Faculty & Staff

Faculty & Staff

Faculty & Staff

 

Amy Accardo, Ed.D., Associate Professor

Office: Herman D. James Hall 3050

Office Hours: Tuesdays 1:00-3:00 and by appointment

Phone Number: 856) 256-4500 x3798

E-mail: accardo@rowan.edu

About Amy Accardo, Ed.D.

Dr. Amy Accardo is the faculty director of the Center for Neurodiversity and a tenured associate professor in the Interdisciplinary and Inclusive Education 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,

  1. 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 

            http://rdcu.be/pdqU

 

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.

http://www.nctm.org/Publications/Mathematics-Teaching-in-Middle-School/2017/Vol22/Issue6/Monitoring-Student-Learning-in-Algebra/

 

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/