Biography
Dr. Wang’s work sits at the intersection of special and inclusive education, teacher education, and early language and literacy development, with a current focus on improving language, literacy, communication, and learning outcomes for young autistic children. Her research examines how educator knowledge, instructional practices, and intervention design can better support learner variability in inclusive classroom contexts. She employs a range of methodologies, including quantitative group designs, single-case research, systematic reviews, and mixed-methods approaches.
At Denison, Dr. Wang teaches courses on teaching and learning across K–12 settings, courses on autism and communication, disability and inclusion, and research methods. She designs learning experiences that engage students in community-based settings, invite shared inquiry that decentralizes instructor authority, and encourage students to examine educational questions through both empirical and humanistic lenses. She is interested in communication and learning among individuals with disabilities and complex communication needs, and broader questions of access and belonging in educational and social contexts.
Degree(s)
B.A., Ludong University (former Yantai Teachers' College); M.Ed., China University of Geosciences; Ph.D., Florida State University
Learning & Teaching
Courses
- EDUC 381 Autism, Communication, and the Human Experience
- EDUC 289 Quantitative Methods in Education Research
- EDUC 350/284/246: Exceptionalities and Intervention
- EDUC 250 Learner and Teacher: Adolescence
- EDUC 249 Learner and Teacher: Childhood
- EDUC/BLST/WGST 390: Critical Pedagogies
Works
Publications
- Gilmore, C., Williams, A., & Wang, X. (2026). How to Read with CARE: A practical AAC guide for young children with autism and complex communication needs. The Journal of the Appalachian Institute for Health and Wellness.
- Wang, X. (2025). Emergent literacy instruction for autistic children: A preliminary study of teacher knowledge. Early Childhood Education Journal. https://doi.org/10.1007/s10643-025-01875-1
- Wang, X., & Fleury, V. (2021). Professional development needs of ASD practitioners: a content analysis of listserv communications. Journal of Division of Autism and Developmental Disabilities, 8(1),158-177.
- Fleury, V., Whalon, K., Gilmore, C., Wang, X. & Marks, R. (2021). Building comprehension skills of young children with autism one storybook at a time. Language Speech and Hearing Services in Schools, 52(1), 153-164. doi.org/10.1044/2020_LSHSS-20-00026
- Whalon, K., & Wang, X. (2021). Teaching learners with autism. In C. L. Sligh-Conway & R. Skepple (Eds.), Teaching diverse populations: Inclusive strategies for learners resource guide. Kendall Hunt Publishing Company.
- Zucker, T., Cabell, S., Oh. Y., & Wang, X. (2020). Asking questions is just the first step: using upward & downward scaffolds. The Reading Teacher, 74(3), 275-283. doi.org/10.1002/trtr.1943
- Stephen, V. T., Wang, X., & Stadskleiv, K. (2016). Reducing negative emotional reactions in a child with autism through AAC: experiences from China. Conference paper of the International Society of Augmentative and Alternative Communication (ISAAC) Conference.
Presentations
*=student co-author
- Wang, X., & Gilmore, C. (2026). Interactive book reading for young autistic learners: Evidence-informed communication and literacy strategies. Presentation at the 2026 North Carolina Annual Inclusion Summit (NCAIS), Boone, North Carolina, U.S.
- Wang, X. (2026). Supporting essential skills in inclusive classrooms: Effectiveness of an 8-hour workshop for educators teaching young autistic children. Research Paper Session at the Association of Teacher Education 2026 Summer Conference, Seattle, Washington, U.S.
- Wang, X. & Ralston, R.* (2026). Inclusive Read-Alouds: Supporting Young Autistic Learners Through Communication and Engagement, 90-minute workshop selected for the CEC–Ohio 2026 Summer Conference, Columbus, Ohio. U.S.
- Wang, X. (2026). Teacher Talk During Interactive Read-Aloud with Preschoolers with Autism: A Descriptive Analysis. Presentation at the 2026 annual meeting, American Educational Research Association, Los Angeles, California. U.S.
- Jung, V.* & Wang, X. (2026). South Korean Educators’ Knowledge, Values, and Views on Inclusive Practices for Neurodevelopmental Disabilities. Round-table Presentation at the 2026 annual meeting, American Educational Research Association, Los Angeles, California. U.S.
- Wang, X. (2025). Building an Open-Access Resource Repository for Introductory Special Education Courses. Poster Presentation at the annual CEC Conference, Salt Lake City, Utah. U.S.
- Wang, X. (2025). Pre-K teachers’ knowledge in early literacy instruction for autistic learners. Poster presentation at the Badar-Kauffman Conference 2025, Kent, Ohio, U. S.
- Wang, X. (2025). Exploring Teacher Talk in Shared Reading: Language Input and Engagement of Autistic Preschoolers. Presentation at the ASHA Annual Convention, Washington D.C. U.S.
- Wang, X. (2024). Professional Development Needs of Early Childhood Educators in Teaching Early Literacy to Autistic Students. Presentation at the annual CEC Teacher Education Division Conference, Pittsburg, Pennsylvania. U.S.
- Wang, X., & Whalon, K. (2022). Teaching Emergent Literacy to Young Children with ASD-A Mixed Method Exploration of Teachers’ Expertise. Round table session presentation at the 2022 annual meeting, American Educational Research Association, Hybrid convention.
- Wang, X., & Fleury, V. (2021). Professional Development Needs in the ASD Practitioner Community: Facts Uncovered from an Email Listserve. Virtual paper session at 2021 annual meeting, American Educational Research Association, Virtual convention.
- Wang, X., Diambois, A., & Whalon, K. (2021). A Systematic Review of Play-Based Interventions for the Development of Preschoolers with ASD. Virtual round table session at 2021 annual meeting, American Educational Research Association, Virtual convention.
- Fleury, V., Whalon, K., Wang, X., & Marks, R. (2019). Building emergent literacy skills of young children with disabilities one storybook at a time. Presentation at the ASHA Annual Convention, Orlando, Florida. U.S.
Service
Professional Memberships
- American Educational Research Association
- American Speech-Language-Hearing Association
- Council for Exceptional Children
- Association of Teacher Educators
Professional Service (includes Denison Service)
- Manuscript reviewer, Early Childhood Education Journal, 2026
- Proposal reviewer, American Educational Research Association, 2025
- Proposal reviewer, Division of Teacher Education Annual Conference, 2024
- Manuscript reviewer, Journal of the Division on Autism and Developmental Disabilities, 2021/2020.
- Proposal reviewer, Division of Early Childhood Annual Conference, 2021
Community Service
- Workshop for Welsh Hills School (Granville, Ohio): Creating Supportive Learning Environments for Autistic Learners, 2026
- Workshop for Estancia Municipal School (Estancia, New Mexico): Supporting Young Autistic Learners in Inclusive Classrooms - Communication, Behavior, and Literacy Strategies for PreK-2 Educators, 2026
Other
Grants & Funding
- Jeanne S. Chall Research Fellowship, International Literacy Association (ILA).
Honors & Awards
- Nielsen Center for the Liberal Arts Early Career Fellowship, Eckerd College.
Student Collaborations
- Sharma, Disha. (2024). Impact of modified schema-based instruction on elementary school students with autism in an Indian special education setting.
- Vania, Jung. (2025). Exploring South Korean Educators’ Knowledge of Neurodevelopmental Disabilities and Perceptions of Best Educational Practices
- Minh Duc, Le. (2026). High School GPA, Graduation Examinations, and College Readiness: Vietnamese-Educated Students’ Academic Indicators and Perceptions in U.S. Higher Education