You're Going to Love This Kid!: Teaching Students with Autism in the Inclusive Classroom, Second Edition (Paperback) (ISBN-13: 9781598570793)

Paula Kluth, Ph.D., is one of today's most popular and respected experts on autism and inclusive education. Through her work as an independent consultant and the high-energy presentations she gives to professionals across the country, Dr. Kluth helps educators and families create responsive, engaging schooling experiences for students with disabilities and their peers, too. An internationally respected scholar and author, Dr. Kluth has written or cowritten several books for Paul H. Brookes Publishing Co., including "You're Going to Love This Kid!": Teaching Students with Autism in the Inclusive Classroom, Second Edition (2010); Pedro's Whale (2010); From Tutor Scripts to Talking Sticks: 100 Ways to Differentiate Instruction in K-12 Classrooms (2010); "A Is for All Aboard!" (2010); "A Land We Can Share": Teaching Literacy to Students with Autism (2008); and "Just Give Him the Whale!": 20 Ways to Use Fascinations, Areas of Expertise, and Strengths to Support Students with Autism (2008).

Kelly Chandler-Olcott, Ed.D., is an associate professor in Syracuse Universityâ (TM)s Reading and Language Arts Center, where she directs the English Education program. Aformer secondary English and social studies teacher, she now teaches undergraduate and graduate courses in content literacy, English methods, literacy and technology, and writing for professional publication. She was awarded a Meredith Recognition Award for excellence in university teaching in 2000.

Dr. Chandler-Olcottâ (TM)s research interests include adolescentsâ (TM) technologymediated literacy practices, classroom-based inquiry by teachers, content literacy, and inclusive approaches to literacy instruction. With funding from the National Science Foundation, she and several colleagues recently completed data collection for a multiyear study of the literacy demands that reform-based mathematics curricula present for students in urban secondary classrooms. Her newest research project is a literacy intervention situated in an inclusive humanities class in an urban middle school.

Dr. Chandler-Olcottâ (TM)s work has been published by such journals as English Education, Journal of Teacher Education, Journal of Adolescent & Adult Literacy, and Reading Research Quarterly. She has also co-authored four books, the most recent being Spelling Inquiry: How One Elementary School Caught the Mnenomic Plague (Stenhouse, 1999), with the Mapleton Teacher-Research Group; and Tutoring Adolescent Literacy Learners: A Guide for Volunteers (Guilford, 2005), with Kathleen Hinchman.

Christi Kasa-Hendrickson, Ph.D., is Assistant Professor in the Department of Education at the University of Colorado. Her teaching, research, and consulting are guided by her passion to create successful inclusive schools for all students. Dr. Kasa-Hendrickson teaches both graduate and undergraduate classes focusing on differentiated instruction, best practice for inclusive schooling, and communication strategies for people with significant disabilities. She began her career teaching in the public schools of California as a general education teacher, special education teacher, and an inclusion facilitator. Her expertise is in the area of supporting students with significant disabilities to access general education curriculum and engage in meaningful participation in the inclusive classroom. Dr. Kasa-Hendrickson's published works have appeared in Journal of The Association for Persons with Severe Handicaps, The International Journal for Inclusive Education, and The American Educational Research Journal.

Eileen Yoshina, M.Ed., a writer and educator, is an instructor at the South Puget Sound Community College in Olympia, Washington. Ms. Yoshina holds a masters of education in human development and psychology from Harvard University and specializes in diversity issues. A former elementary school general education teacher, Ms. Yoshina has taught in inclusive schools and believes in using an inclusive and social justice orientation in her teaching and educational writing.