DEGREE STATUS
B. A. Humanities, University of Louisville, 1970.
M. A. Special Education, University of Minnesota, 1974.
Ed.D. Special Education, University of Kentucky, 1987.

PROFESSIONAL EXPERIENCES
Executive Director, Interdisciplinary Human Development Institute - University Center for Excellence in Developmental Disabilities Education, Research, and Service, Univ. of Kentucky, February 2000 - present.
Professor, Department of Rehabilitation Sciences, College of Health Sciences, 2010 - present.
Director of Training, Interdisciplinary Human Development Institute, Univ. of Kentucky, July 1994- January 2000.
Project Director, KY Statewide Systems Change Project for Students with Severe Disabilities, Human Development Institute, University of Kentucky, April 1989 - July 1994; Assoc. Project Director, Dec. 1987 - March 1989.
Teacher, for students with moderate and severe disabilities, Danville KY School System, Aug. 1981 - Dec. 1987.
Secondary Level Teacher, for students with severe and profound disabilities, Urbana IL, August 1977 to June, 1979.
Work-Study Teacher, for students with moderate and severe disabilities, Jefferson County Public Schools, Louisville, KY., September, 1974 to June, 1977.
Training Supervisor/ Prevocational Classroom Teacher, South Bend, Indiana, January, 1971 to January, 1973.
Teacher, for emotionally disturbed adolescents (residential program, Anchorage KY, Sept. 1969 to Sept, 1970.

SELECTED RECENT PUBLICATIONS:
Kleinert, H., Towles-Reeves, E., Quenemoen, R., Thurlow, M., Fluegge, L., Weseman, L., & Kerbel, A. (in press). Where students with the most significant cognitive disabilities are taught: Implications for general curriculum access. Exceptional Children.

Abell, M., Collins, B., Kleinert, H. Pennington, R. (in press). Providing support for rural teachers of students with low incidence disabilities who are completing the Kentucky Teacher Internship Program. Rural Special Education Quarterly.

Moseley, C., Kleinert, H., Sheppard-Jones, K., & Hall, S. (2013). Using research evidence to inform public policy decisions. Intellectual and Developmental Disabilities. 51, (1), 412-422. DOI: 10.1352/1934-9556-51.5.412

Riggs, L., Collins, B., Kleinert, H., & Knight, V. (2013). Teaching principles of heredity to high school students with moderate and severe disabilities. Research and Practice for Persons with Severe Disabilities, 38, 30-43.

Whetstone, P., Abell, M., Collins, B., & Kleinert, H. (2013). Teacher preparation in moderate and severe disabilities: A state tool for intern support. Teacher Education and Special Education, 36, 28-36.

Kleinert, H., Jones, M., Sheppard-Jones, K., Harp, B., & Harrison, M. (2012). Students with intellectual disabilities going to college? Absolutely! Teaching Exceptional Children, 44 (5), 26-35.

Lunney C., Kleinert H., Ferguson J., & Campbell L. (2012). Effectively training pediatric residents to deliver diagnoses of Down syndrome. American Journal of Medical Genetics, Part A 158A:384-390.

Kearns, J., Towles-Reeves, E., Kleinert, H., Kleinert, J., & Thomas, M. (2011). Characteristics of and implications for students participating in alternate assessments based on alternate academic achievement standards. Journal of Special Education, 45(1), 3-14.

Kleinert, H., Sharrard, D., Vallance, M., Ricketts, E., & Farley, J. (2010). Teaching seminary students about faith inclusion for individuals with developmental disabilities: The role of family mentorships. Journal of Religion, Disability, & Health, 14 (1), 6-27.

Kleinert, J., Harrison, B., Fisher, T., & Kleinert, H. (2010). "I can and I did" - Self-advocacy for young students with developmental disabilities. Teaching Exceptional Children, 43 (2), 16-26.

Kleinert, H., Browder, D., & Towles-Reeves, E. (2009). Models of cognition for students with significant cognitive disabilities: Implications for assessment. Review of Educational Research, 79 (1), 301-326.

Towles-Reeves, E., Kleinert, H., & Muhomba, M. (2009). Alternate assessment: Have we learned anything new? Exceptional Children, 75, 233-252.

Towles-Reeves, E., Kearns, J., Kleinert, H., & Kleinert, J. (2009). An analysis of the learning characteristics of students taking alternate assessments based on alternate achievement standards. Journal of Special Education, 42, 241-254.

Kleinert, H.L., Lunney, C.A., Campbell, L., Ferguson, J.E. II. (2009). Improving residents' understanding of issues, comfort levels, and patient needs regarding screening for and diagnosing Down syndrome. American Journal of Obstetrics and Gynecology, 201:328, e1-6.

Towles-Reeves, E., Kleinert, H., & Anderman, L. (2008). Alternate assessments based on alternate achievement standards: Principals' perceptions. Research and Practice in Severe Disabilities, 33 (3), 122-133 (Note: Actual date of publication Fall, 2009).

Boyd, S., Sanders, C., Kleinert, H., Huff, M., Lock, S., Johnson, S., Clevenger, K., Clark, T., Bush, N., VanDyke, E. (2008). Virtual patient training to improve reproductive healthcare for women with intellectual disabilities. Journal of Midwifery and Women's Health, 53, 453-460.
Kleinert, H., Fisher, S., Sanders, C., & Boyd, S. (2007). Improving physician assistant students' competencies in developmental disabilities using virtual patient modules. The Journal of Physician Assistant Education, 18 (2), 33-40.

Kleinert, H., Sanders, C., Mink, J., Nash, D., Johnson, J., Boyd, S. & Challman, S. (2007). Improving student dentist competencies and perception of difficulty in delivering care to children with developmental disabilities using a virtual patient module. Journal of Dental Education, 71, 279-286.

Kleinert, H., Miracle, S., & Sheppard-Jones, K. (2007). Including students with moderate and severe disabilities in extracurricular and community recreation activities: Steps to success! Teaching Exceptional Children, 39 (6), 33-38.

Kleinert, H., Miracle, S., & Sheppard-Jones, K. (2007). Including students with moderate and severe intellectual disabilities in school extracurricular and community recreation activities. Intellectual and Developmental Disabilities, 45 (1), 46-55.

Kleinert, H., Cloyd, E., Rego, M., & Gibson, J. (2007). Students with disabilities: Yes, foreign language instruction is important! Teaching Exceptional Children, 33(3), 24-29.

Ferguson, J., Kleinert, H., Lunney, C., & Campbell, L. (2006). Improving resident physicians' competencies and attitudes in delivering a postnatal diagnosis of Down syndrome. Obstetrics and Gynecology, 108, 898-905.

Towles-Reeves, E., & Kleinert, H. (2006). The impact of one state's alternate assessment upon instruction and IEP development. Rural Special Education Quarterly, 25(3), 31-39.

Books

Kleinert, H, & Kearns, J. (Eds.) (2010). Alternate assessment for students with significant cognitive disabilities: An educator's guide. Baltimore: Paul Brookes.

Kleinert, H., & Kearns, J. (2001). Alternate assessment: Measuring outcomes and supports for students with disabilities. Baltimore: Paul Brookes.

Book Chapters

Kleinert, H., & Kearns, J. (in press). Alternate assessments for students with severe and multiple disabilities. In F. Orelove, D. Sobsey, & D. Giles (Eds.), Educating students with severe and multiple disabilities. Baltimore: Paul Brookes.

RESEARCH & TRAINING PROJECTS FUNDED (approximately $21,040,000 in total extramural funds), Current projects include:

2013-2018 Principal Investigator, Core University Center for Excellence in Developmental Disabilities. Funded through the U.S. Administration on Intellectual and Developmental Disabilities to support the core functions of interdisciplinary training, community education, research, and information dissemination of the Institute. ($535,000 per year for five years, $2,675,000 total estimated funding).

2013-2016 Principal Investigator, KY Peer Support Network Project, funded through the Commonwealth Council on Developmental Disabilities to establish peer supports and peer networks for students with significant disabilities in pilot schools throughout KY ($446,000 for three years).

2010-2014 Policy Analyst, Supported Higher Education Project in Kentucky (Principal Investigator Dr. Beth Harrison and Co-Principal Investigators, Dr. Kathy Sheppard-Jones and Dr. Melissa Jones) to support the development of post-secondary education opportunities for students with intellectual disabilities throughout Kentucky. Though not identified as PI or Co-PI, I was a lead writer for this grant and responsible for final submission. Funded by the US Department of Education, Office of Post-Secondary Education, for $2,120,000 over 5 years.