Aubry is a doctoral candidate in Human Development and Education at Harvard Graduate School of Education. Aubry’s current research looks at how and when young people with dyslexia construct themselves as disabled and how that relates to cultural models of disability. Aubry’s interests range from disability studies, queer studies, and cultural psychology to program evaluation and reading intervention. He specializes in qualitative approaches to examining talk and text. He enjoys cooking and writing poetry. Aubry completed a Master’s of Science at Mercy College, NY in Special Education and a B.A. in Art History from Middlebury College, VT.