Melissa J. Cuba
Visiting Assistant Professor of Special Education
122 Shibles Hall
University of Maine
Orono, Maine 04469-5766
Bio: Melissa Cuba is a visiting assistant professor of special education at the University of Maine College of Education and Human Development’s School of Learning and Teaching. Her line of research focuses on developing and enhancing evidence-based practices and policies to mitigate the disproportionality of multilingual learners (who are classified as English learners) in special education and improve student outcomes. She has published research on factors that impact opportunities and outcomes for multilingual learners and articles on instructional practices that support these students. Melissa draws from 15 years of PK-12 practitioner experience working with multilingual learners with and without disabilities and the teachers that support them.
Ph.D. in Education, Concentration in Curriculum, Culture and Change, 2020, Virginia Commonwealth University
M.Ed. in Curriculum and Instruction in ESOL, Special Education and Spanish, 2012, George Mason University
B.A. in World Politics, Philosophy and Spanish Literature, 2002, Catholic University of America
Courses taught at UMaine
- SED 529: Language Development and Literacy for Diverse Young Learners
- SED 545: Intervention for Reading Difficulties
- SED 598: Strategies for Culturally and Linguistically Diverse Students with Disabilities
- EHD 301: Classroom-based Prevention and Intervention: Supporting Positive Behavior and Academic Achievement
- Palencia, V., Massaro, V., Cuba, M. J., Rolander, K., Waters, C., & Harris, A. (2021). Fostering greater equity for emergent bilinguals through dual language programming. TESOL Journal, e605.
- Cuba, M. J. (2020). Frontloading academic vocabulary for students who are English learners with disabilities in an integrated classroom setting. Intervention in School and Clinic, 55(4), 230-237.
- Parkhouse, H., Massaro, V., Cuba, M. J., & Waters, C. (2020). Teachers’ efforts to support undocumented students within ambiguous policy contexts. Harvard Educational Review, 90(4), 525-549.
- Tefera, A. A., Artiles, A. J., Lester, A., & Cuba, M. J. (2019). Grappling with the paradoxes of inclusive education in the US: Intersectional considerations in policy and practice. In Hartmann, M., Hummel, M., Lichtblau, M., Löser, J., & Thoms, S. (Eds.), Facetten inklusiver bildung. (pp. 117-125). Bad Heilbrunn: Klinkhardt.
- Cuba, M. J., Massaro, V. R., Waters, C., Watson, S., Cody, A. M., & Stemhagen, K. (2018). Beyond the label: Using a multilevel model of intersectionality to explore the educational experiences of Latino English learners. Journal of Latinos and Education, 1-16.