The ultimate goal of my work is to identify and implement strategies that support the self-determination and full participation of people with disabilities in our diverse society. My work cuts across three areas. First, conceptualizations of disability in society and the impacts of the ecological model of disability and the supports paradigm on our understanding of disability and the supports provided to people with disabilities. My research and writing in this area focuses on public policy, systems change, definition and classification systems and their interactive effects on people with disabilities. Second, promoting student and family involvement in the identification of valued post-school outcomes with a particular emphasis on how to support individuals with disabilities to achieve a “real life” in the community that integrates social networks, positive health, meaningful employment, and lifelong learning. Third, implementing strategies in educational setting to support adolescents with disabilities to develop the skills to be self-determining adults. My research and writing in this area focuses on models of instruction that directly teach students skills necessary to be self-determining (e.g. goal setting, problem solving, self-management, and self-advocacy skills) and how teachers can overlay these models on instruction in academic and transition-related content to achieve valued school and adult outcomes.
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Faculty Research Profiles: Karrie Shogren
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Assistant Professor
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Research Biography
Degrees
- Ph.D., Special Education - Leadership and Systems Change in Low Incidence Disabilities, University of Kansas, 2006
- M.A., Psychology, University of Dayton, 2002
- B.S., Psychology, Ohio State University, 2000
Key Professional Appointments
- Assistant Professor, Department of Special Education, University of Illinois, 2009--
- Research Faculty and Member of the Board of Directors, Meadows Center for Preventing Educational Risk, University of Texas at Austin, 2008-2009
- Assistant Professor, Department of Special Education, University of Texas at Austin, 2006-2009
- Project Coordinator, Rehabilitation Engineering Research Center of Excellence for the Advancement of Cognitive Technologies, U.S. Department of Education, 2005-2006
Activities & Honors
- Associate Editor, Remedial and Special Education, 2008- present
- Member-at-Large, Board of Directors, Washington D.C., American Association on Intellectual and Developmental Disabilities, 2007-2011
- Member, American Association on Intellectual and Developmental Disabilities Ad Hoc Committee for the Development of the 11th edition of Intellectual disability: Definition, classification, and systems of support, American Association on Intellectual and Developmental Disabilities, 2005- present
Selected Publications
Shogren, K. A., Wehmeyer, M. L., Palmer, S. B., Soukup, J. H., Little, T. D., Garner, N., et al.(2007). Examining individual and ecological predictors of the self-determination of students with disabilities. Exceptional Children, 73, 488-509.
Schalock, R. L., Luckasson, R., Shogren, K. A., Borthwick-Duffy, S., Bradley, V., Buntix, W. H. E., et al. (2007). The renaming of mental retardation: Understanding the change to the term intellectual disability. Intellectual and Developmental Disabilities, 45, 116-124.
Shogren, K. A., Wehmeyer, M. L., Palmer, S. B., Soukup, J. H., Little, T. D., Garner, N. et al. (2008). Understanding the construct of self-determination: Examining the relationship between The arc’s self-determination scale and the AIR self-determination scale. Assessment for Effective Intervention, 33, 94-107.
Shogren, K. A., Bradley, V., Schalock, R. L., Gomez, S. C., Yeager, M. H., Schalock, R. L., et al. (2009). Public policy and the enhancement of desired public policy outcomes for persons with intellectual disability. Intellectual and Developmental Disabilities, 47, 307-319.