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Special Education Research Grants is sponsored by National Center for Special Education Research (NCSER), Institute of Education Sciences (IES), U.S. Department of Education. NCSER supports rigorous research on infants, toddlers, children, and youth with and at risk for disabilities through advancing the understanding of and practices for teaching, learning, and organizing education systems.
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The National Center for Special Education Research (NCSER) supports rigorous research on infants, toddlers, children, and youth with and at risk for disabilities through advancing the understanding of and practices for teaching, learning, and organizing education systems. Support is provided through multiple programs.
Special education case managers spend 3 to 10 hours creating each Individualized Education Program (IEP), with time requirements varying significantly by IEP type. Annual reviews require 3 to 4 hours while initial IEPs can demand 6 to 10 hours. Administrative tasks consume substantial portions of educators' workweeks, contributing to 38% of special educators reporting clinical anxiety or depression and annual attrition rates of 13.
2%. **Federal Funding Program:** Small Business Innovation Research The purpose of this project is to develop and test BuddyBooks-LD, an enhanced version of the existing BuddyBooks literacy platform designed specifically for students with learning disabilities in grades 2–8.
While BuddyBooks has demonstrated significant gains in fluency and comprehension for struggling readers, BuddyBooks-LD will integrate new features to address decoding, vocabulary, and engagement challenges that are particularly persistent for students with learning disabilities.
**Federal Funding Program:** Small Business Innovation Research For blind adults, braille literacy directly correlates with academic achievement and employment (NBP, 2024); however, only 8% of blind children in the US are being taught braille today (APH, 2023; NBP, 2024; NFB, 2022). Most blind students attend public schools, where they receive braille instruction from itinerant specialists (TVI’s).
Most TVI’s are not trained in phonics instruction. K-3 general education teachers are trained to teach reading, but not braille.
**Federal Funding Program:** Small Business Innovation Research This project will develop and evaluate Shoonya Kids, a multilingual, game-based learning platform that supports mathematics and early literacy instruction for English Learners (ELs) in preschool, transitional kindergarten, kindergarten, and first grade.
Many ELs lack access to culturally relevant, language-supported math instruction, creating early learning gaps that persist through later grades.
**Federal Funding Program:** Small Business Innovation Research Immigrants are vital to the economic and cultural prosperity of the U.S. They are at the heart of our communities and power our diverse workforce—contributing rich cultural perspectives, driving innovation, and filling labor shortages and skills gaps in growing industries.
**Federal Funding Program:** Small Business Innovation Research This study will examine the initial efficacy of an intervention combining two existing evidence-based interventions, Check and Connect (C C) and the Self-Determined Learning Model of Instruction (SDLMI), for students with disabilities who are at risk for school failure.
The outcomes of interest in this study include both secondary school/transition outcomes (academic achievement, self-determination, and graduation) and postsecondary outcomes (access to and progress in postsecondary... **Federal Funding Program:** Special Education Research Grants (ALN 84.
324A) The purpose of this study is to examine the associations between variations in education contexts, Individuals with Disabilities Education Act (IDEA) policy use, and effectiveness of efforts to address racial disproportionality in special education across varied state education agency (SEA), local education agency (LEA), school, and community contexts.
Racial disproportionality in special education and exclusionary discipline represents a long-documented and extensively researched issue,... **Federal Funding Program:** Special Education Research Grants (ALN 84.
324A) The Principal Investigator (PI) will conduct a program of research focused on the relationships between elementary school special educators' working conditions (job demands and resources to meet those demands) and educator and student outcomes. As the number of students with disabilities served in the general education classroom continues to grow, special educators increasingly work in inclusive settings.
Prior research has described challenging working conditions for special educators in... **Federal Funding Program:** Research Training Programs in Special Education (ALN 84. 324B) The goal of this project is to design and test a team-based professional development intervention for transition educators—secondary special educators, transition specialists, related services, and support staff.
An initial professional development (PD) model, the Transition Coalition Self-Study (TCSS), has shown emerging promise for increasing educators' knowledge of transition assessment with the potential to improve transition IEPs. The original TCSS was a team-based model that used a... **Federal Funding Program:** Special Education Research Grants (ALN 84.
324A) The purpose of this study is to compare two implementation strategies for a social engagement intervention that supports autistic children and their non-autistic peers during recess. Many students who are socially isolated in school would benefit from support to develop friendships and improve peer-related social skills. Autistic students in particular often ask for this kind of support when interviewed.
However, training and resources for school staff to support students in social... **Federal Funding Program:** Special Education Research Grants (ALN 84.
324A) This study will evaluate the impact of an online bullying prevention professional development program-Disability Anti-Bullying Training for Elementary Special and General Education Teachers (DIAL PD)-on teacher self-efficacy, skills, and practices in bullying identification, prevention, and mitigation among youth with or at risk for disabilities.
Bullying remains a pervasive problem for school-aged youth in the U.S., especially for students with disabilities, who are disproportionately... **Federal Funding Program:** Special Education Research Grants (ALN 84. 324A) This study will evaluate the impact of a social and emotional learning (SEL) program plus a bully prevention program for students in grades K–5 on SEL, academic, and school climate outcomes.
Bullying has become a pervasive problem in the United States. Although policies mandate that schools address bullying, many programs do not identify or target specific student populations who may be at heightened risk for involvement, such as students with or at risk for disabilities. Interventions...
**Federal Funding Program:** Special Education Research Grants (ALN 84. 324A) The purpose of this study is to integrate digital health (dHealth) technology into the Collaborative Life Skills Program (CLS), an established, school-based behavioral intervention for students with ADHD, to make the program accessible to schools that serve students from low-socioeconomic (SES) backgrounds.
Existing evidence-based interventions for students with ADHD are often inaccessible in schools with limited resources to support implementation. By adapting CLS to include a dHealth... **Federal Funding Program:** Special Education Research Grants (ALN 84.
324A) The purpose of this project is to build understanding of associations between specific social experiences at school and academic outcomes among adolescents with autism spectrum disorder (ASD). Most students with ASD spend a significant amount of their school day in a general education setting, and there is a pressing need to understand how to promote positive education outcomes in these settings.
Compared to their typically developing peers, adolescents with ASD are less likely to report... **Federal Funding Program:** Special Education Research Grants (ALN 84. 324A) The goal of this project is to develop a shared reading intervention for preschool children with autism spectrum disorder (ASD) designed to be delivered by caregivers in their homes.
A large portion of school-age learners with ASD experience reading difficulties. These deficits often emerge in preschool, making the early childhood years an optimal time to intervene and prevent future difficulties. Shared book reading interventions-where caregivers read aloud with children-are a well-studied ...
**Federal Funding Program:** Special Education Research Grants (ALN 84. 324A)
Based on current listing details, eligibility includes: Not explicitly stated in snippets, but typically includes research institutions, universities, and other organizations capable of conducting rigorous education research. Applicants should confirm final requirements in the official notice before submission.
Current published award information indicates Not specified, varies by project Always verify allowable costs, matching requirements, and funding caps directly in the sponsor documentation.
The current target date is rolling deadlines or periodic funding windows. Build your timeline backwards from this date to cover registrations, approvals, attachments, and final submission checks.
Federal grant success rates typically range from 10-30%, varying by agency and program. Build a strong proposal with clear objectives, measurable outcomes, and a well-justified budget to improve your chances.
Requirements vary by sponsor, but typically include a project narrative, budget justification, organizational capability statement, and key personnel CVs. Check the official notice for the complete list of required attachments.
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Review timelines vary by funder. Federal agencies typically take 3-6 months from submission to award notification. Foundation grants may be faster, often 1-3 months. Check the program's timeline in the official solicitation for specific dates.
Many federal programs offer multi-year funding or allow competitive renewals. Check the official solicitation for continuation and renewal policies. Non-competing continuation applications are common for multi-year awards.
The National Leadership Grants for Libraries Program (NLG-L) supports projects that address critical needs of the library and archives fields and have the potential to advance practice and strengthen library and archival services for the American public. Successful proposals will generate results such as new models, tools, research findings, services, practices, and/or alliances that can be widely used, adapted, scaled, or replicated to extend and leverage the benefits of federal investment. Applications to IMLS should both advance knowledge and understanding and ensure that the federal investment made generates benefits to society. Specifically, the goals for this program are to generate projects of far-reaching impact that: • Build the workforce and institutional capacity for managing the national information infrastructure and serving the information and education needs of the public. • Build the capacity of libraries and archives to lead and contribute to efforts that improve community well-being and strengthen civic engagement. • Improve the ability of libraries and archives to provide broad access to and use of information and collections with emphasis on collaboration to avoid duplication and maximize reach. • Strengthen the ability of libraries to provide services to affected communities in the event of an emergency or disaster. • Strengthen the ability of libraries, archives, and museums to work collaboratively for the benefit of the communities they serve. Throughout its work, IMLS places importance on diversity, equity, and inclusion. This may be reflected in an IMLS-funded project in a wide range of ways, including efforts to serve individuals of diverse geographic, cultural, and socioeconomic backgrounds; individuals with disabilities; individuals with limited functional literacy or information skills; individuals having difficulty using a library or museum; and underserved urban and rural communities, including children from families with incomes below the poverty line. Application Process: The application process for the NLG-L program has two phases; applicants must begin by applying for Phase I. For Phase I, all applicants must submit Preliminary Proposals by the September 20th deadline listed for this Notice of Funding Opportunity. For Phase II, only selected applicants will be invited to submit Full Proposals, and only those Invited Full Proposals will be considered for funding. Invited Full Proposals will be due March 20, 2024. Funding Opportunity Number: NLG-LIBRARIES-FY24. Assistance Listing: 45.312. Funding Instrument: G. Category: AR,HU. Award Amount: $50K – $1M per award.
The California Department of Education (CDE) Early Education Division is making approximately .7 million available to expand California State Preschool Program (CSPP) services statewide, appropriated under the 2021 Budget Act. Eligible applicants are local educational agencies (LEAs), including school districts, county offices of education, community college districts, and direct-funded charter schools—both current CSPP contractors and new applicants. Funding supports full-day/full-year or part-day/part-year preschool services for income-eligible children beginning in FY 2024–25. Awards are allocated by county based on Local Planning Council priority areas and application scores, with redistribution provisions if county allocations are underutilized.
F5 STEM Education and AI Grants is sponsored by F5. Global tech company F5's foundation offers grants to nonprofits focused on building the STEM pipeline for women and girls of color, with a newly added emphasis on AI literacy education. High priority is given to programs teaching AI fundamentals or using AI tools in education. In 2025, F5 will fund ten organizations worldwide.