Dr. Heather M. Brown

Associate Professor, Faculty of Education

Dr. Heather M. Brown was initially trained as an elementary school teacher, but she is now an Associate Professor in the Faculty of Education at the University of Alberta.


Dr. Brown’s research program is grounded in a neurodiversity-affirming, strengths-based approach that centers Autistic voices and identities.


She is an Autistic researcher passionate about supporting the academic achievement and overall well-being of Autistic children, youth and adults.


Her research approach is community-based and participatory, empowering Autistic individuals to embrace their neurodiversity confidently, and aims to understand the factors that best support their well-being at home, at work, and at school.


Dr. Brown leads a dynamic team of collaborators and graduate students across Canada and internationally. She takes particular pride in mentoring emerging scholars, especially those with lived experience of neurodivergence.

The personal story of Heather Brown, a woman on the autism spectrum

CURRENT FUNDED RESEARCH

Campus Belonging: Exploring Accessible Education in Canadian Post-Secondary Environments

2023-2029

SSHRC Insight Research Program - $317,932

Principle-investigator with Briano Di Rezze, David Nicholas, Sandy Hodgetts, Patty Douglas, Carly McMorris, Megan Ames, Michelle Searle, Tara Connolly, Jess Lopez, Claudius Soodeen, Patrick Dwyer


Drawing on a participatory action approach based in a critical disability orientation, this project will identify facilitators and barriers to autistic PS students’ sense of belonging on campus i.e., “the extent to which students feel personally accepted, respected, included, and supported by others in the school environment” (Goodenow & Grady, 1993, p. 60).

Measuring Autistic Writing Development: Combining Perspectives from Neurodiversity Advocates, Autism Researchers, and Writing Theories

2023-2026

SSHRC Partnership Development Grant - $199,906

Principle-investigator with Matthew Zajic, Kristie Asaro-Saddler, Narmene Hamsho, Patty Douglas


This project will be the first large-scale mixed-method study to comprehensively examine autistic written language development among autistic youths with a focus on understanding the intersections between writing products, writing processes, and writing and autistic identity.

AWARDS AND ACADEMIC ACHIEVEMENTS

A line drawing of a ribbon with a circle in the middle.

Autism Research Training (ART) Scholarship

Canadian Institutes of Health Research (CIHR)

   A merit-based scholarship focused on academic excellence, commitment to autism research in     a variety of disciplines, and ability to translate research into practice

Pursuit Award in Childhood Disability Research 

Bloorview's Research Institute

   An award that recognizes PhD students and alumni across the globe for their outstanding         contributions and achievements in childhood disability research

"It fostered a greater appreciation for my little corner of the world”: A feasibility study of a therapeutic photography intervention for the well-being of autistic youth


Charalampopoulou, M., Ibrahim, A., Prime, H., Eddy, N., Panetta, L., Brown, H., Desai, S., Gray, K., Lai, M. C., Langdon, P. E., Lunsky, Y., McMorris, C., Ritvo, P., Tilleczek, K., Tint, A., & Weiss, J. A. (2025). "It fostered a greater appreciation for my little corner of the world": A feasibility study of a therapeutic photography intervention for the well-being of autistic youth. Autism : the international journal of research and practice, 29(11), 2774–2790. https://doi.org/10.1177/13623613251359196

Being able to be myself: Understanding autonomy and

autonomy-support from the perspectives of autistic adults with intellectual disabilities.


Ryan, J., Brown, H. M., Borden, A., Devlin, C., Kedmy, A., Lee, A., Nicholas, D. B., Kingsley, B., & Thompson-Hodgetts, S. (2024). Being able to be myself: Understanding autonomy and autonomy-support from the perspectives of autistic adults with intellectual disabilities. Autism : the international journal of research and practice, 28(12), 3092–3104. https://doi.org/10.1177/13623613241254432


Included but not inclusive: A critical content analysis of qualitative academic research studies involving autistic women through a femme theory framework.



Coombs, E.C., Maroney, M.R., Brown, H.M., & McMorris, C.A. (2024). Included but Not Inclusive. Journal of Femininities.

Editorial: Educational approaches for promoting neurodivergent health, well-being, and thriving across the life course



Hotez, E., Brown, H. M., & Shea, L. L. (2024). Editorial: Educational approaches for promoting neurodivergent health, well-being, and thriving across the life course (, Illus.). In Frontiers in education (Lausanne) (Vol. 9). FRONTIERS MEDIA SA. https://doi.org/10.3389/feduc.2024.1505361

A Neurodivergent Lens: Recommended Practices for Neuroinclusivity. Final Research Report.


 T. Connolly; B. Vukovic; H.M Brown; S. Rahimi; J. Macarios; M. Walker

Improving autism identification and support for individuals assigned female at birth: clinical suggestions and research priorities


Lai, M. C., Amestoy, A., Bishop, S., Brown, H. M., Giwa Onaiwu, M., Halladay, A., Harrop, C., Hotez, E., Huerta, M., Kelly, A., Miller, D., Nordahl, C. W., Ratto, A. B., Saulnier, C., Siper, P. M., Sohl, K., Zwaigenbaum, L., & Goldman, S. (2023). Improving autism identification and support for individuals assigned female at birth: clinical suggestions and research priorities. The Lancet. Child & adolescent health, 7(12), 897–908. https://doi.org/10.1016/S2352-4642(23)00221-3

Learning from the experts: Evaluating a participatory autism and universal design training for university educators


Waisman, T. C., Williams, Z. J., Cage, E., Santhanam, S. P., Magiati, I., Dwyer, P., Stockwell, K. M., Kofner, B., Brown, H., Davidson, D., Herrell, J., Shore, S. M., Caudel, D., Gurbuz, E., & Gillespie-Lynch, K. (2023). Learning from the experts: Evaluating a participatory autism and universal design training for university educators. Autism : the international journal of research and practice, 27(2), 356–370. https://doi.org/10.1177/13623613221097207

Measuring Autistic Writing Skills: Combining Perspectives from Neurodiversity Advocates, Autism Researchers, and Writing Theories


Zajic, M., & Brown, H. (2022). Measuring Autistic Writing Skills: Combining Perspectives from Neurodiversity Advocates, Autism Researchers, and Writing Theories. Human Development, 66(2), 128–148. https://doi.org/10.1159/000524015

The Autism Intervention Research Network on Physical Health (AIR-P) Research Agenda


Kuo, A. A., Hotez, E., Rosenau, K. A., Gragnani, C., Fernandes, P., Haley, M., AIR-P NATIONAL COORDINATING CENTER, Rudolph, D., Croen, L. A., Massolo, M. L., Holmes, L. G., Shattuck, P., Shea, L., Wilson, R., Martinez-Agosto, J. A., Brown, H. M., Dwyer, P. S. R., Gassner, D. L., Giwa Onaiwu, M., Kapp, S. K., … Kogan, M. D. (2022). The Autism Intervention Research Network on Physical Health (AIR-P) Research Agenda. Pediatrics, 149(Suppl 4), e2020049437D. https://doi.org/10.1542/peds.2020-049437D

The Autism Intervention Research Network on Physical Health Autistic Researcher Review Board

Brown, H. M., Dwyer, P. S. R., Gassner, D. L., Giwa Onaiwu, M., Kapp, S. K., Ne'eman, A., Ryan, J. G., Waisman, T. C., & Williams, Z. J. (2022). The Autism Intervention Research Network on Physical Health Autistic Researcher Review Board. Pediatrics, 149(Suppl 4), e2020049437F. https://doi.org/10.1542/peds.2020-049437F

Changing the story: How diagnosticians can support a neurodiversity perspective from the start

Brown, H. M., Stahmer, A. C., Dwyer, P., & Rivera, S. (2021). Changing the story: How diagnosticians can support a neurodiversity perspective from the start. Autism : the international journal of research and practice, 25(5), 1171–1174. https://doi.org/10.1177/13623613211001012

Perspectives From Students: How to Tame the Chaos and Harness the Power of Technology for Learning


Ge, J., Smyth, R. E., Searle, M., Kirkpatrick, L., Evans, R., Elder, A., & Brown, H. (2021). Perspectives from Students: How to Tame the Chaos and Harness the Power of Technology for Learning. Brock Education Journal, 30(1), 74. https://doi.org/10.26522/brocked.v30i1.850



An Expert Roundtable Discussion on Experiences of Autistic Autism Researchers


Dwyer, P., Acevedo, S. M., Brown, H. M., Grapel, J., Jones, S. C., Nachman, B. R., Raymaker, D. M., & Williams, Z. J. (2021). An Expert Roundtable Discussion on Experiences of Autistic Autism Researchers. Autism in adulthood, 3(3), 209–220. https://doi.org/10.1089/aut.2021.29019.rtb

Impact of a One-to-One iPad Initiative on Grade 7 Students' Achievement in Language Arts, Mathematics, and Learning Skills


Kirkpatrick, L., Brown, H. M., Searle, M., Smyth, R. E., Ready, E. A., & Kennedy, K. (2018). Impact of a One-to-One iPad Initiative on Grade 7 Students’ Achievement in Language Arts, Mathematics, and Learning Skills. Computers in the Schools, 35(3), 171–185. https://doi.org/10.1080/07380569.2018.1491771

Maturation in auditory event-related potentials explains variation in language ability in children


Kwok, E. Y. L., Joanisse, M. F., Archibald, L. M. D., Stothers, M. E., Brown, H. M., & Oram Cardy, J. (2018). Maturation in auditory event-related potentials explains variation in language ability in children. The European journal of neuroscience, 47(1), 69–76. https://doi.org/10.1111/ejn.13785

Teachers' Experience Using Technology to Provide Feedback That Enhances Students' Persuasive Writing Skills


Cutumisu, M., Labonté, C., Oslie, V., Gange, E., Brown, H.M., & Smith, V.A. (2018). Teachers’ Experience Using Technology to Provide Feedback That Enhances Students’ Persuasive Writing Skills.

The impact of a school board's one-to-one iPad initiative on equity and inclusion


Kirkpatrick, L., Brown, H. M., Searle, M., Smyth, R. E., Ready, E. A., & Kennedy, K. (2018). Impact of a One-to-One iPad Initiative on Grade 7 Students’ Achievement in Language Arts, Mathematics, and Learning Skills. Computers in the Schools, 35(3), 171–185. https://doi.org/10.1080/07380569.2018.1491771

Meta-analysis of receptive and expressive language skills in autism spectrum disorder


Jacques Meza, N. Meta-analysis of receptive and expressive language skills in autism spectrum disorder. https://doi.org/10.1016/J.RASD.2014.10.008

The development of expertise in children’s mental health therapists and teachers: changes in perspective and approach


King, G., Specht, J., Petersen, P., Servais, M., Stewart, S., Young, G., & Brown, H. (2014). The development of expertise in children’s mental health therapists and teachers: changes in perspective and approach. Educational Research, 56(3), 277–294. https://doi.org/10.1080/00131881.2014.934553

Exploring the persuasive writing skills of students with high-functioning autism spectrum disorder


Brown, H. M., Johnson, A. M., Smyth, R. E., & Oram Cardy, J. (2014). Exploring the persuasive writing skills of students with high-functioning autism spectrum disorder. Research in Autism Spectrum Disorders, 8(11), 1482–1499. https://doi.org/10.1016/j.rasd.2014.07.017

A meta-analysis of the reading comprehension skills of individuals on the autism spectrum


Brown, H. M., Oram-Cardy, J., & Johnson, A. (2013). A meta-analysis of the reading comprehension skills of individuals on the autism spectrum. Journal of autism and developmental disorders, 43(4), 932–955. https://doi.org/10.1007/s10803-012-1638-1

Writing, asperger syndrome and theory of mind


Brown, H. M., & Klein, P. D. (2011). Writing, Asperger syndrome and theory of mind. Journal of autism and developmental disorders, 41(11), 1464–1474. https://doi.org/10.1007/s10803-010-1168-7