Quality Literacy Instruction for Students With Autism Spectrum Disorders
TEXTY Award Winner!
This textbook brings together experts from both the autism and reading fields to provide a detailed discussion of literacy instruction, thus supporting professionals and families alike in building lifelong literacy instruction geared to the needs of students on the autism spectrum.
Using case examples, the textbook brings theory and research to practice, thus meeting the mandate for evidence-based practice and illustrating that having effective literacy skills enhances the quality of life of all individuals, including those with autism spectrum disorders. Foreword by Kathleen Quill, PhD.
AAPC textbooks enhance the teaching of undergraduate and graduate courses, as well as certificate programs and professional development workshops, by providing instructors with:
Core topics related to autism spectrum and related disabilities
Evidence-based materials and practical applications for school, home and community
Authors who are experts in the field of autism spectrum disorder
MEET THE AUTHORS
Christina Carnahan, EdD, is an assistant professor of special education at the University of Cincinnati, where she received her doctorate and where she coordinates the special education master's degree program. Christine began working in recreational settings with individuals with significant disabilities as a teen. After completing her undergraduate degree in special education, she taught students across the autism spectrum in K-12 settings. Currently, she works with preservice and practicing teachers, preparing them to meet the diverse needs of individuals with autism and other complex disabilities. She also conducts research in special education, focusing on literacy, evidence-based practices, and teacher effectiveness. In addition to her teaching and research, Christine is involved with local and state organizations working to improve educational services for individuals with ASD. She speaks and publishes locally and nationally, including on such topics as literacy and educational programming for individuals with ASD.
Pamela Williamson, PhD, is an assistant professor of special education at the University of Cincinnati. She received her doctorate of philosophy and her master's degree from the University of Florida. Her work in K-12 settings was in inclusive classrooms were she served a diverse group of students, including individuals with autism. Currently, she works with preservice teachers, preparing them to deliver high-quality literacy instruction to all students with special needs. In addition, she works with inservice teachers to prepare them to assume roles as formal and informal teacher leaders. Her research interests include reading and autism, attention deficit-hyperactivity disorder, teacher leadership, and inclusion. Her work is publishing in Exceptional Children, Qualitative Health Research, Social Science and Medicine, Journal of Child and Family Studies, Learning Disabilities Research and Practice, Field Methods, Beyond Behavior, and Childhood Education.