This book focuses on preparing culturally competent educators who use culturally sustaining practices and culturally relevant curricula and instruction to reach and teach all students with disabilities including those with multiple social identities through a varied multi-cultural lens.
This book focuses on preparing culturally competent educators who use culturally sustaining practices and culturally relevant curricula and instruction to reach and teach all students with disabilities including those with multiple social identities through a varied multi-cultural lens.
Elizabeth A. Harkins (Monaco), EdD, is an assistant professor in the Department of Special Education, Professional Counseling, and Disability Studies at William Paterson University. She is the current Director of the Autism Spectrum Disorder and Developmental Disabilities Advanced Masters Program. Dr. Harkins has extensive experience serving students with autism spectrum disorder (ASD) and intellectual and developmental disabilities (I/DD) in a variety of settings. Prior to entering academia, she worked for over a decade as a special education administrator, classroom teacher, and family advocate. Dr. Harkins' scholarly interests focus on the critical importance of social justice pedagogy alongside educational excellence for all students. Some of her recent publications include manuscripts that examine the multiple, overlapping social identities for students with ASD and I/DD; the impacts of social injustices for individuals with disabilities; culturally sustaining practices; and intersectional pedagogy. L. Lynn Stansberry Brusnahan, PhD, is a professor in and Chair of the Department of Special Education in the School of Education at the University of St. Thomas in Minnesota. She coordinates the autism and developmental disabilities master's programs. She is a private educational consultant and parent of an adult son with autism. She earned her doctorate at the University of Wisconsin-Milwaukee, where she studied contemporary educational issues within urban settings. She has served on the board of directors for the Autism Society of America and Council for Exceptional Children's (CEC) Division on Autism and Developmental Disabilities (DADD). She co-authored Do-Watch-Listen-Say: Social and communication skills for autism spectrum disorder. Dr. Stansberry Brusnahan's scholarly interests focus on autism and teacher preparation. In 2012, she was the Autism Society of America's Professional of the Year. Marcus C. Fuller, PhD, is a visiting lecturer in the Department of Education at The University of Vermont. He earned his doctorate in special education at Texas A&M University. He has served teachers and parents from various ethnic backgrounds, socio-economic status, and age groups within urban and rural areas. Dr. Fuller's scholarly interests focus on empowering families, educators, and researchers by helping them increase their implementation skills during interventions with children with behavior disorders, autism, and/or complex communication needs through the use of educational coaching and performance feedback. Dr. Fuller has served as a reviewer for multiple journals and conference proposals as an active member of the Council for Exceptional Children's (CEC), Division on Autism and Developmental Disabilities (DADD), and the Council for Children with Behavioral Disorders (CCBD).
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