Courses are taught by expert and engaged professors who guide learning. All Houlton instructors are supported by Teaching Assistants. The faculty includes recipients of distinguished awards from the National Science Foundation, Ford Foundation, Institute for Humane Studies, Robert Wood Johnson Foundation, New York Academy of Science, and National Academies of Sciences, among others. Our educators are highly experienced practitioners and scholars and have garnered prestigious book awards and research fellowships.
Valerie Paradiz, PhD heads the Center for Integrated Self-Advocacy and is the director of the Autistic Global Initiative (AGI) of the Autism Research Institute, a groundbreaking program staffed by adults on the autism spectrum devoted to building partnerships across stakeholder groups within the disability community. Paradiz also directs her own consultancy, Valerie Paradiz, LLC, which designs leading curricula and provides technical assistance and strategic planning to schools, universities, corporations and agencies that support individuals with disabilities. In her capacity as AGI director, Valerie serves as an NGO representative to the United Nations and as Editor-in-Chief of the Autism Research Institute’s Adults with ASD eBulletin. Her service to boards and advisory councils include Autism Speaks’ Family Services Committee, the Autism Society of America, IDEA Partnership’s National Community of Practice in Autism, the National Institute of Mental Health’s Interagency Autism Coordinating Committee’s Strategic Planning Consortium, and Bankstreet College of Education’s Autism Annotation Board.
Dr. Paradiz is the developer of the 2010 International Book Award finalist in education, Integrated Self-Advocacy ISA®, which includes a certification training series for educators, therapists, families and support providers who wish to foster individuals with ASD in achieving greater self-determination and ability in self-advocacy. Additional publications include Lesson Plan a la Carte (AAPC, 2011), an easy planning model that helps educators and support providers to create interventions that integrate learning objectives with therapeutic supports and accommodations directly in the classroom, the community, employment or other learning settings. Valerie is also a contributor to Scholars on the Spectrum Achieving Dreams (Auricle, 2012), a collection of essays written by adults with autism spectrum diagnoses. Her memoir, Elijah’s Cup (Simon & Schuster, 2003) is the story of the author’s experiences raising her autistic son and their involvement together in the self-advocacy community. Dr. Paradiz has been featured in the New York Times, Redbook Magazine, The Guardian, Parade Magazine, on NHK Japan, MTV’s True Life and on National Public Radio. Valerie received her PhD in German Studies from City University of New York’s Graduate Center.
Andrew Nelson, M.Ed., ISA-CI is a Positive Behavior Support Trainer with the West Virginia Autism Training Center at Marshall University where he provides Family Focused Positive Behavior Support and training to parents, teachers, and professionals on a variety of autism-related topics. He is the founder of the Autism Theatre Network and is the author of Foundation Role Plays for Autism (Jessica Kingsley Publishers, 2010). Andrew’s work has been noted in American Theatre, The Autism File, Southern Theatre, and Tathaastu: So Be It magazines. Andrew is an Integrated Self Advocacy Certified Instructor and also serves as an assistant editor for the ARI Adults with Autism eBulletin.
Janine M. Collins, MTS, MSW is a Research Associate at the University of Maine’s Center for Community Inclusion and Disability Studies (CCIDS) and a contributor to projects of the Autism Research Institute (ARI), serving as Managing Editor for the ARI ASD & Adults eBulletin and as a partner in the Autistic Global Initiative (AGI). She holds an undergraduate degree in Special /Elementary Education and Psychology and graduate degrees in Theology and Social Work. Prior to work in the area of research and resource development, her experience was in direct service delivery, first as a public school special educator and then as a case manager in adult social services. Her current work focuses on projects related to best practices and improving service delivery for youth and adults with Intellectual and Developmental Disabilities (I/DD) with an emphasis on Autism Spectrum Disorder (ASD). Her particular areas of interest are in Person-Centered Planning (PCP) and its application to both post-secondary transition and employment planning as well as Universal Design for Learning (UDL) and the application of accessible technology. She is a co-author of a forthcoming publication of the Integrated Self-Advocacy ISA™ general curriculum (AAPC). She served as a contributing author and editorial team member for the development of the AGI Daily Living/Residential Skills Curriculum & Training for Direct Support Providers to Adults with Autism and is co-author of a training curriculum, Quality Employment Practices for Supporting Individuals with Autism Spectrum Disorders. She served as a member of a statewide workgroup reviewing evidence-based practices for the education of individuals with ASD, currently serves as Board President of the Autism Society of Maine (ASM), is a member of APSE, serves as a Governor appointed member of Maine’s State Rehabilitation Council (SRC), and has been nominated for Governor appointment to the Maine Developmental Services Oversight and Advisory Board (MDSOAB).
Anne Duquette is a special education teacher at a New York City public school in East Harlem; she teaches adolescents who are on the autism spectrum. Anne received her B.A. at Smith College. Anne received two M.A.’s at Teachers College, Columbia University. For her first M.A., as part of a fellowship, Anne assisted with a research project on an abuse-prevention curriculum designed to empower women with intellectual disabilities to become effective decision-makers. For her second M.A., she conducted research in Kenya on sexual violence against female students with intellectual disabilities. Anne is presently working on her M.Ed. in School Leadership.
Brenda Smith Myles Ph.D, is the recipient of the Autism Society of America’s Outstanding Professional Award, the Princeton Fellowship Award, and the Council for Exceptional Children, Division on Developmental Disabilities Burton Blatt Humanitarian Award. Brenda has made over 1000 presentations all over the world and written more than 200 articles and books on ASD. In addition, she served as the co-chair of the National ASD Teacher Standards Committee; was on the National Institute of Mental Health’s Interagency Autism Coordinating Committee’s Strategic Planning Consortium; and collaborated with the National Professional Center on Autism Spectrum Disorders, National Autism Center, and the Centers for Medicare and Medicaid Services who identified evidenced based practices for individuals with autism spectrum disorders and served as Project Director for the Texas Autism Resource Guide for Teachers (TARGET). Myles is also on the executive boards of several organizations, including the Scientific Council of the Organization for Autism Research (SCORE) and ASTEP – Asperger Syndrome Training and Education Program. She serves as a consultant with the Ohio Center for Autism and Low Incidence (OCALI) and the Ziggurat Group. In the latest survey conducted by the University of Texas, she was acknowledged as the second most productive applied researcher in ASD in the world.
My name is Jacqueline Shore. I have been a Special Education Teacher in District 75 since February 1987 to the present. I have a Bachelor’s Degree from Baruch College and a Master’s Degree from Hunter College in Special Education.
I began my teaching career in a self contained 6:1:1 classroom for young children, ages 5-10, on the autism spectrum. After that, I taught in a self contained classroom for middle school children, ages 11-13. The students were also on the autism spectrum. For the past 3 years I have been teaching teenage students at the high school level, ages 14-21, on the autism spectrum.
I learned so much from older classroom teachers whom I collaborated with for science/cooking and music. It was with great pleasure that I was asked to present PD workshops in house for my colleagues on topics such as the picture exchange communication system and behavioral supports.
Tiffany Born is a specialist in Educational Psychology, Special Education and spearheads research around creating novel intervention to support the success of those with disabilities and their families. Born is completing her Ph.D. in Educational Psychology at the University of Wisconsin-Madison. Her dissertation focuses on a peer-mediated social skills intervention for high school students with autism. Born recently finished a manual for school psychologists and other consultants who work with students with autism and their families. Before pursuing a doctoral degree, Born graduated summa cum laude from Ripon College with degrees in psychology and history. Her primary interests involve working with children and adolescents with autism and their families throughout the lifespan. She has worked with children with autism and their families in homes, schools, and clinic environments. Currently, Tiffany is involved in the Transitioning Together program through the Waisman Center at the University of Wisconsin-Madison. The Transitioning Together program involves a strategic education and social support interventions for parents of teenagers with autism, covering topics such as transition planning, problem solving, and legal issues. This novel intervention includes components for both families and adolescents on the spectrum. Born also has extensive clinical and programmatic experience working with families with various needs both individually and in groups in schools throughout Wisconsin.
Andrea Lee Roundfield, PhD (ABD) MS, MA, LSCI & TCI certification, is a Special Education instructor and IEP and Related Services coordinator in New York City’s District 75, the only school district of its kind. She has also taught in Mercy College’s Graduate Teaching Fellows Program. Ms. Lee Roundfield has led inquiry studies and action research in teaching students with varying disabilities.
Kaslow graduated from Fordham University – Summa Cum Laude; Fordham University School of Law- Dean’s list; City College, New York City Teaching Fellows Program (“Fellows”)- completed a Masters of Science- Special Education graduating with High Honors – equivalent to Summa Cum Laude. Upon graduating from Law school, Kaslow worked at American Express, Morgan Stanley, and Deloitte and Touche. Upon starting the Fellows, Kaslow started teaching at Jane Addams High School in the South Bronx. Kaslow taught students with cognitive disabilities in a general education classroom setting under the collaborative team teaching model. From a collaborative team teaching setting, Kaslow am now teaching in PS79, in a District 75, self-contained setting. Kaslow teaches Autistic children and children with severe cognitive and physical disabilities.
Kaslow continues to capitalize on years of educational experiences and her use of Socratic expertise to ask the right questions, offer creativity, and foresight to produce a multi-contextual perspective to better crystallize and facilitate the art of being a Special Education Teacher.
Autistic Global Initiative of the Autism Research Institute
Valerie Paradiz, PhDJanine Collins, MTS, MSWBrenda Smith Myles, PhD
David Black, PhD
Pediatrics and Developmental Neuroscience Branch National Institutes of Health/NIMH
Director, Autism Treatment Center NARPAA Co-Founder
Gary Mesibov, PHD
FPG Child Development Center University of North Carolina
Linda Rogen, BA, MPH
Director of Programs and Services Vista Vocational and Life Skills Center
Former Director of Employment Programs Southwest Autism Research and Resource Center
Stephen Shore, EdD
Department of Education, Adelphi University
Nicolas Hegarty, JD
Vice President, Private Wealth Advisor, Goldman Sachs
John Maltby, MSW
Director, Community Support Programs Westchester Institute of Human Development
Laurie Raymond, LCSW
Director of Clinical Services, Port Resources of South Portland Maine
Co-Founder Southwest Autism Research and Resource Center
Student, Whittier College, Los Angeles
Director, Autism Housing Pathways
Janine Collins, MSW, MTS
Editor and Project Research, Autistic Global Initiative
Lisa Crabtree, PhD
Center for Adults with Autism, Towson University
Margaret Creedon, PhD
Co-Founder, International Autism Network for Individuals with Visual and Hearing Impairments
Judy Endow, MSW
Autistic Global Initiative
Chris Filler, RN
Director, Lifespan Transitions Center, Ohio Center for Autism and Low Incidence
Autistic Global Initiative
Erika Laurion, MS, CNS
Brenda Smith Myles, PhD
Editor and Contributor; Consultant, Ziggurat Group
Autistic Global Initiative
Valerie Paradiz, PhD
Managing Editor and Project Director, Director of Autistic Global Initiative
Kelcey Ryan, BS
Nutritionist and Personal Chef
Judy Shanley, PhD
Director, Student Engagement and Mobility Management, Easter Seals Project ACTION
Director of Training, Easter Seals Transportation Group
Director, Youth Division Autistic Global Initiative
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