Christine Ashby

Christine Ashby
Associate Professor; Inclusive Master's Program Coordinator
Curriculum Vitae: Christine Ashby CV
Phone: 315.443.8689
Address: 330 Huntington Hall

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, training and dissemination of 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.

Professor 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. A consistent theme throughout her research and writing is the challenging of the construct of mental retardation and a consideration of 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. Ashby's work has been published in journals including the International Journal of Inclusive Education, Disability and Society, Teacher Education and Special Education, and Intellectual and Developmental Disability.

Recent Publications:

  • 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.

Honors and Awards:

  • Teaching Recognition Award sponsored by the Laura J. and L. Douglas Meredith Professors, 2013
  • Council for Exceptional Children (CEC), 2011
  • Teacher Education & Special Education Outstanding Article Awarded for: Dotger, B. & Ashby, C.  (2010). Exposing conditional inclusive ideologies through simulated interactions.  Teacher Education and Special Education, 33(2), 114-130.
  • 2009 Dissertation Award for the Disability Studies in Education Special Interest Group of the American Education Research Association

Professional Organizations:

  • American Educational Research Association
  • Society for Disability Studies
  • TASH (formerly known as The Association for Persons with Severe Handicaps)


  • Ph.D. Special Education - Syracuse University (2008)
  • C.A.S. Disability Studies - Syracuse University (2007)
  • M.S. Special Education - Syracuse University (2001)
  • B.S. Special and Elementary Education - SUNY Geneseo (1995)

Research & Scholarship

Research Focus:

Inclusive education and teacher preparation, Autism and communication, and Disability Studies

Recent Publications

View all faculty research and publications