Professor Ferri has published widely on the intersection of race, gender, and disability, including articles inÌýTeachers College Record,ÌýRace Ethnicity and Education,ÌýEducational Studies,ÌýReview of Research in Education,ÌýInternational Journal of Inclusive Education,ÌýRemedial & Special Education,ÌýMultiple Voices for Ethnically Diverse Exceptional Learners,ÌýFeminist Formations,ÌýHistory of Education Quarterly, and theÌýJournal of African American History.

She has also published five co-authored and co-edited books:ÌýReading Resistance: Discourses of Exclusion in Desegregation and Inclusion DebatesÌý(2006, with Connor, Peter Lang);ÌýRighting Educational Wrongs: Disability Studies Law and EducationÌý(2013, with Kanter, SU Press);ÌýDisCrit: Critical Conversations Across Race, Class, & Dis/abilityÌý(2016, with Connor & Annamma, Teachers College Press);ÌýStories from our Classrooms: How Working in Education Shapes Thinking about Dis/AbilityÌý(2021, with Connor, Peter Lang); andÌýDisCrit ExpandedÌý(2022, Teachers College Press, with Annamma & Connor).

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, communicative diversity, disability studies, and clinically rich teacher preparation. Her work seeks to disrupt dominant notions of disability as deficiency and underscores the importance of considering the lived experiences of individuals with disabilities and creating contexts for competence in inclusive schools and communities.

Ashby’s work has been published in journals including theÌýEquity and Excellence in Education,ÌýInternational Journal of Inclusive Education,ÌýDisability and Society,ÌýTeacher Education and Special Education,ÌýandÌýIntellectual and Developmental Disability. Her co-edited book,ÌýEnacting Change from Within: Disability Studies Meets Teaching and Teacher EducationÌýexplores how disability studies can inform the practical work of teachers. She is also the co-editor of Excelsior: Leadership in Teaching and Learning. Current collaborative projects with the ºÚÁϲ»´òìÈ City School District focus on issues of equity related to special education service provision and access to fine arts, athletics and accelerated classes for students across a variety of demographic factors.

Ashby earned an undergraduate degree from the State University of New York College at Geneseo and a master’s in special education, certificate of advanced study in disability studies and Ph.D. in special education from ºÚÁϲ»´òìÈ. She was an inclusive special education teacher before beginning her university career. Ashby is co-chair of the Disability Access and Inclusion Council, served as co-chair of the Public Impact Working Group for the Academic Strategic Plan and was a member of the Academic Affairs Committee of the Senate from 2018 to 2023. She was also selected as a member of the inaugural Women in Leadership cohort. She is currently faculty representative to the ºÚÁϲ»´òìÈ Board of Trustees.

Professor Myers taught in the Lower Merion School District in Pennsylvania and helped to create a best-practice inclusive program there. She opened a regional center for autism services in 2006 and served as Executive Director before joining the center’s consultation team in 2011. Beth holds a dual appointment with the Kelberman Center for Autism Services as Director of Special Projects. She has provided school consultations for students with autism and staff development to over 60 school districts. Additionally, Professor Myers has been the faculty liaison to the ºÚÁϲ»´òìÈ City School District for the SUITR Program, a Masters Residency program in urban special education.

Dr. Myers was awarded a $2 million grant from the US Department of Education for her work on Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID). She has served on the Fit Families research team and has recently published several articles in that area and a forthcoming book chapter. Myers co-authored the recent special issue of TASH Connections: Post-secondary Education and Self-Advocacy. Her book, Autobiography on the Spectrum: Disrupting the Autism Narrative, was published in 2019 by Teachers College Press. Her second book, Narrating Higher Education: Intellectual Disability with co-author Michael Gill, is under contract with University of Minnesota Press.

Myers has conducted research to study the autobiographical works of adolescents with autism, which won the Ralph C. Preston Award for Scholarship and Teaching Contributing to Social Justice and Educational Equity. Myers currently serves on the National Down Syndrome Society Inclusion Committee. She is the founding Executive Editor of the Journal of Inclusive Postsecondary Education. Dr. Myers was recently awarded the CNY Business Journal’s Business Woman of the Year in Higher Education.

Dr. Myers holds bachelor’s and master’s degrees in elementary education, special education, and literacy from St. Joseph’s University in Philadelphia and a doctorate from the Graduate School of Education at the University of Pennsylvania.

Education:

• Ed.D., University of Pennsylvania, 2012
• M.Ed. Reading Specialist, Saint Joseph’s University, 2000
• B.S. Elementary Education and Special Education, Saint Joseph’s University, 1999

Research Focus:

Autism Spectrum Disorders, disability studies, special education and teacher preparation, self-determination and transition planning, literacy education

Honors:

• Business Journal News Network Successful Business Woman of the Year, Higher Education
• Ralph C. Preston Award for Scholarship and Teaching Contributing to Social Justice and Educational Equity