245 Clinton Ave., Brooklyn, NY 11205
155 W. Roe Blvd., Patchogue, NY 11772
Infant Toddler Early Childhood Special Education LI
Childhood or Adolescent Special Education LI
Child Study LI
Doctor of Education: Teachers College, Columbia University (2009)
Research Interests: Dr. Shyman's research interests center on social justice for marginalized groups in education, specifically children with disabilities and BIPOC children. He is also interested in the role that sociocultural and sociopolitical history plays in the schooling experiences of marginalized groups of children.
Shyman, E. (2020). Finding the teacher self: Developing your teacher identity through critical reflection. Lanham, MD: Rowman & Littlefield Publishers.
Shyman, E. (2016). Vicious circles in education reform: Assimilation, Americanization, and fulfilling the middle class ethic. Lanham, MD: Rowman & Littlefield Publishers.
Selected Peer Reviewed Articles
Shyman, E., & Rodriguez, S. (2023). Bienvenido a nuestra escuela: A content analysis of challenges and potential solutions to creating culturally responsive models of parent-school collaboration for Latino immigrant families. Journal of Latinos and Education. doi.org/10.1080/15348431.2022.2162056
Shyman, E. (2022). Exploring the role of perception of social justice in predicting attitudes toward inclusive education for students with disabilities: A formative investigation of a theory. International Journal of Inclusive Education, 16(1), 16-26.
Shyman, E. (2016). The reinforcement of ableism: Normality, the medical model odisability, and humanism in Applied Behavior Analysis and ASD Intellectual and Developmental Disabilities, 54(5), 366-376.
Shyman, E. (2015). Toward a globally sensitive definition of inclusive education based in social justice. International Journal of Disability, Development, and Education, 62(4), 351-362.
Shyman, E. (2013). The path of access: Exploring the vacillating histories of individuals with physical and developmental disabilities in the United States. Journal of Educational Thought, 46(2), 87-106.