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Donald D. Deshler Ph.D., Professor - (SPED)  • Special Education Website Director - Center for Research on Learning (CRL, SPED)
	Academic Degrees: Ph.D. , Special Education, Minor: Psychology , University of Arizona , Tucson , Arizona , 1974 M.Ed. , Learning Disabilities , University of Arizona , Tucson , Arizona , 1971 B.A. , Economics , Whitman College , Walla Walla , Washington , 1968 Specialization(s): Instructional interventions for at-risk learners; learning strategies Curriculum Vitae	Contact Information: 1122 W. Campus Rd. Joseph R. Pearson Hall, Room 519 University of Kansas Lawrence, KS  66045-3101 Phone:(785) 864-4780 E-mail: ddeshler@ku.edu Fax: (785) 864-5728

Recent Work

Awards/Honors

• National Center for Learning Disabilities, Distinguished Education Achievement Award (2007)
• University of Kansas, School of Education, Gene A. Budig Teaching Professorship in Special Education (2007-2008)
• Exceptional Parent Magazine, Maxwell J. Schleifer Distinguished Service Award (2006)
• Presidential appointment to National Institute for Literacy Advisory Board (2006-present)
• WETA Public Television, LD Online Inspiration Award (2006)
• National Governors Association Advisory Council on Adolescent Literacy Member (2005-present)
• University of Kansas, School of Education, Research Achievement Award (2005)
• Brigham Young University Benjamin Cluff, Jr. Lecture (2004)
• Carnegie Corporation of New York Advisory Council on Advancing Adolescent Literacy (2004-present)
• National Center for Learning Disabilities, Board of Directors (1998-present)

Book Chapters

• Hock, M.F., Brasseur, I. F., & Deshler, D. D. (2008). Comprehension instruction in action: the at-risk student. In C. C. Block & S. R. Parris (Eds.), Comprehension instruction: Research-based best practices (2n ed., pp. 271-293). New York: Guilford Press.
• Gildroy, P., & Deshler, D. D. (2007). Research-based practices for effective learning strategy instruction. In R. J. Morris & N. Mather (Eds.), Evidence-based interventions for students with learning and behavioral challenges. Mahway, NJ: Lawrence Erlbaum Associates
• Hock, M. F., Brasseur, I. F., & Deshler, D. D. (2007). Using "possible selves" to nurture motivation. In S. Lopez (Ed.), The encyclopedia of positive psychology. Oxford, London: Blackwell Publishing.
• Deshler, D. D. (2006). Building a strong literacy foundation for high school excellence. In D. Clark (Ed.). The challenge of high school reform. Washington, DC: The Aspen Institute.
• Scheuermann, A. , Harris, M., Fagella-Luby, M. N., Fritschmann, N. S., Graner, P. S. , & Deshler, D. D. (2005). Closing the performance gap: Learning strategies instruction for adolescents with learning disabilities. In G. Sideridis & T. Citro (Eds.). Innovations in instructional practices for students with learning disabilities. Boston: Learning Disabilities Worldwide.
• Hock, M. F., Deshler, D. D., & Schumaker, J. B. (2005). Enhancing student motivation through the pursuit of possible selves. In C. Dunkel & J. Kerpelman (Eds.). Possible selves: Theory, Research and Applications. Hauppauge, NY: Nova Publishers.
• Ehren, B. Lenz, & Deshler, D. (2004). Academic interventions for adolescents with language learning disabilities. In A. Stone, E. Siliman, B. Ehren, & K. Appel (Eds.), Enhancing literacy proficiency with adolescents and young adults (pp.681-701) Boston: Guilford Publishing.
• Lenz, B.K. & Deshler, D. D. (2004). Adolescents with learning disabilities: Revisiting the educator's enigma. In Wong, B.Y.L. (Ed.), Learning about learning disabilities. 3rd edition (pp 535-564) San Diego, CA: Academic Press.
• Lenz, B.K., & Deshler, D.D. (2004). Framing pedagogies for diversity. In Lenz, B. K., & Deshler, D. D., (Eds.), Teaching content to all: Inclusive teaching in grades 4-12 (pp. 1-18). Boston: McGraw-Hill.
• Deshler, D. D., Robinson, S. & Mellard, D. F. (2004). Instructional principles for optimizing outcomes for adolescents with learning disabilities. In M. K. Riley $ T. A. Citro (Eds.), Best practices for inclusionary classroom: Leading researchers talk directly with teachers. Weston, MA: Learning Disabilities Association Worldwide.
• Ehren, B. J., Lenz, B. K., & Deshler, D. D. (2004). Language factors affecting adolescent literacy. In C. A. Stone, E. R. Silliman, K. Apel, & B. J. Ehren (Eds.), Handbook of literacy and language: Development and disorders (Challenges in language and literacy). New York: Guilford
• Vernon, S., Walther-Thomas, C. S., Hazel, J. S., & Schumaker, J. B., & Deshler, D. D. (2000). A program for children and youth with learning disabilities. In M. J. Fine and R. L. Simpson (Eds.), Collaboration with parents and families of children and youth with exceptionalities. (2nd Ed.)  PRO-ED pp.277-302. Austin, TX

Books

• Deshler, D.D., Palincsar, A.S., Biancarosa, G., & Nair, M. (2007). Informed Choices for Struggling Adolescent Readers: A Research-Based Guide to Instructional Programs and Practices. Newark, DE: International Reading Association.
• Deshler, D. D. & Schumaker, J. B. (2005). High school students with disabilities: Strategies for accessing the curriculum. New York: Corwin Press.
• Lenz, B. K., Deshler, D. D., with Kissam, B. (2004). Teaching content to all: Evidenced practices for middle and high school settings. New York: Allyn & Bacon.
• Lenz, B. K., (90%) & Deshler, D. D., (Eds.). (2004). Teaching content to all: Inclusive teaching in grades 4-12. Boston: McGraw-Hill

Journal Articles

• Faggella-Luby, M. N., & Deshler, D. D. (2008). Reading comprehension in adolescents with LD: What we know; What we need to learn. Learning Disabilities Research & Practice, 23(2), 70-78.
• Faggella-Luby, M., Schumaker, J.B., & Deshler, D.D. (2007). Embedded learning strategy instruction: Story structure pedagogy in heterogeneous secondary literature classes. Learning Disability Quarterly, 30(2), 131-147.
• Bulgren, J., Deshler, D. D., & Lenz, B. K. (2007). Engaging adolescents with LD in higher order thinking about history concepts using integrated content enhancement routines. Journal of Learning Disabilities, 40(2), 121-133.
• Fritschmann, N.S., Deshler, D.D., & Schumaker, J.B. (2007). The effects of instruction in an inference strategy on the reading comprehension skills of adolescents with disabilities. Learning Disabilities Quarterly, 30(4), 1-18
• Fuchs, D., & Deshler, D.D. (2007). What we need to know about responsiveness-to-intervention (and shouldn't be afraid to ask). Learning Disability Research and Practice, 2(2), 129-136.
• Deshler, D. D., Hock, M. F., & Catts, H. (2006). Enhancing outcomes for struggling adolescent readers. IDA Perspectives, 10(2), 21-26.
• Bulgren, J. A. Marquis, J. G., Deshler, D. D., Schumaker, J. B., & Lenz, B. K., (2006). Instructional context of inclusive secondary general education classes: Teachers' instructional roles and practices, curricular demands, and research-based practices and standards. Learning Disabilities: A Contemporary Journal, 4(1), 39-66.
• Gildroy, P., & Deshler, D. D. (2006) Reading development and strategies for teaching reading to students with learning disabilities. Insights on Learning Disabilities, 3(1), 1-15.
• Schumaker, J. B., Deshler, D. D., Woodruff, S., Hock, M F., Bulgren, J. A., & Lenz, B. K., (2006). Reading strategy interventions: Can literacy outcomes be enhanced for at-risk adolescents? Teaching Exceptional Children, 38(3), 64-69.
• Deshler, D. D. & Tollefson, J. (2006). Strategic interventions for struggling adolescent learners. The School Administrator, 63(4), 24-30.
• Lancaster,  P. E., Lancaster, S. J. C., Schumaker, J. B., & Deshler, D. D. (2006). The efficacy of an interactive hypermedia program for teaching a test-taking strategy to students with high incidence disabilities. Journal of Special Education Technology, 21(2), 17-30.
• Deshler, D. D. (2005). Adolescents with learning disabilities: Unique challenges and reasons for hope. Learning Disability Quarterly, 28(2), 122-25.
• Meyen, E.L., Smith, S.J. & Deshler, D.D. (2005). Final Report: Steppingstones Phase I -Implementing Curriculum-Based Standards for Students with Disabilities Via Online Instruction - Office of Special Education Programs, U.S. Department of Education. Center for Research on Learning, University of Kansas.
• Deshler, D. D., Mellard, D. F., Tollefson, J., Byrd, S. (2005). Research topics in responsiveness to intervention: Introduction to the special issue. Journal of Learning Disabilities. 39(1).
• Lenz, B. K., Ehren, B. J., Deshler, D. D. (2005). The content literacy continuum: A school reform framework for improving adolescent literacy for all students. Teaching Exceptional Children. 37(6), 60-63.
• Deshler, D. D., Lenz, B. K., Bulgren, J, Schumaker, & Marquis, J. (2004). Adolescents with disabilities in high school settings: Student characteristics and setting dynamics. Learning Disabilities Contemporary Journal , 1(2), 30-48.

Other Resources

• Deshler, D. D. (2007) Foundations of adolescent literacy: Professional development for raising reading achievement. New York: Scholastic
• Mellard, D. F., McKnight, M., & Deshler, D. D. (2007). The ABCs of elementary school reading: A guide for parents. Lawrence, KS: The National Research Center on Learning Disabilities.
• Fritschmann, N. S., Deshler, D. D. & Schumaker, J. B. (2007). The inferencing strategy for enhancing reading comprehension. Lawrence, KS: Edge Enterprises.
• Knight, J., Schumaker, J. B., & Deshler, D. D. (2007). The paraphrasing strategy: Scaffolded student lessons. Lawrence, KS: Edge Enterprises.

Presentations

• Deshler, D. D. (2007, June). Applying and RTI logic in secondary school settings. High School Summit, National Center on High Schools. Washington DC.
• Deshler, D.D., & Hughes, C.A. (2007, April). Applying response to intervention models in secondary schools. Council for Exceptional Children, Louisville, KY
• Deshler, D.D. (2007, May). Developing district and state policy to promote adolescent literacy. Keynote presenter at The Virginia Board of Education Literacy Policy Summit, Richmond, VA
• Deshler, D. D. (2006, April). Developing programs for struggling adolescent learners in urban schools. Keynote presenter at the New York City Schools Educational Summit. New York City.
• Deshler, D. D. (2007, August). Effective transitions of struggling students from middle to high school settings. Superintendent's Conference. Portland, OR
• Deshler, D. D. (2007, May). High school dropouts: The problem - potential solutions. Maryland IDA Conference, Baltimore, MD.
• Deshler, D. D. (2007, September). Leveraging literacy resources at the district level to improve academic outcomes. R & D Forum, New York City Board of Education, New York, NY
• Deshler, D. D. (2007, September). Leveraging technology innovations to improve professional development. Keynote presenter at the Southwest Superintendent's Forum. Albuquerque, NM.
• Deshler, D.D. (2007, February). Raising the bar and closing the gap-Building the Environment for secondary literacy success. Collaborative Leadership-Working Together for the Success of All Students Summit, Nashville, TN
• Deshler, D. D. (2007, October). RTI in high school settings: Is it workable? Keynote presenter at the Region XIII Annual Conference. Austin TX
• Deshler, D.D. (2007, April). Strategies for conducting randomized controlled studies in urban high school settings. Keynote presenter at Midwest Regional Educational Laboratories, Chicago, IL.
• Deshler, D. D. (2007, February). Strategies for mobilizing state agencies to improve adolescent literacy outcomes. State Innovations Conference, Little Rock, AR.

Websites

• Advanced Learning Technologies, (ALTEC). http://www.altec.org
  ALTEC, the Advanced Learning Technologies in Education, creates resources, supports collaboration and resource sharing, and fosters alliances that help educators discover and use the possibilities of the Internet for both their students and for themselves.
• The Center for Research on Learning, The University of Kansas. http://www.kucrl.org
  The Center for Research on Learning is an internationally recognized research and development organization noted for studying problems in education and working to place solutions that make a difference into the hands of educators, learners, employers, and policy makers.
• Division of Adult Studies, The University of Kansas.  http://das.kucrl.org
  Division of Adult Studies is committed to enhancing quality of life for people with disabilities or who experience societal and ecological barriers. To achieve this mission DAS performs policy analysis, research, product development, staff development, information dissemination, and program evaluation.
• e-Learning Design Lab, The University of Kansas. http://elearndesign.org
  The mission of the e-Learning Design Lab (e-DL) is to explore new uses of educational technology to enhance learning environments that meet the educational and professional development needs of society.
• National Research Center on Learning Disabilities, (NRCLD). http://www.nrcld.org/.
  The National Research Center on Learning Disabilities conducts research on the identification of learning disabilities, formulates implementation recommendations, disseminates findings, and provides technical assistance to national, state, and local constituencies.
• Preparing Preservice Educators for Adolescent Literacy and Literacy-Centered School Reform, Center for Research on Learning, University of Kansas. http://www.preservice.kucrl.org/
  This site offers a compilation of resources for preservice educators, including video segments and instructional support materials that capture some of the key ideas and components that are central to improving adolescent literacy in secondary schools.

Current Grants/Projects

• Deshler, D. D., & Lenz, K. (2007-2011). A doctoral program for developing leaders to ensure the academic success of students with disabilities in secondary schools.Office of Special Education Programs. $800,000.
  This program is designed to develop leadership personnel in fields related to the education of students with high-incidence disabilities and other students withrndisabilities in grades 6-12 who can successfully respond to the demands in rigorous general education environments. The purpose of the project is to prepare leadership personnel to acquire the necessary competencies to conduct rigorous research resulting in validated instructional procedures for students with disabilities, to develop instructional products that are grounded in principles of universal design, to lead school reform and system change efforts tornimprove the successful implementation of IDEA and NCLB on behalf of students with disabilities, and to prepare school personnel to successfully teach students with disabilities so they can succeed in general education curricula and pass state assessments. This project is a collaboration of KU-CRL and the Department of Special Education.
• Deshler, D.D. & Hock, M.F. (2007-2009). Studies to determine the effectiveness of extended learning opportunities tutoring programs for at-risk adolescents. Wal-Mart Foundation, $700,000.
  The Center for Research on Learning will develop a tutoring curriculum to be implemented nationwide at Boys & Girls Clubs of America. The Center will help BGCA adopt a Strategic Tutoring model that will allow staff and volunteers to help students complete homework assignments and build literacy skills.
• Deshler, D. D., & Mellard, D. (2001-2008). National Research Center on Learning Disabilities. A Partnership with Vanderbilt University. U.S. Department of Education, Office of Special Education. $2,400,000.
  The National Research Center on Learning Disabilities analyzes existing and emerging alternative methods of identifying students with learning disabilities, including the use of responsiveness-to-intervention models in LD determination procedures. It studies state and local policies related to LD determination, develops tools and recommendations that promote the use of research-based best practices, and provides technical assistance and dissemination of research findings to national, state, and local constituencies.
• Deshler, D. D., & Lenz, K. (2006-2008). Arkansas Adolescent Literacy Project: Track II--Content Enhancement Routines. The University of Central Arkansas. $181,114.
  KU-CRL's role in this project includes providing professional development sessions, materials, and onsite coaching for school districts selected to participaternin the Arkansas Adolescent Literacy Project: Track IIContent Enhancement Routines. KU-CRL also will develop a model and begin to implement a system to evaluate the project's effect on students, teachers, administrators, schools, and school districts.
• Deshler, D.D., Hock, B.K., & Lenz, K. (2007-2012). A study of district-wide change and scalability structures. Virginia Department of Education, USDOE-OSEP, $5,900.000.
  This project expands and builds upon the work completed during the first three years of the Virginia Department of Education's State Improvement Grant. The focus is on improving literacy outcomes for adolescents with disabilities using the evidence-based interventions of the Strategic Instruction Model and implemented schoolwide through the Content Literacy Continuum.
• Knight, J., & Deshler, D. D. (2005-2011). Determining the efficacy of a district wide intervention for struggling adolescent learners. U. S. Department of Education, $9,288,000.
  The Gear Up Pathways to Success program includes district-wide professional development, led by school-based instructional coaches, to increase the quality of instruction received by every student; an integrated, comprehensive reading program; leadership teams to ensure that Pathways reading and mathematics courses are rigorous and accessible; learning strategies and writing strategies to help students become more effective and efficient learners; a comprehensive, district-wide positive behavior support program; a research-based model for Strategic Tutoring available to all students; a proven model for telementoring, with the capacity to efficiently provide highly effective, safe mentoring to thousands of students; and a family school coordinator to communicate with families about students' successes and challenges, absences, and post-secondary options.
• Meyen, E.L., Poggio, J., Miller, J., & Deshler, D.D. (2006-2009). Preparing Students with Learning Disabilities for Careers in Math and Science by Achieving Curriculum Standards. National Science Foundation. $299,867.
  The objectives of this project are to reduce the achievement gap between students with learning disabilities and their non-disabled peers in math; to enhance math preparation of individuals with LD to enter postsecondary institutions to pursue programs and degrees in math, science, engineering, and technology; and to disseminate lessons and tutorials aligned with curriculum standards that have been validated to improve the achievement of students with LD. This project builds on the Blending Assessment with Instruction Program (BAIP).
• Lenz. B.K. & Deshler, D.D. (2004-2008). Using the content literacy continuum as a secondary school reform model. U. S. Department of Education, $2,775,000.
  This State Improvement Grant initiative for Virginia is designed to promote access to and success with the general education curriculum and content for students with disabilities through KU-CRL's Content Literacy Continuum and Strategic Instruction Model. The project includes creating a state network of skilled staff-development professionals and partnerships; recognizing and retaining qualified educators; disseminating and promoting the use of evidence-based practices; promoting knowledge of and participation in educational planning processes; and promoting systemic change and reform for middle and high school services for students with disabilities.
• Mellard, D., & Deshler, D. D. (2007-2012). National Technical Assistance and Dissemination Center for Response to Intervention. American Institutes for Research - U.S. DOE, OSEP. $2,500,000.
  The scope of this project involves collaborating with AIR on identifying state technical assistance needs as they relate to response to intervention and helping states link to relevant, RTI Center-sponsored assistance. KU-CRL's role includes preparing training manuals; presenting institutes conferences, workshops, and forums; and hosting state and local district staff who are interested in visiting public school sites where RTI practices have been implemented.
• Deshler, D.D. (2007-2008). Capacity Building for the Content Literacy Continuum. The Gates Foundation: Seattle/Stupski Foundation: San Francisco Partnership, $171,000.
  This intensive effort is aimed at developing a significantly increased capacity within KU-CRL and its partner organization, Stupski Foundation, to effectively prepare schools to implement all five levels of the Content Literacy Continuum. CLC is a part of the Gates-Stupski partnership research on the development of the Comprehensive Aligned Instructional System (CAIS) concept associated with improving secondary literacy.