The Graduate Interdisciplinary Concentrations in Disability Studies provides the opportunity for advanced study of theory, research, policy, and practice relevant to the lives of individuals and groups with disabilities. Located within the larger discourse of human diversity, disability is analyzed as an economic, social, cultural, political, and individual phenomenon.
Disability Studies are offered at The University of Maine through the Center for Community Inclusion, Maine’s Center for Excellence in Developmental Disabilities Education, Research and Service (See Research Resources page). The Center for Community Inclusion offers graduate students several avenues through which to pursue their individual interests in Disability Studies. Graduate students may obtain a concentration in Disability Studies in conjunction with several masters degree programs across campus, or in conjunction with the Interdisciplinary Ph.D. or the individually designed Ed.D. Students pursuing a concentration in Disabilities Studies may match their interests with the Center’s interdisciplinary faculty and professional staff. Through coursework, independent studies, research, or practica at the Center, students examine a range of issues confronting people with disabilities throughout their lives. The faculty involved in curriculum development and teaching courses in Disability Studies represent diverse departments and academic disciplines at The University of Maine.
Financial Aid: A limited number of graduate assistantships are available through the Center for Community Inclusion for students pursuing a graduate concentration in Disabilities Studies.
DIS 600 Interdisciplinary Seminar in Disability Studies (3 credits)
DIS 670 Graduate Practicum in Disability Studies (3-6 credits)
15 credits to include:
DIS 600 Interdisciplinary Seminar in Disability Studies (3 credits)
DIS 650 Research in Disability Studies (3 credits)
DIS 670 Graduate Practicum in Disability Studies (3-6 credits)
Approved electives (3-6 credits)
Elizabeth DePoy, Ph.D. (University of Pennsylvania, 1988), Coordinator of Interdisciplinary Disability Studies, Center for Community Inclusion; and Professor, School
of Social Work.
Constant Albertson, Ph.D. (Concordia University, Montreal, 2001), Assistant Professor of Art.
A. James Artesani, Ed.D. (West Virginia University, 1992), Associate Professor
of Education.
Laura Artesani, D.M.A. (West Virginia University, 1997), Instructor and
Coordinator, Division of Music.
Carolyn Ball, Ph.D. (Purdue, 1990), Associate Professor of Public
Administration.
Marc Baranowski, Ph.D. (Pennsylvania State, 1977), Associate Professor of Human
Development.
Sandra Berkowitz, Ph.D. (Minnesota, 1994), Assistant Professor, Communications.
Tony Brinkley, Ph.D. (University of Massachusetts, 1979), Associate Professor of English.
Stephen A. Butterfield, Ph.D. (Ohio State, 1984), Professor of Education and
Physical Education.
Sandra Doctoroff, Ph.D. (Vanderbilt, 1991), Assistant Research Professor, Center for Community Inclusion.
Sharon Gilbert, Ph.D. (Auburn University, 1997), Assistant Research Professor, Center for Community Inclusion.
Stephen Gilson, Ph.D. (University of Nebraska, 1991), Associate Professor of
Social Work.
Kyriacos Markides, Ph.D. (Wayne State University, 1970), Professor of Sociology.
Craig Mason, Ph.D. (University of Washington, 1993), Co-Coordinator of Research and Evaluation, Center for Community Inclusion, and Associate Professor of Education and Applied Quantitative Methods.
Christina Passman, Ph.D. (University of Iowa, 1982), Associate Professor of Classical Language and Literature.
Bruce Segee, Ph.D. (University of New Hampshire, 1992), Associate Professor of
Electrical and Computer Engineering.
Shihfen Tu, Ph.D. (University of Washington, 1994), Co-Coordinator of Research and Evaluation, Center for Community Inclusion, and Assistant Professor of Education and Applied Quantitative Methods.
Lucille Zeph, Ed.D. (Vanderbilt, 1983), Director, Center for Community Inclusion, and Associate Professor
of Education.
Graduate School
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