Kara Hume

Kara Hume is an Advanced Research Scientist at the Frank Porter Graham Child Development Institute, part of the University of North Carolina at Chapel Hill (UNC-Chapel Hill). She holds a Ph.D. in Special Education from Indiana University, an M.Ed. in Educational Psychology from Arizona State University, and a B.S. in Special Education from the University of Evansville. Her research focuses on enhancing access to community-based interventions for individuals with developmental disabilities, particularly autistic youth, and translating evidence-based practices into practical tools for educators and service providers. She has led major initiatives such as the Center on Secondary Education for Students with ASD (CSESA) and currently oversees studies funded by the Institute of Education Sciences (IES) and the NIH to improve self-determination, social connectedness, and inclusive fitness programs like Power Hour.

Education:

• Ph.D. in Special Education, Indiana University, 2007
• M.Ed. in Educational Psychology, Arizona State University, 2002
• B.S. in Special Education, University of Evansville, 1995

Research Interests: School and community-based interventions for autism, evidence-based practices, transition services for adolescents, inclusive fitness programs, and improving health and wellbeing for individuals with intellectual disabilities. Her work emphasizes practical implementation and policy impact.

Grants & Awards:

• Over $21 million in funding as PI/Co-PI from IES, NIH, and other agencies.
• Four-time recognition by the Interagency Autism Coordinating Committee as a top-20 scientific advance in ASD research.
• 2025 Research Award from the Council for Exceptional Children’s Division on Autism.

Advising & Grants: Kara has mentored numerous researchers and led large-scale studies on educational interventions. Her current NIH-funded Power Hour project examines inclusive exercise for adults with disabilities.

Labs & Teams: Active in CSESA, NCAEP, and the Frank Porter Graham Institute. Collaborates with interdisciplinary teams to bridge research and practice.