Sheida K. Raley

Sheida K. Raley
  • Assistant Professor; Assistant Research Professor Life Span Institute

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Biography —

Sheida K. Raley, Ph.D. is an Assistant Research Professor at the Kansas University Center on Developmental Disabilities and Assistant Professor in the Department of Special Education. Dr. Raley’s research focuses on assessment and intervention related to self-determination for all students, including students with extensive support needs learning in inclusive contexts. The ultimate goal of her research is to understand how to enable all students, including students with and without disabilities, to build abilities and skills associated with self-determination. She has a particular interest in identifying instructional strategies and supports for general and special educators to use in inclusive classrooms. Dr. Raley earned her doctoral degree in Special Education from the University of Kansas and is a former public school teacher for elementary and middle school students with extensive support needs.

Research —

Research interests:

  • Self-determination, inclusive education, multi-tiered systems of support, transition

Teaching —

Teaching interests:

  • Self-determination, inclusive education practices, transition

Selected Publications —

Raley, S. K., Shogren, K. A., Rifenbark, G. G., Anderson, M. H., & Shaw, L. A. (2020). Comparing the impact of online and paper-and-pencil administration of the Self-Determination Inventory: Student Report [Journal Articles]. Journal of Special Education Technology, 35(3), 133–144. https://doi.org/10.1177/0162643419854491
Raley, S. K., Shogren, K. A., Rifenbark, G. G., Thomas, K., McDonald, A. F., & Burke, K. M. (2020). Enhancing secondary students’ goal attainment and self-determination in general education mathematics classes using the Self-Determined Learning Model of Instruction [Journal Articles]. Advances in Neurodevelopmental Disorders, 4(2), 155–167. https://doi.org/10.1007/s41252-020-00152-z
Raley, S. K., Burke, K. M., Hagiwara, M., Shogren, K. A., Wehmeyer, M. L., & Kurth, J. A. (2020). The Self-Determined Learning Model of Instruction and students with extensive support needs in inclusive settings [Journal Articles]. Intellectual and Developmental Disabilities, 58(1), 82–90. https://doi.org/10.1352/1934-9556-58.1.82
Raley, S. K., Shogren, K. A., Martinis, J. G., & Wehmeyer, M. L. (2020). Age of majority and alternatives to guardianship: A necessary amendment to the Individuals with Disabilities Education Act of 2004 [Journal Articles]. Journal of Disability Policy Studies, 104420732093258. https://doi.org/10.1177/1044207320932581
Shogren, K. A., Anderson, M. H., Raley, S. K., & Hagiwara, M. (2020). Exploring the relationship between student and teacher/proxy-respondent scores on the Self-Determination Inventory [Journal Articles]. Exceptionality, 1–14. https://doi.org/10.1080/09362835.2020.1729764
Shogren, K. A., Shaw, L. A., & Raley, S. K. (2019). Convergent validity of the Self-Determination Inventory: Student Report [Journal Articles]. Journal of Well-Being Assessment, 3(1), 39–58. https://doi.org/10.1007/s41543-019-00017-w
Raley, S. K., Shogren, K. A., & McDonald, A. (2018). Whole-class implementation of the Self-Determined Learning Model of Instruction in inclusive high school mathematics classes [Journal Articles]. Inclusion, 6(3), 164–174. https://doi.org/10.1352/2326-6988-6.3.164
Burke, K. M., Raley, S. K., Shogren, K. A., Mumbardó-Adam, C., Uyanik, H., Hagiwara, M., & Behrens, S. (2018). A meta-analysis of interventions to promote self-determination of students with disabilities [Journal Articles]. Remedial and Special Education. Published. https://doi.org/10.1177/0741932518802274
Raley, S. K., Mumbardó-Adam, C., Shogren, K. A., Simó-Pinatella, D., & Giné, C. (2018). Curricula to teach skills associated with self-determination: A review of existing research [Journal Articles]. Education and Training in Autism and Developmental Disabilitie, 53, 353–362.
Shogren, K. A., Burke, K. M., Antosh, A., Wehmeyer, M. L., LaPlante, T., Shaw, L. A., & Raley, S. (2018). Impact of the Self-Determined Learning Model of Instruction on self-determination and goal attainment in adolescents with intellectual disability [Journal Articles]. Journal of Disability Policy Studies, 30(1), 22–34. https://doi.org/10.1177/1044207318792178

Selected Presentations —

Shogren, K. A., & Raley, S. K. (2/28/2020). Development of a Framework and Measure to Assess Fidelity of Implementation of the Self-Determined Learning Model of Instruction in Inclusive, Secondary Classrooms. Council of Exceptional Children (CEC). Portland, OR
Shogren, K. A., & Raley, S. K. (11/30/2019). Differences in Self-Determination Based on Age, Gender, Race/Ethnicity, Disability and Across Student and Parent/Teacher Reports. Association of University Centers on Disabilities (AUCD). Washington, D. C
Raley, S. K., & Shogren, K. A. (10/31/2019). Age of Majority and Alternatives to Guardianship: A Necessary Amendment to the Individuals with Disabilities Act of 2004. Division of Career Development and Transition (DCDT) Conference. Seattle, WA
Raley, S. K., & Shogren, K. A. (11/30/2018). Belonging in Our Communities: Strengths-Based Approaches to Supporting Inclusion and Success. Association of University Centers on Disabilities (AUCD). Washington, D. C
Burke, K. M., Raley, S. K., Shogren, K. A., Adam-Mumbardo, C., Uyanik, H., & Hagiwara, M. (6/30/2018). A Meta-Analysis of Interventions to Promote Self-Determination for Students with Disabilities. American Association on Intellectual and Developmental Disabilities (AAIDD). St. Louis, MO