Quality Literacy Instruction for Students With Autism Spectrum Disorders
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Quality Literacy Instruction for Students With Autism Spectrum Disorders

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Publication Date:
June 16, 2010
Print Length:
466 pages

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TEXTY Award Winner! Quality Literacy Instruction for Students With Autism Spectrum Disorders 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 written by authors who are experts in the field of autism spectrum disorder.

About the Author

Pamela Williamson, Ph.D., is an assistant professor of special education at the University of Cincinnati. She received both her doctorate of philosophy and her master s degree from the University of Florida. Her work in K-12 settings was in inclusive classrooms where she served a diverse group of students, including individuals with autism. Currently, she works with pre-service teachers, preparing them to deliver high-quality literacy instruction to all students with special needs. In addition, she works with in-service 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 published in Exceptional Children, Qualitative Heath Research, Social Science and Medicine, Journal of Child and Family Studies, Learning Disabilities Research and Practice, Field Methods, Beyond Behavior, and Childhood Education. Christina Carnahan, Ed.D., is an assistant professor of special education at the University of Cincinnati, where she coordinates the special education master s degree program. She received her doctorate from the University of Cincinnati. Dr. Carnahan began working in recreational settings with individuals with significant disabilities as a teen. After completing her undergraduate degree in special education, she taught in K-12 settings where she served individuals across the autism spectrum. Currently, she works with pre-service 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 practice, and teacher effectiveness. In addition to her teaching and research, she 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.

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