instruction at kindergarten and fourth-grade levels
  • Tuition waivers and monthly stipend for doctoral or master's level students
  • Faculty contact: Lynn Fuchs, (615) 343-4782

Calculations, Word Problems, and Algebraic Cognition

  • This is a research grant funded by the National Institutes of Health to study procedures for enhancing first graders' development of arithmetic skill.
  • Tuition waivers and monthly stipend for doctoral or master's level students
  • Faculty contact: Lynn Fuchs, (615) 343-4782

RTI for Determining Risk, Providing Prevention, and Identifying Reading Disability

  • This is a research grant funded by the National Institutes of Health to study procedures for enhancing first graders' development of arithmetic skill.
  • Tuition waivers and monthly stipend for doctoral or master's level students
  • Faculty contact: Lynn Fuchs, (615) 343-4782

Improving Reading and Mathematics Outcomes for Students with Learning Disabilities: Next Generation Intensive Interventions

  • This is a research grant funded by the Institute of Educational Sciences to student variables associated with reading instruction at kindergarten and fourth-grade levels
  • Tuition waivers and monthly stipend for doctoral or master's level students
  • Faculty contact: Lynn Fuchs, (615) 343-4782