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Michael Wehmeyer

Ph.D., Professor - (SPED)  • Special Education Website
Director - Kansas University Center on Developmental Disabilities (LSI)

Wehmeyer, Michael

Academic Degrees:

  • Ph.D. , Human Development & Communication Sciences , University of Texas at Dallas , Richardson , TX , 1989
  • M.Sc. , Experimental Psychology , University of Sussex , (Brighton, England) , 1988
  • M.A. , Education, Communicative Disorders and Mental Retardation , University of Tulsa , Tulsa , OK , 1982
  • B.S. , Education, Communicative Disorders and Mental Retardation , University of Tulsa , Tulsa , OK , 1980

Specialization(s):
Self-determination; education of students with intellectual/developmental disabilities; access to the general curriculum for students with significant disabilities; technology use and people with intellectual disabilities.

Acrobat PDF Document Curriculum Vitae

Contact Information:
1200 Sunnyside Ave.
Haworth Hall, Room 3101
University of Kansas
Lawrence, KS  66045-7534

Phone:(785) 864-0723

E-mail: wehmeyer@ku.edu

Fax: (785) 864-3458

Courses

 Note: Syllabi found on any SOE site may not be the most recent. Contact the faculty member for an update.
SPED 742 Methods & Assessment: Life Skills & Community Based Instruction Course Description Syllabus  
SPED 980 Self Determination Across the Lifespan Course Description Syllabus  

Recent Work:

 
Awards/Honors
  • Council for Exceptional Children, Division on Career Development and Transition, Patricia Sitlington Research in Transition Award (2007)
    Presented to "an individual who has contributed to more positive outcomes for transition-aged youth and to the field of transition through a body of research in transition."
  • American Association on Intellectual and Developmental Disabilities (AAIDD, formerly AAMR), Board of Directors (2006-2010)
  • Council for Exceptional Children, Division on Developmental Disabilities Research Award (2006)
  • TASH Distinguished Reviewer 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)
  • University of Kansas, School of Education, Faculty Achievement Award for Research (2004)
  • American Association on Mental Retardatio Region V Century Award (2003)
  • American Association on Mental Retardation Education Award (2003)
  • American Association on Mental Retardation, Region V Research Award (2002)
Editorial Activities
  • 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.
  • Editor-in-Chief, Remedial and Special Education, 2005-2008.
    Book Chapters
    • Wehmeyer, M.L., & Rousso, H. (in press). Achieving equity: Disability and gender. In C. Skelton, B. Francis, & L. Smulyan (Eds.), Handbook of Gender Education. London, England: Sage.
    • Wehmeyer, M.L., & Little, T.D. (in press). Self-Determination. In S. Lopez (Ed.), The Encyclopedia of Positive Psychology. Boston: Blackwell Publishing
    • Wehmeyer, M.L., Little, T., & Sergeant, J. (in press). Self-Determination. In S. Lopez & R. Snyder (Eds.), Handbook of positive psychology (2nd Ed.). Oxford: Oxford University Press
    • Morningstar, M., & Wehmeyer, M. (in press). The role of families in enhancing transition outcomes for youth with learning disabilities. In J. Patton & G. Blalock (Eds.), Transition and Students with Learning Disabilities: Facilitating the Movement from School to Adult Life (2nd Edition). Austin, TX: ProEd Publishers Inc.
    • Wehmeyer, M.L., & Shogren, K. (in press). The self-determination of adolescents with intellectual disability. In S. Lopez (Ed.), Positive Psychology Perspective Series Volume III: Growing in the Face of Diversity. Westport, CT: Greenwood Publishing Group.
    • 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.
    • 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., & 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. (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.
    Books
    • 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.
    • Wehmeyer, M.L., & Field, S. (2007). Self-determination: Instructional and Assessment Strategies. Thousand Oaks, CA: Corwin 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.
    Journal Articles
    • Davies, D.K, Stock, S.E., King, L., Woodard, J. & Wehmeyer, M. (in press). "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.
    • Wehmeyer, M.L., & Lawrence, M. (in press). A national replication of a student-directed transition planning process: Impact on student knowledge of and perceptions about transition planning. Education and Treatment of Children.
    • Lee, S.H., Palmer, S., & Wehmeyer, M.L. (in press). Goal-setting and self-monitoring support for access to the general education curriculum. Intervention in School and Clinic.
    • 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.
    • Lee, S.H., Wehmeyer, M.L., Palmer, S.B., Soukup, J.H., & Little, T. D. (in press).  Promoting self-determination as a curriculum augmentation to promote access to the general education curriculum for students with disabilities. The Journal of Special Education.
    • Williams-Diehm, K., Wehmeyer, M.L., Palmer, S., Soukup, J.H., & Garner, N. (in press). Self-determination and student involvement in transition planning: A multivariate analysis. Journal on Developmental Disabilities.
    • Lee, S.H., Soukup, J.H., Little, T.D., & Wehmeyer, M.L. (in press). Student and teacher variables contributing to access to the general education curriculum for students with intellectual and developmental disabilities. Journal of Special Education.
    • Wehmeyer, M.L., Palmer, S., Smith, S.J., Davies, D., & Stock, S. (in press). The efficacy of technology use by people with intellectual disability: A single-subject design meta-analysis. Journal of Special Education Technology.
    • 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.
    Magazine/Newsletter Articles
    • Wehmeyer, M.L. (2007, March/April). Promoting self-determination:  Research-based practices. TASH Connections, 33(3/4), 20-23, 25. 
    Presentations
    • Wehmeyer, M.L., (2007, March).  A Bridge to Where?  Self-Determination, Transition, and Quality of Life. Keynote presented at the Texas Transition Institute, National Perspectives Conference, College Station, TX.
    • Palmer, S. B., Wehmeyer, M. L., & Williams-Diehm, K. (2007, October).  An Evidence Base for Self-Determination. Workshop presented at Council for Exceptional Children Division for Career Development and Transition 14th International Conference, Orlando, FL.
    • Wehmeyer, M.L. (2007, March).  Empleo y Autodeterminatcion (Employment and Self-Determination). Keynote presented at VIII Simposio International de Empleo con Apoyo: El Camino Haci la Insercion Social (Eighth International Symposium on Supported Employment:  The Road to Social Inclusion), Valencia, Spain. 
    • Wehmeyer, M. L. (2007, February). Everyone belongs: Encouraging self-determination in inclusive environments. Keynote presented at Surrey School District Third Annual Focus Day, Surrey, British Columbia, Canada.
    • Wehmeyer, M.L., (2007, March).  Promoting the Self-Determination of Adolescents and Young Adults with Disabilities. Workshop presented at the Texas Transition Institute, National Perspectives Conference, College Station, TX.
    • Wehmeyer, M.L. (2007, June).  Promoting the Self-Determination of Students with and Without Disabilities in the General Education Classroom. Breakout session presented at the Arizona Department of Education and Arizona TASH Third Annual Arizaona Summer Institute on Inclusive Schooling Practices, Addressing Diversity in the General Education Classroom, Phoenix, AZ.
    • Wehmeyer, M.L. (2007, August).  Self-Determination Across the Life Span:  Independence and Choice for People with Down Syndrome. Workshop presented at National Down Syndrome Congress 35th Annual Convention "Show Me the Possibilities," Kansas City, MO.
    • Wehmeyer, M.L. (2007, September).  Self-Determination and Students with Autism Spectrum Disorders:  Instructional and Assessment Strategies. Workshop presented at the Network of Autism Training and Technical Assistance Programs, Ohio Department of Education, Office for Exceptional Children, and Ohio Center for Autism and Low Incidence "Common Issues, Common Solutoins:  Information Sharing Across the World," Columbus, OH.
    • Wehmeyer, M.L. (2007, June). Self-Determination and Universal Design for Learning: A Framework for the Third Generation of the Inclusion Movement. Keynote presented at the Arizona Department of Education and Arizona TASH Third Annual Arizaona Summer Institute on Inclusive Schooling Practices, Addressing Diversity in the General Education Classroom, Phoenix, AZ.
    • Wehmeyer, M.L. (2007, September). Self-Determination and Vocational Planning in Persons with Disabilities. Symposium Contribution at the International Association on Educational and Vocational Guidance International Conference and General Assembly "Guidance and Diversity:  Research and Applications," Universita Degli Studi di Padova, Italy.  
    • Wehmeyer, M.L. (2007, September). Self-Determination and Vocational Planning in Persons with Disabilities. Symposium contribution at the International Association on Educational and Vocational Guidance-Society of Vocational Psychology-National Career Development Association Symposium "Vocational Psychology and Career Guidance Practice: International Partnership, Universita Degli Studi di Padova, Italy.
    • Wehmeyer, M.L. (2007, January).  Self-Determination, Universal Design for Learning, and the Third Generation of the Inclusion Movement. Featured Speaker Session presentation at the 10th International Division on Developmental Disabilities Conference on Cognitive Disabilities/Mental Retardation, Autism, and other Developmental Disabilities, Keauhou-Kona, HI.
    • Wehmeyer, M.L. & Field, S.L. (2007, May). Self-Determination: Instructional and Assessment Strategies. Presented ½ day training at the Utah Department of Education Transition Institute, Salt Lake City, UT.
    • Williams-Diehm, K., Wehmeyer, M.L., Palmer, S. B., & Soukup, J. (2007, October).  Technology to Promote Self-Determination. Workshop presented at Council for Exceptional Children Division for Career Development and Transition 14th International Conference, Orlando, FL.
    • Wehmeyer, M.L., Williams-Diehm, K., & Palmer, S. (2007, October).  Using Technology to Promote the Self-Determination of Youth with Cognitive Disabilities. Workshop presented at Rehabilitation Engineering Research Center on Advancing Cognitive Technologies State of the Science Conference, Westminster, CO.
    Websites
    • Beach Center on Disability, University of Kansas Beach Center on Disability. http://www.beachcenter.org/
      The Beach Center on Disability strives to make a significant and sustainable difference in the quality of life of families and individuals affected by disability. The Center conducts research, provides training and technical assistance, and provides international, national, state, regional, and local service in collaboration with families who have members with disabilities, individuals with disabilities, the professionals and policy leaders who serve families and individuals, and members of the communities in which the families and individuals live.
    • Kansas University Center for Developmental Disabilities (KUCDD), The University of Kansas Life-span Institute at Parsons. http://www.lsi.ku.edu/lsi/centers/#KUCDD
      The Kansas University Center on Developmental Disabilities (KUCDD), established in 1969 and affiliated with the Schiefelbusch Institute for Life Span Studies and the KU Department of Special Education, is funded by the U.S. Department of Health and Human Services' Administration on Developmental Disabilities to pursue its mission to conduct research, training, technical assistance, and community service activities that enhance the quality of life, self-determination, and inclusion of Kansans with developmental disabilities and their families.
    • Life Span Institute, University of Kansas Schiefelbusch Institute for Life Span Studies. http://www.lsi.ku.edu/.
      The Schiefelbusch Institute for Life Span Studies (LSI) is one of the largest and most highly regarded human development and disabilities research centers in the country. The LSI brings together scientists of diverse disciplines to study human development from its genetic origins through the final stages of life. The LSI supports basic and applied research, treatment and assessment clinics, service coordination and delivery, consultation, and training-notably, training of the next generation of scientists. The Life Span Institute's 12 centers have more than 130 programs and projects active at any one time in Kansas as well as other states. Many projects directly serve individuals, families, and communities and are located in underserved Kansas City neighborhoods and rural Kansas counties.
    Current Grants/Projects
    • 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.
     
     

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