Project SPLASH

Supporting the Preparation of Local Special Educators

Project Splash Logo

Awarded from the Office of Special Education Programs (OSEP) – 325M 2024 

Project SPLASH is designed to prepare special education teachers at San Diego State University (SDSU), who are equipped with the knowledge to identify, and the skills to implement, research-based practices that can improve the outcomes of students with disabilities, particularly those who are from racially, ethnically, and linguistically diverse backgrounds residing in historically underrepresented communities. Given the positive impacts of diverse teachers (Bryan, 2021; Carver-Thomas, 2018, April), SPLASH focuses on recruiting special educators from historically underrepresented communities and who are from racially, ethnically, and linguistically diverse backgrounds. This project will support 16 scholars in completing the two levels of credentialing that are required to become a fully credentialed special education teacher in the state of California (i.e., preliminary and clear credentials). Support through both levels of credentialing underscores a primary focus of SPLASH, which is to not only recruit, but to retain special education teachers.

Project SPLASH will strategically partner with districts whose student population, surrounding communities, and teacher shortage needs align with the program goals. Specifically, we will engage with partners from San Ysidro Elementary School District, Mountain Empire Unified School District, and Cajon Valley Unified School District. SPLASH will focus on the project objectives and scholar competencies outlined below.

Scholar competencies reflect the intersection of evidence-based practice in special education and culturally and linguistically responsive instruction. Upon completion of the program, scholars will be able to:

  1. Meet the requirements of preliminary and clear teacher licensure as an education specialist (special educator) in the state of California.
  2. Deliver culturally responsive, evidence-based instruction to students with disabilities, including those from diverse backgrounds.
  3. Utilize data-based decision-making to provide effective and equitable instruction to students with disabilities.
  4. Improve outcomes of students with disabilities, including in the areas of literacy and mathematics.
  5. Identify and utilize reliable resources to support their professional growth and retention in the teaching profession.

Getting Started: Program Requirements

Applicants must be accepted to either the Mild to Moderate Support Needs or Extensive Support Needs one-year program. If interested, please visit the program application pages.

For more information, please contact Lauren Collins, associate professor in the Department of Special Education.