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ERIC Number: ED433664
Record Type: RIE
Publication Date: 1999-Jul-12
Pages: 68
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
U.S. Department of Education Office of Special Education Programs, Division of Research to Practice, Leadership Grants Funded from 1990-1999. Revised.
Gilmore, Robert J.; Marsh, Susan-Marie; Garza, Sylvia
This report presents a synopsis of grants awarded by the U.S. Office of Special Education Programs from FY 1990 through 1999 to encourage the further development of skilled doctoral and postdoctoral level special educators and related services personnel. Doctoral level training grants typically propose programming for the preparation of a truly integrated professional. Postdoctoral training applications provide training in such areas as new technology and innovative approaches to training special educators and related service personnel. Postdoctoral-level training recognizes the need for continuous updating of the professional knowledge and skills of leadership personnel. Analysis of the leadership grants indicates: (1) a sharp decline in applications submitted to the leadership competitions from FY 1992 to 1998; (2) a decrease in the number of training programs that award only doctoral degrees; (3) significant decreases in the number of students being trained in certain discipline areas, particularly augmentative communication and audiology/hearing impairment; (4) increases in training in school reform, administration, psychology, collaboration, autism, transition, and programs with a minority emphasis; and (5) a decrease in the number of new and continuation grants funded. The report summarizes highlights of new leadership grants for each fiscal year from 1990 through 1999. (CR)
Publication Type: Reference Materials - General; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Special Education Programs (ED/OSERS), Washington, DC.
Note: For related document, see ED 420 959. Data forms contain filled-in type and a cropped page.