New
Department:
Organizational
Leadership, Policy,
and Development
Effective July 1, 2009, a
new department has been created
that integrates the business and
marketing education, human
resource development and adult
education, and comprehensive
WHRE programs from the
Department of
Work and Human Resource
Education (WHRE) into the
department formerly known as
Educational Policy and
Administration (EdPA). The
name of this new department is
Organizational Leadership,
Policy, and Development (OLPD).
It will offer exciting
opportunities for collaboration
and interdisciplinary education
and research. Click
here for details. |
I started in this field as a public school rehabilitation counselor. I had a
brother with a severe disability and that, coupled with more than five years of
experience in schools, led to my developing a strong interest in what happens to
individuals with disabilities both in terms of educational opportunities and post-school
outcomes. I eventually earned a doctorate in special education policy and administration,
with a specialization in the design of transition and employment training programs
for individuals with disabilities.
In addition to my role as associate professor in the Department
of Educational Policy and Administration, I currently direct the
Institute on Community Integration (ICI), a federally-designated
University Affiliated Program that focuses on developmental disabilities. ICI carries
out three core activities—preservice and continuing education, research and dissemination,
and service and outreach across four program areas: early childhood services, school-age
services, transition and employment services, and adult services/community living.
ICI began in 1985 with fewer than 20 staff, today the Institute encompasses more
than 150 faculty, academic and support personnel, research assistants, and students.
ICI supports more than 45 students in their graduate studies at the University of
Minnesota, representing the disciplines of special education, school psychology,
health, social work, and others.
My research interests include studies on the post-school outcomes
on youth with disabilities, access and participation of young adults with disabilities
in postsecondary education programs, studies on systems change and program improvement,
cost-benefit analysis, and other policy-related research. Over the years, I have
served as a principal investigator and director of numerous federal and state research,
training, and demonstration projects with a focus on these and other research interests.
I also routinely serve as a consultant to several national, regional, and state
organizations, including the U.S. Department of Education, Department of Labor,
Rehabilitation Services Administration, National Institute on Disability and Rehabilitation
Research, Office of Special Education Programs, Senate and House congressional committees,
and others. I also serve on the editorial boards of several professional journals
in special education and disability policy.
Full curriculum vitae.
Selected publications
Johnson, D. R. (2005). Supported employment trends: Implications
for transition-age youth. Research and Practice for Persons with Severe Disabilities,
29(4), 243-247.
Johnson, D. R. & Bremer, C. (2005). Comparison of the secondary
education and transition provisions of the 1997 and 2004 Individuals with Disabilities
Education Act Amendments. Career Development for Exceptional Individuals.
Sharpe, M. N., Johnson, D. R., & Murray, H. (2004). An analysis
of instruction accommodations and assistive technologies used by postsecondary graduates
with disabilities. Journal of Vocational Rehabilitation, 17(4), 1-9.
Ysseldyke, J., Nelson, R., Christenson, S, Johnson, D.R., Dennison,
A, Triezenberg, H., Sharpe, M, and Hawes, M. (2004). What we know and need to know
about the consequences of high stakes testing for students with disabilities.
Exceptional Children, 71(1), 75-96.
Johnson, D. R., Stodden, R. A., Emanuel, E. J., Luecking, R.,
& Mack, M. (2002). Current challenges facing secondary education and transition
services: What research tells us. Exceptional Children, 68(4), 519-531.
Thurlow, M., & Johnson, D. R. (2000). High-stakes testing and
students with disabilities. Journal of Teacher Education, 51(4), 305-314.
Lehr, C. A., Johnson, D. R., Bremer, C. D., Cosio, A., & Thompson,
M. (2004). Increasing rates of school completion: Moving from policy and research
to practice. Minneapolis, MN: Institute on Community Integration, National Center
on Secondary Education and Transition, University of Minnesota.
Johnson, D. R., & Thurlow, M. L. (2004). A national study
on graduation requirements and diploma options for youth with disabilities.
Minneapolis, MN: National Center on Secondary Education and Transition Institute
on Community Integration, University of Minnesota.
Academic degrees
- Ph.D. 1987, University of Minnesota, Educational Policy and Administration
- M.S. 1977, Mankato State University, Rehabilitation Counseling.
- B.A. 1973, University of Minnesota, Sociology
Professional experience
- 1997-present, director, Institute on Community
Integration, College of Education and Human Development, University of Minnesota
- 2001-present, professor, Department of Educational Policy and Administration,
College of Education and Human Development, University of Minnesota
- 1997-2001, associate professor, Department of Educational Policy and Administration,
College of Education and Human Development, University of Minnesota
- 1995-1997, senior research associate, Institute on Community Integration,
University of Minnesota
- 1992-1997, director, National Transition Network, College of Education and
Human Development, University of Minnesota
Faculty and administrative load
- EDPA 5356—Contemporary Policy and Services for Persons with Disabilities.
(3 credits)
- EDPA 5524—Colloquium in Evaluation Studies, Longitudinal Studies. (1 credit)
- EDPA 8502—Program Evaluation Theory and Models. (3 credits)
- EDPA 5521—Cost and Economic Analysis in Educational Evaluation. (3 credits)
- EDPA 8596—Internship in Program Evaluation. (1-6 credits)
Other collegiate assignments (1996-2005)
- Member (Ad Hoc), College Consultative Committee, 2000-present
- Chair, Research Committee, College of Education and Human Development, 1999-present
- Member, Departmental Evaluation Studies Program
- Member, College of Education and Human Development Administrative Council
Current professional and academic association memberships
- National School Boards Association
- Minnesota School Boards Association
- American Association on Mental Retardation
- Council for Exceptional Children
- School Board of Rockford School District #883, 1989-1997
- Co-Founder and Executive Board Member, Skills for Tomorrow High School (one
of Minnesota's charter schools)
Current professional assignments and activities
- Guest editor, Journal of Career Development for Exceptional Individuals.
1988-present.
- Editorial board, Exceptional Children. 1989-present.
- Editorial board, International Journal of Intellectual and Developmental
Disability. 1991-present.
October 2005
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