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Chriss Walther-Thomas Ph.D., Chair & Professor - (SPED)  • Special Education Website (SPED)
	Academic Degrees: Ph.D. , Special Education (Learning Disabilities) , University of Kansas , 1990 M.Ed. , Special Education , University of Utah , 1975 B.A. , English , University of Utah , 1972 Specialization(s): Leadership development, school reform, professional development, and collaborative teaching Curriculum Vitae	Contact Information: 1122 W. Campus Rd. Joseph R. Pearson Hall, Room 530 University of Kansas Lawrence, KS  66045-3101 Phone:(785) 864-0545 E-mail: chrisswt@ku.edu

Recent Work:

Awards/Honors

• Council for Exceptional Children, Teacher Education Division, President (2008)
• Higher Education Consortium for Special Education, President (2007-2009)
• University of Utah, Distinguished Alumni Award (2004)

Editorial Activities

• Consulting Editor, Remedial and Special Education, 1998-present.
• Associate Editor, Learning Disability Quarterly, 1995-present.

Book Chapters

• Walther-Thomas, C. S. (2002). Wanted a few good teachers: Developing inclusive programs for students with special needs. In T. S. Dickinson (Ed.),  Cases and commentary: A middle school casebook. National Middle School Association. Columbus, OH
• 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

• Walther-Thomas, C. S., Korinek, L., McLaughlin, V. L., & Williams, B. (2000). Collaboration for inclusive education: Creating successful programs. Boston: Allyn & Bacon.
• Walther-Thomas, C. S., Korinek, L., McLaughlin, V. L., Williams, B., Fitz-Randolph, H., and Wood, S. (2000). Collaboration for inclusive education: Creating successful programs (Instructor's Manual). Boston: Allyn & Bacon.

Journal Articles

• Shogren, K.A., Wehmeyer, M.L., Palmer, S.B., Soukup, J.H., Little, T., Garner, N., & Lawrence, M. (in press). Measuring self-determination:  Examining the relationship between The Arc's Self-Determination Scale and the AIR Self-Determination Scale.  Assessment for Effective Instruction.
• Cass, R., Scanlon, D., & Walther-Thomas, C. (2007). Secondary teachers' knowledge and beliefs about LD.  In G. Sideridis (Ed.), 2006 Learning Disabilities Worldwide Conference Proceedings. Weston, MA: Learning Disabilities Worldwide.
• Lee, S., Theoharis, R., Fitzpatrick, M., Kim, K., Nix, T., Griswold, D., & C. Walther-Thomas, (2006).  Create effective mentoring relationships: strategies for mentor and mentee success. Intervention in School & Clinic, 233-240.
• Walther-Thomas, C. S. & DiPaola, M. F. (2005). Principals and special education: The critical role of school leaders. The Center for Personnel Studies in Special Education (COPSSE), Department of Special Education University of Florida. Gainesville, FL.
• DiPaola, M. F., & Walther-Thomas, C.S. (2004) Principals and special education: The critical role of school leaders. The Center for Personnel Studies in Special Education, University of Florida : Gainesville , FL.
• DiPaola, M.F., Tschannen-Moran, M, & Walther-Thomas, C. (2004). School principals and special education: Creating the context for academic success. Focus on Exceptional Children, 37, 1-12. Denver, CO: Love Publishing.
• Vernon, L.J., Baytops, J., Walther-Thomas, C. S., McMahon, P., & Holland, D. (2003). The Reality of Increased Graduation Requirements: A Nationwide View of Diploma Options. Journal of Special Education.  

Websites

• Leadership in the Teacher Education Core (LTEC), University of Kansas Department of Special Education. http://www2.ku.edu/~ltec/
  The Leadership in the Teacher Education Core (LTEC) website provides information about this funded project (CFDA 84.325) that supports doctoral study in special education teacher preparation. These students specialize in four distinct tool areas: research, technology, cultural responsiveness, and professional development. Graduates of this project will be teacher educators who can immediately apply evidence-based best practices in teacher education.

Current Grants/Projects

• Walther-Thomas, C., Griswold, D.E., & Knowlton, E. (2007-2010). Leadership in the Teacher Education Core (L-TEC). USDOE-OSEP CFDA 84.325D. $800,000.
  This OSEP funded grant will produce doctoral level (Ph.D.) teacher educators who can immediately apply evidence-based best practices in teacher education to improve university-based special education personnel preparation. Project participants will gain expert knowledge and skills and critical learning experiences in role functions pertinent to higher education teacher preparation: college teaching and research in teacher education; advisement, supervision and coaching of teachers; and public service via professional development. Four learning tools will be integrated across each role function. These tools are: (1) instructional and telecommunications technology; (2) exposure to and competence regarding cultural and linguistic diversity; (3) multiple approaches to research, development, and evaluation; and (4) development and nurturance of a collaborative learning community including higher education and public school faculty, teacher education candidates, and the doctoral student participants. See http://www2.ku.edu/~ltec
• Skrtic, T., Kleinhammer-Tramill, J., & Walther-Thomas, C. S. (2004-2008) District-Level Special Education Leadership: Preparing Superintendents for Coordinated IDEA-NCLB Implementation Premised on Principles of Standards-Based Education and School Unification. U.S. Department of Education, Office of Special Education Programs. $800,000.
  This project addresses the need for district leadership in the education of students with disabilities through an integrated general/special education leadership program leading to a doctorate in educational policy and leadership and the district leadership (superintendent) license. A collaborative effort between the Departments of Special Education and Educational Leadership & Policy Studies, its goal is to create a cadre of transformational superintendents who function as district administrators, special education leaders, and disability advocates in their districts, schools, and communities.