Jennifer A. Kurth, Ph.D.

Assistant Professor
Primary office:
Joseph R. Pearson Hall, Rm. 541
University of Kansas
1122 W. Campus Rd.
Lawrence, KS 66045-3101

Dr. Jennifer Kurth is Assistant Professor of Special Education at the University of Kansas. Her academic interests include methods implementing inclusive education, including methods of embedding critical instruction within the context and routines of general education as well as methods of providing appropriate supports and services for individual learners. Dr. Kurth’s research also examines how teachers, students, and family’s interactions support and constrain learning and socialization in general education classrooms. She also studies how teacher candidates develop their dispositions and skills in inclusive practices. Dr. Kurth’s research interests in inclusive education also include examining outcomes of inclusion in terms of skill development and quality of life indicators for students with disabilities.

Teaching Interests

  • Inclusive Education Low-Incidence Disabilities

Research Interests

  • Inclusive Education Low-Incidence Disabilities

Selected Publications

Kurth, J. A, Zagona, A. L., & Enyart, M. (in press). Inclusion of students with significant disabilities in SWPBS evaluation tools. Education and Treatment in Autism and Other Developmental Disabilities.

Zagona, A., Kurth, J. A, & MacFarland, S. (in press). Teachers' views of their preparation for inclusive education and collaboration. Teacher Education and Special Education.

Kurth, J. A., Born, K., & Love, H. (n.d.). Ecobehavioral characteristics of self-contained high school classrooms for students with severe cognitive disability. Research and Practice for Persons with Severe Disabilities, 41, 227-243. DOI:10.1177/1540796916661492

Kurth, J. A, & Enyart, M. (2016). Schoolwide positive behavior supports and students with severe disability: Where are we? Research and Practice for Persons with Severe Disabilities ,(41), 216-222.

Kurth, J. A., Mastergeorge, A. M., & Paschall, K. A. (2016). Economic and demographic factors impacting placement of students with autism. . Education and Training in Autism and Developmental Disabilities, 51, 3-12.

Morningstar, M. E, Allcock, H., Taub, D., Kurth, J. A, Gonsier-Gerdin, J., Ryndak, D., Sauer, J., & Jorgensen, C. (2016). TASH inclusive education national research agenda: A call to action and advocacy. Research and Practice for Persons with Severe Disabilities , 41, 227-243. DOI:10.1177/1540796916650975

Morningstar, M. E, Kurth, J. A, & Johnson, P. E (2015). Examining the past decade of education settings for students with significant disabilities. Remedial and Special Education.

Kurth, J. A. (2015). Educational placement of students with autism: Impact of state of residence. Focus on Autism and Other Developmental Disorders, 30, 249-256. DOI:10.1177/1088357614547891

Kurth, J. A., Lyon, K. J., & Shogren, K. A. (2015). Supporting students with severe disabilities in inclusive schools: A descriptive account from schools implementing inclusive practices. Research and Practice for Persons with Severe Disabilities, 40, 261-274. DOI:10.1177/1540796915594160

White, J., Kurth, J. A, McCord, J., & Stonemeier, J. (2015). TASH inclusive education town hall: Access to communication and high quality instruction in the least restrictive environment. TASH Connections, 41, 6-12.

Kurth, J. A., Lyon, K., & Shogren, K. A. (2015). Supports provided to students with severe disabilities in inclusive classrooms: Lessons learned from schools implementing inclusive practices. Research and Practice for Persons with Severe Disabilities, 40, 261-274.

Kurth, J. A., Morningstar, M. E., & Kozleski, E. B. (2015). The Persistence of Highly Restrictive Special Education Placements for Students with Low-Incidence Disabilities. Research and Practice for Persons with Severe Disabilities, 39(3), 227-239. DOI:10.1177/1540796914555580

Bartz, J., Kurth, J. A., & Wangeman, M. (2015). Facilitating supports and services for individuals with low-incidence disabilities. In E. A. West (Ed.), Including Learners with Low-Incidence Disabilities: International Perspectives on Inclusive Education. England: Emerald. DOI:10.1108/S1479-3636201140000005005

Kurth, J. A., & Foley, J. A. (2014). Reframing teacher education: Preparing teachers for inclusive education. Inclusion, 4(2), 286-300. DOI:10.1352/2326-6988-2.4.286

Gonsier-Gerdin, J., & Kurth, J. A. (2014). Inclusive Education Course Enhancement Module. Collaboration for Effective Education Development, Accountability, and Reform (CEEDAR) Center.

Marks, S. U., Kurth, J. A, & Pirtle, J. M. (2014). The Effect of "Measurable and Rigorous" State Performance Goals for Addressing "FAPE within the LRE for School-Aged Students.” . Inclusion, 1(3), 209-217. DOI:10.1352/2326-6988-1.3.209

Kurth, J. A., & Gross, M. (2014). The Inclusion Toolbox: Strategies and techniques for all teachers. Thousand Oaks, CA: Corwin Press.

Kurth, J. A., Knackstedt, K., & Kozleski, E. B. (2014). Indicator 5, Part B, Environments A, B, and C: Percent of children with IEPs aged 6 through 21. Office of Special Education Programs. Office of Special Education Programs.

Kurth, J. A. (2014). . How to make adaptations to include students with special needs.

Marks, S. U., & Kurth, J. A. (2013). Examination of disproportionality of autism in school-aged populations in the US. The Journal of the International Association of Special Education, 14(1), 9-21.

Kurth, J. A. (2013). A unit-based approach to specific adaptations for secondary English content. Teaching Exceptional Children, 46(2), 34-43.

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