College of Education

Emily Nusbaum, Ph. D.

Assistant Professor, Special Education

College of Education

1420 Austin Bluffs Parkway
Colorado Springs, CO 80918

Work : (719) 255-4106
enusbaum@uccs.edu

Emily A. Nusbaum (Mintz), Ph.D. is an Assistant Professor in the Department of Special Education, in the College of Education at University of Colorado. Her scholarly and research interests focus on the development of inclusive school communities for all students. Emily’s most recent research has used ethnographic methods to understand teachers’ work in inclusive schools and the institutional mechanisms that oppress and marginalize some students. Emily teaches graduate and undergraduate courses focusing on foundations of inclusive schools and collaboration between school professionals and families. She engages pre/early-service teachers in practices of critical reflection and understanding how power is exercised between educational professionals and the individuals they serve, within all of her courses. Emily’s work has been published in Research and Practice for Individuals with Severe Disabilities, as well as a book chapters in Disability and the Politics of Education, and Whatever Happened to Inclusion: Education For Students With Intellectual Disabilities.

Education

Ph.D. Special Education
University of California, Berkeley & San Francisco State University - 2009

M.Ed., Special Education 
Boston College - 1997

B.A., Anthropology and Political Science
College of the Holy Cross- 1994

Teaching

SPED 3001/4001 Introduction to Special Education

SPED 4022/5022 Consultation and Collaboration

Selected Publications

Professional Publications

  • Nusbaum, E. , (Under review). Vulnerable to exclusion: The place for segregated education with conceptions of inclusion. Manuscript under review.
  • Ferguson, P. & Nusbaum, E. (2012). Disability studies? What is it and what difference does it make? Research and Practice for Persons with Severe Handicaps. 37:2, 70-80.
  • Nusbaum, E. (2010). Fighting professional opinion: Stories of segregation by three California families. In P. Smith (Ed.), Whatever Happened to Inclusion? The Place of Students with Intellectual Disabilities in Education. New York: Peter Lang.
  • Hunt, P., Doering, K., Maier, J., & Mintz, E. (2009). Strategies to support the development of positive social relationships and friendships for students who use AAC. In G. Soto & C. Zangari (Eds.), Practically speaking: Supporting students with AAC needs in school settings. Baltimore: Paul Brookes.
  • Young, K., Mintz, E. (2008). A comparison: Difference, dependency, and stigmatization in special education and disability studies. In S. Gabel. & S. Danforth (Eds.) Disability Studies in Education: An International Reader. Sage

Professional Presentations National/International

  • Nusbaum, E. (2012, April). New to the "family of malcontents": Reflections on an early career of creative discontent. In L. Ware (chair). Of Life Real and Unreal: An Ethics of the Heart. Panel preseneted at the American Education Research Association, Vancouver, BC, Canada.
  • Nusbaum, E. (2012, April). "Vulnerable to Exclusion: The Place for Segregated Education Within Conceptions of Inclusion." Paper presented at the American Education Research Association, Vancover, BC, Canada.
  • Nusbaum, E. & Stolz, S. (2011, May). "As long as you're accessible it will be fine": Considering the relational aspects of accessibility. Paper presented at Second City: Disability Studies in Education annual conference, Chicago, IL.
  • Broderick, A., Nusbaum, E., & Ware, L. (2011, May).Disability studies in education as a discursive /cultural/ideological "intervention" in 21st teacher education,E. Nusbaum, chair. Symposium conducted at Second City: Disability Studies in Eeucation annual conference, Chicago, IL.
  • Nusbaum, E. (2010, May). The Making of a Special Education Classroom: How Space, Discourse, and Actions Shaped the Identity of Segregated Education at One School. In K. Young (chair), Learning from Analysis of Space and Time, in Teaching and Teacher Education. Panel proposed to the American Educatin Research Association annual conference, Denver, CO.
  • Mintz, E. (2009, April). No Simple Splice: Inclusion and Disability Studies. In L. Ware (chair), Attaching New Questions: Research informed by a Disability Studies in Education Framework. Panel conducted at the American Education Research  Association annual conference, San Diego, CA.

Professional Presentations State/Local

  • Haney-Owens, I. & Nusbaum, E. (2012). How co-teaching between a univesity faculty and an undergaduate student reshpaed an introduction to special educaiton course. Paper presented at the California chapter of The Association for Persons with Severe Disabilities annual conference, Oakland, CA.
  • Nusbaum, E. & Hovnanian, K. (2011, March). Text as a tool for critical reflection: Using Ability Profiling and School Failure by Kathleen Collins in one teacher education course. Paper presented at the California chpater of The Association for Persons with Severe Disabilities annual conference, Irvine, CA.
  • Nusbaum, E. & Rodgriguez, J., (2010, March). Using a Capacity-Building Perspective to Redefine Student "Problems." California chapter of The Association for Persons with Severe Disabilities annual conference, Burlingame, CA.
  • Ferguson, P. & Mintz, E. (2009, March). What is Disability Studies and Why Should We Care? California chapter of The Assocation for Persons with Severe Disabilities annual conference, Manhattan Beach, CA.

Volunteer and Service

  • Advocates for Students with Disabilities Faculty Advisor California State University
    2011 - 2009
  • The Wayfinders University-based Advisor 
    2010 - 2009
  • The Inclusion Task Force, Participant San Francisco Unified School District 
    2009 - 1999
  • The CLEAR Project and LRE Resources Project, Oakland, CA.
    2005 - 2002
 
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