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.

Prior to her doctoral work, Masingila taught secondary mathematics for six years. Her research interests include teacher development, teacher educator development, mathematical knowledge for teaching teachers, and students’ out-of-school mathematics practice.

She is or has been a principal investigator or co-principal investigator for over $7 million in grants, including six from the National Science Foundation and two from the United States Agency for International Development. Masingila has published widely in journals and books, and has developed a number of multimedia case studies examining issues in teaching practice.