Diana Baker
Biographic Data
| ID | 6380356 |
|---|---|
| NAME | Diana Baker |
| GIVEN NAMES | Diana |
| FAMILY NAME | Baker |
| SIGNATURE | BAKER D |
| AFFILIATIONS | Boston College |
| ORCID | 0000-0001-6533-7964 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1995 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
All Over the Map
Dually identified (DI) students, or classified English Learners (ELs) with documented disabilities, are legally entitled to services that address both their disability- and language-related learning needs. We contend that unless state education agencies (SEAs) furnish local education agencies (LEAs) with high-quality guidance pertaining to this population of students, many schools and districts will remain unable to fulfill their legal mandate. O…
Dreaming of College Versus Going to College
This study uses data from the National Longitudinal Transitional Study 2 to examine relationships between expectations about college education and enrollment patterns among students on the autism spectrum. Results reveal that although more than half of the students reported that they were likely to attend college, among their Individualized Education Programs, only 44% listed postsecondary education as a primary transition goal, and just a third …
Interweaving disentangled
This study explores the intersectionality in the educational experiences of Korean American students with autism as they navigate the transition from high school to college. For these students, dis/ability status alone does not shape the pathway to adulthood: dis/ability is tightly bound with other social categories, such as race, language, and immigration status, impacting everyday experiences of the students, including preparing college applica…
A disability of the soul
The autistic brain
Much autism scholarship is published in high-caliber scientific journals, deals in technical jargon, such as ‘de novo mutations’ and ‘copy number variants,’ and is difficult if not impossible for o
If I had a hammer
The autistic brain
Much autism scholarship is published in high-caliber scientific journals, deals in technical jargon, such as ‘de novo mutations’ and ‘copy number variants,’ and is difficult if not impossible for o
All Over the Map
Dually identified (DI) students, or classified English Learners (ELs) with documented disabilities, are legally entitled to services that address both their disability- and language-related learning needs. We contend that unless state education agencies (SEAs) furnish local education agencies (LEAs) with high-quality guidance pertaining to this population of students, many schools and districts will remain unable to fulfill their legal mandate. O…
A disability of the soul
If I had a hammer
The autistic brain
Much autism scholarship is published in high-caliber scientific journals, deals in technical jargon, such as ‘de novo mutations’ and ‘copy number variants,’ and is difficult if not impossible for o
A disability of the soul
Interweaving disentangled
This study explores the intersectionality in the educational experiences of Korean American students with autism as they navigate the transition from high school to college. For these students, dis/ability status alone does not shape the pathway to adulthood: dis/ability is tightly bound with other social categories, such as race, language, and immigration status, impacting everyday experiences of the students, including preparing college applica…
Dreaming of College Versus Going to College
This study uses data from the National Longitudinal Transitional Study 2 to examine relationships between expectations about college education and enrollment patterns among students on the autism spectrum. Results reveal that although more than half of the students reported that they were likely to attend college, among their Individualized Education Programs, only 44% listed postsecondary education as a primary transition goal, and just a third …
All Over the Map
Dually identified (DI) students, or classified English Learners (ELs) with documented disabilities, are legally entitled to services that address both their disability- and language-related learning needs. We contend that unless state education agencies (SEAs) furnish local education agencies (LEAs) with high-quality guidance pertaining to this population of students, many schools and districts will remain unable to fulfill their legal mandate. O…
Psychology (5 works) · Autism (3 works) · Developmental psychology (3 works) · Disability Education and Employment (3 works) · Political science (3 works) · Sociology (3 works) · Autism Spectrum Disorder Research (2 works) · Computer Science (2 works) · Family and Disability Support Research (2 works) · Gender Studies (2 works)