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.

Nearly 100% Tuition and Fees covered

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.

Funds for Books, Childcare, Housing & More

Students may be eligible for additional, need-based funding for school-related costs, including housing, childcare, textbooks, conference travel, and more.
1:1 Mentoring with Professors

Students will receive 1:1 mentoring from project faculty, gain field experiences, and attend face-to-face workshops throughout the year.
Made for Bachelor's & Master's Degree Students

All bachelor's degree and master's degree students who are pursuing initial teacher certification in special education through their UTA degree can apply.
Exclusive Experiences Outside the Classroom

At UTA, we take learning beyond the textbook. Students participate in unique, scholarly experiences, including a leadership academy, book study, research apprenticeship, and more.

A teacher works on a coloring or art project with a young student in a classroom

FUTURE STUDENTS START HERE

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.

SCHEDULE AN APPOINTMENT WITH AN ADMISSIONS COUNSELOR Request Information
Art teacher walks around students in an art classroom

Are you a paraeducator?

Apply for an Educational Aide Exemption

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.


Learn More & Apply
Taylor Kelley

Taylor Kelley

"The grant has made it possible for me to focus on my academic and professional development without the added stress of financial constraints. I am deeply grateful for this opportunity, as it is enabling me to achieve my educational goals and advance my career in special education."

Read Taylor's Story

About Project R.E.A.D.Y.

A teacher working on a writing and writing assignment with colorful markers in a classroom

Program Overview

WHAT IS PROJECT R.E.A.D.Y.?

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.

 

Scholars must be a US citizen or a permanent resident to be eligible to apply.

Paying for School 

Man teaching science classWhat 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.

 

A teacher helps a young child with an assignmentExclusive 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

Man stands inside classroomLearning outcomes for this program include: 

  1. Scholars will develop and maintain high expectations for all students, educators, and the field of special education.
  2. 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. 
  3. 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.
  4. 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.    

 

Woman teaching science class

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. 

 

A person smiles while working on a laptop at his desk. Undergrad Students - Apply by Oct. 27, 2025

Use our online form at Apply Now. 

  • The application includes a 1500-character essay.
  • 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 13, 2026

1. Apply to UTA's Master of Special Education through ApplyUTA

2. Apply to Apply to Project R.E.A.D.Y. - IC. 

Use our online form at Apply Now. 

  • The application includes a 1500-character essay. 
  • 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. 

3. Complete the application steps for the initial teacher certification program

  • Applicants can review the steps at https://www.uta.edu/academics/schools-colleges/education/current-students/educator-certification/steps-graduate for full details.
  • 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.
  • Learn more and apply online at http://www.collegeforalltexans.com/apps/financialaid/tofa2.cfm?ID=572.

 

FEATURED NEWS ABOUT THE PROGRAM

5 February

UTA aims to meet demand in special education

UTA project will prepare educators for teaching students with disabilities

8 March

The Dallas Morning News Features Project R.E.A.D.Y.

Federal grant pays for nearly 100% of tuition, fees, and more -- and underscores faculty's commitment to serving students with disabilities. 

8 March

Special education project to fund future teachers

The College of Education received a $1.25 million federal grant to support students who want to become special education teachers.

Federal Work Requirements

Requirements

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.

COURSE OF STUDY

Required Spring Courses

Field Based Experiences
 COURSE NUMBER COURSE TITLE  HOURS 
 SPED 4304  Assistive Technology  3
 SPED 4301  Strategies: Reading/Writing  3
 SPED 4302  Collab Prac & Transition Plan  3

 

Required Summer Courses 

COURSE NUMBER  COURSE TITLE  HOURS
 LIST 4373  Lit Learning: Read/Write  3
 LIST 4376  Assessment in Literacy Learning  3

 

Required Fall Courses

Field Based Experiences

 COURSE NUMBER COURSE TITLE  HOURS 
 EDUC 4319  Classroom Assessment  3
 SPED 4303  Advanced Strategies: Content areas  3
 ELED 4312  Teach Science  3
 SPED 4601  Practicum in SPED  6

 

Required Spring Courses

Clinical Teaching

 COURSE NUMBER COURSE TITLE  HOURS 
SPED 4687 Clinical Teaching   6

 

 

 

ABOUT THE MASTER'S DEGREE PROGRAM

• 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.

 COURSE NUMBER COURSE TITLE  LENGTH OF TIME 
 SPED 5601  Clinical Teaching Full Semester

 

Information for Out-of-State Students

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.

  1. In order to receive a teacher certification in Texas, you must pass a criminal history background check.
  2. 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.
  3. 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.

PROGRAM DIRECTORS

Dr. Ambra Green

Interim Associate Dean for Academic Affairs and Student Success

Associate Professor, Special Education

green

Email: ambra.green@uta.edu

Phone #: 817-272-2515

Office: 412 Hammond Hall

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. 

Dr. John Romig

Assistant Professor

Research Interests: Writing assessment and writing instruction, SCRD, meta-analyses, RCT

romig

Email: john.romig@uta.edu

Office: Hammond Hall 418

Bio: Dr. John Romig is an Associate Professor in the Department of Teacher and Administrator Preparation in the College of Education. A former classroom teacher, Dr. Romig earned his Ph.D. in Education from the University of Virginia with a concentration in special education where his research and teaching focused on writing assessment and writing instruction. Dr. Romig is especially interested in using assessment data to make instructional decisions and teaching struggling students to read and write.

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