Rowan University Research

COMMUNICATION

Ashby, C. & Woodfield, C. (2019). Honoring, constructing and supporting neurodivergent communicators 

in inclusive classrooms. In K. Scorgie & C. Forlin  (Eds.). Promoting social inclusion: Co-creating 

environments that foster equity and belonging, (pp. 151-167). Bingley BD16 1WA, UK: Emerald Publishing Limited.

Ashby, C., Woodfield, C. & Delia, Q. (2016). Communication is the root of necessity: Constructing 

communicative competence. In C. Ashby & M. Cosier (Eds.), Enacting change from within: 

Disability studies meets teaching and teacher education. New York, NY: Peter Lang

INCLUSIVE PRACTICES

Elder, B. C., Givens, L., LoCastro, A., & Rencher, L. (2021). Using disability studies in education (DSE) and professional development schools (PDS)

to implement inclusive practices. Journal of Disability Studies in Education. https://doi.org/10.1163/25888803-bja10010

NEURODIVERSITY & POST-SECONDARY EDUCATION

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., Kuder, S. J., & Woodruff J. (2018). Accommodations and support services preferred by 

college students with autism. Autism, 23(3), 574-583. (Impact Factor 3.906; Citations 47)

https://journals.sagepub.com/doi/pdf/10.1177/1362361318760490?casa_token=oVJMLNYt9KUAAAAA:IyOBOKhn1XIHS4LdOXpce1Rg8aRFrTM6A4cRev31RX1fiHU_Cj4m4DoqquoEpRZn7LfSCnmJbOQ

Drelick, A., Freedman, J., Woodfield, C. & Woodruff,. J (in press). Promoting 

Student-generated applications of Universal Design to address accommodations. Journal of Postsecondary Education and Disability.

Freedman, J. E., & Drelick, A. (2021). Strive for ‘beyond compliance’ through collaborative

Universal Design. Disability Compliance for Higher Education, 26(8), 6-7.

Freedman, J.E., Woodfield, C.L. & Dotger, B.H. (2020). Using simulated meetings to practice advocating 

for disability-related accommodations (practice brief). Journal of Postsecondary Education and 

Disability, 33(4), 387-394. https://files.eric.ed.gov/fulltext/EJ1293020.pdf 

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 

Woodfield, C., Vroman, K., Seybert, J., Burke, J., Kurup, S., Dickens, B. & Ashby, C. (2020).“It would be 

simpler to see success without dominating discourse of ability”; Neurodivergent communicators 

in postsecondary education. Critical Education, 11(14), 31-53. DOI: 

https://doi.org/10.14288/ce.v11i14.186516

NEURODIVERSITY K-21

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., & 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 

Freedman, J., Applebaum, A., Woodfield, C. & Ashby, C. (2019). Integrating a disability studies pedagogy 

in teacher education. Journal of Teaching Disability Studies, 1. Retrieved 

from: https://jtds.commons.gc.cuny.edu

Woodfield, C. & Ashby, C. (2015). “The right path of equality”: Supporting high school students with 

autism who type to communicate. International Journal of Inclusive  Education, 20(4), 435-

454. https://doi.org/10.1080/13603116.2015.1088581

Woodfield, C., Elder, B., LoCastro, A., Rencher, L. (2021). Using video research methods to capture small 

stories of inclusion: A research and practice model. PDS Partners: Bridging Research to Practice, 

16(2), 10-21.

MENTAL HEALTH

Gotham, K., Cassidy, S., & Weiss, J. (2020). Mental health across the lifespan. Editorial in the special issue

“Mental Health Across the Lifespan,” Eds. K. Gotham, S. Cassidy, & J.Weiss, Autism, 24(4), 805-808.

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 

Williams, Z., & Gotham, K. (2021). Assessing general and autism‐relevant quality of life in autistic adults:

A psychometric investigation using item response theory. Autism Research.

UNIVERSAL DESIGN

Drelick, A. & Freedman, J. (in press). Advocating for access: Teaching universal design for 

learning in teacher education. Yough & Anderman (Eds). Theory to practice: Educational psychology for teachers and teaching. Information Age Publishing.

Research Grants

National Institute of Mental Health R01-MH113576 (PI: K. Gotham) 2018-2023

“Repetitive Thinking and Emotional Health in Adults with ASD”

National Institute of Mental Health R33-MH120149 (PI: Corbett; Site PI: K. Gotham) 2020-2023

“Enhancing Social Competence in Adults with ASD: A Pilot RCT”

RISN Center: LeComte, J.M.; Aita, W.F. Increasing Awareness and Access to Physical, Sexual, and 

Reproductive Health for Women with Intellectual and Developmental Disabilities in New Jersey.

Conference Presentations

Drelick, A., Freedman, J, Woodfield, C., & Morettini, B., (accepted, 2022).Advocacy in Action: 

Promoting Universal Design through Project-based Learning  American Association of Colleges

for Teacher Education Annual Conference, New Orleans, LA. 

Drelick, A., Freedman, J., Elder, B., & Morettini, B., (accepted, 2022).Inclusive and Interactive 

Syllabi: Modeling Inclusive Approaches for Pre-service Teachers. American Association of Colleges

for Teacher Education Annual Conference, New Orleans, LA. 

Freedman, J., Drelick, A., Woodfield, C., & Woodruff, J. (2021, March). Advocating for "Beyond

Compliance" through partnerships between faculty and disability service. Annual Disability

Symposium at the University of Pennsylvania. Philadelphia, PA.

Drelick, A. & Freedman, J. (2021, March). Maximizing our impact: Embedding UDL in 

foundational special education courses. Council for Exceptional Children Annual Conference and Expo.

Baltimore, MD.

Freedman, J., Drelick, A. & Dotger, B. H. (2020) Discussing Accommodations With 

Faculty Members: Students Describe the Benefits of Practicing Through Simulated Meetings [Paper Session].

AERA Annual Meeting San Francisco, CA http://tinyurl.com/wbshalv (Conference Canceled)

Gotham, K. (November, 2018). Priority setting and engagement with autistic adults in research. Invited panelist

at second annual meeting of HRSA-funded Autistic Adults and other Stakeholders Engage Together (AASET), Washington, D.C. 

Gotham, K. (May, 2019). Depressed mood and the autism spectrum. Invited panelist to the National Institute of Mental Health

(NIH) Interagency Autism Coordinating Committee (IACC) panel “Addressing the Mental Health Needs of People on

the Autism Spectrum.” Bethesda, Maryland.