Project ASPIRE is a specialized training initiative led by the Departments of Occupational Therapy and Communication Sciences & Disorders at UT San Antonio Health Sciences Center campus. Supported by the U.S. Department of Education, the program prepares highly qualified occupational therapy (OT) and speech-language pathology (SLP) graduate students (Scholars) to serve school-age children with disabilities who have high-intensity needs. Through advanced coursework, interprofessional learning, community partnerships, and mentored clinical experiences, Scholars graduate ready to deliver evidence-based and collaborative services in educational settings.
Our Vision
Project ASPIRE is committed to advancing equity, excellence, and inclusion in school-based OT and SLP services. By preparing practitioners from diverse backgrounds and providing intensive, research-supported training, the program helps ensure that school-age children with significant support needs receive high-quality services that enhance participation, communication, learning, and long-term success.
What We Do
- Advanced, Evidence-Based Coursework
Project ASPIRE Scholars complete focused training that builds upon their accredited OT or SLP program. The enhanced curriculum includes three advanced, research-supported interventions for children with autism spectrum disorders (ASD) and other developmental challenges:
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- Foundations of DIR Floortime® Courses
Scholars learn the Developmental, Individual-differences, Relationship-based (DIR) model and an evidence-based intervention that emphasizes social-emotional development, caregiver-child relationships, and individualized support strategies. Coursework and practicum experiences train Scholars to:
- Select appropriate ASD assessment tools
- Develop individualized intervention plans
- Foster joint attention, imitation, social engagement, and emotional connection
- Work alongside certified DIR clinicians and practice real-world treatment planning
This series prepares Scholars to use nondirective, relationship-driven methods that have been shown to improve core areas of development in children with ASD.
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- Advancing Social-Communication and Play (ASAP) Program
The ASAP program is an evidence-based, classroom-focused intervention targeting social communication and play skills for young children with ASD. The program includes:
- Instruction on two core components: social communication and play skills and their skill hierarchies
- Training in conducting the ASAP assessments to establish the present levels of social communication and play skills
- Strategies for providing classroom-embedded interventions that promote engagement, early communication, and cooperative play
- Implementation coaching by Project ASPIRE faculty and school-based clinicians
This course further prepares Scholars to implement evaluation and intervention practices across preschool and elementary settings.
- Interprofessional Training & Collaboration
Scholars learn to collaborate effectively within school-based teams, including teachers, administrators, and related service providers to maximize the academic and functional outcomes of students with disabilities. In addition to the advanced interdisciplinary coursework, scholars participate in university-wide and disciplinary-wide interprofessional education activities, such as the annual Linking Interprofessional Networks for Collaboration (LINC) IPE Symposium.
- Clinical Preparation for School-based Practice
Through clinical placements in educational or pediatric settings that provide services to school-age children with high-intensity support needs, Scholars gain hands-on experience delivering skilled services to school-age children with disabities. This practical experience ensures graduates are ready to meet the needs of students and schools from day one.
- Ongoing Support Through Telementoring
Project ASPIRE includes a structured telementoring program that extends into Scholars’ first year of professional practice. Quarterly case-based sessions connect new practitioners with faculty experts and mentors, promoting ongoing growth in clinical reasoning, problem-solving, and evidence-based intervention.