Stephen M. Shore

Stephen M. Shore is a Clinical Associate Professor at Adelphi University's Ruth S. Ammon College of Education and Health Sciences, specializing in autism and Asperger Syndrome with expertise in educational practices, social inclusion, and successful transition to adulthood for individuals on the autism spectrum.

Dr. Shore earned his Ed.D. in Education from Boston University (2008), M.A. in Music Education from Boston University (1992), and dual B.A. degrees in Music Education and Accounting and Information Systems from the University of Massachusetts at Amherst (1986). He holds professional teaching licenses in Music and Business Management for Massachusetts public schools (grades 5-12).

His research focuses on multiple critical areas including successful transition to adulthood, employment opportunities, comparative approaches for treating children with autism, socially-based inclusion methods, self-advocacy development, teaching musical instruments to individuals on the spectrum, and international perspectives on autism diagnosis and treatment. His work uniquely bridges academic research with practical applications, informed by his personal experience as someone on the autism spectrum.

Dr. Shore's publications demonstrate a consistent emphasis on practical applications of autism research across diverse contexts, with recurring themes in educational strategies, inclusion methodologies, and strength-based approaches that leverage individual capabilities rather than focusing on deficits.

• Member, Interagency Autism Coordinating Committee (2008-present)
• Vice President, Autism Society of America - Massachusetts Chapter (2007-present)
• Board Member, Autism Society of America - National (2001-2004, 2005-present)
• Former Board President, Asperger's Association of New England (2001-2006)

As an educator, Dr. Shore teaches specialized courses including 'Diagnosis Of And Intervention In Autism,' 'Educating Students With Autism Classified At Level 1,' and 'Classroom Management,' emphasizing evidence-based practices that accommodate neurodiversity while promoting academic and social success.