Assistant Professor of Teaching
Dr. Carly Christensen (she/her) is a disabled educator and scholar whose work is grounded in inclusive education and disability justice. She is committed to moving beyond traditional special education frameworks that often consider disability to be an “instructional issue to fix.” Instead, her work centres disability as a valued and intersectional identity within classroom communities.
She sees inclusive education as both school practices and curricular content, with the potential to transform classroom communities. Her research and teaching focus on a range of inclusive educational frameworks, such as Universal Design for Learning (UDL). She also examines how disability is represented or erased in classroom curricula. Dr. Christensen believes that inclusive education is also a form of healing: a necessary response to the legacies of forced institutionalization, segregation, and dehumanization, as well as the ongoing harms disabled students face today, including isolation, exclusion, surveillance, restraint, and pathologization within schools. Through her work, she aims to foster educational environments that are inclusive, affirming, equitable, and rooted in justice.
Dr. Christensen is the Co-Lead for the Inclusive Education Research Stream within the Canadian Institute for Inclusion andCitizenship (CIIC).
EPSE 312 Introduction to the Study of Exceptional Children
EPSE 317 Development and Exceptionality in the Regular Classroom
EPSE 512 Critical Issues in Special Education
ESPE 590 Graduating Paper/Seminar – PS: W2 and S2
University of Cambridge, 2020, Ph.D. in Education
University of Cambridge, 2013, Masters (MPhil) in Perspectives of Inclusive and Special Education
Brigham Young University Idaho, 2005, B.S. in Social Studies Secondary School Education
TBA