Kluth's most impressive feat is her integration of a wide-ranging amount of scientific, pedagogical, legal, and anecdotal research into an easily read text. She thoroughly explains the "autism spectrum as a way of including all of the labels that are connected to autism" (7); and she gives strong examples of characteristics often associated with autism, such as differences regarding movement, communication, socialization, and interaction. The balance between empirical and anecdotal information is especially well done, as Kluth incorporates experiences shared with her by autistic students, their parents, and their teachers. Particularly in the chapter "Connecting with Families," Kluth includes first-hand accounts of parents who have worked closely within the school systems. One mother notes, "Reaching all students with all kinds of abilities is the goal, and using curricular adaptations and a wide range of materials and strategies can help a teacher create the perfect classroom for all students" (66).

Kluth provides detailed suggestions for making each classroom more inclusive to autistic students. Some of these suggestions will no doubt be workable, while others appear largely untenable. For example, she recommends that "teachers may need to evaluate their classroom atmosphere and make adjustments to lighting, sounds, smells, or temperature" (77). Even in those cases when changes can be made, adjusting environmental factors to accommodate one student could, in turn, create a less learning-conducive atmosphere for another student, whether disabled or not.

Though Kluth's passion can be inspiring, she runs the danger of appearing a bit too one-sided and hypercritical of those who do not share her unique perspective. In discussing "subversive pedagogy," for example, she applauds teachers fighting against the administration in a way that encourages an "us" against "them" approach. She states that, for a good teacher, "Her politics matter. Her language matters. Her relationships with students matter. Her values matter" (54). The reader can certainly appreciate Kluth's perspective; unfortunately, this text does not reveal an author who might readily do the same. This is a worthwhile text, but one that is somewhat hampered by its aggressive tone and approach.

Walter Rankin is an affiliate associate professor of English and the deputy associate dean for CAS Undergraduate Academic Affairs at George Mason University. His research interests include learning disabilities and compliance with the Americans with Disabilities Act.