Kirsten Rebecca Lansey

Interests

Research

Inclusive education, multi-level systemic educational change, complex support needs, intersecting identities, educational placement

Teaching

Inclusive education, multi-level systemic educational change, complex support needs, intersecting identities, educational placement

Courses

Scholarly Contributions

Journals/Publications

• Kurth, J., Lockman Turner, E., Gerasimova, D., Hicks, T., Zagona, A., Lansey, K., Mansouri, M., Jameson, J., & Loyless, R. (2024). Quality of IEPs for Students with Complex Support Needs: Is There Alignment Across IEP Components?. Exceptionality. doi:10.1080/09362835.2024.2389079
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  Educators and families develop individualized education programs (IEPs) to address unique needs of individual students with disabilities. Addressing all student needs is critical to ensuring students receive a free and appropriate public education. To understand how IEP teams address the needs of students with complex support needs, we examined the alignment of IEP goals and supplementary aids and services with the stated needs of 112 elementary students with complex support needs as reported in their present levels of academic achievement and functional performance. We found there was a large amount of variation in alignment, but that 32.76% of stated student needs were not addressed by goals or supplementary aids and services. Neither educational placement nor type of student need was statistically significant in terms of whether a student need was addressed in the IEP. These findings suggest a serious threat to a student’s right to a free and appropriate public education. Implications for practice and research are discussed.
• Lansey, K., Jackson, L., Agran, M., Ryndak, D., & Jameson, J. (2024). A Secondary Analysis of Jackson et al. (2022): The Impact of Educational Placement for Students with Complex Support Needs. Research and Practice for Persons with Severe Disabilities, 49(3). doi:10.1177/15407969241252360
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  The least restrictive environment (LRE) mandate has driven classroom placement decisions for the last five decades. It has been measured as the percentage of time students spend in general education contexts (i.e., Placement A: >80%; Placement B: 40-79%; Placement C:
• Lansey, K., MacFarland, S., & Antia, S. (2024). Perceptions of Postsecondary Experiences and Supports That Advance the Personal Goals of Students With Extensive Support Needs. Research and Practice for Persons with Severe Disabilities, 49(2). doi:10.1177/15407969241235382
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  Inclusive postsecondary education (PSE) programs at institutions of higher education are emerging as opportunities for individuals with intellectual and developmental disabilities (IDD), including those with extensive support needs (ESN), to progress toward their desired outcomes. This qualitative study aimed to understand the experiences and supports that current and recently graduated students in a dual enrollment nonresidential PSE program perceive as contributing to their self-directed employment, education, and social goals. Furthermore, this study explored how students’ perceived PSE affected their goal achievement and future lives. Findings from interviews with 10 participants with IDD, including eight with ESN, revealed that obtaining and maintaining competitive employment was negatively impacted by COVID-19, paid employment during PSE was not aligned with participants’ employment goals, internship experiences led to participants learning about their work preferences and changing their employment goals, and peer mentors impacted the achievement of participant’s employment, education, and social goals. Implications for practice and research and study limitations are described.
• Zagona, A., Lansey, K., Kurth, J., Loyless, R., & Stevens, E. (2024). Analysis of Literacy Content in IEPs of Students With Complex Support Needs. Journal of Special Education, 58(3). doi:10.1177/00224669241228871
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  The Individualized Education Program (IEP) should include a summary of the student’s current skills and needs as well as annual goals that support their progress in the general education curriculum; however, IEPs for students with complex support needs may be missing required information. We investigated IEP goals and Present Levels of Academic Achievement and Functional Performance (PLAAFP) statements for 112 students with complex support needs in four educational placements to understand (a) similarities and differences in the literacy skills identified in IEP goals, (b) the extent to which students’ IEP goals aligned with the literacy skills identified in their PLAAFPs, and (c) how this alignment differed across placements. Results revealed some students were missing literacy-focused content in their IEP, very few K–2 students had goals focused on early literacy skills, few students in Grades 3 to 6 had expressive writing goals, and IEP goals were inconsistently aligned with PLAAFP statements.
• Lansey, K. R., Burnette, K., & Ryndak, D. (2023). Disrupting the system:  How social systems perpetuate educational segregation of students with extensive support needs. International Journal of Special Education, 38(1), 58-68.
• Taub, D., Lansey, K. R., Burnette, K., & Hartmann, E. (2023). Building collaborative teams to include students with extensive support needs in general education contexts. Inclusive Practices. doi:https://doi.org/10.1177/27324745231185572
• Zagona, A. L., Lansey, K. R., & Kurth, J. A. (2023). “Everybody learning every second”: General Educators’ perspectives on inclusive education and implementing student supports. Inclusion.
• Jackson, L., Agran, M., Lansey, K. R., Baker, D., Matthews, S., Fitzpatrick, H., Jameson, J. M., Ryndak, D., Burnette, K., & Taub, D. (2022). Examination of setting ecologies within and across different types of placement for elementary students with complex support needs. Research and Practice for Persons with Severe Disabilities, 47(4), 191-208.
• Jameson, J. M., Hicks, T., Lansey, K. R., Kurth, J. A., Jackson, L., Zagona, A. L., Burnette, K., Agran, M., Shogren, K., & Pace, J. (2022). Predictions on the frequency and significance of social contacts across placements:  A Bayesian multilevel model analysis. Research and Practice for Persons with Severe Disabilities, 47(4), 229-243.
• Kurth, J. A., Lockman-Turner, E., Gerasimova, D., Zagona, A., Hicks, T., Lansey, K. R., Curran Mansouri, M., Lyon, K., Jameson, J. M., Loyless, R., & Pace, J. (2022). An investigation of IEP quality associated with special education placement for students with complex support needs. Research and Practice for Persons with Severe Disabilities, 47(4), 244-260.
• Lansey, K. R., Lansey, K. R., Antia, S. D., Antia, S. D., Macfarland, S. Z., Macfarland, S. Z., Carr, C., & Carr, C. (2022). Postsecondary training and performance feedback:  Effect on peer mentor fidelity and behavior of a student with multiple disabilities. Journal of Inclusive Postsecondary Education, 4(1).
• Zagona, A. L., Kurth, J. A., Lockman-Turner, E., Pace, J., Shogren, K., Lansey, K. R., Jameson, J. M., Burnette, K., Curran Mansouri, M., Hicks, T., & Gerasimova, D. (2022). Ecobehavioral analysis of the experiences of students with complex support needs in different classroom types. Research and Practice for Persons with Severe Disabilities, 47(4), 209-228.
• Lansey, K. R., Antia, S. D., Macfarland, S. Z., & Umbreit, J. (2021). Training and coaching: Impact on peer mentor fidelity and behavior of postsecondary students with autism and intellectual disability. Education and Training in Autism and Developmental Disabilities, 56(3), 328-340.
• Ryndak, D., Baker, D., Matthews, S., Lansey, K. R., & Taub, D. (2021). Potential curriculum conundrums with inclusive education for students with extensive and pervasive support needs. Man – Disability – Society, 53(3), 5-16. doi:10.5604/01.3001.0015.6008
• Zagona, A. L., Lansey, K. R., Kurth, J. A., & Kuhlemeier, A. (2021).

  Fostering participation during literacy instruction in inclusive classrooms for students with complex support needs: Educators’ strategies and perspectives

  . Journal of Special Education, 55(1), 34-44. doi:10.1177/0022466920936671
• Zagona, A. L., Walker, V. L., Lansey, K. R., & Kurth, J. (2021).

  Expert perspectives on the inclusion of students with significant disabilities in schoolwide positive behavioral interventions and supports

  . Inclusion, 9(4), 276-289. doi:10.1352/2326-6988-9.4.276
• Harber, P., Su, J., Badilla, A. D., Rahimian, R., & Lansey, K. R. (2015).

  Potential role of infrared imaging for detecting facial seal leaks in filtering facepiece respirator users.

  . Journal of Occupational and Environmental Hygiene, 12(6), 369-375. doi:10.1080/15459624.2015.1006636