Project R.E.A.D.Y. - Grant for Initial Teacher Certification in Special Education
This new and unique, federally funded program pays for nearly 100% of tuition and fees for undergraduate and graduate students pursuing initial certification in special education.
Get help paying for school. Project R.E.A.D.Y. - Initial Certification (IC) covers nearly 100% of total tuition and fees for four semesters at the in-state, Texas resident tuition rate.
Want to teach special education in Texas? Schedule a virtual appointment with a recruiter, request information, or register for an information session to learn more about Project R.E.A.D.Y. - Initial Certification (IC) funding options through the grant, admissions, and all we have to offer.
If you are already working in a school as a teacher's aide, paraprofessional, or paraeducator, you may be eligible to apply for an Educational Aide Exemption through the Texas Education Agency to remain working in the classroom during your clinical teaching semester.
Are you a junior in your first semester, and have you been admitted to UTA's Educator Preparation Program (EPP)? The deadline to apply is Nov. 1 for our spring cohort. Start your application now and a member of our team will reach out to guide you through your next steps.
Project R.E.A.D.Y. - Initial Certification (IC) is a new, federal grant program that equips future teachers with expertise to support some of the nation’s most vulnerable students – students with disabilities – while also helping these future teachers pay for school with nearly 100% coverage of total in-state, Texas resident tuition, fees, and auxiliary expenses (such as textbooks, childcare, and housing).
Graduates will gain the experience they need to take the state of Texas' initial teacher certification exams in special education.
How We Teach Future Teachers
Future teachers will be trained to serve children and youth who have disabilities and high-intensity needs.
Each scholar will be prepared to provide intensive, evidence-based individualized instruction and interventions, to respond to students' cultural and linguistic backgrounds, to differentiate instruction for unique learner needs, to maintain high expectations for every learner, and to collaborate with a diverse multidisciplinary team.
Further, they will be better equipped to collaborate with parents and families to develop individualized and comprehensive support services around students with disabilities.
What does the Project R.E.A.D.Y. acronym stand for?
Remove barriers for preservice or practicing teachers,
Enrich special education teacher preparation curricula,
Advance preservice or practicing teacher leadership skills,
Diversify the special education teacher workforce, to
Yield positive academic, behavioral, and social emotional outcomes for school-age students with disabilities.
Paying for School
What funding is available?
Admission to Project R.E.A.D.Y. - Initial Certification (IC) will cover total base tuition and fees, plus additional need-based funding, at the in-state, Texas resident tuition rate. The total award amount for base tuition and fees is $12,700 per undergrad student and $17,200 per graduate student. The amount for need-based funding will vary by student and may include financial support for:
Textbooks and course materials
Living stipends
Conference registration and travel
Housing allowance
How long is funding available to the accepted scholar?
Undergraduates/Bachelor's Degree Students: 4 consecutive semesters of funding (spring, summer, fall, spring) toward UTA's Bachelor of Science in Education with certification in special education. Scholars must follow their specific degree plan.
Graduates/Master's Degree Students: 4 consecutive semesters of funding (fall, spring, summer, fall) toward UTA's Master of Education in Special Education with initial teacher certification. Scholars must follow their specific degree plan.
Exclusive Experiences
At UTA, we take learning beyond the textbook. Our program is unique from others by emphasizing academic excellence and providing our students with exclusive experiences that will help them become special education scholars and leaders within their school districts.
These exclusive experiences include:
Book Study: Participants will join a faculty-led book study to help expand their knowledge beyond the textbook.
Leadership Academy: Twice a semester (spring and fall), students will join our exclusive Leadership Academy, an in-person experience for Project R.E.A.D.Y. - Initial Certification (IC) scholars.
One-on-One Mentoring: Scholars will receive individualized mentoring with a Project R.E.A.D.Y. faculty member.
Choice of Enhancement Activity: Participants will choose between one of two activities to enhance their UTA experience:
Research Apprenticeship: Students will work alongside UTA’s special education faculty on a research project.
Participation in the Texas Council for Exceptional Children – UTA’s Student Chapter of Texas Council for Exceptional Children (Maverick Chapter)
Learning Outcomes
Learning outcomes for this program include:
Scholars will develop and maintain high expectations for all students, educators, and the field of special education.
Scholars will know how to promote students’ educational and prosocial performance in various settings (e.g. content areas and social environments) by implementing evidence-based practices and facilitating culturally and linguistically responsive interventions and services and practicing active self-reflection to address personal bias and build knowledge that may dispel myths regarding children with diverse and high-intensity needs.
Scholars will know how to communicate and collaborate effectively with diverse educational partners in multidisciplinary settings and effectively use interpersonal skills to engage children and families in collaborative relationships.
Scholars will engage in leadership and enrichment opportunities (e.g. book study and research projects, conference participation, and the UTA Student Chapter of Texas Council for Exceptional Children Maverick Chapter) to enhance their advocacy skills and knowledge of other facets of special education not always experienced by teachers.
Eligibility
Undergraduates/Bachelor's Degree Students: Scholars will be eligible to apply for Project R.E.A.D.Y. - Initial Certification (IC) after their first semester being admitted into the teacher preparation program (i.e. the fall semester of their junior year).
Graduates/Master's Degree Students: Future students who have not earned their initial teacher certification and who have a bachelor's degree from an accredited university may apply.The degree can be in any field.
Additional Requirements:
Admitted students must:
Agree to maintain the minimum GPA required for admission into their degree program.
Participate in all required activities for the project.
Completion Time
The program will be completed in 4 consecutive semesters for scholars who follow their specific degree plan. Funding will cover those 4 consecutive semesters.
Applications will be scored, and the top individuals will be invited for a brief web-based interview to ensure fit between career goals and program outcomes.
Students from underrepresented groups (e.g. ethnic minority, linguistically diverse, and persons with disabilities) are encouraged to apply.
Transfer students should contact education@uta.edu to determine eligibility.
Graduate Students - Apply by March 1
1. Apply to UTA's Master of Special Education through ApplyUTA
Applications will be scored, and the top individuals will be invited for a brief web-based interview to ensure fit between career goals and program outcomes.
Students from underrepresented groups (e.g. ethnic minority, linguistically diverse, and persons with disabilities) are encouraged to apply.
Transfer students should contact education@uta.edu to determine eligibility.
Admission to UTA is a multi-step process. Be sure to complete all steps to ensure your application to Project R.E.A.D.Y. - IC, the UTA graduate school, and the Master of Education in Special Education is complete.
Additional steps include submission of official transcripts, submission of references, and an application to UTA's Educator Preparation Program (EPP).
Our team is here to help! Stay tuned to your email. Our team will send regular updates to guide you through the process. Questions? Email education@uta.edu.
Additional Steps for Teacher's Aides/Paraeducators/Paraprofessionals
4. Apply for Educational Aide Exemption:
If you are already working in a school as a teacher's aide, paraprofessional, or paraeducator, you may eligible for an Educational Aide Exemption through the Texas Education Agency to remain working in the classroom during your clinical teaching semester.
As part of the funding, scholars admitted to the program agree to work with students with disabilities for two years after graduation for every one year of funding.
Additionally, students must:
Begin their two-year commitment within five years of graduating.
Maintain eligible employment on a full-time or full-time equivalent basis, and for a period of at least two years for every academic year for which scholarship assistance was received.
How is eligible employment defined?
Eligible employment is defined as a position in which:
At least 51 percent of the infants, toddlers, and children to whom the scholar provides services are receiving special education, related services, or early intervention services from the scholar;
The scholar spends at least 51 percent of their time providing special education, related services, or early intervention services to infants, toddlers, and children with disabilities; or
If the position involves supervision including in the capacity of a principal, teaching at the postsecondary level, research, policy, technical assistance, program development, or administration, the scholar spends at least 51 percent of their time performing work related to the training they received through their scholarship.
• Fall and Spring courses are 8 weeks long.
• Summer courses are 5 to 7-weeks long and may begin in May.
• Must maintain a 3.0 GPA to remain in the program.
REQUIRED CORE COURSES
FALL SEMESTER
COURSE NUMBER
COURSE TITLE
LENGTH OF TIME
SPED 5301
Characteristics of Individuals with Disabilities SPED
First 8 weeks
SPED 5307
Special Education Policy
First 8 weeks
SPED 5302
Applied Behavior Analysis for Teachers
Second 8 Weeks
SPRING SEMESTER
COURSE NUMBER
COURSE TITLE
LENGTH OF TIME
SPED 5303
Collaboration and Transition
First 8 Weeks
SPED 5306
Assistive Technology
Second 8 Weeks
SPED 5304
Instructional Strategies
Second 8 Weeks
SUMMER SEMESTER
Take licensure exams.
COURSE NUMBER
COURSE TITLE
LENGTH OF TIME
SPED 5311
Assessment of Students with Disabilities
First 7 weeks
SPED 5313
Single Case Research Methods
Second 7 Weeks
FALL SEMESTER
Includes face-to-face full time Clinical Teaching - 5 days a week.
The Texas Education Agency (TEA) requires candidates seeking certification to complete all practica in a TEA-approved site. Out-of-state students who do not complete the practicum at a UTA College of Education and TEA-approved site and meet all other TEA requirements do not qualify for Texas educator certification. If seeking certification outside of Texas, please work with your state agency in the state in which you are seeking certification to determine eligibility and to complete any additional requirements. Please note that after successful completion of your UTA College of Education degree, you may request a memo indicating your degree completion. UTA cannot recommend out-of-state students for certification and cannot recommend out-of-state students to take Texas certification exam(s). Additionally, UTA faculty and staff cannot complete out-of-state form requests for individuals seeking certification, licensure, and/or endorsements in another state according to TEA.
Additional Changes
Program requirements may change as state/TEA certification requirements change.
As required by Texas HB1508, applicants need to be aware of the following.
In order to receive a teacher certification in Texas, you must pass a criminal history background check.
If you have been convicted of an offense that is considered not appropriate for an educator, you could be ineligible to earn this certification from the state of Texas.
You have a right to request a preliminary criminal history evaluation letter from the Texas Education Agency prior to admission into this program. The Texas Education Agency currently charges a $50 fee for this criminal history evaluation.
For more information on Preliminary Criminal History Evaluation:
Click Here
Pursuant to the Texas Education Code (TEC), §22.083, candidates must undergo a criminal history background check prior to employment as an educator.
Pursuant to the TEC, §22.0835, candidates must undergo a criminal history background check prior to clinical teaching.
Research Interests: Multi-tiered systems of support and equity, disproportionality, equity, behavioral disorders : Ambra L. Green, Ph.D. is an Assistant Professor of Special Education within the College of Education at The University of Texas at Arlington. Dr. Green is a national scholar with publications and research focused on students of color with and at-risk for disabilities, issues related to inequitable school practices experienced by students of color (i.e., disproportionality in special education and discipline practices), behavior disorders, positive behavioral interventions and supports, and teacher use of evidence-based practices. She is the Primary Investigator on a $1.1 million U.S. Department of Education Office for Special Education Programs (OSEP) personnel preparation grant which provides rigorous training for master’s special education and social work students to support K-12 students with disabilities and high intensity needs. Dr. Green also has experience working within the U.S. Department of Education Office for Special Education Programs (OSEP) and serves on the OSEP National Technical Assistance Center on PBIS Equity workgroup Dr. Green was a special educator at the middle school level and a PBIS Coach. She holds current teacher certifications in EC-6 Generalist, 4-8 Generalist, and EC-12 Special Education in the state of Texas.
Bio: Dr. John Elwood Romig is an assistant professor of special education. He is a former high school special education teacher with experience teaching students with mild-moderate disabilities, including learning disabilities, dyslexia, intellectual disabilities, emotional and behavioral disorders, Autism Spectrum Disorders, attention-deficit hyperactivity disorder, and other disabilities. His experience as a classroom teacher influences his research and preparation of future teachers. His research examines methods of writing instruction and writing assessments that can be used to guide instruction and improve outcomes for students with disabilities. He was recognized as a Lasting Legacy Honoree at the University of Virginia for his teaching, and his dissertation received the Student Research Award from the Council for Exceptional Children’s Division for Research. He serves on the editorial review board for several journals, including Teacher Education and Special Education, Intervention in School and Clinic, and Journal of Special Education Technology.
What funding is available?
Exclusive Experiences 
Learning outcomes for this program include: 
Undergraduate Students - Apply by Nov. 1
