Faculty and Staff

Academic Degrees

• Ph.D., Human Development/Education, Vanderbilt University, Nashville, Tennessee, 1988
• M. Ed, Early Childhood Special Ed., University of N. Illinois, DeKalb, Illinois, 1979
• B.S., Elementary/ Special Ed., George Peabody College of Education, Nashville, Tennessee, 1975

Specializations

Early education for infants, toddlers, and young children at risk for developmental delays and those with identified disabilities.

Website(s)

Awards/Honors

• University of Kansas, School of Education, Service Achievement Award (2008)
• University of Kansas, Outstanding Graduate Mentor Award (2004)

Books

• Skrtic, T. M., Horn, E. M., & Clark, G. M. (2008). Taking stock of special education policy and practice: A retrospective commentary. Denver: Love Publishing.
• Horn, E. & Jones, H. (Eds.) (2005). Young Exceptional Children Monograph Series No 7: Supporting Early Literacy Development. Longmont, Co: Sopris West.
• Kennedy, C., & Horn, E. (Eds.) (2004). Inclusion of students with severe disabilities. Boston, MA: Allyn & Bacon.
• Horn, E. & Jones, H. (Eds.) (2004). Young Exceptional Children Monograph Series No 6: Multidisciplinary Teams. Longmont, CO: Sopris West.

Book Chapters

• Horn, E., Chambers, C., & Saito, Y. (2008). Supporting young children with multiple and severe disabilities. In S. Raver (Ed). An Introduction to Early Childhood Special Education Strategies and Practices. Columbus, OH: Merrill Prentice-Hall.
• Banerjee, R. & Horn, E. (2005). Use of Sociodramatic Play to Develop Literacy Skills in Early Childhood Settings. In E. Horn & H. Jones (Ed). Young Exceptional Children Monograph Series No 7: Supporting Early Literacy Development in Young Children (pp. 101-113). Longmont, CO: Sopris West.
• Horn, E., & Childre, A. (2004). Assessing adaptive skills. In M. McLean, D. Bailey, M. Wolery (Eds.) Assessing Infants and Preschoolers with Special Needs Columbus, OH: Merrill Prentice-Hall.
• Horn, E., Thompson, B. , Palmer, S & Jenson, R. & Turbiville (2004). Chapter 11 Implementing Inclusion across the grade levels: Preschool. In C. Kennedy and E. Horn (Editors). Including students with significant disabilities: Putting research into practice. Paul H. Brookes Publishing Co.
• Horn, E., Thompson, B, Nelson, Chelie (2004.). Chapter 2 Implementing Inclusion across the grade levels: Collaborative teams. In C. Kennedy and E. Horn (Editors ), Including students with significant disabilities: Putting research into practice . Paul H. Brookes Publishing Co.
• Horn, E. & Jones, H. (2004). Collaborative Teams. In E. Horn & H. Jones (Eds.) Young Exceptional Children Monograph Series No 6: Multidisciplinary Teams (pp.4-16). Longmont, CO: Sopris West.
• Horn, E., Thompson, B., & Nelson, C. (2004). Collaborative teams. In C. H. Kennedy & E. Horn (Eds.) Inclusion of students with severe disabilities. Boston, MA: Allyn & Bacon.
• Horn, E., Thompson, B., & Nelson, C. (2004). Collaborative teams. In C. H. Kennedy & E. Horn (Eds.) Inclusion of students with severe disabilities. Boston, MA: Allyn & Bacon.
• Horn, E. Thompson, B., Palmer, S., Jensen, R., & Turbiville, V. (2004). Preschool. In C. H. Kennedy & E. Horn (Eds.) Inclusion of students with severe disabilities. Boston, MA: Allyn & Bacon.

Editorial Activities

• Editorial Board, Early Childhood Research Quarterly, 2004-present.
• Editorial Board, National Head Start Association Dialog: Research to Practice Journal for Early Intervention, 1999-present.
• Editorial Board, Young Exceptional Children, 1998-present.
• Editorial Board, Physical Disabilities: Education and Related Service, 1997-present.
• Editorial Board, Journal of the Association for Persons with Severe Handicaps, 1992-present.
• Editorial Board, Journal of Early Intervention, 1991-present.
• Editorial Board, Topics in Early Childhood Special Education, 1991-present.

Grant Projects

• Horn, E., Palmer, S., Reilly, M., & Poggio, J. (2007-2008) Assessing Kansas Preschool Children's Readiness for Kindergarten. Subcontract with Kansas Dept of Education through the Kansas Health Institute. $500,000. The School Readiness for Kansas Kids project will address the level of understanding that students bring to the equation of kindergarten readiness beginning at school entry in the early fall of 2007 in Kansas. Our measurement will provide a basic understanding of the extent of the knowledge and skills, both academic and social, important to bring to one's school experience. The goal is to be able to report status of this population and through the investigation begin to advise how families, schools and communities can begin to take steps to assure young children's school readiness and success. We will be answering the key question, "Are Kansas kids coming to kindergarten ready to learn more and be successful?", and with baseline data provided by this investigation, we can build awareness and support for policy development, illustrate possible ways to allocate resources and provide information for advocacy and evidence-based decision-making for young children throughout the state.
• Thompson, B.J., & Horn, E. (2007-2011). Preparing Early Childhood Education to serve all Young Children. Preparation of masters level personnel, U.S. Department of Education, Division of Personnel Preparation. $800,000. This personnel preparation project (HUE) is responsive to the call for a new early childhood professional. Project HUE is directed toward the preparation of personnel for the Kansas Early Childhood Unified (Birth through Gr. 3) license and thus impacts the critical need for personnel who have competencies necessary to effectively serve all young children, including infants, toddlers and preschoolers with disabilities (birth through age 5) and their families, in natural environments and inclusive general early childhood programs. Addressing the major EC-related licensure changes in Kansas, this project is directed to providing and refining: (a) a newly approved teacher education program in which individuals can acquire the competencies needed to obtain a new Kansas EC-Unified (Birth Gr.3) license and (b) a program leading to a Masters of Science in Education in the program area of early childhood special education in which individuals can acquire advanced EI/ECSE competencies.
• Horn, E., Carta, J. J., & Thompson, B. J.(2007-2011). University of Kansas Teacher Educators for Early Childhood Special Education Leadership Personnel Preparation Project (KU-TEECH). US Department of Education, Division of Personnel Preparation. $800,000 This personnel preparation grant helps prepare leadership personnel in early childhood special education/early childhood, particularly focusing on leadership in teacher education. This grant will help prepare students, including those from traditionally under-represented groups, with the knowledge and skills necessary to become highly effective ECSE/ECE teacher educators. A core of leadership coursework, grounded in the evidence base of effective practice in early childhood special education, teacher education, and policy leadership, will help program graduates fill in key ECSE/ECE teacher education vacancies across the United States.
• Horn, E., Marquis, J., & Palmer S. (2003-2008). Children's School Success. KU Site subcontract with Indiana University (Sam Odom, PI), funded through National Institute of Child Health and Human Development at the National Institutes of Health (NIH). $925,000. This project is the University of Kansas site of a multi-university (University of Maryland, Indiana University, Purdue University, and San Francisco State University) NIH funded research project. The primary goal is to investigate the effectiveness of an integrated curriculum model intended to prepare children for successful school entry. The CSS (Children's School Success) curriculum model consists of academic, social and individualization components that are well integrated and have a solid-based of scientific evidence documenting their effectiveness. The aims of the project are a). to train across the five years of the project 60 classroom teachers to implement the model and assess the fidelity of their implementation; b) assess and analyze the immediate effect of the CSS intervention model on the learning and development of four year old children at-risk for school failure (approximately 600 children across the 5 years); c) assess the effects of the intervention model on children's success in early elementary school years and d) determine the contextual characteristics of children, families, teachers, and organizations that affect fidelity of treatment and outcomes for children. A randomized group design will be employed in which teachers/classrooms are randomly assigned to experimental and control curriculum conditions.

Journal Articles

• Liber, J., Butera, G., Hanson, M., Palmer, S., Horn, E., Czaja, C., Diamond, K., Goodman-Jansen, G., Daniels, J., Gupta, S. & Odom, S. (2009). Factors that influence the implementation of a new preschool curriculum: Implications for professional development. Early Education and Development, 20(3), 456-481.
• Horn, E. & Banerjee, R. (2009). Understanding curriculum modifications and embedded learning opportunities in the context of supporting all children's success. Language, Speech, and Hearing in Schools, 40, 406-415.
• Lieber, J., Horn, E., Palmer, S. & Fleming, K. (2008). Access to the general curriculum for preschoolers with disabilities: Children's School Success. Exceptionality, 16,18-32.
• Kim, T. & Horn, E. (2008). Families' perceptions of community inclusion for their young children with disabilities. The Journal of Special Education: Theory and Practice, 12, 285-310.
• Kim, T. & Horn, E. (2008). Korean parents' perceptions of their child with a disability's opportunities for community participation. The Journal of Special Education: Theory and Practice, 6, 423-444.
• Pretti-Frontczak, K., Jackson, S., Gross, S. M., Grisham-Brown, J., Horn, E., Harjusola-Webb, S. Lieber, J. & Matthews, D. S. (2007). A curriculum framework that supports quality early childhood education for all young children. In E. Horn, C. Peterson, & L. Fox (Eds.) Young Exceptional Children - Monograph Series #9: Linking Curriculum to Child and Family Outcomes (pp. 16-28). Missoula, MT: DEC.
• Purcell, M., Horn, E., & Horn, E. (2007). Key Influences to implementing and sustaining inclusive preschool education. Exceptional Children. 74(1), 85-100.
• Kang, J. & Horn, E. (2007). Understanding urban Korean fathers' participation in the childcare and play activities of their young children with disabilities. The Korean Journal of Early Childhood Special Education, 7(1), 225-246.
• Tyrrell, A., Horn, E., & Freeman, R. (2006). The Role of the Family in the Positive Behavior Support Process: Team-Based Problem Solving. Young Exceptional Children, 10(1). 23-35.
• Banerjee, R. & Horn, E. (2005). Use of sociodramatic play to develop literacy skills in early childhood settings. In E. Horn & H. Jones (Eds.) Young Exceptional Children Monograph Series No 7: Supporting Early Literacy Development. Longmont, Co: Sopris West.
• Odom, S., Vitztum, J., Wolery, R., Lieber, J., Sandall, S., Hanson, M., Beckman, P., Schwartz, I., & Horn, E. (2004). Preschool Inclusion in the United States: A Review of Research from an Ecological Systems Perspective. Journal of Research in Special Educational Needs, 4(1), 17-49.

Monographs

• Horn, E., Peterson, C. & Fox, L. (Eds.) (2007) Young Exceptional Children Monograph Series No 9: Linking Curriculum to Child and Family Outcomes. Missoula, Montana: DEC.
• Horn, E., Peterson, C. & Fox, L. (Eds.) (2007). Young Exceptional Children Monograph Series No 9: Linking Curriculum to Child and Family Outcomes. Missoula, Montana: DEC.
• Horn, E. & Jones, H. (Eds.) (2006). Young Exceptional Children Monograph Series No 8: Social Competence. Missoula, Montana: DEC.

Other Resources

• Pretti-Frontczak, K., McKeen, L., Grisham-Brown, J., Horn, E. Matthews, D., Lieber, J. & Sullivan, L. (2007). Curriculum in early childhood education. Division for Early Childhood companion white paper to the NAEYC and NAECS/SDE Early Childhood Curriculum.

Presentations

• Horn, E. & Odom, S. (2007). Children's School Success (CSS): Child outcomes from three years of research. International Society on Early Intervention for Developmental Disabilities Conference. Zagreb, Croatia.