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ERIC Number: ED429759
Record Type: Non-Journal
Publication Date: 1999-Mar
Pages: 9
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Alliance Project: Its Impact on Special Education Teacher Preparation Efforts in Rural Areas.
Tyler, Naomi C.; Cantou-Clarke, Cynthia D.; Easterling, Jeffrey
The Alliance Project strives to increase the participation of minority institutions of higher education (MIHEs) in personnel preparation grants, contracts, and cooperative agreements supported by the Individuals with Disabilities Education Act. The project's primary purpose is to create a more diverse pool of special educators and related service providers. To be eligible under the MIHE umbrella, an institution must be a historically Black college or university or have 25 percent or more enrollment from underrepresented ethnic groups (excluding foreign students). Since its start in 1991, the project has assisted with 862 proposals submitted by MIHEs to the Office of Special Education Programs, and 226 of these were funded. In fiscal years 1997 and 1998, the success rates for proposals from historically Black colleges and tribal colleges were 30-40 percent. During its existence, the project has served faculty from 46 rural MIHEs, primarily tribal colleges and historically Black colleges. Typical activities include grant writing workshops, other seminars and meetings, and one-on-one mentoring to refine proposals. Seven current and recently funded project directors described the impact of federal funding on MIHE programs and on the teacher pool available to local rural school districts. Tips are offered to rural MIHEs for recruiting students into special education preparation programs and for retaining nontraditional students. Current services available to rural MIHEs through the Alliance Project are listed. (SV)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC.
Authoring Institution: N/A