Faculty and Staff

Academic Degrees

• Ph.D., Human Development & Communication Sciences, University of Texas at Dallas, Richardson, Texas, 1989
• M.S., Experimental Psychology, University of Sussex, Brighton England, 1988
• M.A., Communicative Disorders, University of Tulsa, Tulsa, Oklahoma, 1982
• B.S., Communicative Disorders, University of Tulsa, Tulsa, Oklahoma, 1980

Specializations

Self-determination, education of students with intellectual/developmental disabilities, access to the general curriculum for students with significant disabilities, and technology use and people with intellectual disabilities.

Awards/Honors

• Fellow, American Psychological Association
• American Association on Intellectual and Developmental Disabilities Service Award for service to the association as the 134th President.
• University of Kansas Gene A. Budig Teaching Professor of Special Education , 2010-2011.
• Phi Beta Delta International Scholarship Honor Society, Alpha Pi Chapter, University of Kansas (2009)
• Kansas Federation of the Council for Exceptional Children Research Award (2008)
• Council for Exceptional Children, Division on Career Development and Transition, Patricia Sitlington Research in Transition Award (2007)
• Council for Exceptional Children, Division on Developmental Disabilities Research Award (2006)
• Remedial and Special Education, Editor-in-chief (2005-2008)
• Council for Exceptional Children Division on Career Development and Transition Outstanding Service Award (2005)
• TASH Distinguished Reviewer Award (2005)
• University of Kansas, School of Education, Faculty Achievement Award for Research (2004)
• American Association on Mental Retardation Region V Century Award (2003)
• American Association on Mental Retardation Education Award (2003)
• American Association on Mental Retardation, Region V Research Award (2002)

Books

• Wehmeyer, M.L. & Webb, K.W. (Eds.)(2012). Handbook of adolescent transition and disability. New York: Taylor & Francis.
• Zager, D., Wehmeyer, M.L., & Simpson, R. (Eds.)(2012). Educating students with autism spectrum disorders: Research-based principles and practices. New York: Taylor & Francis.
• Turnbull, H.R., Turnbull, A., & Wehmeyer, M. (2010). Exceptional lives: Special education in today's schools (6th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
• Schalock, R., Borthwick-Duffy, S., Bradley, V., Buntinx, W., Coulter, D., Craig, E., Gomez, S., Lachapelle, Y., Luckasson, R., Reeve, A., Shogren, K., Snell, M., Spreat, S., Tasse, M., Thompson, J., Verdugo-Alonzo, M., Wehmeyer, M., & Yeager, M. (2010). Intellectual disability: Definition, Classification, and Systems of Support (11th Ed.). Washington, DC: American Association on Intellectual and Developmental Disabilities
• Turnbull, A.P., Turnbull, H.R., & Wehmeyer, M. (2007). Exceptional lives: Special education in today's schools (5th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall. (Also Chinese version of Exceptional Lives)
• Wehmeyer, M.L., Agran, M., Hughes, C., Martin, J., Mithaug, D.E., & Palmer, S. (2007). Promoting self-determination in students with intellectual and developmental disabilities. New York: Guilford Press.
• Mithaug, D. E., Mithaug, D., Agran, M., Martin, J., & Wehmeyer, M. L. (2007). Self-instruction pedagogy: How to teach self-determined learning. Springfield, IL: Charles C Thomas Publisher, LTD.
• Schalock, R., Buntix, W., Borthwick-Duffy, S., Luckasson, R., Snell, M., & Tasse, M., & Wehmeyer, M. (2007). User's Guide: Mental Retardation Definition, Classification and Systems of Supports(10e).Washington, DC: American Association on Intellectual and Developmental Disabilities.

Book Chapters

• Wehmeyer, M.L. (2011). Empowerment. In A. Michalos (Ed.), Encyclopedia of quality of life research. Heidelberg, Germany: Springer
• Wehmeyer, M.L. (in press). Intellectual disability. In R. J. R. Levesque (Ed.), Encyclopedia of Adolescence. New York: Springer Science+Business Media, LLC
• Wehmeyer, M.L. (2011). Access to the general education curriculum for students with significant cognitive disabilities. In J.M. Kauffman & D.P. Hallahan (Eds.), Handbook of Special Education (pp. 544-556). New York: Routledge.
• Wehmeyer, M.L. (2009). Self-determination. In M. Blouin & J. Stone (Eds.), International Encyclopedia of Rehabilitation. Buffalo, NY: Center for International Rehabilitation Research Information and Exchange, State Univesrity of New York at Buffalo.
• Agran, M., Wehmeyer, M., & Krupp, M. (2010). Promoting self-regulated learning. In J. de la Fuente Arias & M. A. Eissa (Eds.), International Handbook on Applying Self-Regulated learning in different settings (pp. 533-554). Almeria, Spain: Education & Psychology I+D+i.
• Wehmeyer, M., & Agran, M. (2010). Promoting self-determined learning. In J. de la Fuente Arias & M. A. Eissa (Eds.), International handbook on applying self-regulated learning in different settings (pp. 205-224). Almeria, Spain: Education & Psychology I+D+i.
• Wehmeyer, M.L. (2010). Self-determination. In P. Peterson, E. Baker, & B. McGaw (Eds.), International Encyclopedia of Education (3rd Ed.)(Vol 2., pp. 857-864). Oxford: Elsevier.
• McNaughton, D., Rackensperger, T., Wehmeyer, M.L., & Wright, S. (2010). Self-determination and young adults who use Alternative and Augmentative Communication. In J. Light & D. McNaughton (Eds.), Transition services for youth who use Alternative and Augmentative Communication (pp. 17-32). Baltimore: Paul H. Brookes.
• Wehmeyer, M.L., & Little, T.D. (2009). Self-determination. In S. Lopez (Ed.), The encyclopedia of positive psychology (Vol. 2, pp.868-874). Boston: Blackwell Publishing
• Wehmeyer, M.L., Little, T., & Sergeant, J. (2009). Self-determination. In S. Lopez & R. Snyder (Eds.), Handbook of positive psychology (2nd Ed., pp. 357-366). Oxford: Oxford University Press
• Wehmeyer, M.L. & Cho, H.J. (2008). Empowerment. In M. Blouin & J. Stone (Eds.), International Encyclopedia of Rehabilitation. Buffalo, NY: Center for International Rehabilitation Research Information and Exchange, SUNY- Buffalo.
• Thompson, J.E., & Wehmeyer, M.L. (2008). Historical and legal issues in developmental disabilities. In H. P. Parette, G. R. Peterson-Karlan (Eds.), Research Based Practices in Developmental Disabilities (2nd Ed.) (pp. 13-42). Austin, TX: ProEd.
• Wehmeyer, M.L. & Obremski, S. (2008). Intellectual disability. In M. Blouin & J. Stone (Eds.), International Encyclopedia of Rehabilitation. Buffalo, NY: Center for International Rehabilitation Research Information and Exchange, SUNY- Buffalo.
• Agran, M., & Wehmeyer, M.L. (2008). Person-centered career planning. In F. Rusch (Ed.), Beyond high school: Preparing youth for the transition from high school to adult roles (pp. 56-77). Columbus, OH: Pearson Merrill Prentice Hall.
• Wehmeyer, M.L., & Shogren, K. (2008). Self-determination and learners with autism spectrum disorders. In R. Simpson & B. Myles (Eds.), Educating Children and Youth with Autism: Strategies for Effective Practice (2nd Ed.)(pp. 433-476). Austin, TX: ProEd Publishers, Inc.
• Wehmeyer, M.L., Martin, J.E., & Sands, D.J. (2008). Self-determination and students with developmental disabilities. In H. P. Parette, G. R. Peterson-Karlan (Eds.), Research Based Practices in Developmental Disabilities (2nd Ed.) (pp. 99-122). Austin, TX: ProEd.
• Wehmeyer, M.L. (2008). The impact of disability on adolescent identity. In M. Sadowski (Ed.), Adolescents at School: Perspectives on Youth, Identity, and Education (2nd Ed.)(pp. 167-184). Cambridge, MA: Harvard Education Press.
• Morningstar, M.E., Wehmeyer, M.L., & Dove, S.D. (2008). The role of families in enhancing transition outcomes for youth with learning disabilities. In G. Blalock, J. Patton, & P. Kohler (Eds.) Transition and student with learning disabilities: Facilitating the movement from school to adult live (2nd Edition, pp. 79-103). Austin, TX: Pro-Ed Publishing.
• Wehmeyer, M.L., & Shogren, K. (2008). The self-determinaton of adolescents with intellectual disability. In S. Lopez (Ed.), Positive Psychology Perspective Series Volume III: Growing in the Face of Diversity (pp. 89-108). Westport, CT: Greenwood Publishing Group.
• Wehmeyer, M.L., & Lee, S.Y. (2007). Educating children with intellectual disability. In A. Carr, G. O'Reilly, P.N. Walsh, & J. McEvoy (Eds.), The Handbook of Intellectual Disability and Clinical Psychology Practice (pp. 559-605). London: Routledge.
• Wehmeyer, M.L. (2007). Self-determination. In B. Myles, T. Swanson, J. Holverstott, & M.Duncan (Eds.), Autism spectrum disorders: A handbook for parents and educators (Vol. 2)(pp. 327-330). Westport, CT: Greenwood Publishing Group.
• Wehmeyer, M. L. (2007). Self-determination and employment: The new paradigm in disability supports. In M. A. Martinez, B.J. de Urries, C. Cerda, & J. Gozalbez (Eds)., El camino hacia la insercion social: VIII Simposio Internacional de empleo con apoyo (pp. 159-168). Salamanca, Spain: Instituto Universitario de Integracion en la Comunidad.
• Wehmeyer, M. L. (2007). Self-determination. In M. F. Giangreco & M.B. Doyle (Eds.), Quick-guides to inclusion: Ideas for educating students with disabilities (2nd Ed)(pp. 59-72). Baltimore: Paul H. Brookes.
• Wehmeyer, M.L., & Rousso, H. (2006). Achieving equity: Disability and gender. In C. Skelton, B. Francis, & L. Smulyan (Eds.), Handbook of Gender Education (pp. 392-406). London, England: Sage.
• Wehmeyer, M. L. (2006). Autodeterminacion y discapacidades severas. In M. A. Verdugo Alonso & F. B. Jordan de Urries Vega (Eds). Rompiendo Inercias, Claves para Avanzar (VI Jornadas Cientificas De Investigation Sobre Personas Con Discapacidad)(pp. 89 - 99). Salamanca, Spain: Amaru Ediciones.
• Wehmeyer, M.L., & Lachapelle, Y. (2006). Autodetermination: proposition d'un modele conceptuel fonctionnel. In H. Gascon, D. Boisvert, M.-C. Haelewyck, J.-R. Poulin, & J.-J. Detraux (Eds.), Deficience intellectuelle: Savoirs et perspectives d'action. Tome 1: Representation, diversite, partenariat, et quality (pp. 69-76). Quebec, Canada: Presses Inter Universitaires.
• Agran, M., & Wehmeyer, M. (2006). Child self-regulation. In M. Hersen (Ed.), Clinician's Handbook of Child Behavioral Assessment (pp. 181-199). Mahwah, NJ: Lawrence Erlbaum and Associates.
• Wehmeyer, M. L. (2006). Factores intraindividuales y medioambientales que afectan a la autodeterminacion. In M. A. Verdugo Alonso & F. B. Jordan de Urries Vega (Eds). Rompiendo Inercias, Claves para Avanzar (VI Jornadas Cientificas De Investigation Sobre Personas Con Discapacidad)(pp. 405-414). Salamanca, Spain: Amaru Ediciones.
• Lachapelle, Y., Couture, G., Verdugo, M.A., Haelewyck, M.C., Wehmeyer, M. L., Walsh, P.N., Tasse, M., Schalock, R., & Boisvert, D. (2006). La mejora de la calidad de vida y la autodetermination en las discapacidades intelectuales: Una iIniciativa collectiva. In M. A. Verdugo Alonso & F. B. Jordan de Urries Vega (Eds). Rompiendo Inercias, Claves para Avanzar (VI Jornadas Cientificas De Investigation Sobre Personas Con Discapacidad)(pp. 105 - 108). Salamanca, Spain: Amaru Ediciones.
• Wehmeyer, M. & Agran, M. (2006). Promoting access to the general curriculum for students with significant cognitive disabilities. In D. Browder & F. Spooner (Eds.), Teaching language arts, math, and science to students with significant cognitive disabilities (pp. 15-37). Baltimore: Paul H. Brookes.
• Wehmeyer, M.L., & Mithaug, D. (2006). Self-determination, causal agency, and mental retardation. In L.M. Glidden (Series Ed.) & H. Swtizky (Vol. Ed), International Review of Research in Mental Retardation: Vol. 31 Current Perspectives on Individual Differences in Personality and Motivation in Persons with Mental Retardation and Other Developmental Disabilities (pp. 31-71). San Diego, CA: Academic Press.
• Wehmeyer, M.L., Gragoudas, S., & Shogren, K. (2006). Self-determination, student involvement, and leadership development. In P. Wehman (Ed.), Life Beyond the Classroom: Transition Strategies for Young People with Disabilities (4th Ed.)(pp. 41-70). Baltimore: Paul H. Brookes.
• Little, T.D., Snyder, R., & Wehmeyer, M.L. (2006). The agentic self: On the nature and origins of personal agency across the lifespan. In D. Mroczek & T. D. Little (Eds.), The Handbook of Personality Development (pp. 61-79). Mahwah, NJ: Lawrence Erlbaum and Associates.

Editorial Activities

• Consulting Editor, Exceptional Children, 2009-2010
• Consulting Editor, Assistive Technology Outcomes and Benefits, 2007-present.
• Consulting Editor, Intellectual and Developmental Disabilities, 2007-present.
• Consulting Editor, International Journal of Disability, Development and Education, 2007-present.
• Consulting Editor, Journal of Special Education, 2007-present.
• Consulting Editor, American Journal on Mental Retardation, AAIDD, 2005-present.
• Consulting Editor, Journal of Vocational Rehabilitation, 2005 - present.
• Consulting Editor, Journal of Positive Behavior Interventions, 2003 - present.
• Consulting Editor, Journal of Special Education Technology, 2003 - present
• Editor-in-Chief, Remedial and Special Education, 2005-2010.

Grant Projects

• Hughes, C., Wehmeyer, M.L., & Thompson, J. (2011). Development and validation of the Supports Intensity Scale for Children. U.S. Department of Education, Institute of Education Sciences, National Center for Special Education Research, Special Education Research Grants competition, CFDA #84.324). July 1, 2011 to June 30, 2015. Grant awarded to Vanderbilt University with a subcontract to the University of Kansas.
• Calkins, C., Wehmeyer, M.L., Bacon, A., Heller, T., & Walker, H. (2008-2013). A National Gateway to Self-Determination. U.S. Department of Health and Human Services, Administration for Developmental Disabilities, National Training Initiatives on Critical and Emerging Needs Competition. $1,110,000 subcontract.
• Turnbull, A.P., Sailor, W., Turnbull, H.R., & Wehmeyer, M.L. (2006-2010). Leadership and Outcomes in Education and Famliy Policy for Students with Significant Cognitive Disabilities. U.S. Department of Education, OSERS, OSEP Special Education Personnel Preparation to Improve Services and Results for Children with Disabilities Program. $800,000. This USDOE four-year leadership training grant focuses on preparing five national leaders to make substantial and sustainable improvements in long-term outcomes for students with significant cognitive disabilities and their families. Students will have a special emphasis in assessment quality, instructional quality, family support, and policy. Students will enroll in School of Education and Department of Special Education core courses, as well as complete a research minor. They will also engage in leadership practica associated with strategic roles at local, state, and national levels. To learn more, link to the Beach Center's Graduate Studies site. For further information contact Dr. Ann Turnbull (turnbull@ku.edu).
• Parent, W., & Wehmeyer, M.L. (2005-2009). Young women with developmental disabilities take charge: A gender equitable model for expanding job options through self-directed employment. U.S. Department of Education, OERI, Women's Educational Equity Act Program. $900,000.
• Bodine, C., Lightner, M., Davies, D., Hagerman, R., Heller, T., Lewis, C., Scherer, M., Sullivan, J., Wehmeyer, M., & Williams, M. (2004-2009). Rehabilitation Engineering Research Center of Excellence for the Advancement of Cognitive Technologies. U.S. Department of Education, OSERS, National Institute for Disability Rehabilitation Research. $900,000 subcontract to the University of Kansas.
• Wehmeyer, M.L., & Powers, L. (2003-2008). Self-determination in transition to adulthood for youth with disabilities: The impact of interventions on self-determination and adult outcomes. U.S. Department of Education, OSERS, National Institute for Disability Rehabilitation Research. $1,498,627.
• Sailor, W., Roberts, S. L., & Wehmeyer, M. (2002-2008). KLIPP (Kansas Low-Incidence Personnel). U.S. Department of Education. $1,499,995. This grant addresses the attrition of personnel providing appropriate education for students meeting the low-incidence definition (e.g. severe multiple disabilities, deafness, blindness, severe mental retardation). KLIPP attempts to enhance opportunities for low-incidence instructional education at state teacher-preparation facilities, while extending professional development and guidance. This project allows in-service personnel to become certified without leaving their area within the state of Kansas.
• Wehmeyer, M., Lindeman, D., & Reese, M. (2007-2012). Kansas University Center on Developmental Disabilities: Core grant. U.S. Department of Health and Human Services, Administration for Children and Families, Administration on Developmental Disabilities. $2,500,000. This award funds the infrastructure for the Kansas University Center on Developmental Disabilities.
• Wehmeyer, M.L. (2007-2009). Determining the efficacy of the Self-Determined Learning Model of Instruction to improve secondary and transition outcomes for students with cognitive disabilities. U.S. Department of Education. $900,490. This USDOE grant focuses on assessing self-determination and its affects on academic and transition-related outcomes in the high school setting. Differences between control and treatment participants will be analyzed, as well as the patterns of change and growth among access, progress, and self-determination indicators.

Journal Articles

• Wehmeyer, M.L. (in press). What is next in the transition and employment movement? Journal of Vocational Rehabilitation.
• Smith, J.D. & Wehmeyer, M.L. (in press). Who was Deborah Kallikak? Intellectual and Developmental Disabilities.
• Palmer, S.B., Wehmeyer, M.L., Davies, D., & Stock, S. (in press). Family members' reports of the technology use of family members with intellectual and developmental disabilities. Journal of Intellectual Disability Research.
• Wehmeyer, M.L. & Tasse, M. (in press). Support needs of adults with intellectual disability across domains: The role of technology. Journal of Special Education Technology.
• Wehmeyer, M.L. (in press). Presidential address: Imagining the future. Intellectual and Developmental Disabilities.
• Obremski, E.S., Palmer, S., Wehmeyer, M.L., Davies,D., Stock, S., Lobb, K., & Bishop, B. (in press). Technology and people with intellectual disability: Utilization and Barriers. Intellectual and Developmental Disabilities.
• Shogren, K., Palmer, S., Wehmeyer, M.L., Williams-Diehm, K., & Little, T. (in press). Effect of intervention with the Self-Determined Learning Model of Instruction on access and goal attainment. Remedial and Special Education.
• Gomez-Vela, M., Verdugo, M.A., Gonzalez-Gil, F., Badia, M., & Wehmeyer, M.L. (in press). Assessment of the self-determination of Spanish students with intellectual disability and other special educational needs. Education and Training in Autism and Developmental Disabilities.
• Wehmeyer, M.L., Shogren, K., Palmer, S., Williams-Diehm, K., Little, T., & Boulton, A. (in press). Impact of the Self-Determined Learning Model of Instruction on student self-determination: A randomized-trial placebo control group study. Exceptional Children.
• Wehmeyer, M.L., Palmer, S., Shogren, K., Williams-Diehm, K., & Soukup, J. (in press). Establishing a causal relationship between interventions to promote self-determination and enhanced student self-determination. Journal of Special Education.
• Lee, Y., Wehmeyer, M.L., Palmer, S., Williams-Diehm, K., Davies, D., & Stock, S. (in press). Examining individual and instruction-related predictors of the self-determination of students with disabilities: Multiple regression analysis. Remedial and Special Education.
• Cho, H.J., Wehmeyer, M.L., & Kingston, N. (in press). The impact of social and classroom ecological factors promoting self-determination in elementary school. Preventing School Failure
• Cho, H.J., Wehmeyer, M.L., Kingston, N., & Palmer, S. (in press). Self-determination and elementary education: Elementary school teachers' knowledge of and use of interventions to promote self-determination. Journal of Special Education.
• Lee, Y., Wehmeyer, M., Palmer, S., Williams-Diehm, K., Davies, D., & Stock, S. (2011). The effect of student-directed transition planning using a computer-based reading support program on the self-determination of students with disabilities. Journal of Special Education, 45, 104-117.
• Stock, S.E., Davies, D.K., Wehmeyer, M.L., & Lachapelle, Y. (2011). Emerging new practices in technology to support independent community access for people with intellectual and cognitive disabilities. Neurorehabilitation, 28, 1-9.
• Wehmeyer, M.L., Palmer, S.B., Williams-Diehm, K., Shogren, K.A., Davies, D., & Stock, S. (2011). Technology and self-determination in transition planning: The impact of technology use in transition planning on student self-determination. Journal of Special Education Technology 26(1), 13-24.
• Wehmeyer, M.L., Palmer, S.B., Lee, Y., Williams-Diehm, K., & Shogren, K.A. (2011). A randomized-trial evaluation of the effect of Whose Future is it Anyway? on self-determination. Career Development for Exceptional Individuals, 34(1), 45-56.
• Ohtake, Y., Wehmeyer, M., Nakaya, A., Takahashi, S., & Yanagihara, M. (2011). Repair strategies used by verbal students with autism during free play. Focus on Autism and Other Developmental Disabilities, 26(1), 3-14.
• Soresi, S., Nota., L., & Wehmeyer, M. (2011). Community involvement in promoting inclusion, participation, and self-determination. International Journal of Inclusive Education, 15(1), 15-28.
• Nota, L., Soresi, S., Ferrari, L., & Wehmeyer, M.L. (2011). A multivariate analysis of the self-determination of adolescents. Journal of Happiness Studies, 12(2), 245-266.
• Bacon, A., Walker, H., Schwartz, A., O'Hara, D., Calkins, C., & Wehmeyer, M. (2011). Lessons learned in scaling up effective practices: Implications for promoting self-determination within developmental disabilities. Exceptionality, 19, 46-60.
• Heller, T., Schindler, A., Palmer, S., Wehmeyer, M., Parent, W., Jenson, R., Abery, B., Geringer, W., Bacon, A., & O'Hara, D. (2011). Self-determination across the life span: Issues and gaps. Exceptionality, 19, 31-45.
• Wehmeyer, M.L., Abery, B., Zhang, D., Ward, K., Willis, D., Amin, W.H., Balcazar, F., Ball, A., Bacon, A., Calkins, C., Heller, T., Goode, T., Jesien, G., McVeigh, T., Nygren, M., Palmer, S.,. & Walker, H. (2011). Personal self-determination and moderating variables that impact efforts to promote self-determination. Exceptionality, 19, 19-30.
• Walker, H.M., Calkins, C., Wehmeyer, M., Walker, L., Bacon, A., Palmer, S., Jesien, G., Nygren, M., Heller, T., Gotto, G., Abery, B., & Johnson, D. (2011). A social-ecological approach to promote self-determination. Exceptionality, 19, 6-18.
• Shogren, K., Palmer, S., Bovaird, J., & Wehmeyer, M. (2010). Locus of control orientations in students with Intellectual Disability, Learning Disabilities, and no disabilities: A latent growth curve analysis. Research and Practice for Persons with Severe Disabilities, 35(3-4), 80-92.
• Davies, D.K., Stock, S.E., Holloway, S., & Wehmeyer, M.L. (2010). Evaluating a GPS-based transportation device to support independent bus travel by people with intellectual disability. Intellectual and Developmental Disabilities, 48(6), 454-463.
• Tasse, M.J., & Wehmeyer, M.L. (2010). Intensity of support needs in relation to co-occuring psychiatric disorders. Exceptionality, 18, 182-192.
• Thompson, J.R., Wehmeyer, M.L., & Hughes, C. (2010). Mind the gap! Implications of person-environment fit models of intellectual disability for students, educators, and schools. Exceptionality, 18, 168-181.
• Wehmeyer, M.L., Shogren, K.A., Zager, D., Smith, T.E.C., & Simpson, R. (2010). Research-based principles and practices for educating students with autism spectrum disorders: Self-determination and social interactions. Education and Training in Autism and Developmental Disabilities, 45(4), 475-486.
• Ohtake, Y., Wehmeyer, M. L., Uchida, N., Nakaya, A., & Yanagihara, M. (2010). Enabling a prelinguistic communicator with autism to use pictures as a strategy for repairing listener misunderstandings: A case study. Education and Training in Autism and Developmental Disabilities, 45(3), 410-421.
• Wehmeyer, M.L. (2010). Reclaiming the globalization movement of people with disabilities. [Review of Disabilities: Insights from Across the Field and Around the World, Edited by C.A. Marshall, E. Kendall, M.E. Banks, & R.M.S. Gover]. PsycCRITIQUES, 55(22), 8.
• Agran, M., Wehmeyer, M., Cavin, M., & Palmer, S. (2010). Promoting active engagement in the general education classroom and access to the general education curriculum for students with cognitive disabilities. Education and Training in Autism and Developmental Disabilities, 45(2), 163-174.
• Jackson, L., Ryndak, D., & Wehmeyer, M. (2010). The dynamic relationship between context, curriculum, and student learning: A case for inclusive education as a research-based practice. Research and Practice in Severe Disabilities, 34(1), 175-195.
• Lee, S.H., Wehmeyer, M.L., Soukup, J.H., & Palmer, S.B. (2010). Impact of curriculum modifications on access to the general education curriculum for students with disabilities. Exceptional Children, 76(2), 213-233
• Wehmeyer, M.L. (2009). Autodeterminacion y la fercera generacion de la practices de inclusion [Self-determination and the third generation of inclusive practices]. Revista de Educacion [Journal of Education], 349, 45-67. (Spain).
• Thompson, J.R., Bradley, V., Buntinx, W., Schalock, R.L., Shogren, K.A., Snell, M.E., Wehmeyer, M.L., Borthwick-Diffy, S., Coulter, D.L., Craig, E.M., Gomez, S.C., Yachapelle, Y., Luckasson, R.A., Reeve, A., Spreat, S., Tasse, M.J., Verdugo, M., & Yeager, M.H. (2009). Conceptualizing supports and the support needs of people with intellectual disability. Intellectual and Developmental Disabilities, 47, 235-146.
• Stock, S., Davies, D., & Wehmeyer, M.L. (2009). Design and evaluation of a computer-animated simulation approach to support vocational social skills training for students and adults with intellectual disability. Assistive Technology Outcomes and Benefits, 3, 43-55
• Wehmeyer, M.L., Chapman, T.E., Little, T.D., Thompson, J.R., Schalock, R.L., & Tasse, M.J. (2009). Efficacy of the Supports Intensity Scale to predict extraordinary support needs. American Journal on Intellectual and Developmental Disabilities, 114, 3-14
• Wehmeyer, M.L., Chapman, T.E., Little, T.D., Thompson, J.R., Schalock, R.L., & Tasse, M.J. (2009). Efficacy of the Supports Intensity Scale to predict extraordinary support needs. American Journal on Intellectual and Developmental Disabilities, 114, 3-14.
• Lee, S.H., Palmer, S., & Wehmeyer, M.L. (2009). Goal-setting and self-monitoring support for access to the general education curriculum. Intervention in School and Clinic.
• Wehmeyer, M.L., Parent, W., Lattimore, J., Obremski, S., Poston, D., & Rousso, H. (2009). Promoting self-determination and self-directed employment planning for young women with disabilities. Journal of Social Work in Disability and Rehabilitation, 8(3-4), 117-131
• Shogren, K.A., Bradley, V.J., Gomez, S.C., Yeager, M.H., Schalock, R.L., Borthwick-Duffy, S., Buntinx, W., Craig, E.M., Coulter, D.L., Lachapelle, Y., Reeve, Spreat, S., Tasse, M.J., Thompson, J.R., Verdugo, M.A., & Wehmeyer, M.L. (2009). Public policy and the intellectual disability construct. Intellectual and Developmental Disabilities, 47(4), 307-319.
• Wehmeyer, M. L. (2009). Self-determination: The most natural support. In W. L. Heward, Exceptional children: An introductory survey of special education (9th ed.) (pp. 154-155). Upper Saddle River, NJ: Merrill/Prentice Hall.
• Lee, S.H., Soukup, J.H., Little, T.D., & Wehmeyer, M.L. (2009). Student and teacher variables contributing to access to the general education curriculum for students with intellectual and developmental disabilities. Journal of Special Education.
• Snell, M.E., Luckasson, R., Borthwick-Diffy, S., Bradley, V., Buntinx, W., Craig, E.M., Coulter, D.L., Gomez, S.C., Lachapelle, Y., Reeve, Schalock, R.A., Spreat, S., Tasse, M.J., Thompson, J.R., Verdugo, M.A., Wehmeyer, M.L., & Yeager, M.H. (2009). The characteristics and needs of people with intellectual disability who have higher IQs. Intellectual and Developmental Disabilities, 47I(3), 220-233.
• Dykers, M., Boniger, M., Bushnik, T., Esselman, P., Heinemann, A., Sherer, M., Starks, J. & Wehmeyer, M. (2009). The value of "traditional" reviews in the era of systematic reviewing. American Journal of Physical Medicine and Rehabilitation, 88, 423-430.
• Davies, D.K, Stock, S.E., King, L., Woodard, J. & Wehmeyer, M. (2008). "Moby Dick is my favorite": Evaluating the use of a cognitively accessible portable reading system for audio books by people with intellectual disability. Intellectual and Developmental Disabilities, 46(4), 290-298.
• Lee, Y., & Wehmeyer, M.L. (2008). Effects of interventions to enhance the self-determination of students with disabilities in South Korea. Journal of International Special Needs Education, 11, 39-49
• Stock, S.E., Davies, D.K., Wehmeyer, M.L., & Palmer, S.B. (2008). Evaluation of cognitively-accessible software to increase independent access to cell phone technology for people with intellectual disability. Journal of Intellectual Disability Research, 52(12), 1155-1164.
• Agran, M., Wehmeyer, M.L., Cavin, M., & Palmer, S. (2008). Promoting student active classroom participation skills through instruction to promote self-regulated learning and self-determination. Career Development for Exceptional Individuals, 31, 106-114.
• Lee, S.H., Wehmeyer, M.L., Palmer, S.B., Soukup, J.H., & Little, T. D. (2008). Self-determination and access to the general education curriculum. The Journal of Special Education, 42, 91-107.
• Williams-Diehm, K., Wehmeyer, M.L., Palmer, S., Soukup, J.H., & Garner, N. (2008). Self-determination and student involvement in transition planning: A multivariate analysis. Journal on Developmental Disabilities
• Wehmeyer, M.L. Buntix, W.E., Lachapelle, Y., Luckasson, R., Schalock, R., Verdugo-Alonzo, M., Bradley, V., Borthwick-Duffy, S., Buntix, W., Coulter, D., Craig, E., Gomez, S., Lachapelle, Y., Reeve, A., Shogren, K., Snell, M., Spreat, S., Tasse, M., Thompson, J., & Yeager, M. (2008). The intellectual disability construct and its relationship to human functioning. Intellectual and Developmental Disabilities, 46(4), 311-318.
• Wehmeyer, M.L., Palmer, S., Smith, S.J., Davies, D., & Stock, S. (2008). The efficacy of technology use by people with intellectual disability: A single-subject design meta-analysis. Journal of Special Education Technology, 23(3), 21-30.
• Shogren, K.A., Wehmeyer, M.L., Palmer, S.B., Soukup, J.H., Little, T., Garner, N., & Lawrence, M. (2008). Understanding the construct of self-determination: Examining the relationship between The Arc's Self-Determination Scale and the American Institute for Research Self-Determination Scale. Assessment for Effective Instruction, 33, 94-107.
• Lee, S.H., & Wehmeyer, M.L. (2007). A review of the potential for and impact of promoting self-determination as an instructional strategy for access to the general education curriculum for students with disabilities. The Journal of Special Children Education, 9(2), 62-91. (Korea).
• Wehmeyer, M.L. (2007). Beyond access: Ensuring progress in the general education curriculum for students with severe disabilities. Research and Practice for Persons with Severe Disabilities, 31, 322-326.
• Soukup, J.H., Wehmeyer, M.L., Bashinski, S.M., & Bovaird, J. (2007). Classroom variables and access to the general education curriculum of students with intellectual and developmental disabilities. Exceptional Children, 74, 101-120.
• Shogren, K. A., Wehmeyer, M. L., Palmer, S. B., Soukup, J. H., Little, T. D., Garner, N. & Lawrence, M. (2007). Examining individual and ecological predictors of the self-determination of students with disabilities. Exceptional Children, 73, 488-509.
• Turnbull, H.R., Wehmeyer, M.L., Turnbull, A.P., & Stowe, M. (2007). Growth attenuation and due process. Research and Practice for Persons with Severe Disabilities, 31, 348-351.
• Wehmeyer, M.L., Palmer, S., Soukup, J.H., Garner, N., & Lawrence, M. (2007). Self-determination and student transition-planning knowledge and skills: Predicting involvement. Exceptionality, 15, 31-44.
• Nota, L., Ferrrari, L., Soresi, S., & Wehmeyer, M.L. (2007). Self-determination, social abilities, and the quality of life of people with intellectual disabilities. Journal of Intellectual Disability Research, 51, 850-865.
• Chambers, C.R., Wehmeyer, M.L., Saito, Y., Lida, K.M., Lee, Y., & Singh, V. (2007). Self-determination: What do we know? Where do we go? Exceptionality, 15, 3-15.
• Shogren, K. A., Wehmeyer, M. L., Pressgrove, C. L., & Lopez, S. J. (2007). The application of positive psychology and self-determination to research in intellectual disability: A content analysis of 30 years of literature. Research and Practice for Persons with Severe Disabilities, 31, 338-345.
• Schalock, R., Luckasson, R., Shogren, K., Bradley, V., Borthwick-Duffy, S., Buntix, W., Coulter, D., Craig, E., Gomez, S., Lachapelle, Y., Reeve, A., Snell, M., Spreat, S., Tasse, M., Thompson, J., Verdugo-Alonzo, M., Wehmeyer, M., & Yeager, M. (2007). The renaming of mental retardation: Understanding the change to the term intellectual disability. Intellectual and Developmental Disabilities, 45, 116-124.
• Bersani, H., Rotholz, D.A., Eidelman, S.M., Pierson, J.L., Bradley, V.J., Gomez, S.C., Havercamp, S.M., Silverman, W.P., Yeager, M.H., Morin, D., Wehmeyer, M.L., Carabello, B.J., & Croser, M.D. (2007). Unjustifiable non-therapy: Response to the issue of growth attenuation for young people on the basis of disability. Intellectual and Developmental Disabilities, 45, 351-353.
• Lee, S.H., Palmer, S.B., Turnbull, A.P., Wehmeyer, M.L. (2006). A model for parent-teacher collaboration to promote self-determination in young children with disabilities. TEACHING Exceptional Children, 38(3), 36-41.
• Lee, S.H., Amos, B.A., Gragoudas, S., Lee, Y., Shogren, K.A., Theoharis, R., & Wehmeyer, M.L. (2006). Curriculum augmentation and adaptation strategies to promote access to the general curriculum for students with intellectual and developmental disabilities. Education and Training in Developmental Disabilities, 41, 199-212.
• Stock, S., Davies, D.K., Davies, K.R., & Wehmeyer, M.L. (2006). Evaluation of an application for making palmtop computers accessible to individuals with intellectual disabilities. Journal of Intellectual and Developmental Disabilities, 31, 39-46.
• Wehmeyer, M.L. (2006). Il movimento di autodeterminazione: Cos'e` l'autodeterminazione? [The self-determination movement: What is self-determination?]. Giornale Italiano delle Disabilità [Italian Journal on Disability], 6(2), 28-36.
• Wehmeyer, M.L., Garner, N., Lawrence, M., Yeager, D., & Davis, A.K. (2006). Infusing self-determination into 18-21 services for Students with Intellectual or Developmental Disabilities: A multi-stage, multiple component model. Education and Training in Developmental Disabilities, 41, 3-13.
• Wehmeyer, M.L. (2006). L'autodeterminazione: Il nuovo paradigma per la disabilita`. [Self-determination: The new paradigm for the disability movement]. Giornale Italiano delle Disabilità [Italian Journal on Disability], 6(1), 3-13.
• Wehmeyer, M.L., & Smith, J.D. (2006). Leaving the garden: Henry Herbert Goddard's exodus from the Vineland Training School. Mental Retardation, 44, 150-155.
• Agran, M., Cavin, M., Wehmeyer, M.L., & Palmer, S. (2006). Participation of students with severe disabilities in the general curriculum: The effects of the Self-Determined Learning Model of Instruction. Research and Practice for Persons with Severe Disabilities, 31, 230-241
• Shogren, K., Wehmeyer, M.L., Reese, M., & O'Hara, D. (2006). Promoting self-determination in health and medical care: A critical component of addressing health disparities in people with intellectual disabilities. Journal of Policy and Practice in Intellectual Disabilities, 3, 105-113.
• Wehmeyer, M.L., Palmer, S., Smith, S., Parent, W., Davies, D., & Stock, S. (2006). Technology use by people with intellectual and developmental disabilities to support employment activities: A single-subject design meta analysis. Journal of Vocational Rehabilitation, 24, 81-86.
• Shogren, K.A., Lopez, S.J., Wehmeyer, M.L., Little, T.D., & Pressgrove, C.L. (2006). The role of positive psychology constructs in predicting life satisfaction in adolescents with and without cognitive disabilities: An exploratory study. Journal of Positive Psychology, 1, 37-52.
• Wehmeyer, M.L. (2006). Universal design for learning, access to the general education curriculum, and students with mild mental retardation. Exceptionality, 14, 225-235.
• Wehmeyer, M.L., Palmer, S.B., Agran, M., Mithaug, D.E., & Martin, J. (2000). Promoting causal agency: The self-determined learning model of instruction. Exceptional Children, 66, 439-453.

Leadership Roles

• Chair, Student Research Award Committee, Council for Exceptional Children, 2008-present.
• Chair, Publications Committee, Council for Exceptional Children Division on Autism and Developmental Disabilities. Past President, Board of Directors, American Association on Intellectual and Developmental Disabilities, 2011+2012.
• Board of Directors, AAIDD, 2006-present.

Magazine/Newsletter Articles

• Bersani, H., Bradley, V., Eidelman, S., Gomez, S., Havercamp, S., Morin, D., Pierson, J., Rotholz, D., Silverman, W., Wehmeyer, M., & Yeager, M. (2007). Growth attenuation: Unfustifiable non-therapy. Archives of Pediatric and Adolescent Medicine, 161(5), 520-521.
• Turnbull, H.R., Wehmeyer, M.L., Turnbull, A.P., & Stowe, M. (2007, January 14). KU experts examine issues in surgery to halt girl's growth. Lawrence Journal World.
• Wehmeyer, M.L. (2007, March/April). Promoting self-determination: Research-based practices. TASH Connections, 33(3/4), 20-23, 25.
• Wehmeyer, M.L., & Powers, L.E. (2007). Self-determination: Preface to the special topic issue. Exceptionality, 15, 1-2.

Other Resources

• Wehmeyer, M. L. (2009). Self-determination: The most natural support. In W. L. Heward, Exceptional children: An introductory survey of special education (9th ed.) (pp. 154-155). Upper Saddle River, NJ: Merrill/Prentice Hall.
• Thompson, J.R., Bryant, B., Campbell, E.M., Craig,, E.M., Hughes, C., Rotholz, D., Schalock, R.L., Silverman, W., Tasse, M.J., & Wehmeyer, M.L. with Morin, D. (2008). Echelle d'Intensite de Soutien: Manuel de L'Utilisatuer. Washington, DC: American Association on Mental Retardation. [French translation of the Supports Intensity Scale: Standardization and Utilization Manual]

Presentations

• Wehmeyer, M.L. (2009, November). I Congreso Internacional sobre Atencion Integral a la Discapacidad y la Dependencia (First International Congress on Comprehensive Attention to Disability and Dependency), Pozoblonco, Cordoba, Spain. Presented Keynote speech titled: Autodeterminacion y Personas con Discapacidad Severas (Self-Determination and People with Severe Disabilities [Keynote Presentation]

Website(s)

• Beach Center on Disability, University of Kansas Beach Center on Disability. http://www.beachcenter.org
• Kansas University Center for Developmental Disabilities (KUCDD), The University of Kansas Life-span Institute at Parsons. http://www.lsi.ku.edu/lsi/centers/#KUCDD
• Life Span Institute, University of Kansas Schiefelbusch Institute for Life Span Studies. http://www.lsi.ku.edu