111 ENGLISHJOURNAL 109.1 (2019): 111–113 BOOKS-IN-ACTION NICOLE SIEBEN, Column Editor Kia Jane Richmond examines a new book in support of students with autism in the English language arts classroom. Strategies and Hope: Teaching English to Teens with Autism a language arts class (Newman 3). Yet resources for secondary En- glish teachers remain limited. For example, a search of NCTE’s da- tabase reveals only three articles published since 2010 that focus on autism and teaching high school English (see Renino; Roze- ma, “Manga”; Van Hart). Robert Rozema’s new book about teach- ing students with autism address- es a gap in the field of secondary English language arts. Rozema begins Seeing the Spectrum: Teaching English Lan- guage Arts to Adolescents with Autism with a discussion of his two sons, Seth and Aidan, the lat- ter of whom has high-functioning autism. Readers learn that, like his brother, Aidan takes a “regular subject load in inclusive general education classrooms” (2), which is typical for roughly 40 percent of students diagnosed with autism in public schools (6). Rozema shares his story as a parent of an adoles- cent on the spectrum and also as a teacher educator and teacher- researcher. Through this approach, Rozema humanizes a subject that many in the field have struggled to comprehend, in part because of the limited exposure and resources many educators have to special education. As David L. Cameron and Bryan G. Cook note, teacher preparation often includes only one or two courses (360). In addi- tion, Pilar Sanz-Cervera et al. note that many educators find them- selves inundated with media cov- erage that is “inaccurate or biased, reinforcing some misconceptions and negative stereotypes” about individuals with autism (221). Seeing the Spectrum offers readers insight, research, and strategies that will challenge stereotypes frequently associated with autism spectrum disorder and reminds teachers that English language arts (ELA) classrooms are a space in which young adults with autism can find success. Autism spectrum disorder (ASD) is defined by the Diagnos- tic and Statistical Manual of Men- tal Disorders (DSM-5) as requiring two categories of behaviors for diagnosis: “persistent deficits in social communication and social interaction across multiple con- texts” and “restricted, repetitive patterns of behavior, interests, or activities” (qtd. in Rozema 3). Rozema introduces readers to types of behaviors that might Seeing the Spectrum: Teaching English Language Arts to Adolescents with Autism Robert Rozema. Teachers College P, 2018. KIA JANE RICHMOND Northern Michigan University  Marquette, Michigan krichmon@nmu.edu The number of students enrolled in special education during the past decade has risen by nearly a third (Siegel). Moreover, accord- ing to a report by the National Center for Special Education Re- search, a majority of students with autism (89 percent) are enrolled in