Fernanda T. Orsati
Clinical Research Associate
2013 Ph.D. in Special and Inclusive Education, Syracuse University, Syracuse, NY
2012 Certificate of Advanced Studies in Disability Studies, Syracuse University, Syracuse, NY
2006 M.S. in Developmental Disabilities, Mackenzie University (Universidade Presbiteriana Mackenzie), São Paulo, Brazil: Scholarship from CAPES (Coordination for the Improvement of Higher Education Personnel)
2004 B.S. and Practicum in Psychology, Mackenzie University (Universidade Presbiteriana Mackenzie), São Paulo, Brazil
Currently, at the Hussman Institute for Autism, Orsati is developing research and supports around behavior and communication for individuals with autism. One of the research projects she is leading involves training parents, caregivers and teachers to understand functions for behaviors and support those behaviors accordingly. She is also part of another research project that will coach parents in ways to provide alternative means of communication for individuals with autism who have complex communication needs.
Orsati earned her Ph.D. in Special Education at Syracuse University in 2013. She researched the association of challenging behaviors and teacher supports in kindergarten in her dissertation entitled A Blueprint for Kindergarteners’ Educational Trajectories: The Power of Discursive Practices in Constructing Students’ Stories Based on Behaviors. As a graduate assistant, she taught courses including Around the World for Inclusive Education: Critical International Perspectives in Special Education. She was also lead researcher for the Institute on Communication and Inclusion at Syracuse University providing communication to students and adults with developmental disabilities. Orsati has a bachelor’s in Psychology and a master’s degree in Developmental Disabilities from Mackenzie University in her hometown, São Paulo, Brazil. She had a scholarship from CAPES and researched eye tracking patterns in children with autism. In Brazil, Orsati also worked as a psychologist in private practice conducting neuropsychological assessments and therapy, and providing families and schools communication and behavior supports.
Orsati, F. T. (2015). Control, membership and consequences: Analysis of discursive practices to respond to behaviors of kindergartners with disabilities. Classroom Discourse. Available online at: http://dx.doi.org/10.1080/19463014.2015.1028952
Orsati, F. T. (2014). Against the Standards: Analyzing Expectations and Discourse of Educators Regarding Students with Disabilities in a Kindergarten Classroom. Education Research International. Available online at: http://dx.doi.org/10.1155/2014/325430
Mecca, T., Orsati, F.T. & Macedo, E. (2014). Non-Verbal Cognitive Profile of Young Children with Autism Spectrum Disorders. Psychology, 5, 1404-1417. Available online at: 10.4236/psych.2014.511151.
Orsati, F. T. (2013). Accommodations, modifications and effective practices to the inclusive classroom. Temas sobre Desenvolvimento, 19(107), 213-222.
Orsati, F.T., & Causton-Theoharis, J. (2013). Challenging Control: inclusive teachers’ and teaching assistants’ discourses on students with challenging behavior. International Journal of Inclusive Education. Available online at: http://www.tandfonline.com.libezproxy2.syr.edu/doi/abs/10.1080/13603116.2012.689016
Causton-Theoharis, J., Theoharis, G., Cosier, M., & Orsati, F.T. (2011). Does self-contained special education deliver on its promises? A critical inquiry into research and practice. Journal of Special Leadership Education, 24(2), 61-78.
Teixeira, M.C.V.T.V., Emerich, D.R. Orsati, F.T., Rimerio, R.C., Gatto, K.R. Chappaz, I.O., & Kim, C.A. (2011). A description of adaptive and maladaptive behaviours in children and adolescents with Cri-du-chat syndrome. Journal of Intellectual Disability Research, 55(2), 132-137.
Orsati, F.T., Mecca, T. Schwartzman, J.S., & Macedo, E.C. (2009). Face perception in children and adolescents with Pervasive Developmental Disorders. Paidéia: Cadernos de Psicologia e Educação, 19, 349-356.
Orsati, F.T., Mecca, T., Melo, D., Schwartzman, J.S., & Macedo, E.C. (2009). Face perception in children and adolescents with Pervasive Developmental Disorders: Eye tracking in social and non-social pictures. Psicologia: Teoria e Prática, 11, 131-142.
Orsati, F.T, Schwartzman, J.S., Brunoni, D., Mecca, T., & Macedo, E.C. (2008). New Possibilities in the Neuropsychological Assessment of Pervasive Developmental Disorders. Revista Brasileira de Avaliação Psicológica, 7, 281-290.