Sponsored Research

The following current grant projects are carried out by faculty members associated with the Department of Special Education. Please click on the 'plus' symbol to view projects directed by a specific faculty member.

Judith J Carta
- Greenwood, C. R., & Carta, J. J. (2008-2013). Center for Response to Intervention in Early Childhood (CRTIEC). National Center for Special Education Research, Institute of Education Sciences, U.S. Department of Education. Funded - Pending Negotiation.
  The aim of this research is to develop and validate tier 2 and tier 3 language and early literacy interventions for preschoolers who are not responsive to the tier 1 curriculum. Other aims include developing new and improving existing progress monitoring measures, provide national leadership, and disseminate new knowledge.
- Horn, E., Carta, J. J., & Thompson, B. J.(2007-2011). University of Kansas Teacher Educators for Early Childhood Special Education Leadership Personnel Preparation Project (KU-TEECH). US Department of Education, Division of Personnel Preparation. $800,000
  This personnel preparation grant helps prepare leadership personnel in early childhood special education/early childhood, particularly focusing on leadership in teacher education. This grant will help prepare students, including those from traditionally under-represented groups, with the knowledge and skills necessary to become highly effective ECSE/ECE teacher educators. A core of leadership coursework, grounded in the evidence base of effective practice in early childhood special education, teacher education, and policy leadership, will help program graduates fill in key ECSE/ECE teacher education vacancies across the United States.
- Greenwood, C. R., Carta, J. J., & Walker, D. (2004-2009). Center on Early Childhood Outcomes for Infants, Toddlers, and Preschools with Disabilities. Juniper Gardens Children's Project subcontract to SRI International, Kathy Hebbeler, PI. Office of Special Education Programs, U.S. Department of Education H324L030002. $580,000.
Donald D Deshler
- 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.
- 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., & 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.
- 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.
- 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).
- 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.
- 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.
- 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.
- 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.
Charles R Greenwood
- Greenwood, C. R., & Carta, J. J. (2008-2013). Center for Response to Intervention in Early Childhood (CRTIEC). National Center for Special Education Research, Institute of Education Sciences, U.S. Department of Education. Funded - Pending Negotiation.
  The aim of this research is to develop and validate tier 2 and tier 3 language and early literacy interventions for preschoolers who are not responsive to the tier 1 curriculum. Other aims include developing new and improving existing progress monitoring measures, provide national leadership, and disseminate new knowledge.
- Utley, C. A., & Greenwood, C. R. (2007-2009). Making Ecobehavioral Assessment Tools Web-Based in Support of Response to Intervention. U. S. Department of Education, Office of Special Education Programs. $394,894.
  The purpose of this OSEP project is to develop and refine an ecobehavioral technological approach in a Response to Intervention (RTI) conceptual framework. General and special educators, school psychologists, and service providers will have supports for (a) accountability: data entry, management, analysis, interpretation, and reporting of intervention results, (b) implementation: training and certification assessors' qualified to administer the measures, (c) technical assistance: tracking data, interventions, and outcomes, support use, and communication using state of the art web-based authoring software, multimedia design, and development guided by RTI models and universal designs.
- Greenwood, C.R. (2006-2009). Effects of Progress Monitoring Supported by National Web-based Technology on the Intervention Results of Infants and Toddlers with/without Disabilities Ages. OSEP, USDE.
- Greenwood, C. R., Carta, J. J., & Walker, D. (2004-2009). Center on Early Childhood Outcomes for Infants, Toddlers, and Preschools with Disabilities. Juniper Gardens Children's Project subcontract to SRI International, Kathy Hebbeler, PI. Office of Special Education Programs, U.S. Department of Education H324L030002. $580,000.
Deborah A Griswold
- 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
Eva Horn
- Horn, E., Carta, J. J., & Thompson, B. J.(2007-2011). University of Kansas Teacher Educators for Early Childhood Special Education Leadership Personnel Preparation Project (KU-TEECH). US Department of Education, Division of Personnel Preparation. $800,000
  This personnel preparation grant helps prepare leadership personnel in early childhood special education/early childhood, particularly focusing on leadership in teacher education. This grant will help prepare students, including those from traditionally under-represented groups, with the knowledge and skills necessary to become highly effective ECSE/ECE teacher educators. A core of leadership coursework, grounded in the evidence base of effective practice in early childhood special education, teacher education, and policy leadership, will help program graduates fill in key ECSE/ECE teacher education vacancies across the United States.
- Thompson, B.J., & Horn, E. (2007-2011). Preparing Early Childhood Education to serve all Young Children. Preparation of masters level personnel, U.S. Department of Education, Division of Personnel Preparation. $800,000.
  This personnel preparation project (HUE) is responsive to the call for a new early childhood professional. Project HUE is directed toward the preparation of personnel for the Kansas Early Childhood Unified (Birth through Gr. 3) license and thus impacts the critical need for personnel who have competencies necessary to effectively serve all young children, including infants, toddlers and preschoolers with disabilities (birth through age 5) and their families, in natural environments and inclusive general early childhood programs. Addressing the major EC-related licensure changes in Kansas, this project is directed to providing and refining: (a) a newly approved teacher education program in which individuals can acquire the competencies needed to obtain a new Kansas EC-Unified (Birth Gr.3) license and (b) a program leading to a Masters of Science in Education in the program area of early childhood special education in which individuals can acquire advanced EI/ECSE competencies.
- Horn, E., Marquis, J., & Palmer S. (2003-2008). Children's School Success. KU Site subcontract with Indiana University (Sam Odom, PI), funded through National Institute of Child Health and Human Development at the National Institutes of Health (NIH). $925,000.
  This project is the University of Kansas site of a multi-university (University of Maryland, Indiana University, Purdue University, and San Francisco State University) NIH funded research project. The primary goal is to investigate the effectiveness of an integrated curriculum model intended to prepare children for successful school entry. The CSS (Children's School Success) curriculum model consists of academic, social and individualization components that are well integrated and have a solid-based of scientific evidence documenting their effectiveness. The aims of the project are a). to train across the five years of the project 60 classroom teachers to implement the model and assess the fidelity of their implementation; b) assess and analyze the immediate effect of the CSS intervention model on the learning and development of four year old children at-risk for school failure (approximately 600 children across the 5 years); c) assess the effects of the intervention model on children's success in early elementary school years and d) determine the contextual characteristics of children, families, teachers, and organizations that affect fidelity of treatment and outcomes for children. A randomized group design will be employed in which teachers/classrooms are randomly assigned to experimental and control curriculum conditions.
Earle Knowlton
- 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
Keith Lenz
- 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.
- 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., & 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.
- 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.
Edward L Meyen
- Meyen, E.L. (2007-2008). Modifying iPod Technology to Meet Instructional Needs of Adult Learners. University of Kansas School of Education, $4,000.
- Meyen, E.L., & Greer, D. (2007-2008) Blending Assessment with Instruction Program (BAIP) in Science. Center for Educational Testing and Evaluation at the University of Kansas.
- 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).
- Meyen, E.L. (2006-2008). Development of an online course that has options for smaller instructional modules. The Work Group for Community Health and Development, Schiefelbusch Institute for Life Span Studies. $20,000.
- Meyen, E.L., & Miller, J.R. (2006-2008). A Reusable Learning Object Creation and Management System. KTEC FY2007 Technology Development Funding. $21,000.
- Meyen, E.L. (2005-2008). Blending Assessment with Instruction Program (BAIP) in mathematics. The Center for Educational Testing and Evaluation at the University of Kansas.
- Meyen, E., Aust, R., & Miller, J. (2005-2008). Reusable Learning Object Model. Lamar County Board of Education, Alabama Department of Education. $77,481.
  This project is developing a reusable learning object (RLO) for creating webbased supports in reading for the Alabama State Department of Education. Staff members will provide associated professional development and technical assistance for institutions of higher education to download and use the elearning modules for preservice teacher education.
- Meyen, E.L., Poggio, J.P., Aust, R.J., & Smith, S.J. (2004-2008). Advanced Technologies for Teachers in Using Assessment Data to Improve Student Achievement. U.S. Department of Education Fund for Improvement of Post Secondary Education (FIPSE). CFDA 84.116A - P116A041156. $647,816.
  In this project, policy makers, test developers, and researchers are validating the knowledge and skills teachers need to effectively implement emerging testing policies through instructional planning. The project will produce modules to teach the analysis and interpretation of test data and create application tools to enhance data-based instructional planning targeted to enhancing achievement. Staff members are partnering with teacher education programs, but the instructional modules will be disseminated nationally.
- Smith, S.J., & Meyen, E.L. (2003-2008). Leadership in Online Learning: Preparing Leaders for Innovative Solutions in Current and Future Personnel Preparation. U.S. Department of Education-Office of Special Education Programs. $800,000.
  The KLPO project addresses the numerical and representative shortcomings of current personnel preparation programs by promoting on-line instruction. The program prepares doctoral students for conducting research for personnel preparation, developing online pre-service or professional development products, promoting system change to promote on-line instruction, preparing teachers and administrators, and providing leadership in the enhancement of on-line instruction for students with disabilities.
Mary E Morningstar
- Morningstar, M.E. (2007-2012). Project STELLAR. Missouri Parents Act, Kansas City, MO. $242,405.
  This project addresses the need for increased involvement of families during transition planning and across school and community systems. Project STELLAR provides training and information to enable individuals with disabilities and their families (including parents, adult siblings, and extended family members, as well as guardians and advocates) to participate more effectively with professionals from educational, vocational, independent living and rehabilitation systems. Through a collaborative partnership between Missouri Parents ACT (M-PACT) and the Transition Coalition, this project will provide information, training and technical assistance to individuals with disabilities, parents, family members, guardians, advocates and others.
- Morningstar, M.E. (2007-2008). Missouri Department of Elementary and Secondary Education. Missouri Department of Elementary and Secondary Education. STE41892. $131,333.
  The KU Transition Coalition will provide services for professional development and technical assistance to Missouri Regional Professional Development Center (RPDC) consultants and school districts. These services include regional and district self-assessment of transition needs, development and facilitation of an online communities of practice for the RPDC consultants to support and provide ongoing technical assistant, as well as a statewide COP for training and resource sharing. The Transition Coalition will be organizing online presentations from national experts and supporting an "Ask the Experts" forum via the statewide COP. In addition, the Transition Coalition will be providing online training and online short courses through the KU Special Education Department and KU Continuing Education to the RPDC consultants.
- Morningstar, M.E. & Noonan, P. (2007-2008). Arizona Community Transition Team Training and Technical Assistance. Arizona Department of Education. Contract No. ED 08-00015. $59,989.
- Morningstar, M.E. (2007-2008). Transitional Training and Technical Assistance. Henrico County Public Schools, Richmond, VA. SB 2765. $15,878.
- Morningstar, M.E. (2005-2009). The University of Kansas Secondary Special Education and Transition Leadership Personnel Preparation Project (KU-SET). Personnel Preparation USDOE-OSEP $800,000.
  The KU-SET program addresses critical needs in education by recruiting diverse doctoral-level students and providing leadership coursework in transition personnel preparation, research in secondary school reform, transition policy leadership, and culturally-competent, consumer-driven practices. The program also offers research-to-practice internships to develop research and effective practices. KU-SET also places program graduates in leadership roles in personnel preparation and policy formulation.
- Morningstar, M.E. (2004-2008) Evaluating the Effectiveness of Online Professional Development for Transition Innovative Research Competition. U.S. Department of Education, Office of Special Education Programs. $539,907
  This project intends to determine the efficacy of Transition Coalition online training modules for the development of practitioner knowledge and skills for planning and services. Furthermore, they will examine the addition of a community of practice for online training regarding the competency and frequency of transition activities. Finally, they will assess the needs of practitioners within online transition staff development.
- Morningstar, M.E. & Clark, G. M. (2004-2008). KU-TransCert Program: KU Transition Graduate Certification Program for High Incidence Disabilities Personnel Preparation. USDOE-OSEP. $800,000.
  KU-TransCert intends to support on-line training opportunities for the preparation of personnel offering secondary special education and transition services for students with high incidence disabilities. It addresses critical needs by for special education by specifically targeting candidates from diverse backgrounds and high needs areas. Although the program primarily serves the surrounding region, the on-line course offerings provide the potential for national implications.
Pattie Noonan
- Noonan, P. (2007-2008). Missouri State Personnel Development Grant Evaluation. Missouri Department of Elementary and Secondary Education. $130,000.
  This project will help the State of Missouri implement a statewide system of evaluation of activities related to the 2007-2012 Missouri State Personnel Development Grant. The project proposes to specifically develop a comprehensive system of evaluation for these newly authorized grant funds.
- Morningstar, M.E. & Noonan, P. (2007-2008). Arizona Community Transition Team Training and Technical Assistance. Arizona Department of Education. Contract No. ED 08-00015. $59,989.
Susan Palmer
- Horn, E., Marquis, J., & Palmer S. (2003-2008). Children's School Success. KU Site subcontract with Indiana University (Sam Odom, PI), funded through National Institute of Child Health and Human Development at the National Institutes of Health (NIH). $925,000.
  This project is the University of Kansas site of a multi-university (University of Maryland, Indiana University, Purdue University, and San Francisco State University) NIH funded research project. The primary goal is to investigate the effectiveness of an integrated curriculum model intended to prepare children for successful school entry. The CSS (Children's School Success) curriculum model consists of academic, social and individualization components that are well integrated and have a solid-based of scientific evidence documenting their effectiveness. The aims of the project are a). to train across the five years of the project 60 classroom teachers to implement the model and assess the fidelity of their implementation; b) assess and analyze the immediate effect of the CSS intervention model on the learning and development of four year old children at-risk for school failure (approximately 600 children across the 5 years); c) assess the effects of the intervention model on children's success in early elementary school years and d) determine the contextual characteristics of children, families, teachers, and organizations that affect fidelity of treatment and outcomes for children. A randomized group design will be employed in which teachers/classrooms are randomly assigned to experimental and control curriculum conditions.
Sally L Roberts
- 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.
Suzanne M Robinson
- Robinson, S. M., & Colson, S. (2004-2008) Providing Outreach Instruction for Special Educators (POISE). U.S. Department of Education. $800,000
  This project provides outreach instruction for teachers engaged in LD/ED/MR education and newly recruited pre-service teachers within the urban setting. The project offers tuition support to "plant" recruits, collaborative groups for novice special education teachers, field-based coaching/mentoring, and technological applications to facilitate collaboration across geographic impediments. This project offers licensure through an alternative, integrated, problem-based experience, rather than course work.
Wayne Sailor
- Sailor, W., & McCart, A. (2008-2012). The University of Kansas Response to Intervention (RtI) Leadership Preparation Program: Improving School Outcomes for Students with Significant Disabilities in Urban Settings. Office of Special Education Programs, Personnel Development to Improve Services and Results for Children with Disabilities. $800,000.
  This University of Kansas Beach Center on Disability and University of Kansas Center for Research on Learning collaborative project will: (a) recruit five doctoral students with diverse backgrounds and talents, including those with disabilities; (b) provide a doctoral leadership program focused on specialized curricula, extensive urban field experiences, ongoing research application grounded in RtI pedagogy and science; and (c) ensure fidelity of core doctoral training components thorough formative and summative evaluation procedures. Upon completion of this comprehensive professional effort, the five students upon receiving their Doctorate of Philosophy in Special Education will emerge as national leaders, prepared specifically to secure positions that will enable them to prepare highly qualified teachers skilled in RtI applications in urban-core, multicultural schools and to conduct rigorous high quality research directed to applications of RtI methods to meet the needs of children with disabilities.
- Sailor, W., & McCart, A. (2007-2010). Tertiary Intervention: The K-I Center. Office of Special Education Programs - U.S. Department of Education. $1,597,794.
  This demonstration project funded by OSEP establishes a model center that works with schools in Kansas and Illinois to show a) how and when resources and systems are organized to ensure the success of all students in accordance with a response to intervention (RtI) logic model, and b) how individual supports and interventions for students with complex needs can be more effectively/efficiently provided. Specifically, the Center proposes to strategically apply validated approaches using a problem-solving rubric that fully encompasses and integrates school-wide positive behavior support and wraparound, a school mental health approach developed in Illinois and replicated widely in other states. Center resources will be strategically applied to ensure implementation of tertiary systems in demonstration sites already implementing school-wide approaches but struggling with the shift from categorical approaches into RtI logic driven integrated systems.
- 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).
- McCart, A., & Sailor, W. (2004-2008). Technical Assistance Center on Positive Behavior Supports. U.S. Department of Education. $675,000.00
- 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.
Richard L Simpson
- Simpson, R. L. (2005-2009). Master's Degree Training Program for Personnel Preparing for Careers with Children and Youth with Autism Spectrum Disorders. U.S. Department of Education, Office of Special Education Programs, Division of Personnel Preparation. Funded. $1,000,000.
  This program addresses leadership shortages within E/BD and ASD education by combining general doctoral training in special education with specialty work in these areas. The grant develops teacher educators, researchers, and supervisors with consultation, personnel training, and research experiences in urban and suburban public schools within linguistically and culturally diverse communities.
- Simpson, R. L. (2005-2009). Preparation of Leadership Personnel: Doctoral Training Program for Personnel Preparing for Careers with Children and Youth with Emotional/Behavioral Disorders and Autism-Related Disorders. U.S. Department of Education, Office of Special Education Programs, Division of Personnel Preparation. $800,000.
  This program addresses leadership shortages within E/BD and ASD education by combining general doctoral training in special education with specialty work in these areas. The grant develops teacher educators, researchers, and supervisors with consultation, personnel training, and research experiences in urban and suburban public schools within linguistically and culturally diverse communities.
- Simpson, R.L. (2002-2008). Master's/Licensure Training Program for Personnel Preparing for Careers with Children and Youth with Emotional/Behavioral Disorders and Students At-Risk for Significant Negative Consequences Related to Violent and Aggressive Behaviors. U.S. Department of Education, Office of Special Education Programs, Division of Personnel Preparation. $800,000.
  Addressing the consistent failures to provide adequate accommodations for our nation's E/BD and VAB students, this program helps to prepare masters-level personnel in the related fields. Students are provided with stipends to allow them to engage in part-time or full-time study in an innovative field-based program in a highly diverse community.
Tom Skrtic
- 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.
- Skrtic, T. (2003-2008) Building-level Administration of Special Education Services: Preparing Principals for Leadership in IDEA Implementation and Alignment with NCLB and Best Practice Principles of Standards-Based Education, School Unification, and Positive Behavior Support. U. S. Department of Education, Office of Special Education Programs. Preparation of Leadership Personnel. $800,000.
  This leadership project supports development of an integrated general/special education graduate program in building-level administration of special education services, focusing on coordinated implementation of the No Child Left Behind Act (NCLB) and the IDEA. The project is a collaborative effort among the KU Departments of Special Education and Educational Leadership & Policy Studies, the Kansas State Department of Education, and the Kansas Special Education Advisory Council. It will provide 24 program participants with a new 54 credit-hour integrated general education/special education graduate program, culminating in a 36-credit hour master's degree general education administration, a building administrator license, and an 18-credit hour graduate certificate in building-level special education administration.
Sean J Smith
- Smith, S. J. (2007-2012). Personnel preparation to improve services and results for children with disabilities - Focus Area B: Training personnel to serve school age children with low-incidence disabilities: A Masters Training Program with an emphasis in assistive/instructional technology. US Department of Education, Office of Special Education Programs. $1,000,000.
  This Master's training grant will fully endorse at least 36 teachers in the State of Kansas Functional Area endorsement (students with low incidence disabilities) who also will develop expertise in assistive and instructional technology (A/IT) and be prepared to provide classroom support. Skills developed will allow teachers to: (a) Conduct research that results in the identification and validation of A/IT in the lives of students with LID in special and general education classrooms; (b) Implement evidence-based practices that address the instructional, behavioral, and social/emotional needs of students with disabilities, especially in the use of A/IT to promote meaningful access to the general education curriculum; (c) Develop partnerships and sustainable relationships with software/hardware manufacturers through the design, development, and implementation of classroom-based Action Research to better understand what constitutes effective technology application and what is necessary for successful implementation; (d) Promote change to facilitate the adoption and sustained use of research-based A/IT pedagogy in classrooms; and (e) Model for other teachers, parents, and related educational personnel to support use and effective integration of A/IT interventions to enhance the lives of students with LID.
- Smith, S., & Miller, J. (2007-2008) Animated Visual Supports for Social Skills (AViSSS). Steppingstones of technology innovation for students with disabilities, U.S. Department of Education, Office of Special Education Programs. $400,000.
  For this OSEP Steppingstones Technology Development project, investigators will apply virtual reality (VR) technology in the form of photo-realistic, animated computer simulations to augment social skills interventions for students with autism spectrum disorders (ASD). The project's workscope involves collaboration with a panel of ASD experts in writing and validating 10 social narrative "scenarios," which are then imported into programmed finite machine state (FMS) packages. FMS packages allow end-users to select a social predicament, witness it unfolding, and interact with it. Upon completion of the scenarios, the investigators will beta test the prototype using expert-appraisal procedures with the intent of rapid-prototyping for eventual marketing and dissemination during an eventual Phase II Steppingstones follow-up grant.
- Hall, T., Harvey, B., & Smith, S. J. (2006-2007). Science Writer: An extensive evaluation model to measure outcomes and enhance integration. Steppingstones of technology innovation for students with disabilities, U.S. Department of Education, Office of Special Education Programs. $400,000.
  This is a project that involves a web-based application that focuses on the science curriculum as well as the writing process. Developed by collaborators at the Center for Applied Special Technologies (CAST), this project is a Phase II award and will concentrate research in the states of Kansas and Massachusetts and involve a training summit during the second year of the project in Massachusetts.
- Smith, S.J., & Childs, P. (2005- 2008). Kansas Infinitec Coalition. Kansas State Department of Education, $750,000.
- Meyen, E.L., Poggio, J.P., Aust, R.J., & Smith, S.J. (2004-2008). Advanced Technologies for Teachers in Using Assessment Data to Improve Student Achievement. U.S. Department of Education Fund for Improvement of Post Secondary Education (FIPSE). CFDA 84.116A - P116A041156. $647,816.
  In this project, policy makers, test developers, and researchers are validating the knowledge and skills teachers need to effectively implement emerging testing policies through instructional planning. The project will produce modules to teach the analysis and interpretation of test data and create application tools to enhance data-based instructional planning targeted to enhancing achievement. Staff members are partnering with teacher education programs, but the instructional modules will be disseminated nationally.
- Smith, S.J., & Meyen, E.L. (2003-2008). Leadership in Online Learning: Preparing Leaders for Innovative Solutions in Current and Future Personnel Preparation. U.S. Department of Education-Office of Special Education Programs. $800,000.
  The KLPO project addresses the numerical and representative shortcomings of current personnel preparation programs by promoting on-line instruction. The program prepares doctoral students for conducting research for personnel preparation, developing online pre-service or professional development products, promoting system change to promote on-line instruction, preparing teachers and administrators, and providing leadership in the enhancement of on-line instruction for students with disabilities.
Barbara J Thompson
- Horn, E., Carta, J. J., & Thompson, B. J.(2007-2011). University of Kansas Teacher Educators for Early Childhood Special Education Leadership Personnel Preparation Project (KU-TEECH). US Department of Education, Division of Personnel Preparation. $800,000
  This personnel preparation grant helps prepare leadership personnel in early childhood special education/early childhood, particularly focusing on leadership in teacher education. This grant will help prepare students, including those from traditionally under-represented groups, with the knowledge and skills necessary to become highly effective ECSE/ECE teacher educators. A core of leadership coursework, grounded in the evidence base of effective practice in early childhood special education, teacher education, and policy leadership, will help program graduates fill in key ECSE/ECE teacher education vacancies across the United States.
- Thompson, B.J., & Horn, E. (2007-2011). Preparing Early Childhood Education to serve all Young Children. Preparation of masters level personnel, U.S. Department of Education, Division of Personnel Preparation. $800,000.
  This personnel preparation project (HUE) is responsive to the call for a new early childhood professional. Project HUE is directed toward the preparation of personnel for the Kansas Early Childhood Unified (Birth through Gr. 3) license and thus impacts the critical need for personnel who have competencies necessary to effectively serve all young children, including infants, toddlers and preschoolers with disabilities (birth through age 5) and their families, in natural environments and inclusive general early childhood programs. Addressing the major EC-related licensure changes in Kansas, this project is directed to providing and refining: (a) a newly approved teacher education program in which individuals can acquire the competencies needed to obtain a new Kansas EC-Unified (Birth Gr.3) license and (b) a program leading to a Masters of Science in Education in the program area of early childhood special education in which individuals can acquire advanced EI/ECSE competencies.
Ann P Turnbull
- Turnbull, A.P. (2008-2013). National Early Childhood Training Enhancement Center. Office of Special Education Programs. $197,593.
  As a sub-contract from the University of North Carolina-Chapel Hill, this project, known as Project CONNECT, has the purpose of providing resources, training, and technical assistance to higher education faculty and other professional development specialists to foster inclusive early childhood services for young children with disabilities. CONNECT will work with both special education and general early childhood professional development specialists by developing nine curricular modules related to quality early childhood education for young children with special needs (birth-5 years). The Beach Center's sub-contract with Project CONNECT is to provide the family perspective throughout all nine modules and in particular in development of a module on providing family supports and services.
- Turnbull, A.P., & Turnbull, H.R. (2008-2012). Leadership and Family-Professional Partnership Enhancement. U.S. Department of Education, OSERS, OSEP Special Education Personnel Preparation to Improve Services and Results for Children with Disabilities Program. $800,000.
  With a focus on preparing students with a specialization in family-professional partnerships, this USDOE four-year leadership training project will prepare five national leaders. Students will have a special emphasis in family theory and research, family supports and services, family policy, and technology-based knowledge mobilization. In addition to School of Education and Department of Special Education core courses, students will complete a minor in research and will actively participate in technology-based learning including online communities of practice and a wide variety of innovative Web 2.0 technologies.
- 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).
- Turnbull, A. P., & Summers, J. (2007-2008) Investigating an Online Community of Practice: A proposal to develop an evidence base for knowledge syntheses and translation. National Institute on Disability and Related Research. $100,000.
  This Research Utilization Support and Help (RUSH) grant, which is a supplement for knowledge translation from the National Institute on Disability and Related Research, will be used to develop a web-supported national Community of Practice to focus on improving the quality and quantity of family support for families of young children with disabilities. The web-supported CoP will integrate the best available research with family values and wisdom and professional values and wisdom.
- Turnbull, H.R., & Turnbull, A.P. (2003-2008). Rehabilitation Research and Training Center on Policies Affecting Families of Children with Disabilities. National Institute of Disability and Rehabilitative Research. $3,749,737.
  This five-year research, training, and dissemination project focuses on a comprehensive study of the impact of two policies on families. The first policy is the individual/family control of Medicaid funding, and the second policy is Part C of IDEA in terms of the provision of family supports and services. Research is occurring at federal, state, and local levels in Kansas and North Carolina to particularly focus on the outcomes of family quality of life and family community integration. In addition to the research, extensive effort is being invested in developing Communities of Action to use the research results for system reform.
H R Turnbull
- Turnbull, A.P., & Turnbull, H.R. (2008-2012). Leadership and Family-Professional Partnership Enhancement. U.S. Department of Education, OSERS, OSEP Special Education Personnel Preparation to Improve Services and Results for Children with Disabilities Program. $800,000.
  With a focus on preparing students with a specialization in family-professional partnerships, this USDOE four-year leadership training project will prepare five national leaders. Students will have a special emphasis in family theory and research, family supports and services, family policy, and technology-based knowledge mobilization. In addition to School of Education and Department of Special Education core courses, students will complete a minor in research and will actively participate in technology-based learning including online communities of practice and a wide variety of innovative Web 2.0 technologies.
- 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).
- Turnbull, H.R., & Turnbull, A.P. (2003-2008). Rehabilitation Research and Training Center on Policies Affecting Families of Children with Disabilities. National Institute of Disability and Rehabilitative Research. $3,749,737.
  This five-year research, training, and dissemination project focuses on a comprehensive study of the impact of two policies on families. The first policy is the individual/family control of Medicaid funding, and the second policy is Part C of IDEA in terms of the provision of family supports and services. Research is occurring at federal, state, and local levels in Kansas and North Carolina to particularly focus on the outcomes of family quality of life and family community integration. In addition to the research, extensive effort is being invested in developing Communities of Action to use the research results for system reform.
Christine S Walther-Thomas
- 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.
Michael L Wehmeyer
- 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.
- 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).
- 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.
- 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.

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