Robert ’86 and Kathryn Taishoff

How do you inspire people to open their hearts and provide the support to raise the hefty sum of $2.5 million? Just ask retired U.S. Navy Capt. Robert “Rob” P. Taishoff ’86 who sees opportunities where others see obstacles, and who is determined to change the way the world views intellectual disability. With the recent Taishoff Family Foundation gift of $2.5 million to inclusive higher education at ���ϲ�����, Taishoff is challenging others to see the world the way he does and match his family’s pledge.

“I’ve seen the confidence that these young men and women with intellectual disabilities develop when given educational opportunities, and it’s mind-blowing,” says Taishoff. “If we give them the chance to pursue their interests and prepare them for careers, just like we do with every student at ���ϲ�����, they will thrive, excel, succeed and surprise us.”

Taishoff continues to marvel at the successes of the students who attend InclusiveU and the accomplishments of the , named for his father in 2009 with a $1.1 million grant from Taishoff. The center and InclusiveU have become national models for the inclusion and education of students with intellectual and developmental disabilities. At that time, Taishoff was a University Trustee; he served as a voting trustee from 2009 to 2021 and is now a life trustee. Taishoff has been involved in many University initiatives, but it was inclusive education and the work going on at the (CDI) in the School of Education that captured his whole heart.

Taishoff’s daughter, Jackie, was born with Down syndrome in 2001, and he experienced firsthand the promise and the heartbreak felt by the families of young people often marginalized by society. “Jackie is very social and friendly, and frequently surprises us with what she’s capable of doing,” says Taishoff. He’d love to see her attend InclusiveU but as a resident of Maryland, her benefits associated with her disability won’t cross state lines. The portability of benefits is one of those systemic policy issues that CDI’s staff is working to change, helping students overcome barriers to pursue an education and career.

According to Sara Hart Weir, a national expert in disability policy and former president of the National Down Syndrome Society, Taishoff is the kind of visionary who “sees endless opportunities not just for Jackie, but for all people with disabilities. Rob wants them to have the kinds of opportunities every other American has, from education to health care, from financial services to careers.” Weir says individuals with Down syndrome are an “untapped workforce who, with access to programs like InclusiveU, can skill up, enter the workforce and become taxpayers.” She says InclusiveU is the “best of the best” in providing these kinds of opportunities.

Strengthening Programming

The Taishoff Family Foundation has contributed several million dollars over the years to strengthen CDI, the Taishoff Center and InclusiveU, providing resources for programmatic growth. “They’ve achieved all their goals in the last five-year plan and that set the stage for the next five-year plan,” says Taishoff, who hopes his new gift will be leveraged to bring in new donor support. The next five-year plan seeks to grow enrollment by 25% and offer new experiences for students with intellectual disability.

“We’re never satisfied with what we’re doing,” says Beth Myers, the Lawrence B. Taishoff Associate Professor of Inclusive Education, executive director of the Taishoff Center and assistant director of CDI. “We may be the largest program of our kind in the nation, but there are always more opportunities to pursue. For example, I dream of first providing our students with a two-week study abroad in Italy with the goal of a full semester of study abroad in any location where any other ���ϲ����� student can go. Am I dreaming huge dreams? Yes. Is it possible? Yes!” But, Myers acknowledges, it takes more resources and staffing to achieve those dreams.

Myers credits her “amazing team and an incredible staff at InclusiveU who would do anything for these students” to deliver on dreams. She has watched the program at InclusiveU grow from 14 students in three majors to 100 students in 45 majors taking more than 300 courses across the University. “We have allies in every department across campus, top down and bottom up support,” says Myers. “It’s a culture grounded in the University’s 60-plus year history in disability advocacy. People really value the work we do in inclusion.”

“I am continuously inspired by Rob Taishoff’s generosity and, now, his strategic challenge to others to help advance ���ϲ�����’s leadership in the disability community,” says Chancellor Kent Syverud. “Rob persists in challenging all of us to think of innovative and creative solutions and to collaborate across units and colleges to ensure equitable opportunities for all our students and to be a standard-bearer for academic institutions nationwide.”

Through those opportunities, Taishoff sees how students become one with the University community. “Our intellectually disabled students are woven into the fabric of the University, from the classroom to living arrangements, from social activities to career preparation,” says Taishoff.

Going Beyond

CDI’s strategic plan for growth goes beyond assisting the growth of the Taishoff Center and enrollment in InclusiveU. It would enhance access to higher education among students in the ���ϲ����� City School district (nationally, less than 2% of high school students with intellectual disability go to college). It would invest in innovative technical assistance for disabled students and establish an Inclusive Higher Education Technical Assistance Center to help other colleges and universities. It would support research, fellowships and teaching to advance the field. It would provide more resources for career advising and career placement (only 17% of adults with intellectual disabilities are employed nationally). The newly established Robert and Kathryn Taishoff Fund would support many of these initiatives and scholarship support for students.

In addition to the new fund, the latest Taishoff gift continues support through the Lawrence B. Taishoff Center for Inclusive Higher Education Endowed Fund. Part of the $1.5 billion , Taishoff’s gift builds on and the legacy of the School of Education. Rob Taishoff’s father Lawrence and grandfather Sol philanthropically supported education, journalism and health research. Taishoff says his father was “exceptionally close” to granddaughter Jackie, perhaps because he had witnessed a cousin with Down syndrome sent to an institution and shielded away from society and opportunity.

Taishoff says his own military experience also reinforced the family’s commitment to opening the doors of opportunity. He spent more than two decades in active duty in the Navy and managed Navy and Marine Corps attorneys and civilians representing service members. “No matter what background or walk of life someone was from, whether enlisted or an officer, we were all pulling for the same goals, trying to fulfill a mission,” Taishoff says. “I saw people who were given opportunities in the military that they would not have had otherwise, and I saw them thrive and excel.”

The Taishoff Family Foundation’s legacy aligns with that of the School of Education, which is recognized as an international leader in the deinstitutionalization and school inclusion movements. The school is home to the first disability studies program in the country and the first joint degree program in law and disability studies, and it helped ���ϲ����� become the first research university to launch an integrated elementary and special education teacher education program.

“It’s time to build on history once again,” says Taishoff. “I hope others will join me in creating new futures for countless young people who deserve a chance to contribute in ways that will amaze us.”

About ���ϲ�����

���ϲ����� is a private research university that advances knowledge across disciplines to drive breakthrough discoveries and breakout leadership. Our collection of 13 schools and colleges with over 200 customizable majors closes the gap between education and action, so students can take on the world. In and beyond the classroom, we connect people, perspectives and practices to solve interconnected challenges with interdisciplinary approaches. Together, we’re a powerful community that moves ideas, individuals and impact beyond what’s possible.

About Forever Orange: The Campaign for ���ϲ�����

Orange isn’t just our color. It’s our promise to leave the world better than we found it. Forever Orange: The Campaign for ���ϲ����� is poised to do just that. Fueled by more than 150 years of fearless firsts, together we can enhance academic excellence, transform the student experience and expand unique opportunities for learning and growth. Forever Orange endeavors to raise $1.5 billion in philanthropic support, inspire 125,000 individual donors to participate in the campaign, and actively engage one in five alumni in the life of the University. Now is the time to show the world what Orange can do. Visit  to learn more.

, only 2% of school-age students with intellectual disability are likely to attend college after high school. Moreover, of the 472 colleges and universities in New York state, only 24 have inclusive postsecondary education (IPSE) programs.

With more than 435 students with intellectual disability enrolled in these programs and an average of 18 students in each program, the Golisano Foundation recognizes the opportunity for CDI—along with the Lawrence B. Taishoff Center for Inclusive Higher Education, which supports InclusiveU, ���ϲ�����’s inclusive higher education program—to expand on its current technical assistance model to increase and enhance the availability and inclusivity of programs across Western and Central New York.

Led by a new technical assistance director, in the first year CDI will pilot technical assistance in a few select colleges and universities, with a focus on creating or enhancing accessibility, promoting inclusivity and providing support services to empower students with intellectual disability in academic and social success.

“With InclusiveU, ���ϲ����� has a nationally recognized model. Serving more than 100 students, this program aims to fully integrate students into all aspects of campus life including academics, internships, social experiences and residential living,” says , professor and director of CDI. “We are grateful to the Golisano Foundation for this generous grant, which will help us build on our expertise in disability related research and inclusive education, practice and advocacy to remove barriers that exclude people with disabilities from campus life in New York.”

“The Taishoff Center’s approach to inclusive higher education—including utilization of existing campus resources—has fundamentally shifted the way in which schools and universities serve and support students with intellectual disability,” says , Lawrence B. Taishoff Associate Professor of Inclusive Education and executive director of the Taishoff Center. “With this experience, CDI and the Taishoff Center are uniquely positioned to provide technical assistance to support the development and expansion of inclusive college programs.”

“Along with the trustees of the B. Thomas Golisano Foundation, I am thrilled to be able to support the development and expansion of IPSE programs and supportive services,” says , director of the Golisano Foundation. “The trustees and I commend ���ϲ�����’s recognition of the potential throughout New York State, and we look forward to watching CDI and the Taishoff Center build a community of practice and work toward setting a national example and standard for inclusion in the higher education community.”

Among services planned for the project’s first year, CDI and the Taishoff Center will:

• Conduct a comprehensive needs assessment at pilot colleges and universities;
• Increase access to inclusive postsecondary education and participation in the general college curriculum for students with intellectual and developmental disabilities;
• Support improved academic, social, independent living, employment and self-advocacy outcomes;
• Disseminate research and best practices on inclusive postsecondary education;
• Distribute materials to support program development, evaluation and strategic planning; and
• Coordinate data collection with shared outcomes for IPSE programs.

Kayleigh Sandford (left) and Stephanie Spicciati of the Mid-State Regional Partnership Center, part of the School of Education’s Center on Disability and Inclusion.

Before joining the Mid-State RPC, Sandford and Spicciati co-taught fourth grade in the Solvay Union Free School District near ���ϲ�����. Sandford was the general education teacher and Spicciati taught special education, but—modeling the kind of inclusive education that SOE has long championed—together they were responsible for all students in their class.

Sandford then taught special education in the Baldwinsville (NY) Central School District before the pair teamed up again at the Mid-State RPC, Sandford as a Literacy Specialist and Spicciati as a Specially Designed Instruction Specialist.

Building Capacity

Explaining how Mid-State RPC is embedded within and works with other services of the New York State Education Department cooks up something of an alphabet soup, but it’s critical infrastructure for families and communities, guided by NYSED’s .

The overseeing agency is NYSED’s (OSE), which organizes the , described as “a community of practitioners [that] work collaboratively to support students, families, and educational organizations to build capacity and improve educational and post-educational outcomes for students with disabilities.”

Supported by NYSED grants, CDI runs three OSE Educational Partnership programs that work collaboratively: the (EC-FACE), the (SA-FACE), and the Mid-State RPC. Three legs of one stool, if you will.

While EC-FACE and SA-FACE engage families, communities, and local agencies, the Mid-State RPC provides special education training and coaching directly to school districts (this triple support structure is mirrored in 12 other Regional Partnership Centers �����Ի� 14 FACE Centers  across the state.)

Data-informed Work

Spicciati explains that has held the contract for four-and-a-half years of a five-year grant cycle, with hopes that its funding will be renewed in summer 2024. Mid-State RPC has benefited from the School of Education’s expertise and , which includes administering an earlier version of the Educational Partnership that engaged students and families: the ���ϲ����� Parent Assistance Center. The current partnership structure now adds a focus on systems-level change.

“The Mid-State RPC supports pre-K-12 school administrators and teachers in the ���ϲ����� City School District and the surrounding counties of Onondaga, Oswego, Cayuga, Cortland, Madison, Seneca, Tioga, and Tompkins,” Spicciati explains. “Our team includes literacy specialists, behavior and transition specialists, a culturally responsive educator, a systems change facilitator, and a special education trainer. We go into schools to support and coach teachers and administrators who serve students with individualized education programs (IEPs).”

“Some of our work includes embedded support to help teachers use data to make instructional decisions for student with disabilities ,” adds Sandford. “In addition to this kind of support, we also offer regional training sessions. Our specialists have different packages that they are trained to deliver to teachers, administrators, and educational advocacy organizations.”

The Mid-State RPC works with technical assistance partners who develop professional development packages based on the most current research into statewide schools. The team uses these resources to support schools with evidence-based practices.

Walk Beside You

As a compliment to these in-school trainings, the Mid-State RPC and CDI took their engagement a step further in 2023, launching a lecture series that invited the education community to dig deeper into essential topics around equity, mental health, and inclusion, featuring SOE faculty, community partners, and others.

Sandford stresses that she and her Mid-State RPC teammates work hard to ensure that districts feel supported: “Our motto is, ‘We want to walk beside you, not in front of you.’”

“We are able to build trust and good relationships with teachers and administrators because we are clear that we are there to help them and want our work to be meaningful for their students,” Spicciati adds. “I’ve found the majority of time, people are happy to have us. Once a school has met its goals and state performance plan indicators—and once systems are put in place to sustain that improvement—schools can be sad to see us leave.”

The coronavirus pandemic was especially rough on students with IEPs, says Spicciati. Shutdowns became months of missed instruction for some, and students requiring extra supports and intensive instruction fell behind. Although the first year back to in-school instruction was also demanding, Spicciati sees learning gaps starting to close as teachers adjust their approach to make up for lost skills acquisition.

Nevertheless, according to Sandford, a new challenge has arisen: the over-identification of students with disabilities: “Right now, schools are trying to identify if some students have a learning disability , or if learning loss can be attributed to the shutdown. It’s important to use the right measures and make informed decisions about students who are struggling.”

Promoting Sustainability

Assuming CDI’s OSE Educational Partnership grant is renewed, there will be another five years of growth for The Mid-State RPC, so what do Sandford and Spicciati hope to accomplish in that time?

“I want us to continue building supportive infrastructure within schools to keep things progressing forward for all students, general education and special education,” says Sandford.

“I want to promote sustainability,” adds Spicciati. She says the Mid-State RPC has learned over the years the importance of creating sustainable support systems for the whole school rather than focusing on individual teachers, who might then leave with the knowledge they acquired.

“It’s about focusing on building capacity with school leaders and getting teaming structures in place to help leaders connect data to intervention and  instruction,” says Spicciati. “Once we have put protocols in place that can be used school and district wide, when we leave, those supports are able to stay in place.”

Janie Hershman ’24 contributed to this story.

, means something different to everyone as it celebrates individuals embracing their full identities, including disabilities. In the pursuit of recognizing the intersectionality and diversity within disability, honoring and educating about the experiences of people with disabilities, the campus community is encouraged to participate in a variety of events.

“Disability Pride Week, which centers on the voices and perspectives of disabled people, reflects the collaborative effort of multiple units on campus. We have been meeting for months to brainstorm, plan and operationalize a full week of events celebrating disability identity, culture and pride. This collaboration mirrors the collective responsibility we all need to take to ensure our campus is moving toward greater accessibility and inclusivity for all members of our community,” says , director of the Center on Disability and Inclusion.

Disability Pride Week 2024 Events

“Through inclusive programming with campus and community partners the Disability Cultural Center fosters personal growth and positive disability identity that builds a sense of belonging, fosters academic self-efficacy and aligns with ���ϲ�����’s Academic Strategic Plan framework to advance excellence for every member of our community,” says “, director of the Disability Cultural Center. “Alongside campus partners, we challenge ableist attitudes, inaccessibility, discrimination and stereotypes, through programming that directly connects students, faculty and staff to the disability community at large both on and off campus.”

A variety of events will be hosted April 14-20 including:

• Sunday, April 14:
• Monday, April 15:
• Monday, April 15:
• Tuesday, April 16:
• Wednesday, April 17:
• Friday, April 19:
• Saturday, April 20:

Visit the for a complete list of events and details.

Disability Pride Week Keynote Speaker Ali Stroker

Ali Stroker

The campus community is invited to join keynote speaker Ali Stroker, Tuesday, April 16, starting with the doors opening at 6:30 p.m. The is required to attend.

Stroker is a trailblazing actress, singer and activist who made history as the first wheelchair user to appear on Broadway. Her powerful performance in “Oklahoma!” earned her a Tony Award for best featured actress in a musical. Stroker is an inspirational speaker who uses her platform to advocate for greater representation and inclusion of people with disabilities in the entertainment industry and beyond. Stroker’s keynotes draw from her own courageous journey, sharing insights on overcoming barriers, building confidence and embracing one’s authentic self. Her remarkable story and uplifting messages have motivated people of all backgrounds to redefine what’s possible.

To learn more and for year-round resources, please visit the following websites: , , , , and the in the Burton Blatt Institute.

Story by Student Experience Communications Graduate Assistant Kalaya Sibley ‘24, S.I. Newhouse School of Public Communications  

The event will highlight undergraduate and graduate student teams from across campus who have created concepts for products, services and technologies that can assist intellectually disabled people and their families. A distinguished panel of experts will award a total of $2,500 for the best showcase ideas.

Students present their designed products, services or technologies that can assist intellectually disabled people and their families at the 2023 Intelligence++ Showcase competition. (Photo by Marilyn Hesler)

Students wishing to present should e-mail , professor of industrial and interaction design in the College of Visual and Performing Arts (VPA) and program coordinator, at dwcarr@syr.edu before April 15 to secure a spot and to receive showcase instructions.

The event is sponsored by , a collaboration among , a program of the at the , VPA School of Design�����Ի� . The event is open to students across campus, and all are welcome to attend the showcase.

Launched in 2020 through a generous donation by Gianfranco Zaccai ’70, H’09 and the , Intelligence++ is an innovative, interdisciplinary initiative focused on inclusive entrepreneurship, design and community. The initiative is available to both undergraduate and graduate students from all academic disciplines, including students with intellectual disabilities. A key element of the initiative is a two-semester course (DES 400/600) that encourages students to work in teams to imagine and create products, devices, digital platforms and services for persons with disabilities, culminating in the spring showcase.

Intelligence++ centers around three main concepts:

• Aspects of Design—once a specific need or opportunity is identified, student teams are supported by a group of experts to help develop a working prototype of their design. By taking a build-to-learn approach, students gain real-time feedback while continually evolving their design.
• Understandings of Disability—including accessibility, disability rights and advocacy, disability history, language, disability culture, models of disability and inclusion.
• Entrepreneurship—students learn to develop a commercialization roadmap that moves through problem solving, solution building, testing, iteration, lean business model development, team formation, finding advisors and strategic partners, developing a funding strategy and pitching for investment.

DES 400/600 is taught by Professor Carr, with support from , Lawrence B. Taishoff Associate Professor of Inclusive Education in the School of Education and executive director of the Taishoff Center. , founder of and strategic initiatives advisor with the Libraries,��provides entrepreneurial support to teams.

In addition to the course and the annual showcase, students can seek funding to commercialize their ideas through . Students from any school or college can apply for this funding, and they do not need to take DES 400/600 to apply. However, priority is given students working with research and commercialization programs such as the Blackstone LaunchPad, , , , , , Intelligence++, NSF I-Corps, �����Ի� .

Intelligence++ Ventures funding supports specifically defined projects with clearly identified timeframes and outcomes that move a research project or venture toward proof of concept and commercialization. Funds assist tangible needs through four innovation phases: discovery, testing, building and launching to market.

On Thursday, April 4, family, friends and supporters of the program will in downtown ���ϲ����� to celebrate the program, the largest and most inclusive program of its kind in the nation. Among the scheduled speakers at the anniversary gala are ���ϲ����� Chancellor and President ; State Sen. Rachel May (D-48); Captain , JAGC, USN (Ret.), benefactor of the Lawrence B. Taishoff Center for Inclusive Higher Education; and , Lawrence B. Taishoff Associate Professor of Inclusive Education and executive director of the Taishoff Center in the School of Education.

Andrew Benbenek at ���ϲ����� Welcome 2017

Founded in 2014, InclusiveU offers real opportunities for students with disabilities to participate in every aspect of ���ϲ����� campus life. Students take , on and off campus—and as far away as —join in , and in Albany, New York and Washington, D.C. Currently, the program hosts more than 100 students with intellectual or developmental disabilities from across the country.

InclusiveU and the Taishoff Center are both part of the School of Education’s . Together, CDI programs and initiatives demonstrate SOE’s global leadership and in disability and inclusion.

Sharing anniversaries with InclusiveU in 2024 are SOE’s first-in-the-nation program (1994) and “” (1984), a summer study abroad program that invites students to immerse themselves in Italy’s inclusive schooling.

“It’s hard to believe that we have reached our 10th year of serving students at ���ϲ����� through InclusiveU,” says Myers. “The milestones of our program—students in campus residence halls, InclusiveU Remembrance Scholars and Unsung Heroes, and full participation in all that our campus has to offer—remind us of the ways our program continues to make a profound impact in our community.”

Chloe Payne, left and a friend attend a game in the JMA Dome

Inclusion initiatives, such as dual enrollment with the ���ϲ����� City School District and partnership with a community agency, predated the establishment of InclusiveU in 2014 but did not provide a fully integrated campus experience. Receipt of a federal grant got the program off the ground, and it started with 14 students. “We started our internship program, and a few years later were able to have students live in residence halls and really build out pieces of the program,” says InclusiveU Director Brianna Shults.

Since its establishment, more than 320 students have accessed nearly 300 classes based on interest across most of the University’s colleges and schools. The last year of the four-year program is focused on internships and employment, building skills and connecting theory they learned at in the classroom and applying it to their resumes. Beyond the necessary skills, the program helps to instill confidence in students as they prepare for careers beyond college. Students receive a certificate upon completion of the program.

In addition to classes, students are fully immersed in the social life of the University. While students have a mentor to help with class needs and facilitation, social interaction happens organically through peers. “Socially, the Peer-2-Peer program is the piece that many students access,” says Shults. InclusiveU and matriculated students connect for whatever events are on campus. A lot of this is natural support.” Students attend Orange After Dark activities, speakers, athletic events and holiday events such as Diwali. “This happens through natural peer support that every other student can access on campus,” Shults says.

Bobby Pangborn, center, celebrates his graduation with his parents

And this interaction is good not just for the InclusiveU students, says Shults. “Having our students around makes their peers better friends, better employees down the road, better neighbors,” Shults days. “It makes them better people all around because our students are here and they are all working together.”

Andrew Benbenek ’21 enrolled in InclusiveU after graduating from Bishop Grimes High School in East ���ϲ�����. He was the first InclusiveU student to access classes in the S.I. Newhouse School of Public Communications and was the second InclusiveU student named as a Remembrance Scholar, one of the University’s highest student honors. He was involved in lots of activities on campus including OttoTHON and Camp Kesem.

“���ϲ����� was where I had wanted to be since I was a kid,” Benbenek says. Peers helped him to get involved. He joined Z-89 and Citrus TV, which he says “is a big part of how I got to where I am. Once I joined, felt like this could be a career for me.” He also did a full-year internship in the Newhouse Sports Media Center with Professor Olivia Stomski.

Benbenek now works for Galaxy Communications as a board operator for SU games. “InclusiveU gave me the knowledge I needed to be successful and helped me discover what I really wanted to do,” he says.

Chloe Payne ’22, studied human development and family science and now works at Little Luke’s Daycare and Preschool in DeWitt. During her time at ���ϲ�����, Payne immersed herself in her classes and campus life, including becoming a member of a belly dancing troupe. InclusiveU was the best thing I have ever done,” she says.

Bobby Pangborn ’20, graduated from Nottingham High School in ���ϲ����� and studied drama through InclusiveU. He has brought his skills to many local productions through the years for both the Redhouse and Front Row Players and will play Sir Robin in a local production of “Spamalot” in late June. He also participates in Special Olympics, where he has won several medals downhill in skiing events.

Pangborn interned at the Whitman School of Management during his time with InclusiveU, and now works there full-time as an assistant In the mailroom, Pangborn does the jobs that people don’t see but that are critical to the smooth function of the school’s operations. He completes copy jobs, sorts and distributes mail, distributes student paychecks, sends package notifications and makes sure that supplies are stocked, organized and labeled. He is also a mentor for student employees.

“As an alumni, Bobby has been active in participating in various conference panels and employment events to share his experience while he was on campus and how that helped to shape what he is doing now that he has graduated,” says Shults.

When InclusiveU first started, there were about 30 post-secondary programs across the country—now there are little more than 300. And while that number seems large, it’s still pretty small, Shults says. “There are a lot of students who want to access education beyond high school. We are seen as a model, trying to support other programs at other schools starting to do what we are doing. It’s important that students have a choice and are able to pick the program that is best for them,” she says.

“There is such a rich history of disability work here at ���ϲ�����,” says Shults. “The fact that InclusiveU is here and is seen as a leader is really important in being able to push this work forward and in being thoughtful and innovative with what we are doing. … This is the first generation of students with disabilities to go to college and have this opportunity, and having this program here in ���ϲ����� is a really big deal.”

Locally, the ���ϲ����� City School District (SCSD) is similarly challenged, but a new partnership with the (SOE) and aims to address this dilemma.

People With a Passion

���ϲ����� has become that latest school district to join the , administered jointly by SOE and the Maxwell School. , the program recruits teacher candidates who are committed to teaching underserved populations and from populations that are underrepresented in local classrooms.

When joining the program, students choose to take one of SOE’s and are offered a hiring commitment by a program partner, subject to a school’s needs and a student’s successful program completion. In addition to ���ϲ�����, other Baldanza program partners are the Baldwinsville, Jamesville-DeWitt and West Genesee school districts.

“Retirements, the typical turnover of an urban school district and the fact that fewer candidates are entering college teacher preparation programs equal the shortages we are seeing,” says Scott Persampieri, SCSD chief human resources officer, noting that his school district typically needs to hire between 200 and 300 teachers per year.

“We have been struggling to find certified teachers,” says Jeannie Aversa G’13, SCSD executive director of recruitment, selection and retention. “There is a teacher shortage due to members of the baby boom generation retiring early, and the coronavirus pandemic didn’t help.”

She adds, “We are looking for people with a passion for urban education. If people have that passion, they will stay longer.”

Go For It

Jasmine Manuel ’21, G’23 was among the first fellows to graduate from the Baldanza program. A ���ϲ����� native who attended Henninger High School, she notes that program applicants essentially interview twice: “Once you sign up, you have a kind of hiring interview with school districts, as well as an interview with the School of Education.”

For Jasmine Manuel, the Baldanza program “was a surprising opportunity” and an offer so good, at first she didn’t believe it was real.

A human development and family sciences graduate from the David B. Falk College of Sport and Human Dynamics, as a Baldanza fellow Manuel joined SOE’s and received a hiring commitment from Jamesville-DeWitt Central School District, where she did her student teaching and where she now works as a fourth grade teacher.

Manuel admits that the Baldanza program benefits are so good, she thought the offer might not be real.

“I was working as a teaching assistant at Henninger, aiding a visually impaired student,” she says. “The Baldanza program was a surprising opportunity. I wasn’t planning on going for a master’s degree, but then I saw an email about it. My supervisor is getting a certificate of advanced study from the School of Education, so I asked him if the offer was real. He said it was, and that I should go for it.”

Manuel says she enjoyed her mentored student teaching experience at Jamesville-DeWitt. “I learned a lot that way. You hear a lot about theory in the graduate classroom, but it’s different when you do it in your own classroom. You learn what works and what doesn’t,” she says.

All Students Benefit

One of three teachers of color in her school building, Manuel notes that she was a good fit for her school district because of its increasing diversity. “Jamesville-DeWitt has expanded its English Language Learner (ELL) program to all three elementary schools,” she says, “so now students and staff are seeing a highly diverse student population coming in.”

Reflecting on the district’s diversity, Aversa observes that her student population speaks 80 different languages, so ELL is one of the high needs areas into which SCSD is recruiting—”we need teachers who know strategies to work with English as a New Language students”—along with other high needs subjects, such as math, science and special education.

Aversa agrees with national data illustrating that teachers of color and culturally responsive teaching are linked to for students, saying, “Kids will see who they are trying to be, so representation in the classroom matters. The Baldanza Fellows program encourages the recruitment of BIPOC teachers so students can see people who look like them, but all children benefit from a diverse body of teachers.”

The Baldanza Fellows program encourages the recruitment of BIPOC teachers so students can see people who look like them, but all children benefit from a diverse body of teachers.

—Jeannie Aversa G’13

“We know that there is a significant discrepancy between the diversity of the student body and the teaching force. That is true nationally, regionally and it’s certainly true for ���ϲ����� schools,” says Professor G’01, G’07, G’08, director of SOE’s , who oversees the programs along with Professor . “Students benefit from education that is culturally responsive and sustaining, and they benefit from being educated by teachers who make them feel connected to their cultures and communities, and who can provide outstanding role models.”

Continues Ashby, “It’s equally important for white students to be educated by teachers of color, if we want all students to understand inclusive environments. All students benefit from exposure to diverse experiences, cultures and identities.”

Right, Important and Just

Ashby says she is thrilled to have SCSD join the Baldanza Fellows program: “The time and opportunity are right for them to join. After all, ���ϲ����� is our home, and we feel close to ���ϲ����� city schools. Doing this work with them feels right, important and just.”

Pitching their case as an employer, Persampieri cites teachers’ job satisfaction: “A lot of people go into the teaching profession to serve and to make a difference. Few professions have this level of satisfaction, and that’s especially true of an urban district.”

For Aversa, the pitch is two-fold—diversity and professional support. “Our kids deserve people who want to be here and who have a desire to serve a high-poverty urban setting. Our diversity is one of the positive things we offer,” she says. “Plus, new teachers are supported in many ways, and they will learn and grow with seasoned professionals by their side.”

Similarly, mentorship is a key feature of the Baldanza program, along with a tuition scholarship, a stipend to support living expenses and the hiring commitment.

“My host teachers were very good,” says Manuel, recalling her classroom immersion. “They explained a lot about the students to me. They explained about their likes and dislikes, their quirks and what gets them motivated—these are details you don’t necessarily go over in a theory class.”

Adds Manuel, “As a new teacher, all the supports I had as a Baldanza Fellow are still with me.”

Learn more about the , or contact Speranza Migliore, assistant director of graduate admissions in SOE, at smiglior@syr.edu or 315.443.2505 for more information.

Among those attending the Dec. 5 preview performance in New York City were, from left, ���ϲ����� Stage Artistic Director Bob Hupp; Alumnus and Producer Ben Holtzman ’13; Alumnus and Producer Sammy Lopez ’13; Professor Christine Ashby; Lawrence B. Taishoff Associate Professor of Inclusive Education Beth Myers and Chancellor Kent Syverud.

���ϲ�����’s Broadway Series is hosted by the alumni engagement and annual giving team based out of New York City’s Lubin House. The evening began with a lively dinner and panel discussion at renowned NYC eatery Sardi’s. Panelists included Holtzman and Lopez, along with Bob Hupp, artistic director at ���ϲ����� Stage, and Beth Myers, Lawrence B. Taishoff Associate Professor of Inclusive Education and executive director of the Taishoff Center on Inclusive Education in the School of Education. Christine Ashby G’01, G’07, G’08, professor of inclusive special education and disability studies in the School of Education, moderated an important discussion about how “How to Dance in Ohio” made its way to Broadway, and how ���ϲ����� is paving the way for inclusivity.

“Autistic people can be in college. Autistic people can be on Broadway. ���ϲ����� should be really proud of the work that’s happened over the last 70 years at our university to make that possible,” said Myers, referencing the work of the Taishoff Center and the Center for Disability and Inclusion. ���ϲ�����’s work in disability awareness and inclusion is groundbreaking in the field of higher education.

The set of “How to Dance in Ohio.”

“How to Dance in Ohio,” based on the award-winning HBO documentary, explores the need to connect and the courage it takes to step out into the world. At a group counseling center in Columbus, Ohio, seven autistic young adults prepare for a spring formal dance—a challenge that breaks open their routines and sets off hilarious and heartbreaking encounters with love, stress, excitement and independence. “How to Dance in Ohio” is a story about people standing on the cusp of the next phase of their lives, facing their hopes and fears, ready to take a very big first step … and dance.

“That’s why we knew this show needed to exist. It’s because it hasn’t existed before,” said Lopez, referencing that the roles of the seven autistic young adults are played by actors who identify as autistic. The production offers many accommodations for the audience to fully experience the musical, from light-canceling sunglasses to special headphones with self-adjustable volume. This production and ���ϲ����� offer opportunities to experience Broadway and life in general to those who were previously excluded. Everyone feels welcome.

“How to Dance in Ohio” debuted at ���ϲ����� Stage in 2022 but was forced to close early due to COVID-19. The show opens Sunday at the Belasco Theatre on Broadway.

SOE’s (CDI) will assist Creative’s implementation of the U.S. Agency for International Development (USAID)-funded, $25 million, five-year All Children Succeeding initiative, which supports Uzbekistan’s mandate to improve teacher and paraprofessional inclusive education training. The consortium will help to revise education materials, update the national curriculum and enhance educational access for all students, including those with disabilities.

Sara Jo Soldovieri with local school students in Uzbekistan

Principal investigators Professor G’01, G’07, G’08 and Professor , executive director of the , will work on the initiative’s inclusive educator preparation. One project will address pre-service training for teachers and paraprofessionals in support of improved inclusive education for all children. Doctoral candidate Sara Jo Soldovieri ’18, G’19 supported the SOE team in the co-creation phase of the grant, meeting with USAID and local partners in Uzbekistan in June 2023.

To this end, CDI will audit disability-related programs, courses and certification requirements; develop inclusive curricula, syllabi and courses; create inclusive practicums and student teacher placements; prepare inclusive higher education faculty who can educate future teachers; and develop toolkits for use in inclusive schools that encompass Universal Design for Learning and assistive technologies.

Additionally, CDI will help develop a structure and process for individualized support plans for students with disabilities, prepare teachers and staff to manage these plans and strategize inclusive teaching and learning materials, including high tech (such as speech recognition and text-to-speech software) and low tech (such as adaptive writing tools and noise canceling headphones) options.

“We are excited to collaborate with Creative and the other partners to improve educational access and outcomes for students with disabilities in Uzbekistan,” says Ashby. “We will focus our efforts on in-service and pre-service teacher preparation to ensure that educators have the knowledge, skills and dispositions to educate ALL children, including students with disabilities who have been historically marginalized. We are grateful to USAID for recognizing the importance of this work.”

, Uzbekistan’s education system has historically followed a teacher-centered, textbook-driven model where all students are expected to learn the same material at the same pace, leaving little room for diverse engagement strategies.

“We are hearing from the people of Uzbekistan that they want more inclusive schools,” says Myers. “We are excited that their government has set a goal that 51% of their schools will be inclusive by 2025, and they are asking for support and collaboration on these efforts. ���ϲ����� has a long history of working on deinstitutionalization and school inclusion, and we’re thrilled to expand that work into new spaces and with new partners.”

Joining Creative and CDI to help Uzbekistan reach its inclusive and equitable education goals are , an Uzbekistani advocacy organization for people with disabilities; , an Uzbekistani civil society and development group; and the , which will provide expertise in learning assessments and English language learning.

Hosted by the , the , the , the , and the , these events follow the highly successful on Oct. 3.

Included in National Disability Employment Awareness Month is the “Disability Poetics Launch” featuring panelists (from left to right): Meg Day, Kenny Fries, Cyree Jarelle Johnson, Stephen Kuusisto and Naomi Ortiz.

“The events we have highlighted this month showcase the disabled experience in college and beyond, and also deliver resources to faculty and staff on how to create a truly inclusive campus,” says , professor of inclusive education and director of the Center on Disability and Inclusion.

“We are fortunate to have a strong coalition of offices, centers and institutes at ���ϲ����� working every day to bring more awareness, opportunities and resources.”

The campus community is invited to engage in all opportunities, including the following events:

Oct. 10, 3-4 p.m. EDT
Location: Virtual (See event details)

Oct. 12, 9-9:15 a.m.
Location: 347 Hinds Hall

Oct. 13, 3:30-5 p.m.
Location: 306 Steele Hall

Oct. 18, 5-7 p.m.
Whitman School of Management, Milton Room 411

Oct. 19, 9-10:15 a.m.
101 Crouse-Hinds Hall

Oct. 24, 2-3:15 p.m. EDT
Virtual

Oct. 26, 9-10:15 a.m.
247 Crouse-Hinds Hall

For more information about National Disability Employment Awareness Month, visit the Office of Disability Employment Policy .

For more information about accessibility and varied disability programs, services and resources at ���ϲ�����, visit .

Project Inclusive, Multicultural, Multilingual, Effective and Responsive Special Education (IMMERSE) aims to prepare up to 14 doctoral-level special education professors and educational leaders through a multi-university partnership. These students will gain expertise in inclusive, culturally-sustaining, effective educational practices with the goal of improving outcomes for diverse students with disabilities, both in high-needs schools and minority-serving institutions. Together, this doctoral cohort will represent a new collaborative consortium of diverse scholars in the field of inclusive special education.

Christine Ashby, director of the School of Education’s Center on Disability and Inclusion

Project IMMERSE is led by SOE professor G’01, G’07, G’08, director of the . Ashby is joined by co-principal investigators, SOE professor , executive director of the ; SOE professor G’05, G’07; professors Allison Nannemann, Sarah Carlson and Yen Pham of the University of New Mexico; and SOE alumni professors Casey Woodfield G’10, G’16, Michelle Damiani G’05, G’14, G’19 and Brent Elder G’14, G’16 of Rowan University.

“Project IMMERSE is well positioned to address a of both special education faculty in institutions of higher education and highly qualified pre-K-12 special education teachers, especially with expertise to meet the needs of diverse students with disabilities,” Ashby says. “Through our consortium with Rowan University and the University of New Mexico, this cohort-based project will prepare much-needed and highly qualified leaders with specialization in culturally and linguistically responsive inclusive instruction, interventions and services.”

The project addresses a current critical need for special education teachers at a time when there are and more than 100,000 teaching positions filled by underqualified personnel. This shortage means school districts across the country are relying on uncertified teachers to fill classrooms. Of the approximately 109,000 uncertified teachers, around 5,800 are special education teachers.

At the same time, although demand for special education teachers is expected to increase in the next decade, an unprecedented shortage of special education professors nationwide has led to ready to assume special education faculty and leadership positions.

Moreover, research indicates that current educators in special education roles , with only 18% being teachers of color. Similarly, the makeup of special education faculty and doctoral students is overwhelmingly white and female. Yet almost half of students with disabilities are students of color.

“This is a concerning reality demonstrating that students benefit from having teachers who represent their own identities,” says Ashby.

To counter this disparity, Project IMMERSE will feature a multifaceted recruitment and mentoring process guided by experienced faculty across the three partner universities. Students’ shared academic experiences will emphasize culturally responsive and inclusive instructional practices, while also conducting research into high-needs, diverse communities.

“My colleagues and I are thrilled to be part of this multi-university partnership and contribute to diversifying the field of special education leaders,” Woodfield says. “As three SOE alumni, professor Damiani, professor Elder and I consider this partnership to be an example of the generative possibilities that can grow out of sustained collaboration and shared commitments to cultivating intersectional, culturally sustaining, and inclusive experiences across all facets of schooling. We look forward to working alongside Project IMMERSE doctoral scholars.”

“It is exciting once again for ���ϲ����� to host a  during Disability Pride week. We will come together to honor the lived experience of disability and disability identity as a proud part of our full and diverse identities,” says William Myhill, director of disability access and ADA coordinator in the Office of Diversity and Inclusion.

The campus community is invited to participate in a variety of events, both on-campus and virtual, coordinated by the ,��,��, and the  in the Burton Blatt Institute to celebrate and learn from people with disabilities and their lived experiences.

The featured event on Wednesday, April 19, will be , Eddie Ndopu, described by Time magazine as “one of the most powerful disabled people on the planet.”  Ndopu is perhaps best known for his human rights advocacy with respect to advancing disability justice at the forefront of the international development agenda.

Some of the other events featured during this week include the following:

• Sunday, April 16: 
• Wednesday, April 19: 
• Wednesday, April 19: 
• Friday, April 21: 

“Disability Pride Week is a brilliant way for disabled students, staff and faculty to build community on campus, while simultaneously raising awareness for unaware nondisabled individuals,” says Alexis Wilner ’24, a drama major in the College of Visual and Performing Arts and a member of the disability event planning committee. “As a disabled student myself, I value the presence of such an event supported by University offices and organizations. Rather than simply saying that the University supports marginalized individuals, this is one of many ways that they have shown a commitment to accessibility and inclusion.”

“By attending and participating in Disability Pride Week events, we hope that members of our campus community develop a strong understanding of disability culture and recognize how vital disabled students’ sense of community and culture are to their positive identity formation,” says Carrie Ingersoll-Wood, director of the Disability Cultural Center. “By participation in events, we hope that our community members come to understand that by building a diverse, inclusive and vibrant campus, they will set a trajectory for celebrating and validating disability as global citizens in their future professional career spaces.”

In addition to the events planned for Disability Pride Week, the University community can visit the on the first floor of the Schine Student Center, for a schedule of events and information on campus resources related to disability, access and inclusion. Free T-shirts and other giveaways will also be available for those who stop by.

“We will be showing clips from current and historical videos related to disability pride and history,” says Christine Ashby, director of the Center on Disability and Inclusion in the School of Education. “Visitors will be invited to add a message or image to a legacy book we are creating to honor Judy Heumann and her leadership in disability rights advocacy and activism.” Heumann, who passed away on March 4, 2023, was an author, disability rights leader, founder of the World Institute on Disability, former assistant secretary of the Office of Special Education and Rehabilitation Services, former special advisor on disability rights for the U.S. State Department, and subject of the documentary “Crip Camp: A Disability Revolution.”

For more information and for resources that are available year-round, visit and the and for upcoming events.

This hybrid event takes place in person in the Melanie Gray Ceremonial Courtroom, Dineen Hall, and via Zoom from 5 to 7 p.m. ET. For more details and to register for the Zoom simulcast, .

Born and raised in Ohio, Zimmerman dreamt of becoming a teacher. She started out eager to learn, but she was soon separated from the other children. Unable to communicate, teachers thought she was also unable to understand or learn. As her behavior worsened, she was restrained and placed in seclusion. She found herself caught in a system that turned her life into a living nightmare.

But at 18, Zimmerman met educators who saw her differently. They gave her a tool—Augmentative and Alternative Communication (AAC)—that allowed her to communicate, advocate for other students and engage in learning. She graduated high school in just a year and went on to receive a bachelor’s degree in education policy from Ohio University and a master’s of education from Boston College.

Jordyn Zimmerman

Recognized by the International Council for Exceptional Children with the “Yes I Can!” Award, Zimmerman has keynoted and presented at conferences around the world, is board chair of , works at �����Ի� has been featured by prominent media outlets on an international level. In 2022, Jordyn was appointed to the .

Filmed in an observational style, “This Is Not About Me” offers a glimpse into Zimmerman’s daily life, difficult moments in her childhood and interviews with teachers who worked closely with her. Piece by piece, her story reveals how professionals misunderstood her, pushed her deeper into a broken education system and how she eventually flourished. Today, she is passionate and determined to make a difference in the world of education by ensuring every student can access effective communication and exercise their right to a truly inclusive education.

The film screening and Q&A with Zimmerman is presented by the School of Education’s Ganders Lecture Series and the . The event is co-sponsored by the , , Karen Colapietro Seybold G’92 and Family, and the School of Education’s minor program.

The Ganders Lecture Series memorializes Harry S. Ganders, the School of Education’s first dean, and his wife, Elva. The lecture was established by the Ganders’ daughters and is also supported by alumni and other contributions to the Harry S. and Elva K. Ganders Memorial Fund.

The competition is the culmination of an innovative accessible design and entrepreneurship program, , which supports a key pillar of the campus academic plan around accessibility. An innovative, interdisciplinary initiative at ���ϲ����� focused on inclusive entrepreneurship, design and community, the project is available to all students across the University, including those with intellectual disabilities from InclusiveU, a program of the for Inclusive Higher Education. The project is a partnership between , the and the .

The foundation of the Intelligence++ program is an inclusive entrepreneurship and design course, DES 400-600, taught by , professor in VPA’s School of Design, with support from , assistant professor of inclusive education in the School of Education and executive director of the Taishoff Center, and , adjunct faculty member in the Whitman School, founder of Blackstone LaunchPad and advisor for strategic initiatives at ���ϲ����� Libraries. The courses and studio workshops are taught in Bird Library.

The program focuses on three main concepts: accessible design, disability and inclusion, and innovation and entrepreneurship. It was launched in 2020 through a generous donation by Gianfranco Zaccai ’70 H’09 and the . It is one of the only programs of its kind in the country.

Zaccai, a ���ϲ����� alum with an undergraduate degree in industrial design and an honorary doctorate in fine arts and industrial and interactive design, is a renowned global innovator and designer. He was co-founder of Continuum, now EPAM Continuum, a global innovation by design consultancy with offices in Boston, Milan, Seoul and Shanghai. He will be attending the April 21 event and offering advice and feedback to the students. He is a renowned champion of holistic and interdisciplinary innovation research, design and development.

, the University Professor and Director of Interdisciplinary Programs and Outreach at the , will honor contemporary disability culture, delivering a presentation addressing the less-than-nuanced history of normalcy and how such a concept has been constructed from the Victorian era until modern times.

A panel discussion featuring University faculty, staff and students will follow, addressing the topic of disability arts and culture.

The talk will occur on campus in the Peter Graham Scholarly Commons in Bird Library, and online via Zoom. . American Sign Language (ASL) interpretation and Communication Access Realtime Translation (CART) will be provided, and light refreshments will be served.

“If the history of disability teaches us anything, it’s that disability life stands for freedom and not oppression,” Kuusisto says.

This free event is sponsored by the Office of Interdisciplinary Programs and Outreach and the in the Burton Blatt Institute, with the support of the , the , Atrocity Studies, the , the , the and .

International Day of Persons with Disabilities was originally proclaimed in 1992 by the United Nations General Assembly to promote an understanding of disability issues around the globe while increasing awareness of how the inclusion of disabled people in every aspect of life benefits everyone.

A national conference—chaired by Taishoff Center Director —SOTA convenes colleges, universities, researchers, program staff, parents and self-advocates to discuss the current state of research and effective practices in the field of inclusive postsecondary and higher education.

The is “A Decade of Progress at State of the Art: Exploring the Next Frontier of Inclusive Higher Education.” Speakers include faculty and staff from postsecondary education initiatives across the United States—including many representing ���ϲ����� and the School of Education—as well as parents, advocates, and other experts.

This year’s pre-conference event on Oct. 18 from 5:30 to 7:30 p.m. in the Sheraton Hotel ���ϲ����� Ballroom promises to be the largest in the United States. Attendees are invited to learn about post-secondary options from representatives of more than 30 colleges, universities and inclusive organizations. Registration for the Inclusive College Fair is free and open to the public.

In parallel with the SOTA Conference and Inclusive College Fair, the (Oct. 19-20) will bring current and future college students into the conversation to learn useful tools for the transition to college life, expand their skills as student advocates and leaders,and meet peers from across the country. Among its topics, the leadership conference will discuss academic skills, advocacy, wellness and employment.

The keynote address opens the SOTA Conference at 8:30 a.m. on Oct. 19. Giving the welcome will be , director of the U.S. Department of Education Office of Special Education Programs. In this role, Williams is responsible for overseeing administration of the Individuals with Disabilities Education Act (IDEA) and authorizing IDEA grants.

The will be conferred on Oct. 20, starting at 8:30 a.m. in the Sheraton Ballroom. Myers, responsible for the growth of ���ϲ�����’s InclusiveU into the largest inclusive campus in the country, will receive the 2022 National Leadership Award.

Receiving the 2022 Lifetime Achievement Award is Madeleine Will, who served as assistant secretary of special education and rehabilitation services in the U.S. Department of Education for six years and was chairperson of the President’s Committee for People with Intellectual Disabilities for four years.

In addition to her public service, Will has advocated for persons with disabilities for several decades, leading national efforts to improve services for children and adults with disabilities and establishing national programs for infants and toddlers with disabilities and their families; transition and supported employment programs for youth with disabilities; and postsecondary education programs for students with intellectual disabilities.

Sponsors of the 2022 SOTA Conference are the School of Education ; ; ; ; ; ; ; ; and .

Kelly Chandler-Olcott (left) and Ben Dotger

The School of Education is a pioneer and international leader in the use of experiential, immersive methods of professional development for educators and other professionals, especially the use of live-actor simulations, otherwise known as clinical simulations.

A new book, published by Harvard Education Press, gathers case studies, analysis and research that illustrate exactly why clinical simulations have emerged as one of the most powerful tools for the professional preparation and continuing education of teachers, counselors and school leaders.

Edited by Professor Ben Dotger, director of the , and School of Education Interim Dean Kelly Chandler-Olcott, “” features chapters by current and former ���ϲ����� faculty on the use of simulations in mathematics and science education, physical education, educational leadership, counseling and inclusive education.

The editors and chapter authors will sign copies of the book at a on March 31 from 4 to 6 p.m. in the Jacquet Education Commons in Huntington Hall.

“Clinical simulations are derived from medical education’s use of standardized patients, actors trained to approximate various health concerns,” says Dotger. “By presenting original case studies, we explain how simulations provide a similar, safe shared-learning environment for educators that closely approximates authentic problems of practice. In fact, simulations have emerged as a signature pedagogy across education preparation at ���ϲ�����, and other institutions have taken note. Representatives from MIT, University of Michigan, Vanderbilt University and elsewhere have visited ���ϲ����� to understand this method.”

“The theory that clinical simulations rests upon is that powerful learning takes place when engaging in realistic, immersive situations,” says Chandler-Olcott. “By walking through our examples, readers will learn how simulations offer experiential learning opportunities that center on meaningful problems and contexts, emphasizing knowledge and skills that transfer from pre-service preparation to in-service practice.”

“My co-authored chapter explores the use of clinical simulations for disability, difference and inclusive education across several School of Education programs,” says Christine Ashby, director of the School of Education’s . “I see tremendous potential for simulations to address anti-racism, equity and inclusion. In addition to creating opportunities for our students to engage with these topics, sharing data across our programs creates a space to hold our school accountable to the principles and values we espouse.”

Reviewing the book, Elizabeth Dutro, professor of education at the University of Colorado-Boulder, writes, “Dotger and Chandler-Olcott invite readers into the fascinating world of clinical simulations. With commitments to K-12 students at its heart, this volume provides richly contextualized, research-grounded and inventive illustrations of how teacher and counselor educators can draw on simulations to enrich their pedagogies and programs.”

First applied to educator preparation at ���ϲ����� in 2007, the development of the University’s clinical simulation programs has received external funding from the Arthur Vining Davis Foundations, Institute for Education Sciences, National Science Foundation and Spencer Foundation.

In recent years School of Education faculty have expanded the use of clinical simulations beyond teachers, counselors and school leaders. Most notably, a collaboration with the D’Aniello Institute for Veterans and Military Families received a 2019 ���ϲ����� CUSE Grant. VET-SIMS have helped to navigate the unique challenges of adjusting to campus life. Other applications in development include live-actor simulations that focus on anti-racism and disability and inclusion topics.

“Clinical simulations are dynamic and engaging. There is no option to sit quietly at the back of class,” says Dotger. “At the same time, they are welcoming, allowing professionals to bring together what they’ve been taught and put it into action in an environment that challenges them but that also allows for mistakes.”

Students in the University’s InclusiveU program participated in Family Weekend activities in 2019.

Aligned with the on Dec. 3, Ashby and Myers walked through the center’s priorities and projects’ impact on campus, in Central New York and globally.

“The CDI works to address systemic challenges and further the progress towards creating a more inclusive world for people with disabilities in all aspects of school and society, both locally and globally,” Ashby says. “Presenting at a forum like the Thursday Morning Roundtable really helps us move the mark forward by spreading awareness about the work we are doing, and engage more people in the conversation.”

Located in the School of Education, the CDI is a disability-related research center that also serves community engagement, technical assistance and advocacy functions through collaborations with related centers, including the , the and the .

Ashby is a professor of inclusive special education and disability and director of the CDI. Myers is the Lawrence B. Taishoff Professor of Inclusive Education, executive director of the Taishoff Center for Inclusive Higher Education and assistant director of the CDI.

Now in its 56th season, Thursday Morning Roundtable features speakers who discuss current topics in Central New York and beyond.

Karen Colapietro Seybold G’92 with daughter Lauren at her high school graduation in June 2018.

Seybold graduated from the School of Education in 1992 with a master’s degree in counselor education. She received financial assistance as a part-time graduate student through the Burton Blatt Scholarship, and after two years in the program she earned a position in Career Services where she worked full-time while completing her degree part-time. Seybold also holds a bachelor’s degree from Cornell University.

Seybold is a loyal donor to the School of Education. Fueled by a desire to make a significant difference in an area she is passionate about, and inspired by her daughter, Lauren, who has autism, she decided to fund this new program aimed to provide essential academic and social support services for autistic college students.

Through her own experience as an advocate for Lauren, Seybold knows this is a real need in higher education institutions worldwide and looks forward to seeing the impact of the program here at ���ϲ�����. Her frustration began with finding an accurate diagnosis and evolved into seeking the appropriate services and supports. She has progressively realized that there aren’t enough options in the area.

Overall, Seybold hopes students will determine the specific gaps the funding will fill.

“I want students like my daughter Lauren to have access to essential services that support their college goals,” Seybold says.

Specific plans include addressing students’ general academic and social needs through a College Skills Workshop Series and inclusive social and team-building events. Part of the program will involve educating other students and staff on how autistic students communicate and approach daily life.

School of Education doctoral student Nate Hughes, who is autistic, argues that the philosophies universities use to support autistic students, specifically those pursuing degrees, are flawed. Hughes said degree-seeking autistic students are sometimes ignored.

“I feel that sometimes students with autism might not get the support they need when it comes to social interaction in a college setting and some of the academic expectations in high school,” Hughes says. “Students are expected to advocate for themselves at the university level, and this can be tough due to social anxiety, isolation and other areas of need.”

He hopes to see ���ϲ����� further its mission of inclusion by becoming an inclusive environment for all learners and promoting autism acceptance on a larger scale. Historically, college campuses have not been inclusive of autistic students, but Hughes said he’s encouraged by the efforts to improve disability services, which begins with helping students create a schedule with more structure.

The Center on Disability and Inclusion (CDI) in the School of Education is a disability-related research center that works to develop and implement initiatives promoting the inclusion of people with disabilities in all aspects of school and society—both locally and globally.

CDI Assistant Director Beth Myers says that the support from Seybold will further disability inclusion on campus and beyond. “Karen has found a groundbreaking way to better meet the needs of students at ���ϲ�����, and we are so grateful for her collaboration on this pilot program.”

She adds that assisting students with creating structured schedules will go a long way in furthering disability inclusion. “Some students who have come to us have specifically mentioned that they want to feel more included with their peers,” Myers says. “We hope that some inclusive team-building events, like lunches, the ropes course or a trivia night, would help students connect to others who might also want to meet new people.”

Listening to students with autism will be key in determining what areas to direct the funding to, and in conversations with students, Myers has learned that part of the college experience for autistic students is often a feeling of disconnect. She says some students have come forward and requested more support with things like communicating with professors, managing assignments and time, and problem-solving on campus.

“We’re hoping to find better ways to support autistic students as they work toward a degree,” Hughes says. “This is something that is very important to us due to autistics being less likely to finish college and/or obtain meaningful employment than their non-autistic peers. Through this, we’re really looking to help all students be as successful as possible as they make the transition into adulthood.”

Story by Joey Pagano, graduate student in the School of Education.

State Senator John Mannion (center) speaks with InclusiveU students and faculty with the School of Education.

, a program that helps students with intellectual and developmental disabilities attend ���ϲ�����, will receive $100,000 in the 2021-2022 New York State budget. Earlier this month, State Senator John Mannion visited the School of Education’s (CDI), which houses the Taishoff Center for Inclusive Higher Education and InclusiveU, and congratulated them on the restoration of funding.

At the visit, School of Education Dean Joanna Masingila; CDI Director and Associate Professor Christine Ashby; and CDI Assistant Director and Lawrence B. Taishoff Professor of Inclusive Education Beth Myers spoke with Senator Mannion about the systemic challenges that people with intellectual disability face throughout their lifetime, from early childhood through adulthood.

“The new Center on Disability and Inclusion is uniquely positioned to build these types of collaborative relationships with our representatives,” says Masingila. “With the deep roots of the existing centers, including the Center on Human Policy, we have the resources and expertise to drive important conversations around quality of life.”

Professor Christine Ashby agrees. “Funding and legislation at our local, state and national levels directly impact the lives of the disability community. It could mean the addition of support services. It could mean we can accept more students into InclusiveU or expand our inclusive education program. It could mean an additional school district receives access to trainings from our .”

State Senator John Mannion, School of Education Dean Joanna Masingila; Center on Disability and Inclusion Director and Associate Professor Christine Ashby; and CDI Assistant Director and Lawrence B. Taishoff Professor of Inclusive Education Beth Myers

The visit concluded with a networking session with Mannion and a group of InclusiveU students, where the senator chatted about his lifelong love of the ���ϲ����� Orange and his background in education. Students shared stories of their internship sites on campus, art-work and favorite classes.

“InclusiveU had fourteen students in 2015. This fall we are expecting over one hundred,” says Myers. “We are so grateful for funding from the state, which helps us increase our support services to ensure our students have access to all of the opportunities that campus has to offer during their time at ���ϲ�����.”

Participants are asked to and all community members are welcome. Communication Access Realtime Translation (CART) live captioning and American Sign Language (ASL) interpretation will be provided. For additional accommodations or assistance, email suschoolofed@syr.edu.

“Conversations about race, disability and justice in the policing of communities and schools are happening across the country,” says Marcelle Haddix, dean’s professor of reading and language arts in the School of Education and co-director of the Lender Center. “Consistent with the Lender Center’s mission, the intention is to create a space where national experts, community activists and local stakeholders have the opportunity for critical dialogue on citizen-led reform of policing and public safety.”

The keynote address will be given by award-winning author and social justice scholar , director of the 2019 documentary film “.” The author of four books and dozens of articles exploring race, gender, justice and education, Morris is founder of the National Black Women’s Justice Initiative, an organization that works to interrupt school-to-confinement pathways for girls, reduce barriers to employment for formerly incarcerated women, and increase the capacity of organizations working to reduce sexual assault and domestic violence in African American communities.

Participants can hear from experts and activists and engage in dialogue during :  Policing and Reform Initiatives in Black and Brown Communities, Policing Bodies in Schools, and Community Engagement and Action. The Saturday panel will be followed by breakout room conversations where community members can interact with panelists and participants, continuing the conversation regarding the future of community policing.

“This is a crucial opportunity for the Lender Center and our partners to facilitate conversation about a timely and pressing topic that is at the forefront of our nation’s public dialogue,” says Kendall Phillips, professor of communication and rhetorical studies in the College of Visual and Performing Arts and co-director of the Lender Center.

“We are hoping for strong participation from ���ϲ����� students, faculty and staff as well as the broader ���ϲ����� community,” Phillips says. We are grateful that this virtual format allows us to bring the national experts together with our own community leaders to have meaningful conversations about the future of community policing.”