Diana Baker

Diana Baker is an Associate Professor of Educational Studies at Hobart and William Smith Colleges, where she has been a faculty member since 2014. Her work is centered on inclusive education, with a focus on autism, language, culture, and disability. She teaches courses such as Children with Disabilities, Understanding Autism, and Narratives of Disability, and she integrates her professional experience as a special education teacher into her pedagogy.

Education:

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

Her research explores the intersection of language, culture, and disability, particularly in neurodiverse populations. She investigates how cultural backgrounds shape perceptions and supports for autism, with a special emphasis on immigrant and diasporic communities such as Somali-Americans. Her work also addresses inclusive practices in dual-language programs and systemic barriers in special education.

Her recent publications highlight cross-cultural studies on autism, educational transitions, bilingualism, and policy impacts on students with disabilities. These works appear in journals such as Advances in Autism, Journal of International Special Needs Education, and Review of Disability Studies, reflecting a strong interdisciplinary approach that bridges education, sociology, and disability studies.

Professional Affiliations:

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

Diana Baker actively contributes to academic advising, curriculum development, and advocacy for inclusive education. Her research is supported by her dual expertise in anthropology and applied behavior analysis, enabling her to conduct nuanced, culturally responsive studies. She has not received specific scientific awards mentioned in the text, but her publication record and professional engagement reflect significant scholarly impact.

She is involved in research teams examining autism across cultural contexts and has contributed to national conversations on special education reform and equity. Her future work is likely to expand on cross-cultural disability studies and inclusive pedagogical models.