Institutions of Higher Education Bilingual Special Education Tuition Opportunity 

The educator preparation program must offer coursework delivered bilingually (Spanish and English), ensuring that candidates engage in academic content, discussion, and assessment in both languages.

Candidates must complete program requirements through bilingual engagement, demonstrating the ability to apply pedagogical, assessment, and instructional practices across both Spanish and English contexts.

*NOTE: Programs that do not offer courses bilingually and that do not specifically require bilingual engagement from candidates in the program are not eligible.

The program must lead to dual endorsement in:

• Culturally and Linguistically Diverse Education (CLDE)
• Special Education Generalist (SEG)  

*NOTE: Programs that do not result in both endorsements are not eligible.

The program must include explicit preparation in:

• Bilingual language development and biliteracy
• Cross-linguistic analysis and transfer
• Non-discriminatory, culturally and linguistically responsive assessment practices
• Differentiation between language acquisition and disability

The program must culminate in an advanced degree (e.g., a Master’s-level degree) that integrates equity, language development, and disability-focused preparation within a coherent program of study.

The program must demonstrate alignment with federally funded National Professional Development (NPD) models, such as programs that have been funded by the U.S. Department of Education, Office of English Language Acquisition (OELA), including:

• Partnerships with rural or high-need districts
• A focus on equity-centered preparation
• Cohort-based, supported pathways to endorsement
• Specific emphasis on family and community engagement and leadership

The program must have established partnerships with rural and/or small rural districts to support recruitment, clinical placements, and retention of candidates in high-need areas.

Eligible programs must demonstrate prior success in preparing bilingual educators for work with multilingual learners with disabilities, including completion data, placement rates, and program outcomes, including successes, challenges, and learning.

The program must be led by faculty with expertise in bilingual education, special education, and culturally sustaining pedagogy. Program leadership must include a designated director responsible for implementation and partnership coordination.

Available grant funding will be distributed to an institution of Higher Education based on Priority Criteria. Priority will be given to an applicant that demonstrates:  

• Bilingual Delivery of Courses
• Bilingual Engagement of Program Candidates
• Program culminates in dual endorsement (CLDE and Special Education)
• Pronounced emphasis on Family and Community Engagement and Leadership