Empowering Educators, Transforming Classrooms

CORPUS CHRISTI, Texas – The Special Education program at Texas A&M University-Corpus Christi is charting bold new territory in the field of teacher preparation and behavioral intervention; and at the center of that momentum is a rising star in the field, Assistant Professor of Special Education, Dr. Ashley Voggt.

“She’s doing truly remarkable work,” said Dr. Phyllis Robertson, Professor of Special Education. “The scale of what she’s accomplished in such a short time, and the impact it will have on teachers and students across the state, is extraordinary.”

Thanks to two major grants — Project SEASIDE, a $1.25 million award from the U.S. Department of Education’s Office of Special Education Programs, and Project INSPIRE, a $1 million award from the Texas Education Agency — Voggt and her team are expanding the reach, depth, and future of special education in Texas.

Building the Next Generation of Special Educators: Project SEASIDE

Project SEASIDE (Student Engagement and Advancement for Strategic and Innovative Dynamics in Education) is a personnel preparation grant with a singular mission: strengthening the pipeline of qualified special education teachers while equipping them to thrive in classrooms from day one. The grant will fund eight Islander students per year over a five-year period, providing tuition assistance, stipends, and a structured service obligation. For every year of support, students commit to two years of teaching, ensuring the investment translates directly into classrooms into improved outcomes for students with disabilities.

“Dr. Robertson and I are both products of these kinds of programs,” Voggt said. “We wouldn’t be where we are today without them, and that’s why it’s so meaningful to help the next generation of teachers follow the same path.”

Robertson emphasized the broader implications of undergraduate-focused preparation.

“While graduate-level funding is critical, preparing new undergraduate teachers is where the pipeline begins,” Robertson said. “In a field often marked by high turnover and underprepared teachers, special education is a critical shortage area across the state and the nation.”

Financial support is only one part of the story. SEASIDE also builds systems of mentorship and coaching to help teachers navigate the notoriously challenging early years of their careers. Voggt described the approach as both practical and visionary.

“This grant doesn’t only reduce financial stress; it also provides guidance and support during those first three to five years when teachers face the steepest learning curves,” Voggt said.

SEASIDE aligns coursework with evidence-based practices, ensuring students graduate ready to respond to the wide spectrum of student needs they will encounter.

“We don’t look at students based on their disabilities; we look at them based on the supports they need,” Robertson said. “Every child is unique, and the greatest connections often form with students who present the biggest challenges.”

The program also offers undergraduate certification for the first time, meaning students will graduate with a bachelor’s degree fully credentialed to teach students with disabilities from ages 3-21.

“By the time our students enter classrooms, they’ll be equipped with the tools, confidence, and persistence necessary to make a real difference,” Voggt said.

Statewide Impact: Project INSPIRE

While SEASIDE strengthens the pipeline, Project INSPIRE tackles a challenge which spans every classroom: how to support positive student behavior through collaborative, evidence-based strategies. INSPIRE (Interdisciplinary Network for Supporting Positive Interventions and Responsive Education) is designed to create a statewide framework for professional development in behavior support.

“Behavior is communication,” said Voggt, the project lead. “To truly understand and support students, we need input from everyone who plays a role in their development. Project INSPIRE creates the space for that collaboration.”

INSPIRE focuses on building connections among educators, counselors, psychologists, students, and families. Historically, professionals have worked in silos when addressing student behavior, leading to inconsistent approaches and missed opportunities. By uniting stakeholders, the grant encourages a holistic view of each student, with interventions which are ethical, effective, and trauma-informed.

“This isn’t limited to special education classrooms; any student can present challenging behavior, and every teacher has experienced it,” Voggt said. “We’re equipping all educators with the tools to respond proactively and positively, reducing stress and burnout in the process.”

The project includes developing interdisciplinary training modules, toolkits, webinars, and applied behavior analysis resources, all of which will be accessible statewide. Students at TAMU-CC will actively participate by piloting resources, developing content, and applying techniques in real-world scenarios. This engagement ensures graduates enter classrooms prepared to implement strategies which have been tested and refined in practice.

Dr. Adrienne Backer, Assistant Professor of School Counseling, who, along with Robertson, was a collaborator on the INSPIRE grant, believes the project represents a long-overdue shift toward more equitable and effective practices in schools. Beyond the immediate impact, INSPIRE also bridges the persistent gap between research and practice.

“Current discipline practices can disproportionately impact special education students, and they’re often ineffective,” Backer said. “INSPIRE replaces outdated methods with approaches that support development, build stronger educator-student relationships, and enhance outcomes across Texas.”

The grant also represents a substantial step in professional development. By bringing together multiple disciplines, INSPIRE fosters a culture of collaboration and shared responsibility.

“What’s powerful about INSPIRE is that it doesn’t just train individuals; it transforms systems,” Voggt said. “When educators, counselors, and families start speaking the same language around behavior support, you see lasting change. That collaboration is what drives real progress in schools.”

Together, SEASIDE and INSPIRE represent a bold new chapter for special education at the Island University; one driven by collaboration, innovation, and a relentless pursuit of better outcomes for students and teachers alike.