Christy Ashby, Ph.D.
Adjoint Clinical Researcher
2007 – present Instructor (2007), Assistant Professor (2008-2014), and Associate Professor (2015-present), Teaching and Leadership Department, School of Education, Syracuse University, Syracuse, NY
2008 Ph.D. Special Education, Syracuse University, Syracuse, NY
2007 C.A.S. Disability Studies, Syracuse University, Syracuse, NY
2001 M.S. Special Education, Syracuse University, Syracuse, NY
1997 – 2001 Inclusive Special Education Teacher, Sandy Creek Central School District, Sandy Creek, New York
1996 – 1997 Inclusive Special Education Teacher, Hannibal Central School District
1995 – 1996 Inclusive Special Education Teacher, Sandy Creek Central School District, Sandy Creek, New York
1995 B.S. Special and Elementary Education, State University of New York at Geneseo
inclusive education; autism and communication; inclusive teacher preparation; disability studies
Christy Ashby is an Associate Professor in the Teaching and Leadership Department of the School of Education at Syracuse University. She teaches in the Inclusive Elementary and Special Education Program and coordinates the 1-6 and 7-12 Inclusive Education Masters’ Programs. She is also the Director of the Institute on Communication and Inclusion (ICI), which conducts research and training and disseminates information on communication strategies for individuals with disabilities who are non-speaking or who have limited speech. This work focuses on enhancing participation of people with disabilities in inclusive school and community settings. In her role with the Hussman Institute, Dr. Ashby assists in the development of research, training and educational materials relating to positive support for children and adults with autism.
Dr. Ashby’s teaching and research focus on inclusive education broadly, with specific emphasis on supports for students with labels of autism and other developmental disabilities, facilitated communication, disability studies, and clinically rich teacher preparation. Her research and writing consistently challenge the construct of mental retardation and consider the social construction of competence. Her work seeks to disrupt dominant notions of disability as deficiency and underscores the importance of considering the lived experiences of individuals considered to have significant disabilities.
One of Ashby’s current projects involves coaching communication partners on effective communicative access for individuals with autism. Another involves collaborative analysis of IEPs (Individualized Education Plans) of students with intellectual and developmental disability labels, including autism, who have complex communication needs who use, or may benefit from, Augmentative and Alternative Communication (AAC).
Cosier, M. & Ashby, C. (Edited book under contract). Enacting change from within: Disability studies meets teaching and teacher education. New York: Peter Lang Publishers.
Woodfield, C. & Ashby, C. (in press). “The right path to equality”: Supporting high school students with complex communication needs. International Journal of Inclusive Education.
Woodfield, C., Jung, E. & Ashby, C. (2015). Hoping for greatness: Exploring the notion of “novicity” in communication support partnerships. Research and Practice for Persons with Severe Handicaps. 39(4): 274-289.
Ashby, C., Burns, J. & Royle, J. (2014). ALL kids can be readers: The marriage of Reading First and inclusive education. Theory Into Practice. 53(2):98-105.
Ashby, C. & Kasa, C. (2013). Pointing forward: Supporting academic access for individuals that type to communicate. ASHA Perspectives on Augmentative and Alternative Communication. 22(3):143-156.
Ashby, C. (2012). Disability studies and inclusive teacher preparation: A socially just path for teacher education. Research and Practice for Persons with Severe Disabilities. 37(2):88-99.
Ashby, C. & Causton-Theoharis, J. (2012). Moving quietly through the door of opportunity: The experiences of college students that type to communicate. Equity and Excellence in Education. 45(2): 261-282.
Ashby, C. & Cosier, M.(2012). Moving beyond the excuses to exclude in secondary school. TASH Connections. 37(2-3):12-17.