UMass Boston

Inclusive education, visual impairment, linguistically and culturally diverse teaching, braille, program development, distance education

PhD, Global Inclusion and Social Development, University of Massachusetts Boston

MEd, Special Education, Vision Studies, St. Cloud State University

BS, Special Education, St. Cloud State University

• Bozeman, L., Brusegaard, C., & McCulley, R. (2018). Personnel preparation in visual impairment: a responsive, individualized model. Journal of Blindness and Visual Impairment, 112, 112-118.
• Karr, V. L., Brusegaard, C., & van Edema, A. (2017). Online parent training: A pilot programme for children with autism and neurodevelopmental disabilities in Bangladesh. Journal of Disability, CBR & Inclusive Development, 29, 56-70.
• Karr, V. L., van Edema, A., Sims, J., & Brusegaard, C. (2017). No one left behind: A review of social protection and disability at the World Bank. Disability and the Global South, 4, 1112-1142.
• Karr, V. L., Sims, J., Brusegaard, C., & Coates, A. (2017). No one left behind: A review of disability inclusive development efforts at the World Bank. Knowledge Management for Development Journal, 11, 27-42.
• McNear, D., & Brusegaard, C. (2017). Arts education. In Foundations of Education, 3rd Ed, Volume II: Instructional strategies for teaching children and youths with visual impairments. New York, NY: American Foundation for the Blind Press.

Callie Brusegaard is a researcher of and advocate for inclusive education for children with visual impairments, and has worked in this area internationally for over 10 years. Her commitment to improving education quality for children has enabled her to extend her influence through inclusion in international conferences such as the United Nations Convention of the State Parties, the World Bank, and Getting in Touch with Literacy. Her research topics have covered working with culturally diverse students and families, foreign aid and the inclusion of disabilities, and the “No One Left Behind” movement.  

Her research focuses on international disability-inclusive education. She is currently doing research in Zimbabwe looking at funding for early childhood inclusive education, and in Bangladesh, where she and her research partners are supporting inclusive education through the government.

In the past, Brusegaard completed research for the United Nations to identify disability inclusivity in all sectors. She has worked on research projects that study inclusive social policies in Ecuador, created a training for parents who have children with autism in Bangladesh, completed a study about tracking disability-inclusive development at the World Bank, and supported new Teachers of Students with Visual Impairments in the Federated States of Micronesia.