Faculty and Staff

Academic Degrees

• Ph.D., Human Development and Communication Sciences, University of Texas, Dallas, Texas, 1989
• M.S., Special Education, University of Texas, Dallas, Texas, 1985
• M.S., Reading--Special Education, College of New Rochelle, New Rochelle, New York, 1974
• B.S., Elementary Education, Penn State University, University Park, Pennsylvania, 1969

Specializations

Self-determination, Early Childhood, Access to the General Curriculum

Awards/Honors

• Fellow, American Association of Intellectual and Developmental Disabilities. Awarded in recognition of meritorious contributions to the field of intellectual disability. June, 2007.
• Co-Recipient, Council for Exceptional Children, Division on Developmental Disabilities, 2006 Research Award for the article Promoting Access to the General Curriculum by Teaching Self-Determination Skills. April, 2006.
• Recipient, Kansas University Professionals for Disability (KUPD) award for Faculty Advisor 2003-2005. This recognition is for providing assistance in establishing the KUPD chapter and for faculty leadership within this student organization. May, 2005.

Books

• Wehmeyer, M. L., & Palmer, S. B. (2011). Whose Future Is It Anyway? Verona, Wisconsin: Attainment Company, Inc.
• Wehmeyer, M. L., Agran, M., Hughes, C., Martin, J., Mithaug, D. E., & Palmer, S. B. (2007). Promoting self-determination in students with intellectual and developmental disabilities. New York: Guilford Press.
• Palmer, S. B., & Wehmeyer, M. L. (2002). A parent's guide to the self-determined learning model of instruction for early elementary students. Lawrence, KS: The Beach Center on Disability.

Book Chapters

• Butera, G., Palmer, S. B., Lieber, J., & Schnieder, R. (2011). Helping preschool children learn about mathematics: Lessons learned from Children's School Success. In N. L. Gallenstein, & J. Hodges (Eds.), Mathematics for all: Instructional strategies to assist students with special learning needs,( pp, 121-129). Olney, MD: Association for Childhood Education International.
• Odom, S. L., Hanson, M., Lieber, J., Diamond, K., Palmer, S. B., Butera, G., & Horn, E. M. (2010). Prevention, early childhood intervention, and implementation Science. In B. Doll, W. Pfohl, & J. Yoon (Eds.), Handbook of youth prevention science (pp. 413-432). New York: Routledge.

Grant Projects

• Co-Principal Investigator – Horn, E. M., Palmer, S. B., Lieber, J., & Butera, G. Children's School Success Plus (+) Early Intervention & Early Childhood Special Ed. Goal 2: Development project. U.S. Department of Education, Institute of Education Sciences. $1,499,852, Grant awarded to the University of Kansas 2010-2013.
• Co-Principal Investigator – Summers, J. A., Palmer, S. B., Brotherson, J. A. & Erwin, E. Building Foundations for Self-Determination in Young Children with Disabilities: Family Professional Partnerships. Early Intervention & Early Childhood Special Education Goal 2: U. S. Institute of Education Sciences Goal 2 Development Project. $918,533, Grant awarded to the University of Kansas, 2009-2012.

Journal Articles

• Lee, Y., Wehmeyer, M. L., Palmer, S. B., Williams-Diehm, K., Davies, D. K., & Stock, S. (2011). The effect of student-directed transition planning with a computer-based reading support program on the self-determination of students with disabilities. Journal of Special Education.45. 104-117.
• Walker, H. M., Calkins, C., Wehmeyer, M. L., Walker, L., Bacon, A., Palmer, S. B., 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.
• Heller, T., Schindler, A., Palmer, S. B., Wehmeyer, M. L., 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.
• Palmer, S. B. (2010). Self-Determination – A life-span perspective. Focus on Exceptional Children, 42, 1-16.
• Williams-Diehm, K., Palmer, S. B., Lee, Y., & Schroer, H. (2010). Goal content analysis for middle and high school students with disabilities. Career Development for Exceptional Individuals, 33, 132-142.
• Hanson, M. J., Miller, A. D., Diamond, K., Odom, S., Lieber, J., Butera, G., Horn, E., Palmer, S. B., & Fleming, K. (2011). Neighborhood community risk influences on preschool children's development and school readiness. Infants & Young Children, 24, 87-100.
• Wehmeyer, M. L., Palmer, S. B., Williams-Diehm, K., Shogren, K.A., Davies, D. K., & Stock, S. (2011). The impact of technology use in transition planning on student self-determination. Journal of Special Education Technology, 26, 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, 45-56.
• Lieber, J., Hanson, M., Butera, G., Palmer, S. B., Horn, E. M., & Czaja, C. (2010). Sustainability of a preschool curriculum: What encourages continued use among teachers? NHSA Dialogue,13, 225-242.
• Lieber, J., Hanson, M., Butera, G., Palmer, S. B., Horn, E.M., & Czaja, C. (2010). Do preschool teachers sustain their use of a new curriculum? NHSA Dialogue,13, 248-252.
• Shogren, K., Palmer, S., Bovaird, J., & Wehmeyer, M. (2010). Examining the development of 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, 80-92.
• Agran, M., Wehmeyer, M. L., Cavin, M., & Palmer, S. B. (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, 163-174.
• 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, 213-233.
• Erwin, E., Brotherson, M. J., Palmer, S. B., Cook, C., Weigel, C., & Summers, J. A. (2009). How to promote self-determination for young children with disabilities: Evidenced-based strategies for early childhood practitioners and families. Young Exceptional Children, 12/, 27-37.
• Palmer, S. B., Wehmeyer, M. L., Gipson, K., & Agran, M. (2004). Promoting access to the general curriculum by teaching self-determination skills. Exceptional Children, 70, 427-439.
• Palmer, S. B., & Wehmeyer, M. L. (2003). Promoting self-determination in early elementary school: Teaching self-regulated problem-solving and goal-setting skills. Remedial and Special Education, 24, 115-126.
• Wehmeyer, M. L., & Palmer, S. B. (2003). Adult outcomes for students with cognitive disabilities three years after high school: The impact of self-determination. Education and Training in Developmental Disabilities, 38, 131-144.