, 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 ��

Championed by the University’s Disability Access and Inclusion Council, the goal of this process is to ensure that the unique needs of individuals living with temporary or permanent disabilities receive timely and relevant assistance from emergency responders in the event of a campuswide or building-specific evacuation.

Instructions:

1. Log in to MySlice.
2. Locate the “Personal Profile” tile from the Student Home or Employee Home page.
3. Select “Evacuation Assistance Request” from the menu.
4. Ensure your addresses are correct; if not follow the instructions on the page to update them in MySlice.
5. Indicate the “Assistance Type” needed. Options include but are not limited to the following:
   • Manual or Motorized Wheelchair
   • Blind/Low Vision
   • Deaf/Hard of Hearing
   • Fragile Medical Condition
   • Noise and/or Crowd Sensitivity
   • May Need to Be Woken Up
   • Service/Emotional Support Animal
6. Enter the expiration date for your request if it is limited to a specific period of time.

Completing this process provides the Department of Public Safety (DPS) and/or Fire and Life Safety Services with advance awareness of an individual’s needs should an emergency situation arise. Those teams will always check the anticipated location(s) of a community member who has completed the form during an evacuation. Immediate assistance (i.e., if you are in a different campus location during a campus emergency) can always be requested by calling 315.443.2224 or via the .

As a reminder: In an emergency, the fastest and most efficient way to receive help from first responders is to call 911 (when off campus) or DPS (when on campus) and advise them of your present circumstances.

Further information about . For further guidance on navigating to and updating your MySlice Personal Profile, .

Professor Corrine Occhino, director of the American Sign Language program, signs “hello!”

Wonderful New Worlds

ASL is housed within the School of Education (SOE) thanks to the school’s long, pioneering history in disability studies and inclusive education.

The school began by offering classes in Signed English (a visual representation of English words, grammar and syntax). Later ASL (which has its own grammar and syntax, independent from English) was added as a special topic elective. In 2013, courses were regularized, and the to the list of course offerings in the School of Education for the first time.

First studying ASL as an undergraduate at the University of Wisconsin-Milwaukee, says, “like many of our students, I was curious about ASL and interested in learning more about the language and culture. Taking ASL classes really can open the door to wonderful new worlds!”

Occhino came to ���ϲ����� in Fall 2021 from the Rochester Institute of Technology, where she was a research assistant professor in the National Technical Institute for the Deaf. In keeping with another SOE tradition, she now has a dual appointment in the College of Arts and Sciences (A&S) (LLL).

Occhino says it’s important that ASL classes at ���ϲ����� are taught by Deaf ASL teachers. “The Deaf community should be the keepers of their own language,” she says. “They have the cultural and linguistic knowledge to best teach the language and culture to future signers.”

Becoming Allies

ASL classes are taught by a roster of three Deaf instructors: Kimberly Amidon, Tamla Htoo and Michael Mazzaroppi (with another instructor being added in fall). “Each of these instructors has several years of teaching experience,” says Occhino. “It is good for Deaf ASL teachers to have the opportunity to teach ASL, and it shows that the University supports cultural values among the Deaf community.”

Mazzaroppi says he is excited for the expansion of ASL at the University. “They have been discussing this for years now,” he says. “SU is big on being inclusive and diverse, so it would make sense that they would offer more ASL classes. I believe ASL’s popularity has to do with the exposure in mainstream Hollywood, and I know it is growing popular among the disability community as the language for the Americans with Disabilities Act.”

“Taking ASL classes really can open the door to wonderful new worlds!”

—Professor Corrine Occhino

“When I was first hired, students found ASL fascinating because of facial expressions, body language and immersion of Deaf culture,” says Amidon. “Students learned more from a native Deaf teacher, and when they found out that I am providing level 3 instruction, that has made them even more excited to go further with their ASL studies. I enjoy giving back to the students and sharing my passion for the Deaf community, to teach them how to become allies.”

Amidon says she hopes to see more courses related to Deaf studies added, addressing history, culture and language: “Deaf studies includes Deafhood, a deeper look at history and culture, as well as linguistics.”

The ASL program holds regular game nights in Huntington Hall so students can practice their language and meet members of the ���ϲ����� Deaf community.

Up to Par

Along with directing the ASL program and teaching the 300-level course Diversity of Signed Languages and Deaf Cultures, Occhino is an active researcher. She collaborates with the local Deaf-run non-profit Deaf New Americans (DNA) on a funded by an A&S Engaged Communities Grant. The grant supports a storytelling initiative for members of ���ϲ�����’s Deaf refugee population to share their experiences with the broader Deaf and hearing community, both in ���ϲ����� and beyond.

Another project—Documenting Individual Variation in ASL (DIVA)—is a continued partnership with researchers at the National Technical Institute for the Deaf. It charts the language’s minoritized and marginalized varieties.

To elevate ASL to a core language requirement offering, Occhino teamed up with Htoo. “We began to bridge the gap between LLL and the School of Education, to make sure that the ASL curriculum was up to par with other core requirement languages housed in LLL.”

The pair reviewed and re-designed the ASL curriculum to meet national benchmarks, designed new syllabi, and ran the curricular changes through the SOE and A&S curriculum committees. The re-designed program was launched in fall 2022. Currently, Occhino and her team are working to develop new courses to add to the ASL and Deaf studies curriculum.

A Fun Class

What can students expect in an ASL class?

First—there’s no talking. “Our classes are fully immersive—’voices off, hands up’ as we say! ASL is a visual language that uses three-dimensional space, so it’s different from learning a new language in a spoken modality. “Students also learn about the richness of Deaf culture and the Deaf community,” says Occhino. “It’s a fun class—very interactive, and you learn to move your body to make language.”

“I enjoy giving back to the students and sharing my passion for the Deaf community, to teach them how to become allies.”

—Professor Kim Amidon

Students in Tamla Htoo’s ASL 102 class practice new words by playing ASL bingo.

To facilitate learning, students play games, put on skits and practice using ASL in small groups. There’s regular conversation tables and game nights that meet in Huntington Hall throughout the semester. “These extracurricular activities also are a chance for students to meet members of the local Deaf community, and a chance for the Deaf community to see what a great job ASL at ���ϲ����� is doing.”

“We as a Deaf community are so excited to see SU promoting our culture and language for students to learn,” says Amidon. “We are thrilled to share our perspectives and teach the students a beautiful language that will promote accessibility. A student might encounter a Deaf person in their career—by knowing ASL, they can communicate and remove barriers and frustration.”

Adds Mazzaroppi, “The ���ϲ����� Deaf community looks forward to being more involved with the University’s signing community.”

To learn more about American Sign Language classes, contact Professor Corrine Occhino at cmocchin@syr.edu.

Katherine McDonald

Scientific breakthroughs aren’t possible without the painstaking process of clinical trials. So what happens when many of those trials leave out large portions of the population?

Katherine McDonald, a professor of public health and associate dean of research in the Falk College of Sport and Human Dynamics, set out to answer that question in her latest research paper: “” ��published in the Disability and Health Journal. Co-authors include Ariel E. Schwartz, assistant professor in the Department of Occupational Therapy at Mass General Brigham Institute of Health Professions, and Maya Sabatello, associate professor in the Departments of Medicine and Medical Humanities and Ethics at Columbia University. The work was funded by the Collaboration for Unprecedented Success and Excellence (CUSE) Grant Program at ���ϲ�����.

McDonald focuses her research around the theme of creating inclusive communities. In this SU News Q&A, she answers questions about how this discriminatory practice surfaces in studies and underscores the importance of representation from all segments of society in scientific work.

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 .

Julia White

Julia M. White, associate professor in the School of Education’s (SOE) Department of Teaching and Leadership and director of the atrocity studies and the practices of social justice minor, has been awarded a $1.14 million U.S. Department of Education grant, with the primary aim of recruiting, preparing and retaining fully certified, diverse special education teachers and school counselors to work with students with disabilities with high-intensity needs.

Project IMPRESS (Interdisciplinary Master’s Preparation of Urban and Rural Educators in Special Education and School Counseling) will focus on recruiting professionals for two high-needs school districts in Central New York: the LaFayette Central School District (which includes the Onondaga Nation School) and the ���ϲ����� City School District.

Working with are Sultan Kilinc, assistant professor in SOE’s Department of Teaching and Leadership, and Yanhong Liu, associate professor in SOE’s Department of Counseling and Human Services.

“Project IMPRESS responds to the critical need to increase the number of special education teachers and school counselors prepared to work with students with disabilities with high-intensity needs in high-needs urban and rural schools,” says White. “This cohort-based project will prepare highly effective, equity conscious professionals with the knowledge, skills and disposition to serve these communities.”

To prepare and retain diverse (including Black, Indigenous, and other People of Color) master’s level scholars, Project IMPRESS will provide inclusive, culturally responsive training with the goal of improving learning, developmental, social and transition outcomes for students with disabilities who have high-intensity needs. The professionals in training also will be encouraged to collaborate across disciplines through shared project experiences, including distance learning.

“This project represents an innovative partnership between our programs in inclusive special education and counseling, a key related service provider,” says Beth Ferri, professor of inclusive education and disability studies and SOE associate dean for research. “School of Education scholars will benefit from cross disciplinary training, particularly around supporting students’ social emotional learning and integrating high-intensity supports in inclusive and high needs settings. The project will have a lasting impact, addressing critical shortages of highly qualified teachers and counselors who are able to meet a range of student learning, social, and emotional needs in culturally responsive ways.”

Starting in May 2023, Project IMPRESS will prepare four cohorts of 12 special education (elementary and secondary) and school counseling (P-12) scholars per cohort over five years. To thoroughly prepare them to serve in high-needs schools, the students will be offered interdisciplinary collaborative experiences, including shared coursework, assignments, and mentored field experiences.

Upon program completion, graduates will be able to meet requirements for New York State certification in their respective fields, be prepared to work with students with disabilities who have high-intensity needs, and diversify the teacher population in school districts they serve.

Doron Dorfman

In part of the judge’s decision, he mirrored the analysis that��, associate professor of law at ���ϲ����� College of Law and his co-author��, the Charles E. and Dale L. Phelps Professor in Public Policy and Health at University of Rochester wrote in JAMA Health Forum, “��(Aug. 6, 2021) and in the Washington Post opinion piece “” (Aug. 19, 2021).

To schedule an interview with Dorfman, please contact Ellen James Mbuqe, director of media relations at ���ϲ�����, at ejmbuqe@syr.edu��or 412-496-0551.

As reflected in the judgment on the case, Dorfman and Raz wrote that mask bans create an undue burden on immunocompromised individuals by making it hard for them to go to school or work.

“While ordinances barring mask mandates are harmful to our community at large, they particularly hurt individuals with certain disabilities such as cancer or various forms of autoimmune diseases who are especially vulnerable to the��. Which raises a question: Could disability rights law offer a way to cut through the controversy — establishing a legal right for some students (and teachers) to receive the “accommodation” of being protected by masks in schools? We����the answer is yes,” Dorfman and Raz write in “”

Dorfman and Raz write that mask bans violate the Americans with Disabilities Act. For an immunocompromised person in the workplace or school, not only do they need to be wearing a mask, but they require those around them to be wearing them too in order to stop the spread of COVID.

“We believe that a modification requiring masks in class, to allow immunocompromised students to participate in school programs — particularly in districts that no longer offer remote options — meets the ADA’s definition of a reasonable accommodation. In other contexts, the Supreme Court and the Justice Department have determined that schools have to allow����into the classroom, and that colleges must accommodate students��, for instance by providing gluten-free food, to pick just two examples. Many accommodations change somewhat the nature of the educational experience for other children in the class; yet that in itself is not enough to render them unreasonable.”

Dorfman recently spoke before the House Committee on Education & Labor on the topic “” which centered on vaccine mandates for employers.

At ���ϲ�����, Dorfman teaches classes on health law, employment discrimination, and disability law. He has been interviewed in several news outlets on the legal issues of health mandates including��,��,��,�������Ի���.

This is the fourth event in a series of Falk College alumni panels, which bring alumni back to campus to discuss current industry trends of interest to Falk students and share valuable career experiences and insights. Previous alumni panels have focused on topics such as community health and wellness, promoting exercise and nutrition as natural approaches to health, and sport, health and social activism.

“For students, this is an exceptional opportunity to learn more about how they can be an advocate in whatever field they pursue,” says David Sly, director of Falk College Career Services. “In addition to learning about the specific careers of our panelists, students, faculty and staff can leave this event with ideas for better serving people with a range of disabilities in any setting.”

The “Improving Access for People with Disabilities” panel will include these Falk College alumni:

Scott Ebner G’97 (MSW)

Scott Ebner is the executive director at CIRCARE, a local agency that supports people with behavioral health disabilities, including family and employment support. Ebner has also worked with Provisions Bakery in Armory Square, a work transition site for people with mental illness.

Jeremy French-Lawyer ’14 (Public Health)��

Jeremy French-Lawyer is the assistant director of evaluation, assessment and research at SUNY Upstate Medical University. He has prior experience as a disability integration fellow with SUNY Upstate, integrating disability-relevant information into medical school and continuing medical education curriculum. Previous roles also include working with children and at-risk parents in education and healthcare settings. French-Lawyer holds a master of public health degree, jointly awarded from ���ϲ����� and SUNY Upstate Medical University.

Ocesa Keaton G’15 (MSW)

Ocesa Keaton is the Central New York regional director for the New York Civil Liberties Union and has previously served as the ADA coordinator for the City of ���ϲ�����. Keaton has extensive experience in youth and advocacy programs, with a focus on at-risk pregnant and parenting teens, youth violence prevention and poverty.

Eileen May-West ’10 (Sport Management)

Eileen May-West is the program director at Wasatch Adaptive Sports and leads outdoor adaptive recreation operations for over 500 individuals with disabilities each year. May-West holds a master’s degree in therapeutic recreation from the University of New Hampshire.

For students, registration is appreciated, though not required, through Handshake. For faculty, staff and community attendees, RSVP to falkcareers@syr.edu. CART and ASL services will be provided. To request other accommodations, please contact Falk Career Services at falkcareers@syr.edu or 315.443.3144. For event information, visit .

Southeast ADA Center staff person Cyndi Smith training a group at the Center for Independent Living in Macon, Georgia

The funding comes from the U.S. Department of Health and Human Services (HHS), Administration on Community Living (ACL), National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR).

Based in Lexington, Kentucky, the Southeast ADA Center is one of 10 regional centers in the ADA National Network, providing information, training and guidance about the ADA throughout the eight state Southeast region. BBI provides the center with analyses of legal issues affecting the ADA as well as other resources such as “plain language” legal briefs written by ���ϲ����� College of Law students.

“The complexity of the issues facing the disability community is daunting, along with the increasing need for reliable information in the public domain. The Southeast ADA Center will continue to provide up-to-date, accurate and accessible information on all aspects of the ADA,” says Peter Blanck, University Professor at ���ϲ����� and chairman of BBI. “The center’s role is, perhaps, most important than ever in making a positive difference in the lives of individuals with disabilities and their families by fostering ADA understanding and compliance.”

“In the next five years, the Southeast ADA Center will continue to be an important source for information on the ADA,” says Barry Whaley, project director and co-principal investigator. “In addition, we will engage in dynamic research exploring the intersectionality of race, ethnicity and disability across the domains of employment, technology equity and poverty.”

Peter Blanck, University Professor at ���ϲ����� and chairman of BBI, guest lecturing a class at University of Kentucky College of Law

The Southeast ADA Center’s educational and advocacy work, providing ADA training, technical assistance, research and user-friendly information, reaches and supports more than one million stakeholders annually across the Southeast region. The renewed funding will allow the center to achieve multiple objectives, including:

• Encouraging and supporting meaningful partnerships among the disability community, government, business and community organizations to facilitate ADA implementation
• Improving and expanding training, technical assistance, and information dissemination that promotes voluntary compliance with the ADA
• Empowering individuals across the diversity of disabilities and at the intersection of race, ethnicity, age and gender to increase understanding of ADA rights and responsibilities
• Customizing and disseminating outreach materials to culturally and linguistically underserved populations, including Black, Indigenous and People of Color (BIPOC), and Latinx communities
• Conducting research that produces new knowledge and understanding of barriers��to employment and economic self-sufficiency, to increase the civic and social participation of people with disabilities
• Creating a comprehensive website with a searchable database that is regularly updated
• Supporting advocacy and education among students and youth with disabilities

The new funding will support the center’s initiatives through 2026.

About the Southeast ADA Center

The Southeast ADA Center answers questions and provides training and information about the Americans with Disabilities Act (ADA). The center, based in Lexington, Kentucky, serves an eight-state geographic region (Alabama, Florida, Georgia, Kentucky, Mississippi North Carolina, South Carolina and Tennessee) and has a network of partners in each state that includes Centers for Independent Living (CILs), individuals with and without disabilities, small and large employers and businesses, nonprofit organizations and universities, and state and local government agencies. The center is one of ten regional ADA centers in the ADA National Network. For more information, visit the .

About the Burton Blatt Institute

(BBI) at ���ϲ����� reaches around the globe in its efforts to advance the civic, economic and social participation of people with disabilities. BBI builds on the legacy of Burton Blatt, former dean of SU’s School of Education and a pioneering disability rights scholar, to better the lives of people with disabilities. BBI’s offices are in ���ϲ�����; Washington, D.C.; Lexington, Kentucky; and New York.

Doron Dorfman

, associate professor in the College of Law, co-wrote commentary for The Washington Post titled “.”

Professor Dorfman studies the intersections of health, law and social science to understand perceptions around public health. His scholarship explores how stigma informs the legal treatment of disempowered communities. The Americans With Disabilities Act requires schools to make reasonable accommodations for immunocompromised students and teachers.

Professor Dorfman and his co-author show how even though a disability accommodation is a remedy which is individualistic in nature, it could be used to protect immunocompromised employees and students during a public health crisis. They write, “protecting students and teachers who have disabilities would not fully resolve the conflicts over mask mandates, but it would be an important step forward. Doing so would also reflect the ideals of the ADA, helping to create a fully inclusive society that protects its most vulnerable.”

To read the essay in its entirety, visit .

���ϲ����� media relations team members work regularly with the campus community to secure placements of op-eds. Anyone interested in writing an op-ed should first review the University’s op-ed guidelines and email media@syr.edu.

Peter Blanck

The Americans With Disabilities Act (ADA) of 1990 was ambitious federal legislation designed to promote employment inclusion, along with increased civic and social opportunity in other areas of daily life, by reducing attitudinal and structural barriers for people with disabilities. At the heart of this drive for inclusion was the ADA’s workplace accommodation principle. Today, the accommodation principle means using remote work options, as well as flexible hours and individualized reasonable adjustments to tasks and technologies, to enable full and equal economic participation across the spectrum of disabilities.

To commemorate the 30th anniversary of the ADA, the (JOOR) is proud to present a special section of articles guest edited by Peter Blanck, University Professor in the College of Law and chairman of the . On Sept. 1, Blanck became principal investigator of the new Rehabilitation Research and Training Center on Disability Inclusive Employment Policy, funded by the National Institute on Disability, Independent Living and Rehabilitation Research (NIDILRR). NIDILRR is a center within the Administration for Community Living in the Department of Health and Human Services.

The special JOOR series provides historical and contemporary perspectives on emergent issues involving people with disabilities who have the capacity and interest to work. Unfortunately, many are still unable to participate in the economic mainstream even with the availability of workplace accommodations such as remote work and individualized adjustments.

The articles highlight emerging research, policy and law on the future of employment and the accommodation principle for people with disabilities, envisioning a potential future of full disability-inclusive employment.

To read the articles in full, visit the following links:

The program will explore the intersection of climate change, disability, literature and faith through the topic “‘Moby Dick,’ Faith and Ecology.” Led by guest co-facilitator Ralph Savarese, a professor at Grinnell College, and graduate student co-facilitator Sarah Nahar, the event will take place from 5:30 to 7:30 p.m. on .

Savarese teaches American literature, disability studies, medical humanities and creative writing at Grinnell College. He is the author of “”��(Duke University Press). He has also written books of prose and poetry, and has won numerous awards for his writing, research and scholarship. Learn more about Savarese on his��.

Sarah Nahar is a nonviolent action trainer and interspiritual theologian. She is a doctoral student in the College of Arts and Sciences, and her focus is on ecological regeneration, community cultivation and spiritual activism. Previously, Nahar was a 2019 Rotary Peace Fellow and worked at the Martin Luther King, Jr. Center in Atlanta.

Registration for this program is required and is available directly on the . Those who would like or prefer alternative registration are invited to contact Hendricks Chapel at��chapel@syr.edu��or 315.443.2901.

All participants are welcome to bring their own meal to the “virtual table” during the conversation. Although this semester’s Interfaith Dialogue Dinner series will not permit the sharing of a traditionally provided, inclusive dinner, both virtual conversations being held during the Fall 2020 semester will allow participants to break bread in company with one another, providing secular and spiritual nourishment.

This program is free and open to the public. Live captioning, American Sign Language (ASL) interpretation and image descriptions will be provided. For requests for additional accommodations or questions, contact Hendricks Chapel at��chapel@syr.edu��or 315.443.2901.

The Fall 2020 “Common and Diverse Ground” series is co-sponsored by Hendricks Chapel, the Burton Blatt Institute’s Office of Interdisciplinary Programs and Outreach and the Office of Diversity and Inclusion.

Hilary Weaver

On Oct. 22 and 23, the Burton Blatt Institute (BBI), housed within the College of Law, and the ���ϲ����� Humanities Center, whose home is the College of Arts and Sciences, are hosting two virtual events on disability and future thinking. Both events are part of , the Humanities Center’s annual public events series. This year’s programming engages the meaning and impact of “Futures” from diverse perspectives and genres across a range of locations, locally and globally. The events also honor and contribute to National Disability Awareness Month, celebrated each year in October.

“The two-day ‘Futures’ event is an excellent opportunity for those involved in social work, members of the disability community and Indigenous community, and many other individuals and groups to examine methods of change to positively impact those with disabilities,” says Diane Wiener, research professor and associate director of interdisciplinary programs and outreach at BBI. “July 26, 2020, was the 30th anniversary of the Americans with Disabilities Act (ADA); the two-day ‘Futures’ event could not be more timely. Professor Weaver brings years of expertise and experience in multicultural, Indigenous-centered social work to our collaborative discussion on the future of the disability community and thoughtful, practical ways to imagine and create a more inclusive and accessible world. We are honored and thrilled to have her join us, virtually.”

“(Dis)ability Futures and Indigeneity: Critical Epistemologies for Social Change”
Virtual lecture on Oct. 22 from 4 to 6 p.m. ET

Guest Speaker: , associate dean for diversity, equity and inclusion, University at Buffalo

In mainstream thinking, disabilities are frequently perceived as deficits, emboldened by values borne out of colonization. In this lecture, Weaver instead draws on traditional Indigenous understandings, wisdom, and knowledge to answer vital questions. What can the United States and the rest of the world learn to change our future, by making disabilities and other differences understandable, without applying a deficit model? The future does not need to be as hierarchical as the present.

RSVP by Oct. 16 to receive the link to the event.

American Sign Language (ASL) interpretation and live captioning will be provided. Please indicate any other accommodations requests when RSVPing.

“The Medicine Wheel as a Framework for Understanding Disabilities: Informing Our Future Thinking, Informing Our Future Actions”
Virtual workshop on Oct. 23 from 10 a.m. to noon ET

Guest Speaker: , associate dean for diversity, equity and inclusion, University at Buffalo

The Medicine Wheel is a powerful symbol for many Native Americans and it contains many layers of meaning. In this workshop, Weaver explores how components of the Medicine Wheel can be used to understand traditional Indigenous ideas about disabilities. Participants will engage with relevant Native American teachings and interpretations to understand how these ideas can shift our understanding of different abilities of Mind, Body, Spirit and Heart. Discussion focuses on how, as individuals and more broadly, we can work toward change, reduce stigma and “othering,” and forge a better future in our shared world.

RSVP by Oct. 16 to receive the link to the event.

American Sign Language (ASL) interpretation and live captioning will be provided. Please indicate any other accommodations requests when RSVPing.

Note: a special opportunity for NY State licensed social workers, the School of Social Work Continuing Education Program is offering free continuing education (CE) contact hours for these events. If you are eligible and interested in obtaining free CE’s for this event, please express interest when you RSVP. Earn up to four Continuing Education contact hours on Oct. 22 (2 CEs) and Oct. 23 (2 CEs). is recognized by the New York State Education Department’s State Board for Social Work as an approved provider of continuing education for licensed social workers #SW-0106. Please for more information.

Additional supporters of the two-day symposium are the David B. Falk College of Sport and Human Dynamics; the Office of Diversity and Inclusion; the Department of Religion; the Native American and Indigenous Studies program in the College of Arts and Sciences; and Native American SUNY: Western Consortium.

In the article, Blanck analyzes some of the lack of clarity that still revolves around the guidelines of websites under the Americans with Disabilities Act.

Tom Harkin

The Hon. Tom Harkin—former Senator and Congressman, veteran, author, attorney and chief sponsor of the —will be the featured guest on the July 3, broadcast of , a podcast produced by the ���ϲ����� and . University Professor Peter Blanck, chairman of BBI, will interview Sen. Harkin in celebration of the 29th anniversary of this historic civil rights legislation.

Harkin served Iowa in the U.S. Senate from 1984 until his retirement in January 2015, making him the longest serving Democratic senator from his state. Previously, Harkin served 10 years in the U.S. House of Representatives representing Iowa’s fifth congressional district. He is now senior advisor to the Harkin Institute for Public Policy and Citizen Engagement at Drake University, Des Moines, IA.

Early in his Senate career, the late Sen. Ted Kennedy asked Harkin to craft legislation to protect the civil rights of millions of Americans with physical and mental disabilities. Harkin knew firsthand about the challenges facing people with disabilities from his late brother, Frank, who was deaf from an early age. What emerged from that process would later become Harkin’s signature legislative achievement: the Americans with Disabilities Act (ADA).

Considered the “Emancipation Proclamation for people with disabilities,” the ADA changed the landscape of America by prohibiting discrimination against people with disabilities in all aspects of public life, including employment, schools, transportation, local government programs and places of public accommodation. To preserve the intent of the ADA after court rulings weakened its standards, Harkin and former Sen. Orrin Hatch introduced the to ensure continuing protections from discrimination for all Americans with disabilities. It was signed into law in 2008.

In the podcast, Harkin will discuss how the ADA legislation came about, its impact over the last 29 years and the future of civil rights protections for the more than 60 million people with disabilities living in the United States.

To listen to the podcast at July 3 at 1 p.m. (EST) or any time after, visit and the . at 1 p.m. (EST) will be available.

For more information, contact the Southeast ADA Center at 404.541.9001 or visit .

On Tuesday, Oct. 9, several ���ϲ����� representatives will appear before the City of ���ϲ����� Planning Commission to formally present its roof replacement application. This latest action follows the University’s May 14 announcement, as well as several months of engagement and consultation with its partners in the City of ���ϲ����� and Onondaga County.

“As an alumnus, a fan and director of athletics, I am confident that our fans will experience ���ϲ����� athletics in a way they never have before,” says Director of Athletics John Wildhack. “What’s particularly exciting is that a transformed stadium benefits so many constituencies, including our student-athletes, our students, faculty, staff, fans, visitors and the greater Central New York community. The stadium has proven to be a hub of economic activity in our region and I am so excited to see the many ways a new stadium experience will contribute to Central New York’s future.”

In fact, the University’s economic impact was defined in a 2017 study prepared by , a firm that has worked extensively with educational institutions around the world, modeling and quantifying the impact institutions have on their local and regional economies. According to that study, the economic impact within Onondaga County generated by travel and tourism connected to events at ���ϲ����� exceeds $140 million annually. Further, those events—the majority of which take place at ���ϲ�����’s stadium—support more than 3,200 local jobs.

“The new roof structure presents a new era on the Hill,” says Mayor Ben Walsh. “We’re pleased the University is moving forward with the project.”

As part of the transformation, the University will invest more than $6 million in comprehensive Americans with Disabilities Act (ADA)-related accessibility upgrades. Among the improvements being made are a new accessible entrance, updating the current elevator, five ADA electric door operators, the installation of closed captioning software and the addition of accessible seating, as well as other accessibility updates. Some of these updates have already been made or are currently underway.

In addition to the new fixed roof and improved accessibility, state-of-the-art sound and lighting systems, added Wi-Fi capabilities and a vertically hung scoreboard are among the enhancements visitors will begin experiencing in fall 2020. Other phase one features include the installation of air conditioning, new accessible restrooms and new concessions space. These features are expected to be completed by fall 2022.

Visit for progress updates, photos and more.

About ���ϲ�����

���ϲ����� is a private, international research university with distinctive academics, diversely unique offerings and an undeniable spirit. Located in the geographic heart of New York State, with a global footprint, and nearly 150 years of history, ���ϲ����� offers a quintessential college experience. The scope of ���ϲ����� is a testament to its strengths: a pioneering history dating back to 1870; a choice of more than 200 majors and 100 minors offered through 13 schools and colleges; nearly 15,000 undergraduates and 5,000 graduate students; more than a quarter of a million alumni in 160 countries; and a student population from all 50 U.S. states and 123 countries. For more information, please visit .

The Music Technology Access Project is in it’s 7th year of providing children with disabilities the opportunity to learn how to play an instrument of choice. The program is a two-week camp taught by graduate students from the music department.

“For all the campers, this is the highlight of their year. They look forward to it all year, the lead up to knowing when the date is approaching that they get to get into the studio, relearn all the equipment, anticipating having new campers come into the program. There’s a portion of the campers that are new every year and then to have incredible music come out of it at the end that really moves your mind and your heart,” said Abbott.

An artist’s rendering of the exterior of the stadium

A new fixed roof, a vertically hung scoreboard, state-of-the-art sound and lighting systems, improved accessibility and added Wi-Fi capabilities are just a handful of features visitors to ���ϲ�����’s stadium will experience beginning in fall 2020. The $118 million investment, authorized by the Board of Trustees, will enable the University to create a new stadium experience for students, faculty, staff, alumni and fans alike. Today’s announcement represents the next step in advancing the $255 million West Campus transformation strategy the University first announced on May 16, 2016.

“This is a great day for ���ϲ����� as we take a significant step in advancing the goals contained in our Campus Framework, a 20-year roadmap designed to align our vision and mission with our physical space,” says Chancellor Kent Syverud. “Creating a new stadium experience is a key element to supporting a vibrant and diverse campus community. I am excited for our students—undergraduate and graduate—who will receive their degrees in front of their families and friends, for the student-athletes who will compete in this space and for the thousands of individuals who will visit our campus for athletic events, concerts and other activities.”

The decision to move forward with this investment follows a comprehensive, multi-year review and assessment process. Over the last two years, members of the Board of Trustees, University leaders and other campus constituents have explored options for the future of an on-campus stadium, particularly as it relates to replacing the aging roof.

Since the University announced the Campus Framework in 2016, several initiatives that advance academic excellence and the student experience have been prioritized. Those priority initiatives have included more than $27 million in accessibility updates, classroom upgrades, learning technology enhancements and robust improvements to residence halls. The University has also recently begun work on two signature projects: the Barnes Center at The Arch, a new state-of-the-art student-focused health and wellness complex that is a key component of transforming the West Campus, and the National Veterans Resource Center, which will allow the University to fulfill its promise of being the best place for veterans.

“In partnership with academic leaders, in particular the deans of the schools and colleges, we have made tremendous headway on several key initiatives over the last two years,” says Amir Rahnamay-Azar, senior vice president and chief financial officer. “There is still more work to do. Our chief focus—both operationally and strategically—remains prioritizing initiatives that advance academic excellence, enhance the student experience and elevate our global research portfolio.”

As part of the transformation, the University will invest more than $6 million in comprehensive Americans with Disabilities Act (ADA)-related accessibility upgrades. Among the improvements being made are a new accessible entrance, updating the current elevator to be ADA-compliant, five ADA electric door operators, the installation of closed captioning software and the addition of accessible seating, as well as other accessibility updates.

“I am grateful that creating a space that all members of our campus community, as well as visitors, can safely and comfortably access is the University’s utmost priority,” says Diane Wiener, director of the Disability Cultural Center, co-chair of the Council on Diversity and Inclusion and a member of the University’s Campus Facilities Advisory Board. “I am confident that with collaborative engagement with members of our disability community, most significantly our students, careful design and thoughtful construction, all students, faculty, staff and fans can enjoy the venue.”

Other new features, designed to enhance the experience for all visitors that will be part of phase one include the installation of air conditioning, new accessible restrooms and new concessions space. These features are expected to be completed by fall 2022.

“Replacing the aging roof is really just the tip of the iceberg,” says Pete Sala, vice president and chief facilities officer in the Division of Business, Finance and Administrative Services. “The visitor experience will be completely transformed. From the enhanced natural lighting in the facility to the ease at which the scoreboard can be viewed, from the new lighting and sound systems to the added restrooms and concessions, our visitors can expect nothing short of a first-class experience. My team and I are eager to get this project underway and we look forward to providing our visitors an experience unlike anything they’ve had on our campus before.”

John Wildhack ’80, director of athletics, says today’s announcement will be well received by many, including fans, current student-athletes and most definitely prospective student-athletes. “As the only stadium in the country that is home to five sports, including two women’s sports, this transformation is really a game-changer for ���ϲ����� athletics. The transformed facility will afford our coaches and athletics staff the tools necessary to continue attracting student-athletes who perform as well in their academics as they do in their respective sports. I am especially thankful that the University will work closely with our department to limit disruption to our home athletic events. Though we’re still working through a timeline, we are hopeful that the impact on our teams will be minimal. ”

Jim Boeheim, head men’s basketball coach says, “The results of this investment are going to make the ���ϲ����� game experience even better for our fans and our players. The new construction will solidify our home court’s reputation as one of the top venues in college basketball.”

Head Football Coach Dino Babers says he is pleased the University is maintaining one of the many elements that first attracted him to ���ϲ�����: an indoor, controlled environment.

“Everyone in our program is ecstatic about the University’s commitment to ensuring our student-athletes and fans have the best experience possible while playing and watching sports in one of the most electrifying spaces in college athletics,” says Babers.

Quentin Hillsman, head women’s basketball coach says, “The last several seasons, and in particular our historic run to the national championship game, have been among the most exciting since I began coaching the game of basketball. Our program only continues to get stronger, and this upgraded facility will help our recruiting efforts, improve our performance on the court and draw more fans than ever before.”

Leaders in the Division of Enrollment and the Student Experience say student-athletes are not the only group who will be excited by the latest Campus Framework announcement. In fact, Maurice Harris, dean of undergraduate admissions, says the campus transformation has already had tremendous impact on the University’s effort to recruit and retain a diversely talented student body.

“Every year, we host campus tours and admissions events for more than 30,000 prospective students and their families at ���ϲ�����. This project, combined with other Campus Framework initiatives, will continue to positively impact our recruiting efforts. I am already seeing evidence that these initiatives are allowing us to attract and enroll high-achieving students interested in pursuing a world-class education in the geographic heart of New York State.”

As construction gets underway on phase one initiatives, the University will begin scoping out potential phase two enhancements. In particular, the University is exploring ways to redefine the stadium’s footprint by connecting it—via an enclosed pedestrian thruway—to Archbold Gymnasium, ultimately creating a seamless navigational experience between the two highly visited spaces.

Be sure to visit for progress updates, photos and more.

About ���ϲ�����

���ϲ����� is a private, international research university with distinctive academics, diversely unique offerings and an undeniable spirit. Located in the geographic heart of New York State, with a global footprint, and nearly 150 years of history, ���ϲ����� offers a quintessential college experience. The scope of ���ϲ����� is a testament to its strengths: a pioneering history dating back to 1870; a choice of more than 200 majors and 100 minors offered through 13 schools and colleges; nearly 15,000 undergraduates and 5,000 graduate students; more than a quarter of a million alumni in 160 countries; and a student population from all 50 U.S. states and 123 countries. For more information, please visit http://syracuse.edu.

Disability Caucus
7-8 p.m.

The caucus is a space for self-identifying disabled people to privately caucus. Penner and Lucas will begin the conversation. This space will be an opportunity to “reflect on how we are processing and moving forward in the wake of recent abhorrent behavior and language used by certain, but not all, members of Theta Tau and the videos exposed and shared publicly, subsequently,” says Wiener.

Disabled campus community members and allies are welcome to the caucus. However, allies are invited to the space to be observers and listeners or access information otherwise.

Campus Conversation about Disability Justice
8-9 p.m.

All are welcome to engage in a campus conversation about disability justice following the disability caucus. Penner and Lucas, with support from Possenti-Perez and Wiener, will lead the campus conversation with an intersectional lens, underscoring what is meant by “ableism.”�� During the campus conversation, all are welcome to engage, including allies or otherwise-identifying individuals.

The spirit of the conversation is in reference to Wiener’s recent address and will pay particular attention to the collective’s 10 Principles of Disability Justice, which are:

1. INTERSECTIONALITY

“We do not live single issue lives”—Audre Lorde

Ableism, coupled with white supremacy, supported by capitalism, underscored by heteropatriarchy, has rendered the vast majority of the world “invalid.”

2. LEADERSHIP OF THOSE MOST IMPACTED

“We are led by those who most know these systems.”—Aurora Levins Morales

3. ANTI-CAPITALIST POLITIC

In an economy that sees land and humans as components of profit, we are anti-capitalist by the nature of having non-conforming body/minds.

4. COMMITMENT TO CROSS-MOVEMENT ORGANIZING

Shifting how social justice movements understand disability and contextualize ableism, disability justice lends itself to politics of alliance.

5. RECOGNIZING WHOLENESS

People have inherent worth outside of commodity relations and capitalist notions of productivity. Each person is full of history and life experience.

6. SUSTAINABILITY

We pace ourselves, individually and collectively, to be sustained long term. Our embodied experiences guide us toward ongoing justice and liberation.

7. COMMITMENT TO CROSS-DISABILITY SOLIDARITY

We honor the insights and participation of all of our community members, knowing that isolation undermines collective liberation.

8. INTERDEPENDENCE

We meet each other’s needs as we build toward liberation, knowing that state solutions inevitably extend into further control over lives.

9. COLLECTIVE ACCESS

As brown, black and queer-bodied disabled people we bring flexibility and creative nuance that go beyond able-bodied/minded normativity, to be in community with each other.

10. COLLECTIVE LIBERATION

No body or mind can be left behind—only moving together can we accomplish the revolution we require.only moving together can we accomplish the revolution we require.

American Sign Language (ASL) interpretation and Communication Access Real-time Translation (CART–live captioning) will be provided for both the disability caucus and the campus conversation.

For questions about accessibility or to request accommodations, contact the Equal Opportunity, Inclusion and Resolution Services (EOIRS) office at 315.443.4018 or email ada@syr.edu.

For other questions about the event, please contact the Disability Cultural Center at 315.443.4486 or email sudcc@syr.edu, or the Office of Disability Services at 315.443.4498 or email .

The new committee, formed at the request of Chancellor Kent Syverud, will be co-chaired by Joanna Masingila, dean of the School of Education, and Michael Schwartz, associate professor of law.

Masingila and Schwartz will work with the committee to define its goals, scope and responsibilities. The committee will also soon begin its search for a national expert in disabilities-related work to conduct the audit of University policies. The audit will include evaluating ���ϲ�����’s processes and policies on student housing, academic and non-academic accommodations, medical leaves and other disability-related policies.

The steering committee also includes the following members of the University community:

• Joe Alfieri, director of Campus Planning, Design and Construction (CPDC);
• Portia Altman, counselor, Disability Services;
• Jenny Gluck associate chief information officer for academic services;
• Rob Hradsky, senior associate vice president of the student experience and dean of students;
• Diana (Dee) Katovitch, assistant director of the Taishoff Center for Inclusive Higher Education;
• Stephen Kuusisto, University Professor in the School of Education;
• William Myhill, interim Americans with Disabilities Act coordinator;
• Priya Penner, a sophomore in the College of Arts and Sciences;
• Paula Possenti-Perez, director of the Office of Disability Services;
• Scott Taylor, director of transfer and veterans admissions;
• Kevin Treadway, a freshman, in the College of Arts and Sciences;
• Diane Wiener, director of the Disability Cultural Center;
• Edward (Eddie) Zaremba, a first-year student in the College of Law; and
• A University Senator, to be selected in consultation with the Senate Agenda Committee.

Michele Wheatly, vice chancellor and provost; Dolan Evanovich, senior vice president for enrollment and the student experience; and Pete Sala, vice president and chief facilities officer, led the effort to identify and select committee members. The group issued an open call for nominations in March.

About ���ϲ�����

���ϲ����� is a private, international research university with distinctive academics, diversely unique offerings and an��undeniable spirit. Located in the geographic , with a global footprint, and��, ���ϲ����� offers a quintessential college experience. The scope of ���ϲ����� is a testament to its strengths: a pioneering history dating back to 1870; a choice of more than 200 majors and 100 minors offered through 13 schools and colleges; nearly 15,000 undergraduates and 5,000 graduate students; more than a quarter of a million alumni in 160 countries; and a student population from all 50 U.S. states and 123 countries. For more information, please visit .

On Tuesday, April 10, from 5-6:30 p.m. in 228A Schine, a panel of�� SU students will have a discussion moderated by Professor Christine Ashby, director of the Institute for Communication and Inclusion (ICI). The panel features five members of On The Spectrum (OTS), an organization designed by and for autistic SU community members.

The five panelists are Chris Damon-Cronmiller, Amery Sanders, Elly Wong, Cayla Jefferson and Justin Robbins:

• Damon-Cronmiller is a graduate student in the ; he is also the co-founder and co-president of OTS.

• Sanders is a graduate student in the Maxwell School of Citizenship and Public Affairs and a co-facilitator of the Embody group for transgender and gender-diverse students.

• Wong ’19 is a student in the , a Coronat Scholar and the features editor for the OutCrowd.

• Jefferson is an InclusiveU student, focusing in art.

• Robbins is a graduate student in the biology department and the co-founder and co-president of OTS.

The panel discussion will provide a space for the panelists to briefly share stories of their experiences. After the panel, the room will open up for questions and answers.

“I hope this event gives people a chance to think about autism from a perspective they hadn’t considered before and question what they thought they knew about it,” says Robbins. “Autism is thought of, in many ways, as the ultimate ‘other.’ To have an event not only highlighting actual autistic voices, but that those voices are from our own community, is as important as it is powerful.”

The event is co-sponsored by the Beyond Compliance Coordinating Committee (BCCC), the Disability Student Union (DSU), the Disability Cultural Center (DCC) and the Disability Law Society (DLS).

American Sign Language (ASL) interpretation will be provided. Additional accommodations requests can be sent to Damon-Cronmiller at cdamoncr@syr.edu or Robbins at justin1776@gmail.com, as soon as possible.

Talila Lewis

The lecture, which is free and open to the public, will be followed by lunch from noon-1 p.m.

This event is supported by the Center on Human Policy, the Disability Law Society and the Disability Cultural Center. American Sign Language (ASL) interpretation and Communication Access Realtime Translation will be provided. For more information, please contact Alan Foley at afoley@syr.edu.

People with disabilities represent over half of all people killed by law enforcement and are the largest minority population in jails and prisons, point out the organizers of the event. Yet advocates rarely view the crisis of mass incarceration through a disability justice lens or approach decarceration advocacy with an intersectional framework. This presentation will explore the historical and present nexus between race, class, disability and structural inequities within the criminal legal system and those systems that feed the United States carceral system. Attendees will learn practical strategies for advocacy in education, legal and prison settings that foreground longstanding federal disability rights laws and that center disability justice principles. Lewis will examine and critique current trends in advocacy and offer innovative and intersectional alternatives that have the potential to stem the tide of mass incarceration for all people.

“The work Talila Lewis is doing is so important and crosses many intersections of the human experience,” says Bruce Sexton, president of the Disability Law Society. “You will be in for a treat if you are able to make the lecture.”

Lewis was recognized as a White House Champion of Change and one of Pacific Standard Magazine’s Top 30 Thinkers Under 30. She engineers social justice campaigns that illuminate the nexus between race, class, disability and structural inequity. Lewis co-founded and serves as the volunteer director of Helping Educate to Advance the Rights of Deaf communities (HEARD), a volunteer-dependent nonprofit organization that created and maintains the only national database of deaf imprisoned people.

Lewis also serves as a consultant on radical education and workplace inclusion; serves as an expert on cases involving disabled people; and previously served as the Givelber Public Interest Lecturer at Northeastern University School of Law and a visiting professor at Rochester Institute of Technology/National Technical Institute for the Deaf. She is a founding member of the Harriet Tubman Collective and co-creator of the Disability Solidarity praxis and practice. A recent graduate of American University Washington College of Law, Lewis has received awards from numerous universities, the American Bar Association, Congresswoman Eleanor Holmes Norton, the American Association for People with Disabilities and the Nation Institute, among others.

About ���ϲ�����

���ϲ����� is a private, international research university with distinctive academics, diversely unique offerings and an��undeniable spirit. Located in the geographic , with a global footprint, and��, ���ϲ����� offers a quintessential college experience. The scope of ���ϲ����� is a testament to its strengths: a pioneering history dating back to 1870; a choice of more than 200 majors and 100 minors offered through 13 schools and colleges; nearly 15,000 undergraduates and 5,000 graduate students; more than a quarter of a million alumni in 160 countries; and a student population from all 50 U.S. states and 123 countries. For more information, please visit .

Chancellor Kent Syverud first announced the audit during his Senate remarks last December. At the time, he stated his desire “… to evaluate whether we are in compliance, where and when we are going beyond compliance, and whether we are creating a more positive and welcoming campus for people with disabilities.” The Chancellor reinforced his support for the disabilities services audit during his 2018 Winter Message to the Community, saying, “we need to deliver on our promises to remain open and welcoming to the world—to all who ���ϲ����� serves.”

The steering committee will be responsible for identifying a national consultant to conduct the audit, and working with the consultant to make recommendations to improve the campus experience for members of the community who are disabled. Michele Wheatly, vice chancellor and provost; Dolan Evanovich, senior vice president for enrollment and the student experience; and Pete Sala, vice president and chief facilities officer; will lead the effort.

Provost Wheatly says this process will involve members of the community who are disabled throughout the process, including serving on the Steering Committee.

“Despite our progress in making ���ϲ����� more welcoming for everyone, we know we need to make significant improvements in the service of students, faculty and staff with disabilities,” Provost Wheatly says. “We must actively seek representation by disabled campus constituents on this steering committee to ensure that the actual lived experiences of our disabled community members inform current decisions and forthcoming planning.”

The audit will include evaluating ���ϲ�����’s processes and policies on student housing, academic accommodations, medical leaves, service animals and other disability-related policies.

Chancellor Syverud has asked the committee to examine some foundational questions that may impact the campus experience. For example, where should the office of disability services be located? What should the organization and reporting structure be for the staff working in the disabilities area? How much should we budget for disability service providers?

Campus community members interested in being a part of this important process are invited to submit their names for consideration. Individuals are welcome to self-nominate or nominate others. Nominations to serve on the Steering Committee should be emailed to provost@syr.edu by Monday, April 2.

��About ���ϲ�����

���ϲ����� is a private, international research university with distinctive academics, diversely unique offerings and an��undeniable spirit. Located in the geographic , with a global footprint, and��, ���ϲ����� offers a quintessential college experience. The scope of ���ϲ����� is a testament to its strengths: a pioneering history dating back to 1870; a choice of more than 200 majors and 100 minors offered through 13 schools and colleges; nearly 15,000 undergraduates and 5,000 graduate students; more than a quarter of a million alumni in 160 countries; and a student population from all 50 U.S. states and 123 countries. For more information, please visit .

“Have Dog, Will Travel: A Poet’s Journey” is a lyrical love letter to guide dogs everywhere. In this tribute, Kuusisto shares his delightful story of how a guide dog changed his life and helped him discover a newfound appreciation for travel and independence.

“I am so pleased to host, in partnership with so many wonderful collaborators, the sixth installment of Disabilities as Ways of Knowing: A Series of Creative Writing Conversations,” says Diane R. Wiener, director of the Disability Cultural Center. “Professor Steve Kuusisto, public intellectual, distinguished professor and scholar-activist, is not only my talented colleague, I’m very happy and honored to say he is also a dear friend. It is indeed a delight to launch at SU his latest memoir, as a part of the series that he and I created together, and vibrantly, to welcome the entire campus community to celebrate together in the publication of ‘Have Dog, Will Travel.’”

American Sign Language (ASL) interpretation and Communication Access Real-time Translation (CART) will be provided during the reading; ASL interpretation will be provided during the reception. The catered offerings during the reception will include vegetarian, vegan, gluten-free and Kosher choices. Books will be available for purchase via the ���ϲ����� Bookstore, at a discount.��Kuusisto will sign copies at a spectacular table, fitted with doggy pizazz.

This event is made possible by the Co-Curricular Departmental Initiatives Program within the Division of Enrollment and the Student Experience, and is co-sponsored by the Disability Cultural Center; the Disability Studies Program; and the Department of Writing Studies, Rhetoric, and Composition; with support from Active Minds, the Beyond Compliance Coordinating Committee, the Burton Blatt Institute, the Disability Law Society, the Disability Student Union, the LGBT Resource Center, the Office of Multicultural Affairs, the Renée Crown University Honors Program, and the Slutzker Center for International Services.

Parking is complimentary in the Booth Garage and Marion Lot on a first-come, first-served basis and the Q5 Lot has been designated for accessible parking. For any questions pertaining to parking, please contact Dee Bailey. A is available online.

For other accommodations requests, or if you have any questions, please email the Disability Cultural Center by March 12.

About ���ϲ�����

���ϲ����� is a private, international research university with distinctive academics, diversely unique offerings and an��undeniable spirit. Located in the geographic , with a global footprint, and��, ���ϲ����� offers a quintessential college experience. The scope of ���ϲ����� is a testament to its strengths: a pioneering history dating back to 1870; a choice of more than 200 majors and 100 minors offered through 13 schools and colleges; nearly 15,000 undergraduates and 5,000 graduate students; more than a quarter of a million alumni in 160 countries; and a student population from all 50 U.S. states and 123 countries. For more information, please visit .

All members of the ���ϲ����� community and beyond are invited to the seventh OrangeAbility on Saturday, Feb. 17, from 2-4 p.m. in the Women’s Building Gym A. This student-led initiative is sponsored by the (DSU), the (BCCC), the (DCC), and community organization .

OrangeAbility provides disabled and nondisabled people of all ages with the opportunity to play and learn about an array of sports. The event centers the experiences and skills of disabled athletes and sports fans, while highlighting that accessible sports are about tailoring approaches to a wide variety of players, including nondisabled participants. The afternoon activities will celebrate a variety of disability cultures and identities, providing a space for all to feel welcome and comfortable. It is an event that highlights the legacy and growing vibrancy of the disability community on and off the hill.

“My favorite part about OrangeAbility is the energy that the event has. I’ve been to several events of this nature, and I don’t believe that any of them truly capture the energy and fun and camaraderie that OrangeAbility has. It is a one-of-a-kind event,” says Priya Penner ’20, a student in the and and president of DSU.

OrangeAbility 2018 will offer attendees the fun, inclusive energy that participants have enjoyed in the past. Attendees can participate in accessible, adaptive and inclusive sports, including wheelchair basketball, power soccer, wheelchair rugby and more. Local community-based organizations and SU groups will be at the event to visit with attendees.

This year’s event will feature the WNY Wreckers, a wheelchair rugby team based in Rochester; CNY United, a power chair soccer team based in ���ϲ�����; and the ���ϲ����� Flyers, a wheelchair basketball team based in ���ϲ�����. ��At the beginning of the event, each team will briefly present on the sport and athletes.

American Sign Language (ASL) interpretation will be provided. Free parking is available outside the Women’s Building across Mt. Olympus Drive. Volunteers will be directing attendees along the way.

Register online on the ��or day-of at the expo to play with a team, volunteer, table with groups or request specific information. For more information, to ask questions or to request additional accommodations, please visit the����or email orangeability@gmail.com.

About ���ϲ�����

Founded��in 1870, ���ϲ����� is a private international research university��dedicated to advancing knowledge and fostering student success through teaching��excellence,��rigorous scholarship and interdisciplinary research. Comprising 11��academic schools and colleges, the University has a long legacy of excellence��in the liberal arts, sciences and��professional disciplines that prepares��students for the complex challenges and emerging opportunities of a rapidly��changing world. Students enjoy the resources of a 270-acre main��campus and��extended campus venues in major national metropolitan hubs and across three��continents. ���ϲ�����’s student body is among the most diverse for an��institution of its��kind across multiple dimensions, and students typically represent��all 50 states and more than 100 countries. ���ϲ����� also has a long legacy of��supporting veterans and is home to��the nationally recognized Institute for��Veterans and Military Families, the first university-based institute in the��U.S. focused on addressing the unique needs of veterans and their��families.

William N. Myhill

Senior Vice President and Chief Human Resources Officer Andrew Gordon has announced the appointment of William N. Myhill, M.Ed., J.D. as the University’s new interim Americans with Disabilities Act (ADA) coordinator.

“We are fortunate to have someone like William Myhill at ���ϲ�����, standing ready to take on this new leadership role,” says Gordon. “He has extensive experience in the disability field, unique skills and exquisite sensitivity to the issues involved. His depth of understanding in the fields of assistive technology and accessible electronic and information technology will be a tremendous asset to us in this new role.”

Myhill is currently the director of legal research and writing at the Burton Blatt Institute. He has spent more than 25 years working in the fields of education and law, strengthening services for diverse individuals with disabilities and cultural/linguistic differences through extensive research, teaching and advocacy. He also has provided extensive training and technical assistance to University faculty on implementing Universal Design for Learning practices.

Myhill has served as principal investigator of the Oswego County Governance and Standard Operating Procedures for Emergency Response project, and was co-principal investigator for Project ENABLE, where he developed its curriculum and resources for creating inclusive library programs in collaboration with the (���ϲ����� iSchool).

He has served on the board of directors for the , an organization of dedicated disability civil rights attorneys and scholars. He is an adjunct professor in ���ϲ�����’s College of Law and a faculty associate with the Center for Digital Literacy. His research interests include legal and policy developments affecting children with disabilities and their transition to the post-secondary world; assistive technology and accessible electronic and information technology; inclusive library programs and services; inclusive higher education and employer practices, disability civil rights across the lifespan, reasonable accommodations and implementation of universal design principles.

Myhill takes the helm at a dynamic time as ���ϲ����� moves forward aggressively to enhance disability services and create greater accommodations for learning for every member of the campus regardless of their abilities. Just recently, Chancellor Kent Syverud called for a comprehensive evaluation of disability services and related policies to ensure a positive and welcoming campus for people with disabilities. Provost Michele Wheatly and Senior Vice President Dolan Evanovich will lead the inclusive process of evaluation of the University’s disability services and related policies, including process and policy on student housing, academic accommodations, medical leaves, service animals and other areas. Gordon said the University will launch a search for a permanent ADA coordinator following the disability services review this spring.

Myhill succeeds Aaron Hodukavich, who recently left the University to pursue another opportunity.

“We are grateful to Aaron for his leadership and insight during a period when the University is laser-focused on meeting and exceeding standards for addressing disability issues,” says Gordon.

“If people know what sexual assault is,” Gill said, “they become empowered in what is sexuality and what they want in sexuality.”

“The Americans with Disabilities Act requires schools make accommodations unless doing so would pose an undue burden or fundamentally alter their program. The family here is not asking, for example, the school to spend extra money or move him to another class,” Kanter said. “From what I’ve seen, there wasn’t any showing that it was an undue burden.”

is a course content accessibility plugin that allows instructors to understand and tackle accessibility in a way that benefits all students. Ally automatically runs all of a course’s documents through an accessibility checklist, searching for common accessibility issues. Using advanced machine learning algorithms, Ally also generates a wide range of alternatives to the instructor’s original document file, such as accessible PDF, Semantic HTML, audio, ePub and electronic Braille.

Sharon Trerise, IT Accessibility Analyst in Information Technology Services (ITS), says the University licensed Blackboard Ally in the summer and has piloted its implementation in a few courses since September. At first, it was introduced in the . Since then, a variety of professors across the university have expressed interest, including professors in the��. “We wanted to find a solution to make it easier for faculty to provide accessible course content to students and help them learn how to create accessible documents from the beginning,” Trerise says.

An important highlight of Blackboard Ally is that it is very simple to grasp. “This Blackboard tool was very easy to use. It easily created accessible options for documents I’m using,” says Assistant Professor of Music Education David H. Knapp. “The accessible options such as cleaner PDFs for optical character recognition (OCR) are useful to all students.” Once Ally has been turned on in a Blackboard course, there aren’t any additional steps for the instructors to implement the plugin.

Instructors will notice a change in the Blackboard they are accustomed to, once Ally is integrated into a course. “Faculty will see next to each document a visible indicator that looks like a speedometer or gauge,” Trerise says. The color of the indicator rates each document’s accessibility. A red indicator means it is not very accessible in its native format; yellow means it’s somewhat accessible, and green means the posted document meets most or all of the accessibility criteria. An instructor can then follow the steps outlined by Ally to enhance the accessibility of documents that have poor accessibility ratings.

Stephen Kuusisto, a University Professor in��Cultural Foundations of��Education in the School of Education, says, “As a blind faculty member, this is a good step forward for Blackboard. It puts the tools at the disposal of faculty who aren’t necessarily up to speed on accessible documents and course materials.”

Associate Professor Alan Foley, director of the Center on Human Policy, agrees. “I am glad to see that Bb has (finally) taken this step to improve the accessibility and universal design of its learning environment and the materials instructors put in Blackboard. I follow the principles of universal design for learning when I design and teach a class, and Ally gives me even greater capacity to do this.”

Not only are professors having a positive experience with Blackboard Ally, but students are also benefiting. Foley says, “My students were most excited about the ‘accessible versions’ feature, which offered them on-demand access to course readings I had posted as PDFs in alternative formats, including a downloadable audio version and an ePub version. This feature gave ALL my students access to course content in different formats and was widely used.” Foley notes that “students who need alt versions will have them at the same time as students who don’t need an alt version.”

���ϲ����� student Emmanuel Elia Mhewa concurs. “The introduction of Blackboard Ally has brought simple life for me.” Although he’s using Blackboard Ally in just one course, Mhewa said he can download materials in any format he wants. “I like materials in HTML format if I’m using my PC,” he says. “But MP3 is the best when I’m walking. Blackboard Ally allows me to choose my format.”

Trerise notes that ITS hasn’t seen any major drawbacks with the program yet, although it’s obviously in its early stages. For example, Kuusisto notes that he is “still a bit unimpressed by the��PDF converter, which isn’t quite fully reliable. But this is a step.”

In any case, Ally has helped students and instructors, providing for a more accessible and effective learning experience. “If professors take it seriously and modify their documents to make them accessible to their students, then it’s a win-win solution,” Trerise says.

For more information about Blackboard Ally visit Answers.syr.edu and search for . Faculty members who wish to have Ally turned on in their current Blackboard courses are invited to email their request to help@syr.edu.

Steve Kuusisto with Corky

Kuusisto, now a University Professor in Cultural Foundations of Education in the ��and a faculty member in the Renee Crown Honors Program, attended college at Hobart and William Smith Colleges, where his father was the president. On that small campus, he was able to memorize how to get to all the places he needed to go.

“In those days I didn’t want people to know how little I could see,” he says, noting it’s not unusual for blind people try to pass as sighted long after their vision has become compromised. After college he attended the Iowa Writer’s Workshop in Iowa City where he painstakingly memorized every step he had to take between his apartment and the creative writing program. “I was steadfast in my denial,” he says, “even to the point of absurdity. I didn’t think anyone would take me seriously if I revealed my disability.”

After earning a graduate degree from the University of Iowa, he returned to Hobart and William Smith to teach, where he continued to maneuver by memory. All was well until, without notice, he lost his job.

Suddenly, he needed a new way to navigate the world. He dug out a pamphlet he had been given from Guiding Eyes for the Blind, a guide-dog school near New York City, and called them.

Kuusisto found that getting a guide dog is a long process. First he had to demonstrate his skills in getting around by himself with a white cane. Then he had to wait months for a spot at the school. And then the real work began. At Guiding Eyes for the Blind he first attended lectures about what a dog can do. After a few days, he was given his own dog—Corky.

In “Have Dog, Will Travel” he recalls the moment he first met Corky like this: “Corky burst in like a clown. I sat in a tall armchair and Kylie [the trainer] told me to call and damned if he didn’t run full steam into my arms. She placed her large front paws on my shoulders and washed my face and then, as if she fully understood her job would require comedy, she nibbled my nose.”

“There have been other books about going to guide dog schools and getting a guide dog,” Kuusisto says, “but it seemed that no one had written a literary book about guide dogs—one where the writer has a degree of self-awareness and irony about his circumstances.” He says many books that have been written about getting a guide dog haven’t dealt with how the process felt on the inside.

He talks about how Corky pushed him to be braver, more accepting and more self-aware—“a more spiritually confident person.” He also talks in the book about how she made him more outgoing because people he encountered were eager to talk about his dog. In one incident he recounts, a diner owner starts a conversation with him about Corky. “This was the life I’d always wanted: being out and about, engaging in casual talk,” Kuusisto says.

“Have Dog, Will Travel” portrays how the process of training for a guide dog and actually incorporating Corky into his life changed Kuusisto in major ways, spiritually and psychologically. It’s not a book he could have written at the time the events happened, Kuusisto says. “I needed to be older and more experienced to write this book.”

Students in ���ϲ�����’s InclusiveU program are among the growing population of Students with Significant Cognitive Disabilities in higher education and the workforce who will benefit from the work of the researchers at this weekend’s conference at ���ϲ�����.

Including a first-time parallel Student Leadership Conference, the event will draw more than 300 participants, providing opportunities for colleges and universities, researchers, program staff, parents and self-advocates to learn about the current state of research and practice in the field and to network with each other. Panels include faculty and staff from postsecondary education initiatives, parents, self-advocates and other experts sharing effective practices during breakout sessions with opportunities for group discussion.��The student conference will bring high school and college students into the conversation.

For the first time, the conference—hosted by George Mason University’s Helen A. Kellar Institute for Human Disabilities and the Lawrence B. Taishoff Center for Inclusive Higher Education at ���ϲ�����—takes place in ���ϲ�����.

“We have professionals coming from universities and centers all over the world, including Austria, Ireland, Canada, Hawaii and Washington,” says Beth Myers, executive director of the Taishoff Center and Lawrence B. Taishoff Professor of Inclusive Education in the . “Tracks include academic supports, promoting policy and systemic change, campus life, innovations in higher education, independent living, family and community support, research and evaluation, program development and transition.”

Filmmaker Dan Habib from the University of New Hampshire Institute on Disability and Micah Fialka-Feldman ’15, a Taishoff Center staff member, will present the opening keynote, including clips from Habib’s forthcoming documentary “Intelligent Lives.” The film tells the stories of Fialka-Feldman and two other young adults with intellectual and developmental disabilities (IDDs).

“I’m sure they will talk about the construction of intelligence as a marker of success and show how some individuals with IDD are pioneers in inclusion, breaking stereotypes about intellectual disability,” says Myers.

Retired Navy Capt. Robert Taishoff, a ���ϲ����� Trustee, will speak Wednesday afternoon. He is chairman of the Taishoff Family Foundation, which created the Taishoff Center. It’s named for his grandfather, who made it his priority to aid in research and educating society about Down syndrome.

The State of the Art Conference will have 250 participants; 85 students are expected for the Student Leadership Conference. The latter event is open to all students, with an emphasis on young adults who are transitioning into college and current college students. The focus is on students with intellectual disabilities and their peers, including traditionally enrolled friends, classmates and mentors.

Sessions for the students will cover academic life, social connections, self-advocacy, self-representation and housing, along with a ropes course, yoga and a karaoke party.

“The SLC is a gathering of current and future college students with intellectual disabilities. This is so hugely significant because 30 years ago not only would these students not be attending college, many or most of them would be isolated or institutionalized,” says Cara Levine, a Ph.D. student in counseling and counselor education at the School of Education and coordinator of the student conference. “The conference will provide a space for participants to acquire self-advocacy skills and learn about the college experience from one another while making valuable social connections with peers from across the United States and Canada.”

For more information, visit .

Bryan Costello

When he learned there are no warming solutions for amputees suffering from bad circulation, pain and cold, Costello, a Liverpool, New York, resident, began tinkering at home. First, he rigged up a small heating pad and applied that to his stump. It gave him immediate relief. This jury-rigged solution lead Costello to create a cup-like heating device to fit over his stump, rigged to a large battery. Thus, the Heatsleeve was born. Now—a few years later— is winning start-up competitions, creating buzz and, thanks to assistance from the ’s New York State Science and Technology Law Center (NYSSTLC), beta-testing advanced prototypes with organizations such as military veterans-oriented .

Costello says his former career as a pipefitter helped him figure out the problem of how to deliver heat through a carbon fiber prosthesis. “Prosthetic limbs are just like pipes,” he says, explaining that pipefitters at a nuclear plant know only too well how cold and heat flow through a duct system. Costello also uses a plumbing analogy to explain one of the main sources of discomfort for an amputee. “When a limb is gone, your circulation becomes slowed, like in a steam pipe when a loop is cut,” he explains. “Amputees have horrendous circulation issues. We really suffer. But heat helps.”

The current Heatsleeve prototype is a stretchable Kevlar sleeve that either wraps around the socket of a prosthesis—without adding bulky wiring, obstructions or weight—or directly around a stump. The sleeve’s embedded wires heat up via an exterior battery that sits in a pocket. The amount of heat supplied is adjustable: the sleeve can be hot if worn around the carbon fiber socket or just warm if worn next to skin—a simple, lightweight and portable solution. Costello says that in an early market research survey of amputees, there was overwhelming interest in this form of relief.

However, “the business stuff wasn’t part of my world,” notes Costello, referring to the process of taking his idea from the workbench into the marketplace. “But I’ve got some great mentors, and I know a lot more now than when I started.” In fact, Costello’s acumen has taken him as far as the (MDIC), organized by Upstate Medical University’s CNY Biotech Accelerator. One of seven companies selected by the MDIC Review Committee, Costello Prosthetic Warmers received access to free space in the Upstate MIND Creation Garage, consultations with business experts and other mentorship resources.

One of the mentors Costello met through MDIC is Jack Rudnick, NYSSTLC director and a member of the MDIC Review Committee. Through Rudnick and the law center, Costello has been introduced to further ���ϲ����� resources for entrepreneurs. Engineering and industrial design students, for instance, are helping Costello refine his latest Heatsleeve prototype. Among other improvements, they are working on reducing the size and extending the life of the battery that works with the Kevlar sleeve. “The current battery is about the size of a pack of cards and can supply power for about eight hours,” says Costello.

“One of the services the law center provides is that we can introduce a tech startup client to relevant and helpful partners that we have across the ���ϲ����� campus. They might not know about these resources otherwise,” explains Rudnick. “Our campus partners are open and willing to help. SU has tremendous resources, and it is one of our tasks to deploy them.”

A prototype of the Heatsleeve

“I’ve got great collaborators around me, and the learning aspect has been exceptional,” says Costello, referring to his experience working with the law center and University. “I couldn’t have done this without the University’s help. There is a real process to go through when developing a product, and many people never make it.”

Helping Costello succeed further, NYSSTLC has also provided market, regulatory and intellectual property (IP) landscapes for Heatsleeve, and with this knowledge—and —in hand, Costello is confidently pitching to investors and seeking out partnerships to beta test his invention.

“You can’t talk to investors without IP protection,” explains Costello. In October, Costello won a pitch competition in front of investors at MedTech 2017 DisruptNY competition in Buffalo, and he will meet with another investor at NYSSTLC this month. Meanwhile, Walter Reed National Military Medical Center and ���ϲ�����’s Institute for Veterans and Military Families have shown interest, and later this year The Heroes Project will provide Heatsleeves to injured war veterans that the not-for-profit is taking on a confidence-building expedition to Antarctica. “That testing will be important, to provide me with more feedback,” says Costello. “My prototype is very good, but there is more to come.”

Even as Heatsleeve heats up, Costello is developing more ideas to help amputees. And just like Heatsleeve, these new ideas have arisen from Costello’s own experiences, discomforts and frustrations (“We are still in the 18th century when it comes to prosthetics,” he says). For instance, currently on his workbench is a device to improve the movement of a prosthetic leg and one to aid recent amputees who are still recovering from their hospital stay and not yet fitted for a prosthesis.

Costello is approaching these new solutions with the same mix of systematic problem-solving, empathy for fellow amputees, determination and entrepreneurial spirit that he brought to Heatsleeve. “Without a positive direction, it’s hard to go anywhere,” he says. “I know why some entrepreneurs don’t go through with the process, but I’m ambitious.”

Accessing Higher Ground (AHG) focuses on the implementation and benefits of accessible media, universal design and assistive technology in university, business and public settings. There is a strong focus on universal design, curriculum accessibility and ADA and Section 508 compliance. Other topic areas cover legal and policy issues, video captioning and creating accessible math content. Incorporating accessibility into the procurement process and accessibility evaluations��is a particular focus of the event.

Presentation of the main conference on the University campus is jointly sponsored by the Equal Opportunity, Inclusion and Resolution Services office, the Center for Faculty Development and Institutional Transformation, the Office of Disability Services, the Disability Cultural Center, ���ϲ����� Libraries and Information Technology Services (ITS).

Who should attend?

This conference is intended for individuals who need to design or provide accessible web, media, information resources and technology in the academic and business environment, including faculty and administrators interested in ADA & Section 508 compliance and faculty and other professionals who wish to ensure that their curriculum is accessible. In the past, audiences have included web designers, assistive technologists, ADA coordinators, human resource personnel, persons with disabilities, disability specialists, faculty, media specialists and programmers interested in accessibility and incorporating universal design into curriculum and information and communications technology.

About the virtual conference

AHG will stream sessions live from two tracks, all three days of the main conference. To register and see the schedule showing local times visit , For complete information, including session abstracts and schedule (Mountain time zone), visit the .

NOTE: ITS has arranged for group tickets, each of which covers the presentation of all virtual main conference sessions on the University campus. DO NOT register for the virtual conference on the AHG website, unless you want to participate as an individual, or in the pre-conference sessions, or from another location. Also, note that the times shown on the virtual conference website are Mountain Time. Events will be presented here on campus two hours later than shown on the conference website. The virtual pre-conference sessions are not being hosted on the University campus.

Questions? Send an email to ITS at accessibleIT@syr.edu, and we’ll get back to you as soon as we can. Please include your name and phone number in your email.

Adam LeGrand with his service dog, Molly

LeGrand,�� who is earning a bachelor’s degree in communication and rhetorical studies in the , guides other student veterans through the process of getting the services they require. “I help them navigate the system, help them access care at the VA hospital or through Tricare and connect them with available resources,” he says. “And, if my schedule allows, I will walk the student veteran to the Office of Disability Services and wait in the waiting area while they meet with a staff member—just to show that they have someone who supports them.”

There is no judgement—just a friendly, helping hand from fellow veterans, says LeGrand. Any military-related disability qualifies a student veteran for the confidential program, regardless of rating.

LeGrand was nominated by Jessica Calhoun, assistant director of Veteran & Military Connected Students, and Ron Novak, director of the Office of Veteran and Military Affairs (OVMA), to bring the DSL program to ���ϲ�����. Currently, there are only four other DSL programs in place on college campuses across the country. LeGrand says he was in the perfect place as the program started at the national level. He wrote the policy for the program at SU, and that policy has been adopted by other universities across the nation.

Soldiers��are trained during military service to “suck it up” when it comes to getting help for any problems, LeGrand says. Destigmatizing disabilities��is an important part of��identifying oneself as having issues that can lead to accommodations on campus or in the workplace. LeGrand wants his fellow veterans to know that it is okay to have a diagnosis or disability and ask for support services. “There is no shame in asking for help. This program is 100 percent confidential and no identifying or diagnostic information is collected,” he explains.

“The number of disabled student veterans entering college who will need accommodations in the educational setting is increasing,” says LeGrand. “DSL will help bridge the gap of understanding while informing veterans of the services available.”

As a veteran who suffers from post-traumatic stress, LeGrand is passionate about another support program as well. He is an ambassador for the K9s for Warriors program. K9s for Warriors is the number one provider of service animals for veterans suffering from PTS, traumatic brain injury and military sexual trauma.

“After my second voluntary hospitalization for PTS, my friend convinced me that I needed to seek additional options to treat my problems,” says LeGrand. “The military and veteran suicide epidemic in our nation is appalling, to say the least. The VA health care model is to treat these illnesses with drugs that can be addictive. Benzodiazepines such as Xanax and Klonopin have actually been linked to suicidal ideations. I’m proud to say I don’t take them anymore. My service animal Molly has been a great tool to augment my physical and emotional therapies.”

K9s for Warriors leads the nation in research, quality and training of service animals. As of September 2017, 748 dogs have been rescued from high-kill shelters and placed with 357 warriors. The program rescues both the warrior and the dog, says LeGrand.

“K9s for Warriors paired me with the best solution I’ve found—Molly. It’s better to pick up a leash than to pick a life-ending solution to one’s problems.” LeGrand wants to remind those with any type of disability that there is help. “People care and want to help, but they have to take that first step.”

For more information about the Disabled Student Veteran Liaison Program, contact LeGrand via email at svodsl@svosu.org or 315.443.9297. For more information about K9s for Warriors, email info@K9sforwarriors.org or call 904.686.1956.

“We are pleased once again to host and to co-sponsor meaningful dialogues, social gatherings and educational activities for the campus community to celebrate and to center Disability Awareness Month, not just in October, but throughout the year,” says Diane R. Wiener, director of the DCC.

In celebration of the month, an inclusive book display will be set up near the New Book shelves in Bird Library, outside the Peter Graham Scholarly Commons, room 114. This annual exhibit is the result of a collaboration between the Disability Student Union (DSU), ���ϲ����� Libraries, the DCC and the Disability Students Program. Questions about the display can be directed to Mary DeCarlo or Kate Deibel.

Also in celebration of the month, the first-ever gathering of the Beyond Compliance Coordinating Committee (BCCC), the Disability Law Society (DLS) and DSU student organizations will happen on Thursday, Oct. 19, from 11 a.m. to 2 p.m. in Schine 228B. Students can learn how BCCC, DLS and DSU are working together, meet other students, share ideas for access activism and enjoy free pizza and other snacks. American Sign Language (ASL) interpretation will be provided. Contact disability.su@gmail.com with questions and accommodation requests.

The DCC, Disability Studies Program and other campus partners, will next host “Disabilities as Ways of Knowing: A Series of Creative Writing Conversations—Disability as Part of the Story” on Tuesday, Oct. 24. This event will include a poetry reading with Ona Gritz and Daniel Simpson at 6:30 p.m. in Watson Theatre, followed by a reception and book signing at 7:30 p.m. near Light Work. The event is free and open to the public. ASL interpretation and Communication Access Realtime Translation (CART) will be provided during the poetry reading.�� ASL interpretation will also be provided during the reception and book signing. Parking is complementary in Booth Garage and Marion Lot on a first-come, first-served basis, and the Q5 Lot has been designated for accessible parking. For other accommodation requests, or if you have any questions, please email the DCC.

Continuing the celebration, the DCC invites the campus community to attend the DCC Open House on Friday, Oct. 27, from 11 a.m. to 1 p.m. in 230 Schine Student Center. Inclusive snacks will be provided. ASL interpretation provided. If you require other accommodations or have questions, please email the DCC by Oct. 20.

Ona Gritz and Daniel Simpson

On Friday, Oct. 27, at 10 p.m. in Schine 304ABC, the DCC is partnering with the program to host a late-night screening of Marvel’s “Logan.” This inclusive screening will have open captioning and audio description and include a discussion following the film. ASL interpretation provided. Inclusive snacks served. No tickets needed. For other accommodation requests or if you have questions, please email oad@syr.edu by Oct. 20.

To close out the month, on Oct. 30 at 5 p.m. in Dineen Hall, the DLS will show “,” a documentary that discusses how American laws allow people with disabilities to be paid sub-minimum wages. The event is open to the University. For more information and to request accommodations, contact Laura E. O’Brien.

For more information or questions about Disability Awareness Month, email the DCC.

Michael Schwartz

Serving on the Advisory Committee on Access for People with Disabilities will be Professor Michael Schwartz, supervising attorney and director of the Disability Rights Clinic in the ’s Office of Clinical Legal Education.

“It’s a great honor to be included in such an important group that will advise the courts of the State of New York on improvements to its accessibility for people with disabilities,” says Schwartz. “I look forward to this exciting work. I hope my experiences as a deaf lawyer for more than 35 years will provide some guidance to my colleagues on the committee.”

Schwartz joins state Unified Court System judges, clerks and administrators, as well as representatives from legal services providers, law firms and advocacy groups from around New York State. The committee will be led by Rosalyn H. Richter, associate justice of the Appellate Division, First Department, of the New York State Supreme Court.

The advisory panel will examine a broad scope of issues, including the procedures for requesting accommodations; the availability of sign language interpreters and the quality of remote video interpreting services for the deaf and hard of hearing; the navigability for those with visual and other disabilities of online court programs and services; barriers faced by jurors who have a disability; and training and other needs to ensure best practices in providing access for court users with special needs.

The committee will submit its recommendations to the chief judge on these issues, among other topics of concern.

Court users are protected from disability discrimination by the American Disabilities Act (ADA) and other statutes. Each courthouse has a liaison to assist in providing reasonable accommodations to litigants, attorneys and other court users with special needs. The court system employs a statewide coordinator to oversee the facilitation of such requests and offering training, technical and other resources to the liaisons, as well as to judges and other court staff.

Advisory committee member Deputy Chief Administrative Judge Edwina G. Mendelson—who heads the courts’ newly expanded Office for Justice Initiatives (OJI), which works to ensure meaningful access to justice for all those who pass through New York’s state courthouses—will work closely with committee members to seek ways the OJI can enhance accessibility for court users with special needs.

• Creating Accessible Documents in Microsoft Word and Adobe Acrobat Pro
• Creating and Delivering Accessible PowerPoint Presentations
• Creating Accessible Documents Using InDesign
• Creating Accessible Forms
• Evaluating Your Website for Accessibility
• Video Captioning

The workshops will help participants understand accessibility, put it into practice on the job and support the University’s efforts to ensure accessibility of documents, systems and communications across campus. Importantly, the skills learned in these workshops will help you realize in your work the University’s commitment to create a more accessible, inclusive campus.

Sharon Trerise and Kara Patten from ITS’s Academic Services team will present the workshops at the dates, times and locations shown below. Each session has space for 12 participants. To request disability-related accommodations for any of these workshops, please contact the IT Accessibility Team at 315.443.2143 or email accessibleIT@syr.edu. Please submit requests for accommodations at least a week before the workshop you will attend.

��Seating is limited, so register early! There is high demand for this training, so registration is on a first-submitted, first-enrolled basis. Use the links below to register.

About the workshops

.

All sessions will be held in 001 Steele Hall except Creating Accessible Documents Using InDesign, which will be held in HBC 227.

Creating Accessible Documents in Microsoft Word and Adobe Acrobat DC

This workshop covers the process of creating accessible documents in Microsoft Word and Adobe Acrobat Pro DC. Upon course completion, participants will be able to explain the importance of creating accessible documents and perform the steps necessary to create accessible Word and PDF documents.

The Creating Accessible Documents in Microsoft Word and Adobe Acrobat DC workshop will be held on:

• Wednesday, Oct. 11, 9:00 a.m.-noon
• Wednesday, Nov. 1, 1-4 p.m.

Creating and Delivering Accessible PowerPoint Presentations

��This hands-on workshop is ideal for anyone who creates presentation materials using Microsoft PowerPoint. In the workshop you will learn how to make PowerPoint slides accessible when presenting, creating, distributing or posting presentation materials.

The Creating and Delivering Accessible PowerPoint Presentations workshop will be held:

• Friday, Oct. 27 9 a.m.-noon

Creating Accessible Forms

��This hands-on workshop focuses on creating accessible online forms. The workshop will cover the ins and outs of creating accessible PDF, Frevvo and WordPress forms.

The Creating Accessible Forms workshop will be held:

• Thursday, Nov. 9, 1-4 p.m.
• Friday, Dec. 1, 9 a.m.-noon

Creating Accessible Documents Using InDesign

This workshop will cover core InDesign accessibility concepts and specific best practices for document accessibility.�� Topics covered include:�� creating and mapping styles and tags; establishing reading order; creating forms; and conversion to PDF.

The Creating Accessible Documents Using InDesign workshop will be held:

• Friday, Oct.20, 9 a.m.-noon (227 HBC)

��Evaluating Your Website for Accessibility

This hands-on workshop guides participants through the process of evaluating their current website for accessibility.

The Evaluating Your Website for Accessibility workshop will be held:

• Tuesday, Oct. 17, 1-4 p.m.
• Wednesday, Nov. 29, 1-4 p.m.

Video Captioning

This two-part workshop is for anyone who manages, creates or maintains video content. Part 1 covers captioning basics and third-party services; the optional Part 2 covers DIY captioning.

The Video Captioning workshop will be held on:

• Tuesday, Nov. 7, 9 a.m.-noon

.

For more information and assistance

ITS offers a growing variety of resources to ensure accessibility for all members of the ���ϲ����� community. Visit the web page and check out the . has Accessibility Training and Tutorials among��its online video courses, including how to make your sites friendly to screen readers and assistive technology, how to use proper markup and web standard compliance to make sites more accessible and search engine-friendly and more.

If you have any further questions about these workshops or other technology accessibility issues or want to arrange a consultation on related topics, including video captioning, remediation of your PDF, PowerPoint or Word documents to ensure accessibility and identifying and fixing accessibility issues on your website, please email accessibleIT@syr.edu or call 315.443.2677.

A scene from the film “Deej”

The screening will be followed by a discussion with DJ “Deej” Savarese.

The film is captioned; American Sign Language (ASL) interpretation and Communication Access Realtime Translation (CART) will be available for the discussion.��Parking is available in the Booth Garage on Comstock Ave. Additional accessible parking is in the Q5 lot on University Place. If you have requests for accessibility and accommodations, please contact Dani Weinstein at 315.443.9379 or daweinst@syr.edu.

Abandoned by his birth parents and unable to speak for himself, DJ Savarese (“Deej”) found not only a loving family but also a life in words, which he types on a text-to-voice synthesizer. As he makes his way through high school and dreams of college, he confronts the terrors of his past, obstacles to inclusion and the sometimes paralyzing beauty of his own senses. In his advocacy on behalf of other nonspeaking autistics, he embraces filmmaking and poetry, and discovers what having a voice can truly mean.

In this first-of-its kind collaboration between a veteran filmmaker and a nonspeaking autistic, Robert Rooy and DJ share editorial control as they navigate the challenges of representing autism. “Deej,” the result of this often difficult partnership, is a story told largely from the inside, by DJ—not by his parents or autism experts or even the camera. At its core, “Deej” reflects the level of participation that disability rights advocates insist upon: “Nothing about us without us.”

The “Deej” screening event is presented by the School of Education, Cultural Foundations of Education, Disability Cultural Center, Institute on Communication and Inclusion, Taishoff Center for Inclusive Higher Education, Center on Human Policy and the Douglas Biklen Landscape of Urban Education Lecture Series.

“Deej” will have its broadcast premiere on America ReFramed on Tuesday, Oct. 17, at 8 p.m. on the PBS World Channel (check local listings).

Arlene Kanter

In collaboration with five faculty members from Haifa University—Naomi Schreuer, Dalia Sachs, Sagit Mor, Carmit Shpigelman and Miri Sarid—the research project seeks to assess the efficacy of Israeli university and college centers that have been developed in the past five years to support students with disabilities.

“This project grew out of research I began when I was in Israel as a Fulbright Scholar at Tel Aviv University in 2009 and 2010, and as a Distinguished Switzer Fellow, supported by the U.S. Department of Education’s National Institute on Disability Rehabilitation and Research, in 2010 and 2011. In those years, I conducted comparative research on access to higher education for students with disabilities in the U.S. and Israel,” Kanter says.

What Kanter found in Israel was that there were no laws or policies about access to higher education for students with all types of disabilities, and little information or research about these students or the services they receive at the universities and colleges in Israel.

“As a result of my findings, I suggested to the National Insurance Institute’s (NII) Office of Special Projects of the need for a nationwide system of centers to support students with disabilities in universities and colleges,” Kanter continues. “NII enthusiastically accepted my proposal, and in 2010, the institute initiated a government-funded program to create a nationwide system of centers to address the needs of students with disabilities in higher education.”

Known as the “Revolution in Higher Education,” Kanter says that this program resulted in government funding to support the development of centers at Israel’s eight public universities and at about 40 of Israel’s 60 private colleges.

“This is the first such program of its kind in Israel and perhaps the world,” Kanter notes. “Prior to this program, some services were available to students with certain learning disabilities, but only at a few of Israel’s universities and colleges. This ‘Revolution in Higher Education’ program applies to all students with all types of disabilities at all of Israel’s institutions of higher education.”

In addition to funding the centers, the NII also sponsored a training program for staff of the centers. The program was developed by Kanter and Nitsan Almog, whose dissertation at Bar Ilan University—on Israeli university students with vision impairments—was supervised by Kanter. The training program designed by Kanter and Almog—in cooperation with NII staff—was largely modeled on successful centers that support students with disabilities in U.S. universities and colleges, such as the one at ���ϲ�����.”

Subsequently, NII chose Kanter and a research team at Haifa University to conduct a five-year study on the efficacy of these centers and their role in changing the culture of universities to become more inclusive of students with disabilities.

In August 2017, Kanter and her colleagues reviewed their preliminary research results. She explains that the research uses focus groups, questionnaires and interviews with students, staff and faculty (conducted in Hebrew by the Haifa University researchers). Data will be compiled into what will be Israel’s first nationwide database on students with disabilities, the barriers they face in accessing higher education and the role the centers play in meeting their needs.

Kanter also will be the lead author of an upcoming article about the research project and about a new regulation that was enacted by the Israeli Parliament requiring all Israeli colleges and universities to have support centers for students with disabilities. This upcoming article will discuss the efficacy of these new centers and how they are addressing the barriers students face in higher education in Israel. The article will also discuss the new regulation which,�� according to Kanter, is “one of the most important results of the ‘Revolution in Higher Education’ project, since it creates a legal mandate for all universities and colleges in Israel to have centers to support students with all types of disabilities.”

Israel is appropriate for comparative research on access to higher education for students with disabilities, Kanter explains, because Israel’s “new nationwide system of support centers provides a model for other countries that are seeking to increase access of students with disabilities to higher education, particularly those countries that have ratified the United Nations Convention on the Rights of People with Disabilities (CRPD).”

Kanter worked with the UN from 2001 to 2006 on drafting the CRPD, including Article 24 that guarantees the right of all children and adults with disabilities to inclusive education, including in higher education. The UN adopted the CRPD in 2006, and since then it has been ratified by 174 countries, including Israel—but not the United States.

Kanter says she will continue her work on this research project, along with other activities, when she returns to Israel after her current semester as a visiting scholar at Harvard Law School. Kanter was awarded the prestigious Lady Davis Fellowship at Hebrew University for the spring 2018 semester. At Hebrew University, she will teach a course on Human Rights and Disability at the law school, as well as work with faculty throughout the university on a new disability studies program that was launched earlier this year.

Ptahra Jeppe

However, that bill—which amends state education law to address how New York schools assist students with dyslexia, dysgraphia and dyscalculia—sat on Gov. Andrew M. Cuomo’s desk. It might have died there had not Jeppe and other dyslexia advocates then sent letters to the governor urging him to sign it. Their perseverance paid off. On Aug. 21—coincidently the first day of her second year at the College of Law—Jeppe was informed by Simon that the governor had signed A8262/S06581 into law.

“I was literally in tears because now in New York State we are one step closer to all students getting the opportunity to be successful,” says Jeppe, who describes the bill as “a small step that might make a big difference.” That could be an understatement considering that before this law was passed, dyslexia, dysgraphia and dyscalculia (dyslexia is difficulty in learning to read or interpret symbols; dysgraphia is difficulty in learning to write; dyscalculia is difficulty in making arithmetical calculations) were not being recognized by name in New York State schools. Instead, they were referred to generically as “learning disorders,” even though the International Dyslexia Association estimates that about 85 percent of schoolchildren who qualify for special education have a primary learning disability in reading and language processing and that as many as 15-20 percent of the population as a whole have some symptoms of dyslexia.

Jeppe explains that among New York teachers there was little awareness and understanding of the condition, as well as a lack of language-based interventions needed to help students with dyslexia. A dyslexic herself, Jeppe says she knows intimately how this lack of awareness affects students with the condition. “I was told I wouldn’t graduate high school, and entering seventh grade I was reading at a second-grade level.”

Legislation to address assistance for dyslexic students in New York schools was originally proposed some years ago by a reading specialist, who happens to work at one of Jeppe’s childhood elementary schools, in Brooklyn. The “Dyslexia Bill” was first introduced by former state Assemblyman Jim Brennan, then taken up in 2015 by Simon, a fellow Brooklynite, during her first year in the legislature. The legislation proved a good fit for Simon—not only was her new chief of staff a dyslexia advocate, Simon is a disability civil rights lawyer. Jeppe got to work on another early draft of the bill, and the current form of the bill was re-introduced in June 2017. “I thought it would take a while to go through the legislature, but it passed relatively quickly,” says Jeppe. “I am very proud that it turned out to be a bipartisan bill.”

The new law directs the state commissioner of education to issue a guidance memorandum to school districts and the Boards of Cooperative Educational Services (BOCES) informing them of the unique educational needs of students with dyslexia, dyscalculia and dysgraphia. It also instructs the state Department of Education to develop a guidance memorandum for schools consistent with federal requirements and informs schools that they now may include the names of specific learning disorders—such as dyslexia, dysgraphia and dyscalculia—in students’ individualized education programs (IEPs) and not just use the broad category of “learning disorder.”

Now that the bill is passed, Jeppe says, earlier diagnosis of dyslexia will be encouraged and teachers can research the disability and seek out language-based interventions and technologies that can help. “There will be a greater chance for dyslexic students to find success the way I have.”

One of Jeppe’s professors, Arlene Kanter, who directs the College of Law Disability Law and Policy Program, agrees with her student’s assessment of the bill’s potential to change lives. “Although students with dyslexia are typically entitled to services under the federal Individuals with Disabilities in Education Improvement Act, the new legislation will inform teachers of the unique educational needs of students with dyslexia and related disorders,” says Kanter. “With better-informed teachers, students with dyslexia will have a greater chance to learn and to achieve their own individual potential in school and beyond.”

“Disabilifunk is an event that has become incredibly popular. We plan our events so that they are��inclusive and accessible so everyone can join and have fun!” says Rachel Langer, a senior majoring in neuroscience and psychology in the and vice president of the DSU.

Each year, students are invited to participate in a night of��karaoke and fun-filled entertainment.��The goal is to engage in and present an inclusive atmosphere through an exciting series of performances. These performances are led��by student and community groups, but more notably, by students who partake in the joys of karaoke.

“Through an��exciting series of��performances featuring��student groups and community groups, followed by karaoke, students will engage and support each other and make it a safe environment where everyone can feel comfortable,” says Langer.

Tickets are free and can be picked up at the Schine Box Office. Food and beverages will be provided, including gluten-free options.

The DSU promotes a fully inclusive institution and culture through programming, education and advocacy about topics related to disability, by people with and without disabilities.

The DCC coordinates campuswide social, educational and cultural activities on disability issues for students, faculty, staff and community members with and without disabilities.

For more information on Disabilifunk, or for any accommodation requests, contact Langer at rjlanger@syr.edu. American Sign Language (ASL) interpretation will be provided.

• Creating Accessible Documents
• Creating and Delivering Accessible PowerPoint Presentations
• Creating Accessible Forms
• Evaluating Your Website for Accessibility
• Video Captioning

The workshops will help participants understand accessibility, put it into practice on the job and support the University’s efforts to ensure accessibility of documents, systems and communications across campus. Importantly, the skills learned in these workshops will help content owners comply with the soon-to-be-adopted Universitywide policy on information and communication technology (ICT) accessibility.

Sharon Trerise and Kara Patten from ITS’ Academic Services team will present the workshops. Each session has space for 12 participants. To request disability-related accommodations for any of these workshops, please contact the IT Accessibility Team at 315.443.2143 or email accessibleIT@syr.edu. Please submit requests for accommodations at least a week before the workshop you will attend. All workshops will be held in 001 Steele Hall.

Seating is limited, so register early! There is high demand for this training, so registration is on a first-submitted, first-enrolled basis. Use the links below to register.

.

Creating Accessible Documents in Microsoft Word and Adobe Acrobat DC

This workshop covers the process of creating accessible documents in Microsoft Word and Adobe Acrobat Pro DC. Upon course completion participants will be able to explain the importance of creating accessible documents and perform the steps necessary to create accessible Word and PDF documents.

The Creating Accessible Documents in Microsoft Word and Adobe Acrobat DC will be held on:

• Wednesday, Feb. 8, 9 a.m.-noon
• Tuesday, March 21, 1-4 p.m.

Creating and Delivering Accessible PowerPoint Presentations

��This hands-on workshop is ideal for anyone who creates presentation materials using Microsoft PowerPoint. In the workshop you will learn how to make PowerPoint slides accessible when presenting, creating, distributing or posting presentation materials.

The Creating and Delivering Accessible PowerPoint Presentations workshop will be held:

• Friday, Feb. 17,�� 9 a.m.-noon.
• Wednesday, March 29, 9 a.m.-noon

Creating Accessible Forms

��This hands-on workshop focuses on creating accessible online forms. The workshop will cover the ins and outs of creating accessible PDF, Frevvo, and WordPress forms.

The Creating Accessible Forms workshop will be held:

• Wednesday, March 1, 1-4 p.m.
• Tuesday, April 4, 9 a.m.-noon.

Evaluating Your Website for Accessibility

This hands-on workshop guides participants through the process of evaluating their current website for accessibility.

The Evaluating Your Website for Accessibility workshop will be held on:

• Thursday, March 9, 1-4 p.m.
• Wednesday, April 12, 9 a.m-noon

Video Captioning

��This two-part workshop is for anyone who manages, creates or maintains video content. Part 1 covers captioning basics and third-party services; the optional Part 2 covers DIY captioning.

The Video Captioning workshop will be held on:

• Friday, March 17, 9 a.m.-noon
• Thursday, April 27, 1-4 p.m.

.

Other topics

If you are interested in learning about ensuring the accessibility of online and mobile applications or other technology services, please send an email to accessibleIT@syr.edu with a description of your interest and with any questions. Your feedback will guide us in the development of future workshops.

For more information and assistance

��ITS offers a growing variety of resources to ensure accessibility for all members of the ���ϲ����� community. Visit the web page and check out the . ��Also, visit ITS’ Walk-in IT Accessibility Help Desk for consultation on related topics, including video captioning, remediation of your PDF, PowerPoint or Word documents to ensure accessibility, and identifying and fixing accessibility issues on your website. This service is available Mondays and Thursdays, 11 a.m. to 1 p.m. at the ITS Service Center, in room 1-227 Center for Science and Technology.

If you have any further questions about these workshops or other technology accessibility issues, please email accessibleIT@syr.edu or call 315.443.2677.

Colleges and universities across the United States are placing more emphasis on disability and inclusion. “We see disability as an important part of that diversity,” says Beth Myers, executive director of the Taishoff Center. “We put together these events in California in order to engage a wider audience in new conversations about inclusion. We’re hoping to make some new allies and give the community a chance to hear from local and national advocates about new ways to think about disability and higher education.”

The “Redefining Inclusion” events are free and open to the public, and are being hosted in partnership with ���ϲ����� Los Angeles. The panel discussions in each city will have a distinct theme, and feature well-known experts and celebrities connected to the field of disability studies.

Each event will start off with a short preview of the upcoming film “Intelligent Lives,” which challenges the social constructs of society’s definition of “intelligence.” Panel discussions, moderated by Myers, will follow and will include: filmmaker ��(“Intelligent Lives” and “Including Samuel”); ,��self-advocate and Outreach Coordinator for the Taishoff Center, featured in “Intelligent Lives”; and , professor of inclusive education at Rowan University. Disability advocate and actor Andy Arias will also participate on both panels.

In San Francisco, the panel’s topic will be “Inclusive Education” and experts will include: Cheryl Theis,��education advocate, Disability Rights Education and Defense Fund; and Kathleen Gee,��professor of special education, California State University. The event, held at the Delancey Street Foundation, beginning at 5:30 p.m. on Jan. 25.

The Los Angeles event will address “Disability in the Media,” and will feature , actress, producer and activist; and ; a writer for ABC’s “Speechless.” The Los Angeles panel will be on Jan. 26 at 6 p.m. at the Intercontinental Century City.

Myers says, “We hope attendees will engage with us in conversation about how we view intelligence. We hope everyone will leave thinking critically about how disability and intelligence are represented and negotiated in society.”

RSVP’s are strongly encouraged. Please visit for more information about the Redefining Inclusion events and to RSVP.

Arlene Kanter

The amicus brief was filed by the National Disability Rights Network and 44 other disability rights organizations throughout the country. The Endrew case is the first case since the Supreme Court’s 1982 decision in Board of Education��of the Hendrick Hudson Central School District��v.��Rowley, in which the court will address the substantive content of a state’s obligation under the Individuals with Disabilities in Education Improvement Act (IDEIA) to ensure a “free appropriate public education” for students with disabilities.

The College of Law team provided background research on the legislative history of the IDEIA, showing the changes in Congress’ view of people with disabilities since the Rowley decision. These amendments to the IDEIA appear to strengthen the obligation of school districts to provide a free appropriate public education to all children with disabilities that is more in line with the Americans with Disabilities Act’s commitment to “assure equality of opportunity, full participation, independent living, and economic self-sufficiency” for all disabled people. The brief filed by the amici rejects the view that schools can satisfy the requirement for an “appropriate education” by providing a merely more than “de minimis’” educational benefit to the student, as the Rowley Court held. As the amici brief states, “[b]cause education prepares children for future adult roles, educational expectations for disabled children now anticipate higher education, employment and independent living, rather than a life of dependence and institutionalization.”

If the Supreme Court rules for the school district or evenly splits its decision on this case, the Tenth Circuit decision will stand in favor of the school district. If, however, the court sides with the parents and the amici, school administrators across the country will be put on notice that an “appropriate education” means one which provides children with disabilities an equal opportunity to meet the educational standards the district applies to all children, including instruction and supports that will prepare the child for success in college and careers.

The arguments in the case is scheduled for Jan. 11. A decision is expected by the end of the court’s term in June.

OrangeAbility provides attendees with a chance to participate in accessible, adaptive and inclusive sports, including wheelchair basketball, power soccer, sled hockey and more. In addition, attendees can visit with local community-based organizations, meet SU student groups and engage with local teams during the expo.�� Registration is available on the or day-of at the expo.

“The beauty of OrangeAbility is that anyone who wants to play, can. In addition to being able to participate, one can learn about the sports being showcased as well as other adaptive sports through local organizations,” says Disability Student Union Vice President Jordan Feldman, a senior in the . “I’ve always loved being able to play sports with my friends throughout my entire life. I’ve also been fortunate to meet new people and make lasting friendships because of the platform sports provide. I sincerely believe that everyone, regardless of ability level, should have this invaluable opportunity.”

OrangeAbility provides people who are able-bodied and people with disabilities the opportunity to enjoy sports that are tailored for a wide variety of players. The afternoon activities will celebrate an array of disability cultures and identities, providing a safe space for all to feel welcome and comfortable. It is an event that highlights the legacy and growing vibrancy of the disability community on and off the hill.

American Sign Language (ASL) interpretation will be provided. Free parking is available outside the Women’s Building across Mt. Olympus Drive. Volunteers will be directing attendees along the way.

For more information, questions, or additional accommodations needed, please visit the or email orangeability@gmail.com.

“Cripping” the Comic Con uniquely combines a conference and comics convention that not only engages participants in reflective discussions about the representations of disability “beneath the surface” and explicitly within mainstream popular culture, but also provides an opportunity for students, faculty, staff and community members to present work. Each year, the symposium features a variety of presentations, discussions, performances and art created by campus community members.

This year’s theme, “Deaf-initely Ironic … ?,” explores the ways in which irony and humor reflect and create understandings and interpretations of disability in popular culture. With emphases on irony, humor and deaf cultural pride, the symposium aims to examine how humor and irony serve to critique, amplify and disrupt popular cultural understandings of disability by and about people with disabilities, allies and friends.

This year’s symposium will feature two keynotes and a plenary session with an esteemed panel.�� Breakout sessions, workshops and the unveiling of the newest Access Avengers superhero will take place throughout the day. The full lineup of events will be available soon on the .

“This year’s ‘Cripping’ the Comic Con is one for the ages,” says Diane Wiener, director of the Disability Cultural Center (DCC) and co-coordinator of the symposium.�� “We have an unprecedented plenary session, celebrated authors, illustrators and comics, a revolutionary Access Avengers unveiling and a host of accessible presentations, workshops and materials that are sure to provide attendees with ample opportunities to reflect upon, engage in and celebrate disability culture within popular culture.”

Keynotes

Matt and Kay Daigle, creators of webcomic “That Deaf Guy”
The Daigles’ talk, titled “How I Met that Deaf Guy, How I Met that Hearing Girl,” will focus on their experiences.�� The Daigles created ‘That Deaf Guy” as a way to share their real-life stories and experiences with the world. ‘That Deaf Guy” comic strip features Desmond, “That Deaf Guy,” his wife, Helen, who is an interpreter for the deaf, and Cedric, their four-year-old bilingual son who uses his dad’s deafness and his mom’s overworked schedule to his fullest advantage.

Cece Bell, author and illustrator of ‘El Deafo,’ Newbery Honor recipient
Bell will participate via Skype for a talk titled “Writing on my Own Behalf: The Creation of ‘El Deafo’ and Its Impact on Myself and Others.” In 2015, “El Deafo” was chosen as a Newbery Honor Book, a prestigious literary recognition presented to authors with distinguished contributions to American literature for children. “El Deafo” is a graphic novel memoir chronicling Bell’s hearing loss at a young age and the experiences with the Phonic Ear. Harnessing the power of the Phonic Ear, “El Deafo, Listener for All,” is created.

Plenary Session

Panelists will include:
Diane Wiener, director of the DCC, moderator
Matt and Kay Daigle, creators of Webcomic ‘That Deaf Guy’
Kanisha Ffriend ’16, author, “I, Too, Am a Dancer”
Kate Pollack G’16, master’s student, cultural foundations of education and disability studies
Carlisle Robinson, cartoonist and creator of “The Satrians”
Gilles Stromberg ’12, co-creator and illustrator of “The Access Avengers”

The plenary session, titled, “Notes from the Field,” will ask panelists, and the audience, to focus on the following three questions, among others:

1. Why is “Cripping” the Comic Con important to you?
2. What does it mean to you to identify as an artist who is part of the deaf cultural world and/or disability rights world?
3. In what ways would you describe your roles and life as an artist?

The symposium is accessible by elevator. American Sign Language (ASL) interpretation will be provided for the entire symposium, and Communication Access Realtime Translation (CART) will be provided during the keynote addresses and plenary session. Registration and other accommodation requests can be submitted on the online .�� Accommodations must be requested by March 25.�� Registrations will also be accepted on-site the day of the symposium.�� Off-campus participants are welcome to park in the Booth Garage and should email the DCC for more information.

In addition to the symposium, the DCC is partnering with Orange After Dark to host a second screening of Disney/Pixar’s Academy Award-winning “Inside Out” on April 1. The screening will be open-captioned and audio-described. Inclusive snacks will be available beginning at 9:15 p.m., the film will start at 10 p.m., and a discussion will occur at midnight.�� The screening will be shown in Gifford Auditorium.

The symposium is co-sponsored by the DCC, within the Division of Student Affairs, the Center on Human Policy, within the School of Education, and the Disability Student Union.

For more information or questions, visit the or email the DCC.

Brent Elder and Michelle Damiani at the 2016 Zero Project Conference in Vienna

Elder and Damiani have each earned a Certificate of Advanced Studies (CAS) in disability studies from the School of Education. As part of this interdisciplinary program, they took law courses from Arlene Kanter, director of the ’s��. Kanter introduced them to Judy Heumann, the special advisor for international��disability��rights for the U.S. Department of State, at a disability law symposium in Baltimore in 2013. Heumann encouraged them to pursue their interests in sustainable inclusive schools, and remained in touch.

It was Heumann who notified Elder about the Zero Project��Conference, asking him if he wanted to submit the work done by him and Damiani on inclusive��education��in Kenya in 2013. Elder consulted Damiani and their Kenyan colleague and co-author, Benson Oswago, who agreed. The group submitted their paper and they were invited to speak as experts on disability in Africa. The presentation was titled, “From Attitudes to Practice: Utilizing Inclusive Teaching Strategies in Kenyan Primary Schools.”

“For me,��aside from��just��being��in a building with such palpable history,��the most powerful moment of the conference was presenting our work in a room filled with so many��world leaders on disability,” says Elder.��“They included special��advisor Heumann, diplomats from all over the world, members of the Austrian parliament, a prince from Jordan, a princess from Saudi Arabia and directors of NGOs that shape international��disability��policy.”

Elder taught special education for eight years at a public elementary school in Goleta, Calif., before applying to the School of Education doctoral program. He worked in Bahrain, Thailand, Belize, Cuba and Kenya during his breaks from teaching, and realized he wanted to work on international projects. He is currently conducting his dissertation research on a Fulbright award in rural Kenya.

Damiani’s research agenda reflects a sustained commitment to inclusive teacher education practice and universal design for learning. She is a 2013 recipient of an outstanding university teaching assistant award.

Damiani feels the conference opened new opportunities, and she and her co-authors have been able to connect with individuals from around the world to discuss future collaborative partnerships. She also feels the conference helped her learn about the��implementation status of��policies and practices directly from representatives of countries and regions where the work is happening

“Presenting our work��at the United Nations��among so many world leaders, who share a global commitment to inclusive education and a barrier-free world was most impactful,” says Damiani.

Joanna Masingila, dean of the School of Education, invited Elder and Damiani to travel to Kenya 2013 to conduct a series of workshops focusing on inclusive teaching strategies for a group of teachers in rural Kenya, the basis for their paper and presentation. She says that the School of Education is extremely proud, and encourages other interested students to pursue doctoral studies in the area of special education. The School of Education has been consistently ranked in the top 15 nationally for its special education graduate programs.

Elder and Damiani are invited to a meeting of disability experts at the World Bank in April. Elder believes that these opportunities will help him develop transnational projects in the future, to encourage inclusive education for students with disabilities around the world; while Damiani feels that she learned about other areas of need in her work, for example innovative practices around inclusive education in emergency and refugee situations.

The article they submitted to the UN has recently been published in the International Journal for Inclusive Education:

“I am so excited for Disabilifunk! It’s such a great opportunity for the school and the community to come together and enjoy a night of music, inclusion, and diversity,” says Christy Kalebic, president of the DSU. “The event is grounded in disability advocacy, but it is most of all a fun way to��bring people together for a night of incredible performances and karaoke talent! Whether you want to grab some food and enjoy the show or get up and perform, Disabilifunk is an event for everyone.”

Diane Wiener, director of the DCC, says, “Having just enjoyed the Grammys, the timing is great to say what a privilege and a pleasure it is for the DCC to once again collaborate with the DSU to host Disabilifunk in spring 2016. As always, this event is about broadening experiences of musical inclusion and performative diversity, and it is intended to forward advocacy efforts while having a fabulous and fun time.”

Tickets are free and can be picked up at the Schine Box Office. Accommodation requests can be sent to Kayla Wicks at kawicks@syr.edu. American Sign Language interpretation and light refreshments will be provided.