The field of special education faces a critical shortage of both teachers and faculty members. In response, Project Advancing Specialized Professionals Who Integrate Research Evidence (ASPIRE), a collaborative effort between Temple University and the University of Virginia (UVA), aims to bridge this gap by training future faculty members who will, in turn, educate the next generation of special education teachers. The initiative provides PhD scholars with opportunities to engage in diverse special education research, collaborate with faculty, and contribute to evidence-based practices in special education.
Joseph R. Boyle, ASPIRE project director at Temple University, explains that the pressing need for special education teachers and faculty members was a primary motivator behind the program’s inception. “Special education is one of the highest areas of teacher shortages, and there’s also a shortage of special education faculty,” Boyle notes. By training PhD scholars who will later teach in higher education institutions, Project ASPIRE seeks to create a ripple effect, preparing teachers who will ultimately impact thousands of students with disabilities. Furthermore, Boyle acknowledges the collaborative effort behind the project, crediting co-principal investigators Jason Travers and Matt Tincani from Temple University and Brian Cook, William Therrin, and Michael Kennedy for their contributions. “It’s truly a team effort,” he says. “Our scholars are an exceptional group, and they are already making significant contributions to the field.”
A Unique Cross-University Collaboration
One of the most collaborative aspects of Project ASPIRE is its partnership between Temple’s College of Education and Human Development and University of Virginia (UVA). This collaboration allows student-scholars from both institutions to work together on various research projects, systematic literature reviews and professional learning communities. “Our PhD students don’t just work with faculty from their own university,” Boyle shares. “They also collaborate with faculty and students from UVA, expanding their professional networks and research exposure.”
A notable example is the annual systematic literature review conducted by ASPIRE scholars. Recent topics have included the use of technology in special education, marking one of the first comprehensive reviews of educational technology’s role in supporting secondary special education students over the past two decades.
Selection and Training of ASPIRE PhD Scholars: Practical Impact and Future Goals
ASPIRE scholars are carefully selected based on their passion for special education and alignment with faculty research interests. Many scholars come from diverse professional backgrounds, including special education teachers, Board Certified Behavior Analysts (BCBAs), and school administrators. This diversity enhances the program, bringing unique perspectives to research and practice.
A major focus of the program is translating research into practice, ensuring that evidence-based strategies are effectively implemented in classrooms with students. Furthermore, the scholars contribute to journal articles, conference presentations and practitioner-friendly publications such as Teaching Exceptional Children and Preventing School Failure.
Project ASPIRE’s long-term vision extends beyond academia. By preparing PhD scholars to become faculty members, the program indirectly impacts thousands of students. Boyle estimates that over a ten-year span, the project could affect approximately 360,000 students through the educators trained by ASPIRE graduates. Boyle shows enthusiasm about the program’s impact. “Our goal is not just to produce researchers but to prepare scholars who will integrate research with real-world teaching practices, ensuring that students with disabilities receive the best education possible.”
Addressing Challenges in Special Education
The shortage of qualified special education teachers is particularly evident in urban districts like Philadelphia, where many educators hold emergency certifications. Project ASPIRE aims to combat this challenge by increasing the number of well-trained faculty who can teach and guide future teachers with the skills necessary to support students with disabilities. “We hope to fill the gap, not just in higher education, but in K-12 schools as well,” Boyle emphasizes.
As the program, a five-year project, is nearing its final year of funding, and the success of ASPIRE scholars highlights the importance of investing in special education leadership.
For those interested in special education research and faculty preparation, Project ASPIRE serves as a model for how universities can collaborate to address systemic challenges. Its impact will continue to last in the field, shaping the future of special education one scholar at a time.
For more information about Project ASPIRE, please visit the project’s website.