Advocates for Autism of Massachusetts will strive to ensure the human and civil rights of individuals of all ages across the entire Autism Spectrum and to promote the availability of essential supports so that they may live fully and enjoy the same opportunities as other citizens of the Commonwealth. We will educate individuals with ASD, their families and other AFAM members/supporters to be effective, vigorous agents of change.
The mission of Autistic Women & Nonbinary Network (AWN) is to provide community support, and resources for Autistic women, girls, transfeminine and transmasculine nonbinary people, trans people of all genders, Two Spirit people, and all people of marginalized genders or of no gender. AWN is committed to recognizing and celebrating diversity and the many intersectional experiences in our community.
The Ross Center provides equal access for students enrolled in UMass Boston education programs. The center ensures academic accommodations are provided and coordinates compliance with the Rehabilitation Act and the ADA.
Reading Lists
This page provides a sample of some of the books, articles, and other materials related to this important topic! To find and explore other available materials, use the UMBrella tool to search multiple databases at one time.
This essential survival guide gives autistic trans and/or non-binary adults all the tools and strategies they need to live as their very best self. Blending personal accounts with evidence-based insights and up-to-date information, and written from a perspective of empowerment and self-acceptance, the book promotes pride, strength and authenticity, covering topics including self-advocacy, mental health and camouflaging and masking as well as key moments in life such as coming out or transitioning socially and/or physically.
In the decades since it was first introduced, Howard Gardner's multiple intelligences (MI) theory has transformed how people think about learning the world over. Educators using the theory have achieved remarkable success in helping all students, including those who learn in nontraditional ways, to navigate school (and life outside it) with confidence and success. In addition to the many strategies, templates, and examples that have made Armstrong's book so enduringly popular, this edition is updated to examine how emerging neurodiversity research, trends toward greater instructional personalization, and rapidly evolving virtual learning tools have affected the use of MI theory to enhance student achievement.
Pfeifer, Mariel A. ; Reiter, Eve Melanie ; Hendrickson, McKenna ; Stanton, Julie Dangremond
International journal of STEM education, 2020, Vol.7 (1), p.1-21
Students with disabilities are underrepresented in undergraduate science, technology, engineering,
and mathematics (STEM) courses. Students with disabilities who engage in self-advocacy earn higher GPAs and are more likely to graduate from college compared to students with disabilities who do not engage in self-advocacy.
Pfeifer, Mariel A ; Cordero, Julio J ; Stanton, Julie Dangremond Price, Rebecca
CBE life sciences education, 2023, Vol.22 (1), p.ar2-ar2
Our understanding of how active learning affects different groups of students is still developing. One group often overlooked in higher education research is students with disabilities. Two of the most commonly occurring disabilities on college campuses are attention-deficit/hyperactivity disorder (ADHD) and specific learning disorders (SLD).
Bishara, Saied Dunn, Michael William
Cogent education, 2021, Vol.8 (1)
These findings can be applied in the development of teacher training programs that focus on effective methods for increasing psychological availability, improving attention and mindfulness, so that cognitive load in students with learning disabilities can be reduced.
“Temple Grandin, diagnosed with autism as a child, talks about how her mind works—sharing her ability to “think in pictures,”" which helps her solve problems that neurotypical brains might miss. She makes the case that the world needs people on the autism spectrum: visual thinkers, pattern thinkers, verbal thinkers, and all kinds of smart geeky kids.”