Katey Burke

Katey Burke

  • College of Education and Human Development

    Teaching and Learning

    Research Assistant Professor

Office Location

1301 Cecil B. Moore Ave.

Phone

215-204-4317

Biography

Dr. Kathryn M. Burke received her doctoral degree from the University of Kansas in Special Education with a Minor in Research Design and Analysis. Her research focuses on promoting self-determination across the lifespan for people with disabilities. She has authored or co-authored 21 peer-reviewed publications and three book chapters. Dr. Burke was formerly a special education teacher in Philadelphia and is passionate about advancing strengths-based inclusive education and employment through scholarship, teaching, and service.

Courses Taught

Number

Name

Level

SPED 5105

Assessment in Special Education

Graduate

SPED 5402

Effective Transition Practices for Students with Disabilities

Graduate

SPED 8101

Trends and Issues in Special Education

Graduate

EDUC 5010

Trends in Special Education

Graduate

Selected Publications

  • Burke, K.M., Shogren, K.A., & Carlson, S. (2021). Examining Types of Goals Set by Transition-Age Students With Intellectual Disability. Career Development and Transition for Exceptional Individuals, 44(3), pp. 135-147. doi: 10.1177/2165143420959055

  • Mazzotti, V.L., Shogren, K., Stewart-Ginsburg, J., Wysenski, D., Burke, K., & Hildebrandt, L. (2021). Development of the Goal-Setting Challenge App: Engaging Users to Promote Self-Determination. International Journal of Disability, Development and Education. doi: 10.1080/1034912X.2021.1959022

  • Burke, K.M., Shogren, K.A., Antosh, A.A., LaPlante, T., & Masterson, L.H. (2020). Implementing the SDLMI With Students With Significant Support Needs During Transition Planning. Career Development and Transition for Exceptional Individuals, 43(2), pp. 115-121. doi: 10.1177/2165143419887858

  • Burke, K.M., Shogren, K.A., & Behrens, S. (2020). Mapping the Literature on the Essential Characteristics of Self-Determination. Advances in Neurodevelopmental Disorders, 4(1). doi: 10.1007/s41252-019-00135-9

  • Shogren, K.A., Burke, K.M., Anderson, M.H., Antosh, A., LaPlante, T., & Hicks, T. (2020). Examining the Relationship Between Teacher Perceptions of Implementation of the SDLMI and Student Self-Determination Outcomes. Career Development and Transition for Exceptional Individuals, 43(1), pp. 53-63. doi: 10.1177/2165143419887855

  • Burke, K., Shogren, K.A., Raley, S.K., Wehmeryer, M.L., Antosh, A.A., & LaPlante, T. (2019). Implementing evidence-based practices to promote self-determination: Lessons learned from a state-wide implementation of the Self-Determined Learning Model of Instruction. Education and Training in Autism and Developmental Disabilities, 54(1), pp. 18-29. Retrieved from https://eric.ed.gov/

  • Hagiwara, M., Armor, A.M., Shogren, K.A., Thompson, J.R., Verdugo, M.A., Burke, K., Uyanik, H., & Aguayo, V. (2019). International trends in inclusive education intervention research: A literature review. Education and Training in Autism and Developmental Disabilities, 54(1), pp. 3-17. Retrieved from https://eric.ed.gov/

  • Wehmeyer, M.L., Shogren, K.A., Raley, S.K., & Burke, K. (2019). Self-determination. In J.C. Shurr, B.A. Jimenez, & E.C. Bouck (Eds.), Educating Students with Intellectual Disability and Autism Spectrum Disorder: Book 3 Essential Skills and Frameworks, 3. Retrieved from http://pubs.cec.sped.org/

  • Burke, K.M., Raley, S.K., Shogren, K.A., Hagiwara, M., Mumbardó-Adam, C., Uyanik, H., & Behrens, S. (2018). A Meta-Analysis of Interventions to Promote Self-Determination for Students With Disabilities. Remedial and Special Education, 41(3), pp. 176-188. doi: 10.1177/0741932518802274

  • 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 of Disability Policy Studies, 30(1), pp. 22-34. doi: 10.1177/1044207318792178

  • Shogren, K.A., Burke, K.M., Anderson, M.H., Antosh, A.A., Wehmeyer, M.L., LaPlante, T., & Shaw, L.A. (2018). Evaluating the Differential Impact of Interventions to Promote Self-Determination and Goal Attainment for Transition-Age Youth with Intellectual Disability. Research and Practice for Persons with Severe Disabilities, 43(3), pp. 165-180. doi: 10.1177/1540796918779775

  • Amor, A.M., Hagiwara, M., Shogren, K.A., Thompson, J.R., Verdugo, M.Ã., Burke, K.M., & Aguayo, V. (2018). International perspectives and trends in research on inclusive education: a systematic review. International Journal of Inclusive Education, 23(12), pp. 1-19. doi: 10.1080/13603116.2018.1445304

  • Burke, K., Shogren, K.A., & Wehmeyer, M.L. (2018). Transition-focused program plans. In L.S. Brusnahan, R.A. Stodden, & S.H. Zucker (Eds.), Transition to adulthood: Work, community, and educational success. Council for Exceptional Children. Retrieved from http://pubs.cec.sped.org/

  • Wehmeyer, M.L., Shogren, K.A., & Burke, K. (2017). Self-determination. In K.A. Shogren, M.L. Wehmeyer, & N.N. Singh (Eds.), Handbook of positive psychology in intellectual and developmental disabilities: Translating research into practice (pp. 49-64). Springer. Retrieved from https://www.springer.com/

  • Dean, E. & Burke, K. (2017). Career Development for Adults With Intellectual Disability: Pilot Outcomes From a Community-Based Employment Program. AMERICAN JOURNAL of OCCUPATIONAL THERAPY, 71(4). doi: 10.5014/ajot.2017.71S1-RP401C

  • Dean, E.E., Burke, K.M., Shogren, K.A., & Wehmeyer, M.L. (2017). Promoting Self-Determination and Integrated Employment Through the Self-Determined Career Development Model. Advances in Neurodevelopmental Disorders, 1(2), pp. 55-62. doi: 10.1007/s41252-017-0011-y

  • Rifenbark, G.G., Hicks, T.A., Burke, K.M., Romine, R.E.S., Fleming, K.K., & Shogren, K.A. Evaluation of Program Costs for Implementing a Self-Determination Intervention Using the Ingredients Method. Career Development and Transition for Exceptional Individuals, pp. 216514342211302-216514342211302. SAGE Publications. doi: 10.1177/21651434221130295