Susan B. Palmer

Research Centers - Life Span Institute
Research Professor
Ph.D., Disorders of Communication, University of Texas at Dallas, Human Development and Communication Sciences
Primary office:
785-864-0270
Haworth Hall
Room 3134
University of Kansas
1200 Sunnyside Ave
Lawrence, KS 66045


Susan B. Palmer, Ph.D. is Research Professor at the Beach Center on Disability and the Kansas University Center on Developmental Disabilities both within the Schiefelbusch Institute of Life Span Studies at the University of Kansas (KU) in Lawrence. She is also affiliated with the Department of Special Education, School of Education as a Courtesy Professor assisting graduate students with thesis and dissertation research related to individuals with disabilities. Dr. Palmer has been involved with research on self-determination for the last 23 years. She is immediate Past-President of the American Association on Individuals with Intellectual and Developmental Disabilities (AAIDD) and an AAIDD Fellow. In addition, Dr. Palmer is on the editorial boards of the journals Inclusion and Remedial and Special Education. In 2016, Dr. Palmer received the Steven F. Warren Research Achievement Award at KU, in recognition of outstanding research accomplishments. Prior to coming to KU in 1999, she worked at Richardson Development Center (TX) with families and their children with intellectual and developmental disabilities before starting her career in research at The Arc of the United States in Arlington, Texas.

Susan Palmer works on life-span research, literally from early childhood through adulthood, including aspects of self-determined learning and improving the participation and meaningful inclusion of youth and adults with intellectual and developmental disabilities in the community. She has directed numerous federally funded research projects both at KU and at The Arc of the U. S. and partners with a number of School of Education faculty members including Michael Wehmeyer, Karrie Shogren, and Eva Horn on research projects across the lifespan. Dr. Palmer has authored or co-authored numerous articles, book chapters, monographs, and other materials to support individuals with disabilities to become more self-determined. She focuses her research and dissemination work on supporting access to the general education through inclusive services in schools. Her preferred dissemination task is to work on projects of knowledge translation, so that academic writing, study results, and research findings are available for multiple audiences, especially families, teachers, and service providers.

Education

Ph.D., Disorders of Communication, University of Texas at Dallas, Human Development and Communication Sciences

M.S., Generic Special Education, University of Texas at Dallas

M.S., Reading - Special Education, College of New Rochelle

B.S., Elementary Education, Pennsylvania State University

Research Interests

  • Self-determination
  • Students with Intellectual Disability

Selected Publications

Seo, H., Shogren, K. A., Wehmeyer, W. P., Little, T. D., & Palmer, S. B. (in press). The Impact of Medical/Behavioral Support Needs on the Supports Needed by Adolescents with Intellectual Disability to Participate in Community Life. American Journal on Intellectual and Developmental Disabilities.

Palmer, S. B., Butera, G. D., Classen, A., & Kang, J. (2016). Addressing challenging behaviors. In E. M. Horn, S. B. Palmer, G. Butera, & J. Lieber (Eds.), Six Steps to Early Childhood Inclusion. (pp. 161-182). Baltimore, MD: Paul H. Brookes.

Butera, G. D., Friesen, A., Horn, E. M., Palmer, S. B., & Vaiouli, P. (2016). Adults working and planning together. In E. M. Horn, S. B. Palmer, G. Butera, & J. Lieber (Eds.), Six Steps to Early Childhood Inclusion. (pp. 183-198). Baltimore, MD: Paul H. Brookes.

Palmer, S. B., Butera, G. D., Friesen, A., & Clay, J. (2016). Components of progress monitoring. In E. M. Horn, S. B. Palmer, G. Butera, & J. Lieber (Eds.), Six Steps to Early Childhood Inclusion. (pp. 111-134). Baltimore, MD: Paul H. Brookes.

Horn, E. M., Kang, J., Classen, A., & Palmer, S. B. (2016). Foundations of universal design for learning. In E. M. Horn, S. B. Palmer, G. Butera, & J. Lieber (Eds.), Six Steps to Early Childhood Inclusion. (pp. 75-90). Baltimore, MD: Paul H. Brookes.

Horn, E. M., Lieber, J. A., Butera, G. D., Kang, J., & Palmer, S. B. (2016). Integration of challenging curriculum content. In E. M. Horn, S. B. Palmer, G. Butera, & J. Lieber (Eds.), Six Steps to Early Childhood Inclusion. (pp. 50-73). Baltimore, MD: Paul H. Brookes.

Horn, E., Palmer, S. B., Butera, G., & Lieber, J. (2016). Introduction. In E. M. Horn, S. B. Palmer, G. Butera, & J. Lieber (Eds.), Six Steps to Early Childhood Inclusion. (pp. 3-14). Baltimore, MD: Paul H. Brookes.

Horn, E., Kang, J., Classen, A., Butera, G., Palmer, S., Lieber, J., Frieson, A., & Mihai, A. (2016). Role of universal design for learning and differentiation in inclusive preschools. In L. Meyers & T. Catalino (Eds.), DEC recommended practices: Environment practices. (pp. 51-66). Los Angeles, CA: Author.

Butera, G. D., Horn, E. M., Palmer, S. B., & Lieber. A. (2016). Summing it up: The CSS+ curriculum framework. In E. M. Horn, S. B. Palmer, G. Butera, & J. Lieber (Eds.), Six Steps to Early Childhood Inclusion. (pp. 215-222). Baltimore, MD: Paul H. Brookes.

Horn, E. M., Palmer, S. B., Butera, G. D., & Lieber, J. A. (2016). The CSS+ curriculum planning framework. In E. M. Horn, S. B. Palmer, G. Butera, & J. Lieber (Eds.), Six Steps to Early Childhood Inclusion. (pp. 15-22). Baltimore, MD: Paul H. Brookes.

Butera, G., Horn, E. M., Palmer, S. B., Friesen, A., & Lieber, J. (2016). Understanding Science, Technology, Engineering, Arts, and Mathematics (STEAM) within early childhood special education. In B. Reichow, B. A. Boyd, E. E. Barton, & S. L. Odom (Eds.), Handbook of early childhood special education. (pp. 51-66). Cham, Switzerland: Springer.

Horn, E. M., Palmer, S. B., Butera, G., & Lieber, J. (2016). Six Steps to Early Childhood Inclusion. , Baltimore, MD: Paul H. Brookes.

Chou, Y. C., Palmer, S. B., Wehmeyer, W. P., & Skorupski, W. (2016). Comparison of self-determination of students with disabilities: Multivariate and discriminant function analyses. Journal of Intellectual Disability Research, 23. DOI:10.1111/jir.12297

Shogren, K. A., Wehmeyer, M. L., Seo, H., Thompson, J. R., Schalock, R. L., Hughes, C., Little, T. D., & Palmer, S. B. (2016). Examining the reliability and validity of the Supports Intensity Scale – Children’s version in children with autism and intellectual disability. Focus on Autism and Other Developmental Disabilities. DOI:10.1177/1088357615625060

Shogren, K. A., Dean, E., Griffin, C., Steveley, J., Sickles, R., Wehmeyer, M. L., & Palmer, S. B. (2016). Promoting change in employment supports: Impacts of a community-based change model. Journal of Vocational Rehabilitation.

Shogren, K. A., Gotto, G. S., Wehmeyer, W. P., Shaw, L., Seo, H., Palmer, S., Snyder, M. J., & Barton, K. N. (2016). The impact of the Self-Determined Career Development Model on self-determination outcomes. Journal of Vocational Rehabilitation.

Thoma, C., & Palmer, S. B. (2015). Issue Brief: Education of students with IDD. (.., & .). A summary of research goals developed at the National Goals 2016 Working Meeting. Washington, DC: AAIDD.

Seong, Y., Wehmeyer, M., Palmer, S., & Little, T. (2015). A multiple-groups confirmatory factor analysis of self-determination between groups of adolescents with intellectual disability or learning disabilities. Assessment for Effective Intervention, 40, 166-175.

Seo, H., Wehmeyer, M., Palmer, S., & Little, T. (2015). A two-group confirmatory factor analysis of The Arc’s Self-determination Scale with students with emotional/behavioral disorders or learning disabilities. Journal of Emotional and Behavioral Disorders, 23, 17-27. DOI:10.1177/1063426613503496

Stroup-Rentier, V. L., Summers, J. A., Palmer, S. B., & Turnbull, A. P. (2015). An exploration of how the Foundations Intervention influences family-professional partnerships in Head Start: A case study. NRHS Dialog, 17, 50-65.

Chou, Y., Wehmeyer, M. L., Palmer, S. B., & Lee, J. H. (2015). Autism and self-determination: Factor analysis of two measures of self-determination. . Focus on Autism and Other Developmental Disabilities. DOI:10.1177/1088357615611391

Shogren, K. A., Wehmeyer, M. L., Palmer, S. B., Forber-Pratt, A. J., Little, T. J., & Lopez, S. (2015). Causal agency theory: Reconceptualizing a functional model of self-determination. Education and Training in Autism and Developmental Disabilities, 50, 251-263.

Stroup-Rentier, V. L., Summers, J. A., Palmer, S. B., & Turnbull, A. P. (2015). Family-professional partnerships in Head Start: Practical strategies using a partnership intervention. NRHS Dialog, 17, 131-137.

Erwin, E. J., Maude, S. P., Palmer, S. B., Summers, J. A., Brotherson, M. J., Haines, S. J., Stroup-Rentier, V., Zheng, Y., & Peck, N. F. (2015). Fostering the foundations of self-determination in early childhood: A process for enhancing child outcomes across home and school. Early Childhood Education Journal, 44, 325-333. DOI:10.1007/s10643-015-0710-9

Zheng, Y., Maude, S. P., Brotherson, M. J., Summers, J. A., & Palmer, S. B. (2015). Foundations for self-determination perceived and promoted by families of young children with disabilities in China. Education and Training in Autism and Developmental Disabilities, 50, 109-122.

Shogren, K. A., Wehmeyer, M. L., Little, T. D., Forber-Pratt, A. J., Palmer, S. B., & Seo, H. (2015). Preliminary validity and reliability of scores on the Self-Determination Inventory: Student Report version. . Career Development and Transition for Exceptional Individuals. DOI:10.1177/2165143415594335

Shogren, K. A., Wehmeyer, M. L., Palmer, S. B., Rifenbark, G. G., & Little, T. D. (2015). Relationships between self-determination and postschool outcomes for youth with disabilities. Journal of Special Education, 48, 256-267.

Shogren, K. A., Wehmeyer, M. L., Thompson, J. R., Hughes, C., Little, T. D., & Palmer, S. B. (2015). Support needs of children with intellectual and developmental disabilities: Age-related implications for assessment. Psychology in the Schools, 52(9), 874-891.

Seong, Y., Wehmeyer, M., Palmer, S., & Little, T. (2015). The effects of the self-directed individualized education program on self-determination and transition empowerment of adolescents with disabilities. Career Development and Transition for Exceptional Individuals, 38, 132-141.

Freisen, A., Butera, G., Kang, J., Horn, E., Lieber, J., & Palmer, S. (2014). Collaboration in preschool to promote early literacy for children: Lesson learned from the CSS curriculum. Journal of Educational and Psychological Consultation, 24, 149-164. DOI:10.1080/10474412.2014.903189

Summers, J. A., Brotherson, M. J., Erwin, E. J., Maude, S. P., Palmer, S. B., Haines, S. J., & Zheng, Y. Z. (2014). Family reflections on the foundations of self-determination in early childhood. Inclusion, 2, 175-194. DOI:10.1352/2326-6988-2.03.175

Haines, S. J., Summers, J. A., Turnbull, A. P., Turnbull, H. R., & Palmer, S. B. (2014). Fostering Habib’s engagement and self-regulation: A case study of a child from a refugee family at home and preschool. Topics in Early Childhood Special Education. DOI:10.1177/0271121414552905

Shogren, K. A., Plotner, A. J., Palmer, S. B., Wehmeyer, M. L., & Paek, Y. (2014). Impact of the Self-Determined Learning Model of Instruction on teacher perceptions of student capacity and opportunity for self-determination. Education and Training in Autism and Developmental Disabilities, 49, 440-448.

Butera, G., Friesen, A., Palmer, S., Lieber, J., Horn, E., Hanson, M., & Czaja, C. (2014). Integrating mathematics problem solving and critical thinking into the curriculum. Young Children, 69, 70-77.

Mihai, A., Friesen, A., Butera, G., Horn, E., Lieber, J., & Palmer, S. B. (2014). Teaching phonological awareness to all children through storybook reading. Young Exceptional Children. DOI:10.1177/1096250614535221 http://yec.sagepub.com/content/early/2014/05/21/1096250614535221.citation

Seo, H., Wehmeyer, M., & Palmer, S. (2014). The effects of the self-determined learning model of instruction on academic performance of students with high-incidence disabilities. Journal of Special Education: Theory and Practice, 15(1), 305-330.

Thompson, J. R., Wehmeyer, M. L., Hughes, C., Shogren, K. A., Palmer, S. B., & Seo, H. (2014). The support intensity scale- Children’s Version: Preliminary Reliability and Validity. Inclusion, 2, 140-149.

Williams-Diehm, K. W., & Palmer, S. B. (2013). Student involvement in the IEP. In C. R. Reynolds, K. J. Vannest, E. Fletcher-Janzen, & . (Eds.), Encyclopedia of special education: A reference for the education of children, adolescents, and adults with disabilities and other exceptional individuals.(4thth ed.). Hoboken, NJ: Wiley.

Palmer, S., Summers, J. A., Brotherson, M. J., Erwin, E., Maude, S., Stroup-Rentier, V., & Haines, S. (2013). Building a Foundation for Self-Determination in Early Childhood: An Inclusive Model for Children with Disabilities. Topics in Early Childhood Special Education, 33, 38-47. DOI:10.1177/0271121412445288

Wehmeyer, M. L., Palmer, S., Shogren, K., Williams-Diehm, K., & Soukup, J. (2013). Establishing a causal relationship between interventions to promote self-determination and enhanced student self-determination. Journal of Special Education, 46, 195-210.

Shogren, K. A., Wehmeyer, M. L., Palmer, S., & Paek, Y. (2013). Exploring personal and school environment characteristics that predict self-determination. Exceptionality, 21, 147-157.

Wehmeyer, M. L., & Palmer, S. B. (2012). Whose Future Is It Anyway? , Verona, WI: Attainment Company, Inc.

Palmer, S. B., Wehmeyer, M. L., Shogren, K. A., Williams-Diehm, K. L., & Soukup, J. H. (2012). An evaluation of the Beyond High School model on the self-determination of students with intellectual disability. Career Development for Exceptional Individuals, 35, 76-87.

Shogren, K., Palmer, S. B., Wehmeyer, M. L., Williams-Diehm, K., & Little, T. (2012). Effect of intervention with the Self-Determined Learning Model of Instruction on access and goal attainment. Remedial and Special Education, 33, 320-330.

Seo, H. J., Wehmeyer, M. L., Palmer, S. B., Soukup, J. H., Williams-Diehm, K. L., & Shogren, K. A. (2012). Examining individual and environmental factors on levels of self-determination of students with disabilities: The relationship between self-determination and disability categories, gender, and educational settings. The Journal of Special Education: Theory and Practice, 6, 1-22.

Lee, Y., Wehmeyer, M. L., Palmer, S., Williams-Diehm, K., Davies, D., & Stock, S. (2012). Examining individual and instruction-related predictors of the self-determination of students with disabilities: Multiple regression analyses. Remedial and Special Education, 33, 150-161.

Palmer, S. B., Wehmeyer, M. L., Davies, D., & Stock, S. (2012). Family members’ reports of the technology use of family members with intellectual and developmental disabilities. Journal of Intellectual Disability Research, 56, 402-414.

Hu, X., & Palmer, S. B. (2012). Self-determination within the Chinese culture: Examining cultural values. Review of Disability Studies, 8, 22-33.

Tanis, E. S., Palmer, S. B., Wehmeyer, M. L., Davies, D. K., Stock, S., Lobb, K., & Bishop, B. (2012). Self-Report Computer-Based Survey of Technology Use by People with Intellectual and Developmental Disabilities. Intellectual and Developmental Disabilities, 5, 53-68.

Wehmeyer, M. L., Shogren, K., Palmer, S. B., Williams-Diehm, K., Little, T., & Boulton, A. (2012). The impact of the Self-Determined Learning Model of Instruction on student self-determination. Exceptional Children, 78, 135-153.

Butera, G., Palmer, S. B., Lieber, J., & Schneider, R. (2011). Helping preschool children learn about mathematics: Lessons learned from Children's School Success. In N. L. Gallenstein & J. Hodges (Eds.), Mathematics for all: Instructional strategies to assist students with special learning needs (pp. 121-129). Olney, MD: Association for Childhood Education International.

Wehmeyer, M. L., Palmer, S. B., Lee, Y., Williams-Diehm, K., & Shogren, K. A. (2011). A randomized-trial evaluation of the effect of Whose Future is it Anyway? on self-determination. Career Development for Exceptional Individuals, 34, 45-56.

Walker, H. M., Calkins, C., Wehmeyer, M. L., Walker, L., Bacon, A., Palmer, S. B., Jesien, G., Nygren, M., Heller, T., Gotto, G., Abery, B., & Johnson, D. (2011). A social-ecological approach to promote self-determination. Exceptionality, 19, 6-18.

Hanson, M. J., Miller, A. D., Diamond, K., Odom, S., Lieber, J., Butera, G., Horn, E., Palmer, S. B., & Fleming, K. (2011). Neighborhood community risk influences on preschool children’s development and school readiness. Infants and Young Children, 24, 87-100.

Maude, S. P., Brotherson, M. J., Summers, J. A., Erwin, E. J., Palmer, S. B., Peck, N. F., Zheng, Y., Kruse, A., Haines, S. J., & Weigel, C. (2011). Performance: A strategy for professional development in early childhood teacher preparation. Journal of Early Childhood Teacher Education, 32, 355-366.

Wehmeyer, M. L., Abery, B., Zhang, D., Ward, K., Willis, D., Hossain, W. H., Balcazar, F., Ball, A., Bacon, S., Calkins, C., Heller, T., Goode, T., Dias, R., Jesien, G., McVeigh, T., Nygren, M., Palmer, S., & Walker, H. (2011). Personal self-determination and moderating variables that impact efforts to promote self-determination. Exceptionality, 19, 19-30.

Heller, T., Schindler, A., Palmer, S. B., Wehmeyer, M. L., Parent, W., Jenson, R., Abery, B., Geringer, W., Bacon, A., & O'Hara, D. (2011). Self-determination across the life span: Issues and gaps. Exceptionality, 19, 31-45.

Lee, Y., Wehmeyer, M. L., Palmer, S. B., Williams-Diehm, K., Davies, D. K., & Stock, S. (2011). The effect of student-directed transition planning with a computer-based reading support program on the self-determination of students with disabilities. Journal of Special Education, 45, 104-117.

Wehmeyer, M. L., Palmer, S. B., Williams-Diehm, K., Shogren, K. A., Davies, D. K., & Stock, S. (2011). The impact of technology use in transition planning on student self-determination. Journal of Special Education, 26, 13-24.

Wehmeyer, M. L., Palmer, S. B., Davies, D. K., & Stock, S. (2011). The role of technology use by a person with intellectual or developmental disabilities as a family support. Rivista di studi familiari, 2, 90-99.

Voran, A., & Palmer, S. B. (2011). A dream come true. Impact Feature issue on supporting the social well-being of children and youth with disabilities. Impact, 24(1), 38-39. http://ici.umn.edu/products/impact/241/241.pdf

Palmer, S. B. (2011). Advocating for children’s social emotional well-being in educational settings: Tips for families. Impact Feature issue on supporting the social well-being of children and youth with disabilities. Impact, 24, 5. http://ici.umn.edu/products/impact/241/241.pdf

Palmer, S. B., Heyne, L., Montie, J., & Abery, B. (Eds.). (2011). Impact: Feature issue on supporting the social well-being of children and youth with disabilities. Impact, 24. http://ici.umn.edu/products/impact/241/241.pdf

Odom, S. L., Hanson, M., Lieber, J., Diamond, K., Palmer, S. B., Butera, G., & Horn, E. M. (2010). Prevention, early childhood intervention, and implementation Science. In B. Doll, W. Pfohl, & J. Yoon (Eds.), Handbook of youth prevention science (pp. 413-432). New York: Routledge.

Lieber, J., Hanson, M., Butera, G., Palmer, S. B., Horn, E. M., & Czaja, C. (2010). Do preschool teachers sustain their use of a new curriculum? NHSA Dialogue, 13, 248-252.

Odom, S. L., Fleming, K., Lieber, J., Diamond, K., Butera, G., Hanson, M., Horn, E., Palmer, S. B., & Marquis, J. (2010). Examining different forms of implementation in early childhood curriculum research. Early Childhood Research Quarterly, 25, 314-328.

Shogren, K., Palmer, S. B., Bovaird, J., & Wehmeyer, M. (2010). Examining the development of locus of control orientations in students with intellectual disability, learning disabilities, and no disabilities: A latent growth curve analysis. Research and Practice for Persons with Severe Disabilities, 35, 80-92.

Williams-Diehm, K., Palmer, S. B., Lee, Y., & Schroer, H. (2010). Goal content analysis for middle and high school students with disabilities. Career Development for Exceptional Individuals, 33, 132-142.

Lee, S. H., Wehmeyer, M. L., Soukup, J. H., & Palmer, S. B. (2010). Impact of curriculum modifications on access to the general education curriculum for students with disabilities . Exceptional Children, 76, 213-233.

Agran, M., Wehmeyer, M. L., Cavin, M., & Palmer, S. B. (2010). Promoting active engagement in the general education classroom and access to the general education curriculum for students with cognitive disabilities. Education and Training in Autism and Developmental Disabilities, 45, 163-174.

Palmer, S. B. (2010). Self-Determination – A life-span perspective. Focus on Exceptional Children, 42, 1-16.

Lieber, J., Hanson, M., Butera, G., Palmer, S. B., Horn, E. M., & Czaja, C. (2010). Sustainability of a preschool curriculum: What encourages continued use among teachers? . NHSA Dialogue, 13, 225-242.

Wehmeyer, M. L., Davis, S., & Palmer, S. B. (2010). 10 Steps to independence: Promoting self-determination in the home. National Gateway to Self-Determination. http://www.aucd.org/NGSD/template/link.cfm

Lieber, J., Butera, G., Hanson, M., Palmer, S. B., Horn, E. M., Czaja, C., Diamond, K., Goodman-Jansen, G., Daniels, J., Gupta, S., & Odom, S. (2009). Factors that influence the implementation of a new preschool curriculum: Implications for professional development. Early Education and Development, 20, 456-481.

Lee, S., Palmer, S. B., & Wehmeyer, M. L. (2009). Goal setting and self-monitoring for students with disabilities: Practical tips and idea for teachers . Intervention in School and Clinic, 44, 139-145.

Erwin, E., Brotherson, M. J., Palmer, S. B., Cook, C., Weigel, C., & Summers, J. (2009). How to promote self-determination for young children with disabilities: Evidenced-based strategies for early childhood practitioners and families. Young Exceptional Children, 12, 27-37.

Palmer, S. B., & Stuber, G. M. (2009). Length of School Day in Kindergarten, 2007-2008: Final Report. http://media.khi.org//resources/Other/1343-Length_of_School_Day_In_Kindergarten.pdf

Klein, L. G., Palmer, S. B., & Stuber, G. M. (2009). Early Learning in Kansas: The impact of kindergarten on academic and social learning: Findings from the Kansas kindergarten assessment initiative and the length of day in kindergarten study. Witchita, KS: Kansas Health Institute. http://www.khi.org/news/2009/aug/28/early-learning-kansas-impact-kindergarten-academic/

Lieber, J., Horn, E. M., Palmer, S. B., & Fleming, K. (2008). Access to the General education curriculum for preschoolers with disabilities: Children’s School Success . Exceptionality, 16, 18-32.

Stock, S. E., Davies, D. K., Wehmeyer, M. L., & Palmer, S. B. (2008). Evaluation of cognitively-accessible software to increase independent access to cellphone technology for people with intellectual disability. Journal of Intellectual Disability Research, 52, 1155-1164.

Cho, H. J., & Palmer, S. B. (2008). Fostering self-determination in infants and toddlers with visual impairments or blindness. Young Exceptional Children, 11, 26-34.

Agran, M., Wehmeyer, M. L., Cavin, M., & Palmer, S. B. (2008). Promoting student active classroom participation skills through instruction to promote self-regulated learning and self-determination. Career Development for Exceptional Individuals, 31, 106-114.

Lee, S. H., Wehmeyer, M. L., Palmer, S. B., & Soukup, J. H. (2008). Self-Determination and access to the general education curriculum . Journal of Special Education, 42, 91-107.

Williams-Diehm, K., Wehmeyer, M. L., Palmer, S. B., Soukup, J. H., & Garner, N. (2008). Self-determination and student involvement in transition planning: A multivariate analysis. Journal of Developmental Disabilities, 14, 27-39.

Wehmeyer, M. L., Palmer, S. B., Smith, S. J., Davies, D., & Stock, S. (2008). The efficacy of technology use by people with intellectual disability: A single-subject design meta-analysis. Journal of Special Education Technology, 23, 21-30.

Shogren, K. A., Wehmeyer, M. L., Palmer, S. B., Soukup, J. H., Little, T. D., Garner, N., & Lawrence, M. (2008). Understanding the construct of Self-determination: Examining the relationship between The Arc’s Self-Determination Scale and the American Institutes for Research Self-Determination Scale . Assessment for Effective Intervention, 33, 94-107.

Palmer, S. B., Stuber, G., Klein, L., Horn, E. M., Poggio, J., & Patrick, R. (2008). Kansas Kindergarten Readiness Initiative Report: Fall 2007. http://www.khi.org/documents/2008/apr/01/kansas-kindergarten-assessment-initiative-report/

Klein, L. G., Palmer, S. B., Stuber, G., & Horn, E. M. (2008). Are Kansas Children prepared to succeed in kindergarten? . Witchita, KS: Kansas Health Institute. http://www.khi.org/news/2008/may/02/are-kansas-children-prepared-to-succeed-in/

Wehmeyer, M. L., Agran, M., Hughes, C., Martin, J., Mithaug, D. E., & Palmer, S. B. (2007). Promoting self-determination in students with intellectual and developmental disabilities, New York: Guildford Press.

Purcell, M. L., Horn, E. M., & Palmer, S. B. (2007). A qualitative study of the initiation and continuation of preschool inclusion programs. Exceptional Children, 74, 85-99.

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.

Wehmeyer, M. L., Palmer, S. B., Soukup, J. H., Garner, N., & Lawrence, M. (2007). Self-determination and student transition planning knowledge and skills: Predicting involvement. Exceptionality, 15, 31-44.

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, 36-41.

Agran, M., Cavin, M., Wehmeyer, M. L., & Palmer, S. B. (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.

Wehmeyer, M. L., Palmer, S. B., 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.

Wehmeyer, M. L., Smith, S., Palmer, S. B., & Davies, D. K. (2005). Technology use by students with intellectual disabilities: An overview. Journal of Special Education Technology, 19, 7-21.

Shogren, K. A., Gragoudas, S., & Palmer, S. B. (2005). A trailblazing crusade: Promoting the full participation of people with disabilities by educating and empowering professionals in the disability field. The Community Psychologist , 38(1), 31-34.

Horn, E., Thompson, B., Palmer, S. B., Jensen, R., & Turbiville, V. (2004). Preschool. In C. Kennedy & E. Horns (Eds.), Inclusion of students with severe disabilities (pp. 207-221). Boston: Allyn and Bacon.

Wehmeyer, M. L., Smith, S. J., Palmer, S. B., Davies, D. K., & Stock, S. (2004). Technology use and people with mental retardation. In L. M. Glidden (Ed.), International Review of Research in Mental Retardation (Vol. 29, pp. 293-337). San Diego, CA: Academic Press.

Wehmeyer, M. L., Lawrence, M., Kelchner, K., Palmer, S. B., Garner, N., & Soukup, J. (2004). Whose Future is it Anyway? A Student-Directed Transition Planning Process , Lawrence, KS: Beach Center on Disability.

Palmer, S. B., Wehmeyer, M. L., Gipson, K., & Agran, M. (2004). Promoting access to the general curriculum by teaching self-determination skills. Exceptional Children, 70, 427-439.

Wehmeyer, M. L., Agran, M., Palmer, S. B., Mithaug, D. E., & Martin, J. (2003). The effects of problem-solving instruction on the self-determined learning of secondary students with disabilities. In D. E. Mithaug, D. Mithaug, M. Argran, J. Martin, & M. L. Wehmeyer (Eds.), Self-Determined Learning Theory: Construction, Verification, and Evaluation (pp. 158-171). Mahwah, NJ: Lawrence Erlbaum Associates.

Wehmeyer, M., Latttimore, J. D., Jorgensen, J., Palmer, S. B., Thompson, E., & Schumaker, K. M. (2003). The Self-Determined Career Development Model: A pilot study. Journal of Vocational Rehabilitation, 19, 79-87.

Wehmeyer, M. L., & Palmer, S. B. (2003). Adult outcomes for students with cognitive disabilities three years after high school: The impact of self-determination. Education and Training in Developmental Disabilities, 38, 131-144.

Palmer, S. B., & Wehmeyer, M. L. (2003). Promoting self-determination in early elementary school: Teaching self-regulated problem-solving and goal-setting skills . Remedial and Special Education, 24, 115-126.

Palmer, S. B. (2003). The spiral of inclusion- A vision for enhanced services. Kansas Inservice Training System Newsletter: Training for Early Childhood Professionals and Families, 12, 1-5.

Palmer, S. B., & Wehmeyer, M. L. (2003). Teaching self-determination to young children . Nevada Access Newsletter, 11, 18-20.

Palmer, S. B., & Wehmeyer, M. L. (2002). A parent’s guide to the self-determined learning model of instruction for early elementary students. Lawrence, KS: The Beach Center on Disability.

Palmer, S. B., & Wehmeyer, M. L. (2002). A teacher’s guide to the self-determined learning model of instruction: Early elementary version. Lawrence, KS: The Beach Center on Disability.

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.

Wehmeyer, M. L., & Palmer, S. B. (2000). Promoting the acquisition and development of self-determination in young children with disabilities. Early Education & Development, 11, 465-481.

Mithaug, D. E., Wehmeyer, M. L., Agran, M., Martin, J. E., & Palmer, S. B. (1998). The Self-Determined Learning Model of Instruction: Engaging students to solve their learning problems. In M. L. Wehmeyer & D. J. Sands (Eds.), Making it happen: Student involvement in education planning, decision making, and instruction (pp. 299-328). Baltimore: Paul H. Brookes.

Wehmeyer, M. L., Agran, M., Palmer, S. B., & Mithaug, D. (1998). A teacher’s guide to implementing the Self-Determined Learning Model of Instruction–adolescent version . Lawrence, KS: The Beach Center on Disability.

Palmer, S. B. (1998). Early Intervention Services for Children Birth Through Age 2. Q&A.

Wehmeyer, M. L., & Palmer, S. B. (1998). Factor structure and construct validity of scores on the hopelessness scale for children with students with cognitive disabilities. Educational and Psychological Measurement, 58, 661-667.

Palmer, S. B., & Wehmeyer, M. L. (1998). Students’ expectations of the future: Hopelessness as a barrier to self-determination. Mental Retardation, 36, 128-136.

Wehmeyer, M. L., & Palmer, S. B. (1997). Perceptions of control of students with and without cognitive disabilities. Psychological Reports, 81, 195-206.

Wehmeyer, M. L., Sands, D. J., Doll, B., & Palmer, S. B. (1997). The development of self-determination and implications for educational interventions with students with disabilities. International Journal of Dsability, Development and Education, 44, 305-328.

Palmer, S. B. (1997). Position statement on services for early childhood, birth through eight . Arlington, TX: The Arc of the United States.

Doll, B., Sands, D., Wehmeyer, M., & Palmer, S. B. (1996). Promoting the Development and acquisition of self-determined behavior. In D. Sands & M. Wehmeyer (Eds.), Self-determination across the life span: Independence and choice for people with disabilities (pp. 65-90). Baltimore: Paul H. Brookes.

» Show All Publications

Selected Presentations

Thoma, C., Lemons, C., Palmer, S., Lowrey, A. & Morningstar, M. (06/01/2016 - 06/30/2016). Improving the education of children and youth with IDD: Recommendations from the 2015 AAIDD National Goals Conference. 140th Annual Meeting of the American Association on Intellectual and Developmental Disabilities.. Atlanta, GA

Palmer, S. & . (05/01/2015 - 05/31/2015). Qualitative analysis of building foundations for self-determination. 2015 Americas Regional Conference of the International Association for the Scientific Study of Intellectual and Developmental Disabilities (IASSID).. Honolulu, HI

Horn, E. & Palmer, S. (04/01/2015 - 04/30/2015). A universally designed curricular framework for delivering challenging content in preschool. 93rd annual Council for Exceptional Children Convention & Expo.. San Diego, CA

Horn, E., Palmer, S., Lieber, J., Butera, G., Kang, J. & Classen, A. (10/01/2014 - 10/31/2014). Using challenging curriculum in early childhood special education: Why and How? 30th Division of Early Childhood Conference on Young Children with Special Needs and their Families.. St. Louis, MO

Palmer, S., Horn, E., Classen, A., Mihai, A., Butera, G., Vaiouli, P., Lieber, J., Friesen, A. & Kang, J. (04/01/2014 - 04/30/2014). Focus on implementation for challenging curricula: Issues for early childhood staff. 92nd annual Council for Exceptional Children Convention & Expo. Philadelphia, PA

Horn, E., Palmer, S., Classen, A., Lieber, J., Drang, D., Butera, G., Mihai, A., Clay, J., Vaiouli, P., Friesen, A. & Kang, J. (04/01/2014 - 04/30/2014). Implementing a challenging universally designed preschool curriculum that includes children with disabilities. 92nd annual Council for Exceptional Children Convention & Expo. Philadelphia, PA

Clay, J., Vaiouli, A., Friesen, A. & Kang, J. (04/01/2014 - 04/30/2014). Implementing a challenging universally designed preschool curriculum that includes children with disabilities. 92nd annual Council for Exceptional Children Convention & Expo. Philadelphia, PA

Wu, H. & Palmer, S. (04/01/2014 - 04/30/2014). Parents’ perspectives on foundation skills of self-determination for young children with disabilities. 92nd annual Council for Exceptional Children Convention & Expo. Philadelphia, PA

Academic Degrees

  • Ph.D., Human Development and Communication Sciences, University of Texas, Dallas, Texas, 1989
  • M.S., Special Education, University of Texas, Dallas, Texas, 1985
  • M.S., Reading--Special Education, College of New Rochelle, New Rochelle, New York, 1974
  • B.S., Elementary Education, Penn State University, University Park, Pennsylvania, 1969

Specializations

Self-determination, Early Childhood, Access to the General Curriculum


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