Lindsay Ruhter

Lindsay Ruhter portrait
  • Research Associate

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Biography —

Lindsay Ruhter, PhD, is a research associate at Accessible Teaching, Learning, and Assessment Systems (ATLAS), a research center at the University of Kansas with more than 150 staff and more than $20M in annual revenues.Her research includes PD approaches to build teacher capacity to teach academics to students with extensive support needs (ESN) using universal design in instruction and assessment, and inclusive practices for students with ESN. 

She has conducted research on data-based decision-making for teachers of students with ESN. Dr. Ruhter led the design and evaluation of PD models in IES- and OSEP-funded projects and has served as a coach. Ruhter has authored and co-authored more than 30 articles, technical reports, and presentations. Before joining ATLAS, Dr. Ruhter was a special education teacher in Virginia.

Education —

Ph.D. in Special Education, University of Kansas

Selected Publications —

Ruhter, L., Karvonen, M., Koebley, S., & Kobrin, J. (2026). Support for Trainers Who Build Special Education Teacher Capacity for Comprehensive Academic Instruction. [Manuscript submitted for publication]. Accessible Teaching, Learning, and Assessment Systems (ATLAS), University of Kansas.

Ruhter, L., Karvonen, M., Kurth, J., & Zagona, A. (2026). The content and characteristics of science instruction for students with extensive support needs. [Manuscript submitted for publication]. Accessible Teaching, Learning, and Assessment Systems (ATLAS), University of Kansas.

Karvonen, M., Ruhter, L., Koebley, S., Wakeman, S. Y., & Pugalee, D (2025). UDL in design for inquiry-based PD on science instruction for students with extensive support needs. [Manuscript in preparation]. Accessible Teaching, Learning, and Assessment Systems (ATLAS), University of Kansas.

Ruhter, L., Williams, T., Karvonen, M., Koebley, S., Wakeman, S., & Pugalee, D. (2025). Planning universally designed inquiry science lessons for students with complex support needs. Teaching Exceptional Children, 57(5), 38—390.

Miller, A. L., Mansouri, M. C., Ruhter, L. C., Kurth, J. A., Morningstar, M. E., Toews, S. G., ... & Andreoli, M. (2025). Rightful presence? Teacher candidates navigating inclusive education for youth with complex support needs. Exceptional Children, 91(3), 260-280.

Ruhter, L., & Karvonen, M. (2024). The impact of professional development on data-based decision-making for students with extensive support needs. Remedial and Special Education, 45(1), 44-57.

Karvonen, M., Ruhter, L., & Clark, A. K. (2024). Data to support academic instruction for students with extensive support needs: availability, use, and perceptions. Exceptionality, 1-20.

Mansouri, M. C., Miller, A., Kurth, J.A., Ruhter, L., Wilt, C., Toews, S.G., & Morningstar, M. E. (2024). Teachers’ insights on cultivating inclusive education for students with complex support needs. Teachers College Record, 126(9), 118-145.

Koebley, S., Wakeman, S., Ruhter, L., Pugalee, D., & Karvonen, M. (2024). Making science-inquiry learning accessible for students with complex support needs. Journal of Science Education for Students with Disabilities, 27(1), 1-26.

Karvonen, M., Nash, B., Wakeman, S. Y., Ruhter, L., & Clark, A. K. (2024). Assessment to Support Learning. In Handbook of Research-Based Practices for Educating Students with Intellectual Disability (pp. 121-139). Routledge.

Ruhter, L. (2022). Using the UDL framework in inquiry-based science teaching to support students with extensive support seeds in inclusive classrooms. Inclusive Practices, 1(4), 139–146. https://doi.org/10.1177/27324745221093766

Wakeman, S. Y., Karvonen, M., Flowers, C., & Ruhter. L. (2022). Alternate assessments and monitoring student progress in inclusive classrooms. In J. McLeskey, F. Spooner, B. Algozzine, N. L. Waldron (Eds.) Handbook of Effective Inclusive Elementary Schools: Research and Practice (pp. 302-321). New York: Routledge.

Mosher, M. A., Carreon, A. C., Craig, S. L., & Ruhter, L. C. (2021). Immersive technology to teach social skills to students with autism spectrum disorder: A literature review. Review Journal of Autism and Developmental Disorders, 1-17.

Technical Reports

Karvonen, M., Ruhter, L., Shipman, M., Swinburne Romine, R., & Tiemann, G. (2020). Designing, developing, and evaluating innovative science assessments. Accessible Teaching, Learning, and Assessment Systems (ATLAS), University of Kansas. https://ismart.works/sites/default/files/documents/Publications/I-SMART_Goal2_TestDev_TechnicalReport_FINAL.pdf

Ruhter, L., Swinburne Romine, R., Karvonen, M., & Koebley, S. (2020). 5E-SESE Phase 1 Research Report. Accessible Teaching, Learning, and Assessment Systems (ATLAS), University of Kansas. https://5eproject.atlas4learning.org/sites/default/files/2022-02/5E-SESE%20Phase%201%20Research%20Report.pdf

Selected Presentations —

Ruhter, L., & Swinburne Romine, R. (2026, August 7). All students are Scientists: Inquiry-Based Science Teaching for Students with Extensive Support Needs. [Conference session]. PaTTAN: Bridging Knowledge to Know-How 2026 Conference, Lancaster, PA.

Ruhter, L. (2026, August 5). Supporting Trainers Who Build Special Education Teacher Capacity for Comprehensive Academic Instruction [Poster session]. OSEP 2026 Project Directors Conference, Crystal City, VA.

Ruhter. L., Wakeman, S., & Williams, T. (2026, January 14). Inquiry-Based Science Teaching for Students with Extensive Support Needs. [Conference session]. 27th International Conference on Autism, Intellectual Disability & Developmental Disabilities (DADD), Long Beach, CA.

Ruhter, L. & Karvonen M. (2025, March 14). Using the SETTT for Success PD cycle to plan effective professional development. [Conference session]. Council for Exceptional Children Convention & Expo, Baltimore, MD.

Ruhter, L., & Karvonen, M. (2024, December 7). Using SETTT for Success to plan effective professional development. [Conference session]. TASH Conference, New Orleans, LA.

Karvonen, M., & Ruhter, L. (2024, August 6). Implementation fidelity when the intervention is locally defined. [Poster session]. OSEP 2024 Project Directors Conference, Crystal City, VA.

Karvonen, M., Ruhter, L., & Williams, T. (2024, March 1). Integrated Science Instruction for Students with Significant Cognitive Disabilities. [Conference session]. Pennsylvania Department of Education Conference, Hershey, PA.

Ruhter, L., Williams, T. R., Karvonen, M., Koebley, S., & Wakeman, S. (2024, January 18). Inquiry-based science, universal design for learning, and students with extensive support needs [Conference session]. Division on Autism and Developmental Disabilities, 25th International Conference on Autism, Intellectual Disability & Developmental Disabilities, Honolulu, HI, United States.

Ruhter, L., Swinburne, R., & Karvonen, M (2023, December 1). Models of Instructional Cycles for Students with Complex Support Needs [Breakout session]. 2023 TASH Conference, Baltimore, MD, United States.

Ruhter, L., & Karvonen, M (2023, August 2). Universally Designed, Inquiry-Based Science Professional Development for Special Educators [Breakout session]. 2023 UDL Symposium, Denver, CO, United States.Miller, A., Ruhter, L., & Mansouri, M. (2023, April 14). How the Interconnectedness of Systemic Ableism and Teacher Candidates’ Agentic Moves Shape Inclusive Education. Presentation at the AERA Annual Meeting, Chicago, IL, United States. 

Pugalee, D., Ruhter, L., Karvonen, M., Wakeman, S., & Koebley, S. (2023, April 13). Professional Development in Science Education for Special Educators Incorporating the 5E Model and Three-Dimensional Learning. Presentation at the AERA Annual Meeting, Chicago, IL, United States. 

Ruhter, L., Karvonen, M., & Clark, A. K. (2023, April 13). Current Practices in Instructional Decision Making for Teachers of Students with Extensive Support Needs. Poster presented at the AERA Annual Meeting, Chicago, IL, United States. 

Ruhter, L., Williams, T. R., Karvonen, M., Koebley, S., & Wakeman, S. (2023, March 3). Universally designed, inquiry-based science instruction for students with extensive support needs. Presentation at the Council for Exceptional Children Convention & Expo, Louisville, KY, United States. 

Ruhter, L., & Karvonen, M. (2021, July). UDL in large-scale assessment: Facilitating innovative, engaging assessments for all. Presentation at the 2021 CAST UDL Symposium [virtual]. 

Ruhter, L., & Karvonen, M. (2021, April). Accessibility for next generation science assessments: Including all students. Presentation at the 2021 annual conference of the Council of State Science Supervisors [virtual].

Awards & Honors —

  • Julie Carden & Vicki Yount Memorial Scholarship (2022-2023) 
  • Grace M. Phinney Scholarship (2021-2022, 2022-2023)

Grants & Other Funded Activity —

Contributing Writer for Funded Proposals

5E Model Professional Development in Science Education for Special Educators. (2018). U.S. Department of Education, Institute of Education Sciences, National Center for Special Education Research. Contributing writer. Grant awarded to the University of Kansas Center for Research. ($1.4 million). PI: Dr. Meagan Karvonen. 

Innovations in Science Maps, Assessments, and Reporting Technologies. (2017). U.S. Department of Education, Office of Elementary and Secondary Education. Contributing writer. Grant awarded to the Maryland State Department of Education. ($3.8 million). PI: Dr. Meagan Karvonen. 

Special Educator Technology-based Training of Trainers (SETTT) for Success (2020). U.S. Department of Education, Office of Special Education Programs. Contributing writer. Grant awarded to the University of Kansas Center for Research. ($2.5 million). PI: Dr. Sarah Koebley.

Memberships —

Professional Affiliations

  • American Education Research Association (AERA)
  • Council for Exceptional Children (CEC)

Reviewer

  • Topics in Early Childhood Special Education