The Ohio Deans Compact on Exceptional Children announces the award of new incentive grants to The University of Cincinnati. The Compact grants are intended to support substantial restructuring and redesign of existing programs through the adoption or adaptation of merged/blended dual licensure teacher preparation models; course redesign and/or program overhaul of administrator preparation programs; and the development of course content in the area of sensory impairment.
Across all focus areas, the Compact seeks to better prepare future educators to more effectively meet the instructional needs of all students, including those identified as students with a disability and other traditionally marginalized groups of learners. All Ohio four-year institutions of higher education (IHEs) with teacher and/or administrator preparation programs were eligible to apply for awards under the Compact request for application, which was released in September 2015.
"We commend the institutions that participated in the incentive grant application process for their commitment to preparing Ohio's future educators with the competencies and dispositions needed to effectively teach and support all children," said Kevin Kelly, dean of the University of Dayton School of Education and Health Sciences. "The funded projects will further the work begun in 2013 to develop more inclusive models of preparation that have the potential to significantly improve results for all Ohio children, regardless of their disability, cultural, or socio-economic status."
The work of the Compact is coordinated through the University of Dayton School of Education and Health Sciences Grant Center, located in Dublin, Ohio. The focus of the Compact’s work is to promote shared understanding and implementation of effective practices that contribute to improved results for all children and youth in Ohio. While primarily focused on strategies that build the capacity of the P-16 system to improve outcomes for children and youth with disabilities and other marginalized groups of learners, the Compact promotes collective conversation among representatives from higher education, districts and their schools, regional technical assistance provider agencies, state agencies, and professional associations around problems of practice that affect the pre-service preparation and ongoing professional development of teachers, principals, superintendents, and related services providers.