Amy Accardo
Amy Accardo
Amy Accardo, Ed.D.
Department Chair & Associate Professor
Wellness & Inclusive Services in Education (WISE)
Contact Info
(856) 256-4500 x53798
Herman D. James Hall 3050
Biography
Dr. Amy Accardo is the faculty director of the Center for Neurodiversity and a tenured associate professor in the Wellness & Inclusive Services in Education (WISE) Department at Rowan University. Dr. Accardo’s scholarly activities focus on promoting equitable education opportunities for autistic young adults and working with neurodivergent students, faculty, and staff to implement inclusive pedagogy and practices on campus. She has published numerous articles and presents research nationally on autism and topics including college access, literacy, teacher preparation, and mental health. Prior to serving as Center for Neurodiversity director, Dr. Accardo was director of the Ph.D. in Education Program as well as coordinator of the Teacher of Students with Disabilities Post Baccalaureate Program. Dr. Accardo is chair of the AERA Special and Inclusive Education Research SIG, founder of the AERA Autism Spectrum Research Committee, and an active member in the Council of Exceptional Children. As a faculty member in the IIE Department, Dr. Accardo teaches undergraduate coursework in the TOSD post-baccalaureate program and graduate coursework in the MS and PhD in Education programs. Dr. Accardo holds a master’s degree from Drexel University and a doctoral degree in special education from Arcadia University. When not working, she is an avid runner and enjoys yoga and travel with her family.
Recent Publications:
Accardo, A. L., Ferguson, S. L., Alharbi, H. M., Kalliny, M. K., Woodfield, C. L., Vernon-Doston,
- J. (2022). Unified sports, social inclusion and athlete reported experiences: A
systematic mixed studies review. Inclusion
Bomgardner, E. M., & Accardo, A. L., (2022). Dual roles: Experiences of special educators
who are mothers of a child with a disability. Journal of Child and Family Studies
Kuder, S. J., Accardo, A. L., & Woodruff, J. (2021). College success for students on the autism
spectrum: A neurodiversity perspective, Sterling, VA: Stylus Publishing.
Accardo, A. L., Xin, J. F., & Shuff, M. (2020). Special education teacher preparation and family
collaboration, School Community Journal, 30(2), 53-72. http://www.adi.org/journal/2020fw/AccardoEtAlFW2020.pdf
Kuder, S. J., Accardo, A. L., & Bomgardner, E. M. (2020). Mental health and university
students on the autism spectrum: A literature review. Review Journal of Autism and
Developmental Disorders, 1-15. https://doi.org/10.1007/s40489-020-00222-x
Accardo, A. L. & Kuder, S. J. (2020) Writing interventions for individuals with autism spectrum
disorder. Encyclopedia of Autism Spectrum Disorders, (2). New York, NY: Springer.
https://doi.org/10.1007/978-1-4614-6435-8_102456-1
Accardo, A. L., Bean, K., Cook, B., Gillies, A., Edgington, R., Kuder S. J., & Bomgardner, E. M.
(2019). College access, success, and equity for students on the autism spectrum.
Journal of Autism and Developmental Disorders, 49(12). 4877-4890.
http://link.springer.com/article/10.1007/s10803-019-04205-8
Accardo, A. L., & Finnegan, E. G., Kuder S. J., & Bomgardner, E. M. (2019). Writing
interventions for individuals with autism spectrum disorder: A research synthesis.
Journal of Autism and Developmental Disorders, 50(6), 1988-2006.
https://doi.org/10.1007/s10803-019-03955-9
Accardo, A. L., Kuder, S. J., & Woodruff J. (2018). Accommodations and support services
preferred by college students with autism. Autism, 23(3), 574-583.
https://doi.org/10.1177/1362361318760490
Finnegan, E. G., & Accardo, A.L. (2018). Understanding character perspective: Strategies to
support children with autism spectrum disorder. The Reading Teacher, 1-10.
http://dx.doi.org/10.1002/trtr.1682
Kuder, S. J., & Accardo, A. L., (2018). What works for college students with autism spectrum
disorder, Journal of Autism and Developmental Disorders, 48(3), 722-731.
https://doi.org/10.1007/s10803-017-3434-4
Accardo, A. L., & Finnegan, E. G. (2018). Teaching reading comprehension to
learners with autism spectrum disorder: Discrepancies between teacher and research
recommended practices. Autism, 1-11.
http://journals.sagepub.com/doi/full/10.1177/1362361317730744
Finnegan, E. G., & Accardo, A. L. (2018). Written expression in individuals with
autism spectrum disorder: A meta-analysis, Journal of Autism and Developmental
Disorders, 48, 868-882.
https://link.springer.com/article/10.1007/s10803-017-3385-9
Accardo, A. L. (2017). College-bound young adults with ASD: Self-reported factors promoting
and inhibiting success. DADD Online Journal: Research to Practice, 4(1), 36-46.
http://daddcec.org/Publications/DADDOnlineJournal.aspx
Accardo, A. L., Finnegan, E. G., Gulkus, S. P., & Papay, C. K. (2017) Teaching reading
comprehension to learners with autism spectrum disorder: Predictors of teacher self-
efficacy and outcome expectancy, Psychology in the Schools, 54(3), 309-323. DOI:
10.1002/pits.21994
Accardo, A. L., & Xin, J. F. (2017). Using technology-based simulation to promote teacher
candidate parental collaboration and reflective instructional decision-making, Journal of
Technology and Teacher Education, 25(4), 475-494.
https://www.learntechlib.org/j/JTATE/
Accardo, A. L., & Kuder, S. J. (2017). Monitoring student learning in algebra, Mathematics
Teacher in the Middle School, 22(6) 352-259.
Accardo, A. L. (2017). Yoga as a school-wide-positive behavioral support. Childhood
Education, 93(2), 109-113. http://dx.doi.org/10.1080/00094056.2017.1300488
Xin, J. F., Accardo, A. L., Shuff, M., Cormier, M., & Doorman, D. (2016). Integrating global
content into special education teacher preparation programs. Teacher Education and
Special Education, 39(3) 165-175. https://doi.org/10.1177/0888406416631124
Accardo, A. L. (2015). Research synthesis: Effective practices for improving the reading
comprehension of students with autism spectrum disorder. DADD Online Journal,
2(1), 7-20. https://rdw.rowan.edu/education_facpub/6/
