Before Mimi became a teacher educator, she was a teacher of English as a foreign language teacher in Madrid, Spain to children and adults of all ages, a junior high school self contained special education teacher and a high school resource room teacher with the New York City Department of Education (Board of Education as it was called then). Her work in special education began in the mid-1970’s, a new and incredibly hopeful era for special education. The federal law, PL 94-142, Education for All Handicapped Children Act (precursor to IDEA), had just been passed. Mimi started as a teacher educator at Kean University while she pursued a doctorate at Teachers College. She later joined the Bank Street graduate faculty in 1995 where she has had the opportunity to serve as Program Director of childhood, middle childhood and adolescent general and special education, instructor in language, literacy and social studies, and advisor for supervised fieldwork. Her commitment to equity, inclusion and empowerment for marginalized groups and individuals threads through her work with teacher education students as well as with children. As a speaker of Spanish as a foreign language, Mimi is passionate about the sociopolitics and aesthetics of linguistic diversity. She is devoted to working towards greater justice and joy for all.
EdD, Teachers College, Columbia University
Rosenberg, M. (1987). Beyond finding and fixing the deficiencies: Augmenting the clinical model. Journal of Reading, Writing and Learning Disabilities International, 3(4), 291-296.
Burr, V. & Rosenberg, M. (November, 2016). Perspectives of adolescents and teachers in secondary special education. Workshop at Bank Street College of Education, New York, NY.