Diana Baker

Diana BakerAssociate Professor of Educational StudiesChair, Educational Studies

Joined faculty in 2014

  • PhD in Curriculum and Instruction, Boston College
  • MS in Applied Behavior Analysis, Northeastern University
  • BA in Anthropology, Haverford College
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Contact Information

Merritt Hall 202Phone (315) 781-4571

Scholarly Interest

  • Special education
  • Autism
  • The intersection of language, culture, and disability
  • Nuerodiversity

Teaching Experience

Special Education Teacher (autism) 2005-2010, The May Institute & Merrimack Special Education Collaborative

Special Education Assistant Teacher (autism & emotional and behavioral disabilties) 2002-2004, Boston Public Schools

Teacher (Enlish as a foreign language) 2001-2002, Peace Corps Morocco

Courses Taught

  • Narratives of Disability (FSEM 162)
  • Children with Disabilities (EDUC 203)
  • Understanding Autism (EDUC 221)
  • Learning Disabilities and Education (EDUC 336)
  • Educational Research (EDUC 420)

Teacher Education Program Seminars

  • Teaching Elementary and Secondary Students with Disabilties (EDUC 072)
  • Collaboration and Management (EDUC 074)


  • Baker, D., McCabe, H., Kelly, M., and Jiang, T. (2020). “’100 Years from Now’: A Cross-Cultural Comparison of Parental Perspectives about Supports for Adults with Autism in the United States and China.” Advances in Autism DOI: 10.1108/AIA-10-2019-0034
  • Carrero, K., Baker, D. Fuller, M. (2019). “Working with Diverse Students” in Educating Students With Intellectual Disability and Autism Spectrum Disorder, Book 2: Foundational Concepts for Leadership and Collaboration 
  • Baker, D., Ackerman, L., Pohl, P., and Kim, H. (2019). “Somali-American Boys with Autism: Examining Three Educational Transitions Through Capital Theory.” Journal of International Special Needs Education.
  • Baker, D., Roberson, A., and Kim, H.  (2018). “Autism and Dual Immersion: Sorting Through the Questions.” Advances in Autism.
  • Baker, D., & Kim, H. (2018). “Unsettling the resettled: An intersectional analysis of autism in the Somali diaspora.” Review of Disability Studies: An International Journal 14 (1).
  • Baker, D. (2017). “The language question: Considering three Somali-American students with autism.” Multiple Voices for Ethnically Diverse Exceptional Learners 17 (1), 20-38.
  • Baker, D., and Scanlon, D. (2016). “Student perspectives on academic accommodations.” Exceptionality 24 (2), 93–108.
  • Minahan, J., and Baker, D. (2015) “The skill-building lens: Helping students with challenging behaviors.” Educational Leadership 73 (2), 68–72.
  • Higgins-Averill, O., Baker, D., and Rinaldi, C. (2014). “A blueprint for effectively using RTI intervention block time.” Intervention in School and Clinic 50 (1), 29–38.
  • Baker, D. (2013). “Particular polyglots: Multilingual students and autism.” Disability & Society 28 (4), 527–541.
  • Scanlon, D., and Baker, D. (2012). “An accommodations model for the secondary inclusive classroom.” Learning Disability Quarterly 35 (4), 212–224.
  • Dudley-Marling, C., and Baker, D. (2012). “The effects of market-based school reforms on students with disabilities.” Disability Studies Quarterly 32 (2).
  • Peck, A., Albrecht, S. F., George, C. L., Mather, S. R., Paget, M., Ryan, J. B., White, R. B., and Baker, D. (2012). “Reflections on the future of the Council for Children with Behavioral Disorders: A response to Colvin, Forness, and Nelson.” Behavioral Disorders 37 (2) 123–125.
  • Peck, A., Albrecht, S. F., George, C. L., Mather, S. R., Paget, M., Ryan, J. B., White, R. B., and Baker, D. (2011). “New directions for CCBD? Three studies examining the future of the organization.” Behavioral Disorders 37 (1) 30–41.


  • The Council for Exceptional Children (CEC)
  • The American Edcuational Research Association (AERA)
  • International Society for Autism Research (INSAR)
  • Board Ceritified Behavior Analyst (BCBA)