Directory » CARLY BLUSTEIN GILSON
carly.gilson@tamu.edu
637F EDCT
458-1593
Department
EDUCATIONAL PSYCHOLOGY
Afilliations
Center on Disability and Development
Special Education

CARLY BLUSTEIN GILSON
Assistant Professor of Special Education
EDUCATIONAL PSYCHOLOGY
Curriculum Vitae
Google Scholar Profile:
Research Interests
Autism
Collaboration and professional development for special educators
Competitive, integrated employment
Employment-related social skills
Inclusive higher education
Intellectual and developmental disabilities
Postsecondary education for students with intellectual and developmental disabilities
School-to-work transition
BIOGRAPHY
Dr. Carly Blustein Gilson is an assistant professor of special education in the Department of Educational Psychology and the founding faculty director of Aggie ACHIEVE, an inclusive postsecondary program for young adults with intellectual and developmental disabilities. Dr. Gilson provides oversight for the Aggie ACHIEVE staff and leads the long-term vision for the program.

She received her Ph.D. in special education from Vanderbilt University. Her research interests include preparing adolescents and young adults with IDD for integrated employment and inclusive higher education; supporting individuals and families through school-to-work transition; and vocational skills and educational team collaborations among special education teachers and paraprofessionals. Prior to pursuing doctoral studies, Dr. Gilson worked as a special education teacher in Atlanta.

Dr. Gilson teaches courses in the special education undergraduate program and graduate programs. She is currently accepting doctoral students for fall 2021.
COURSES TAUGHT
EPSY485. DIRECTED STUDIES
2018B
SPED414. METH & ISS LOW INCID DISAB
2020A,2019C,2019A,2018C,2018A
SPED685. DIRECTED STUDIES
2018B
SELECTED PUBLICATIONS
Journal Articles
Gilson, C. B., & Gushanas, C. M.*, Li, Y.*, & Foster, K.* (2020). Defining inclusion: Faculty and student attitudes regarding postsecondary education for students with intellectual and developmental disabilities. Intellectual and Developmental Disabilities, 58, 65-81. http://doi.org/10.1352/1934-9556-58.1.65. [published with student]
Gilson, C. B., Whirley, M. L.*, & Foster, K.* (2019). "Avenue and access to participate": Constructing inclusive higher education for students with intellectual and developmental disabilities. Journal of Inclusive Postsecondary Education, 1, 1-20. [published with student]
Singh, S. M., & Gilson, C. B. (2020). Toward an inclusive definition of college student development. Journal of Inclusive Postsecondary Education, 2, 1-11. https://doi.org/10.13021/jipe.2020.2
Whirley, M. L., Gilson, C. B., & Gushanas, C. M. (2020). Postsecondary education programs on college campuses supporting adults with intellectual and developmental disabilities: A scoping review. Career Development and Transition for Exceptional Individuals. http://doi.org/10.1177/2165143420929655. [published with student]
Biggs, E. E., Carter, E. W., & Gilson, C. B. (2019). A scoping review of the involvement of children's communication partners in aided augmentative and alternative communication modeling interventions. American Journal of Speech-Language Pathology, 28, 743-758. http://doi.org/10.1044/2018_AJSLP-18-0024.
Li, Y.*, Chen, H., Zhang, D., & Gilson, C. B. (2019). Effects of a self-monitoring strategy to increase classroom task completion for high school students with moderate intellectual disabilities. Education and Training in Autism and Developmental Disabilities, 54, 263-273. [published with student]
Biggs, E. E., Carter, E. W., & Gilson, C. B. (2018). Systematic review of interventions involving aided AAC modeling for children with complex communication needs. American Journal on Intellectual and Developmental Disabilities, 125, 443-473. https://doi.org/10.1352/1944-7558-123.5.443.
Biggs, E. E., Gilson, C. B., & Carter, E. W. (2018). Developing that balance: Preparing and supporting special education teachers to work with paraprofessionals. Teacher Education and Special Education, 42, 117-131. https://doi.org/10.1177/0888406418765611
Gilson, C. B., & Carter, E. W. (2018). Video-based instruction to promote employment-related social behaviors for high school students with intellectual disability. Inclusion, 6, 175-193. http://doi.org/10.1352/2326-6988-6.3.175
Gilson, C. B., Carter, E. W., Bumble, J. L., & McMillan, E. D. (2018). Family perspectives on integrated employment for adults with intellectual and developmental disabilities. Research and Practice for Persons with Severe Disabilities, 43, 20-37. http://doi.org/10.1177/1540796917751134
Gilson, C. B., Bethune, L. K., Carter, E. W., & McMillan, E. D. (2017). Informing and equipping parents of people with intellectual and developmental disabilities. Intellectual and Developmental Disabilities, 55, 347-360. http://doi.org/10.1352/1934-9556-55.5.347
Gilson, C. B., Carter, E. W., & Biggs, E. E. (2017). A systematic review of instructional methods to teach employment skills to secondary students with intellectual and developmental disabilities. Research and Practice for Persons with Severe Disabilities, 42, 89-107. http://doi.org/10.1177/1540796917698831
Biggs, E. E., Gilson, C. B., & Carter, E. W. (2016). Accomplishing more together: Strengthening relationships of teachers and paraprofessionals working with students with severe disabilities. Research and Practice for Persons with Severe Disabilities, 41, 256-272. https://doi.org/10.1177/1540796916665604.
Blustein, C. L., Carter, E. W., & McMillan, E. D. (2016). The voices of parents: Post-high school expectations, priorities, and concerns for children with intellectual and developmental disabilities. The Journal of Special Education, 50, 164-177. https://doi.org/10.1177/0022466916641381.
Carter, E. W., Blustein, C. L., Bumble, J. L., Harvey, S., Henderson, L., & McMillan, E. (2016). Changing the conversation: Engaging communities to identify local strategies for expanding integrated employment after high school. American Journal on Intellectual and Developmental Disabilities, 121, 398-418. https://doi.org/10.1352/1944-7558-121.5.398.
Gilson, C. B., & Carter, E. W. (2016). Promoting social interactions and job independence for college students with autism or intellectual disability: A pilot study. Journal of Autism and Developmental Disorders, 46, 3583-3596. https://doi.org/10.1007/s10803-016-2894-2.
RESEARCH PROJECTS
Aggie ACHIEVE TPSID
Gilson, C. B., & Hester, O. R. (2020). The Aggie ACHIEVE Model of Inclusive Higher Education at Texas A&M University. Transition Programs for Students with Intellectual Disabilities into Higher Education (TPSID). Funding amount: $2.25 million. Funding source: U.S. Department of Education. Funding period: October 2020-October 2025. Role: Principal Investigator.
https://aggieachieve.tamu.edu/
Catapult Round 4 - The Job Coaching Academy: A Proposed Training Program for Job Coaches in Special Education Transition Programs ($30,000)
PI. TAMU College of Education & Human Development (State)
2018-01-15 — 2019-06-15
Catapult Round 4 - Up, Up, and Away: Expanding and Enriching CEHD Global Education Experiences ($30,000)
Co-PI (). TAMU College of Education & Human Development (State)
2018-01-15 — 2019-06-15
AWARDS
Montague Center for Teaching Excellence Scholar, Texas A&M University (2018)
Association of University Centers on Disabilities. Association of University Centers on Disabilities Council on Research and Evaluation (CORE) Trainee Award. External, AUCD.. (2017)
EDITORSHIPS
Editorial Board Member. Career Development for Exceptional Individuals (2019)