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, inclusion, and quality of life across the lifespan for people with disabilities. 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.

Research Interests

  • special education, self-determination, inclusion

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

Special Topics in Education

Graduate

Selected Publications

  • Rifenbark, G.G., Hicks, T.A., Burke, K.M., Romine, R.E.S., Fleming, K.K., & Shogren, K.A. (2023). Evaluation of Program Costs for Implementing a Self-Determination Intervention Using the Ingredients Method. Career Development and Transition for Exceptional Individuals, 46(3), pp. 133-141. SAGE Publications. doi: 10.1177/21651434221130295

  • Raley, S.K., Hagiwara, M., Burke, K.M., Kiblen, J.C., & Shogren, K.A. (2023). Supporting All Students to Be Self-Determined: Using the Self-Determined Learning Model of Instruction Within Multi-Tiered Systems of Supports. Inclusive Practices, 2(1), pp. 3-12. SAGE Publications. doi: 10.1177/27324745221132478

  • Dean, E.E., Burke, K.M., & Shogren, K.A. (2022). Understanding Career Goals Set by Autistic Youth. The American Journal of Occupational Therapy, 76(3). AOTA Press. doi: 10.5014/ajot.2022.046102

  • Burke, K.M., Feinstein, C.S., Gould-Taylor, S.A., Lemanowicz, J.A., Eaton, J.T., Caruso, G.A., Whiting, R., & Mankin, A.F. (2021). Evaluating lifesharing: Quality of life for pennsylvanians with intellectual disability by residence type. Education and Training in Autism and Developmental Disabilities, 56(3), pp. 255-267.

  • 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

  • Kurth, J.A., Lockman-Turner, E., Burke, K., & Ruppar, A.L. (2021). Curricular Philosophies Reflected in Individualized Education Program Goals for Students With Complex Support Needs. Intellect Dev Disabil, 59(4), pp. 283-294. United States. doi: 10.1352/1934-9556-59.4.283

  • Shogren, K.A., Dean, E.E., Burke, K.M., Raley, S.K., & Taylor, J.L. (2021). Goal Attainment Scaling: A Framework for Research and Practice in the Intellectual and Developmental Disabilities Field. Intellectual and Developmental Disabilities, 59(1), pp. 7-21. American Association on Intellectual and Developmental Disabilities (AAIDD). doi: 10.1352/1934-9556-59.1.7

  • 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

  • Shogren, K.A., Anderson, M.H., Burke, K.M., Antosh, A., Ferrara, V.E., Pallack, M.A., & Dean, E.E. (2020). Employment Trends in Rhode Island From 2011 to 2017 for Adults With Intellectual Disability and Developmental Disabilities. Intellectual and Developmental Disabilities, 58(6), pp. 458-471. American Association on Intellectual and Developmental Disabilities (AAIDD). doi: 10.1352/1934-9556-58.6.458

  • 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. Advances in Neurodevelopmental Disorders, 4(2), pp. 155-167. Springer Science and Business Media LLC. doi: 10.1007/s41252-020-00152-z

  • 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

  • Shogren, K.A., Hicks, T.A., Burke, K.M., Antosh, A., LaPlante, T., & Anderson, M.H. (2020). Examining the Impact of the SDLMI and Whose Future Is It? Over a Two-Year Period With Students With Intellectual Disability. American Journal on Intellectual and Developmental Disabilities, 125(3), pp. 217-229. American Association on Intellectual and Developmental Disabilities (AAIDD). doi: 10.1352/1944-7558-125.3.217

  • 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

  • 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. Intellectual and Developmental Disabilities, 58(1), pp. 82-90. American Association on Intellectual and Developmental Disabilities (AAIDD). doi: 10.1352/1934-9556-58.1.82

  • 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/