The University of Iowa was recently awarded a five-year, $1.2 million training grant from the U.S. Department of Education. 

This Office of Special Education Programs grant will be used to support Project I-CORE: Interdisciplinary Competency-Oriented Behavioral Education in Applied Behavioral Analysis (ABA) and Special Education.

By preparing 14 masters-level students in special education and ABA, this initiative will address critical workforce shortages and advance evidence-based services for students and children with disabilities and high-intensity needs. 

Through interdisciplinary coursework, coordinated fieldwork, and mentorship, scholars will gain expertise in academic intervention, behavior support, collaboration, and ethical service delivery.

Project director Seth King, associate professor of Special Education at UI’s College of Education, will collaborate with an interdisciplinary team from the Iowa Reading Research Center and the Center for Disabilities and Development, to prepare professionals for applied behavior analysis. 

“This grant will address staff shortages in key service areas with two cohorts of professionals who have high-quality, hands-on experience,” says King. 

Project I-CORE is designed to improve educational and behavioral outcomes for students with disabilities by developing and expanding a highly skilled workforce.

The first year of the project is a planning phase that includes student recruitment and finalizing program activities and initiatives.

The remainder of this multi-year grant will support the 14 trainees, combining their coursework, mentored practica, and data-driven evaluation. I-CORE scholars receive full tuition and a stipend over the course of their two-year instructional program. 

“This grant is also a key step in establishing partnerships between UI and community ABA service providers,” adds King.

I-CORE’s experienced team of faculty and partners will meet regularly to coordinate instruction and fieldwork. Evaluation will include formative and summative assessments of scholar progress, program implementation, and post-graduation outcomes. Data will be used in continuous improvement cycles and reported annually to ensure the program remains on track to meet its objectives.