Robert ’86 and Kathryn Taishoff

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

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

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

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

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

Strengthening Programming

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

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

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

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

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

Going Beyond

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

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

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

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

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

About ���ϲ�����

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

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

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

From an early age, Mark Radel ’28 always demonstrated compassion for his peers. As a precocious 9-year-old, Mark would rush onto the basketball court (accompanied by the coaches) whenever someone got hurt to check in and offer a helping hand.

Luke Radel ’26 says empathy is his brother’s superpower. “Mark is overflowing with empathy, and he has a great ability to know if somebody is having a bad day, and what he can do to help them through it,” Luke says, with a proud smile—and that trait will serve Mark well as he strives for a career in sports and exercise science as an athletic trainer.

Mark’s career ambition is being supported by , an initiative from the�� that sets a high standard among inclusive higher education programs, making higher education more accessible for people with intellectual and developmental disabilities through individualized and inclusive coursework, student-centered planning, internships, and social and extracurricular activities.

“I want to help people. I’m loving learning about the body, and how what we eat helps make us strong, and when I graduate, I want to work with my football team, the Buffalo Bills, as a trainer,” says Mark, a sports and exercise science major at the University who was born with Down syndrome.

When Luke (left) attended ���ϲ����� and study both political science and broadcast and digital journalism, Mark decided to follow in his brother’s footsteps. (Photo by Chuck Wainwright)

An Unbreakable Bond

Mark’s benevolent spirit helped Luke during his darkest days. While visiting colleges with his family in Boston, Massachusetts, Luke, an aspiring broadcast journalist, was out to dinner when he discovered his voice had left him. Realizing there was a potential health problem, Luke checked into Massachusetts General Hospital for observation.

Within a few hours, the doctors gave Luke their diagnosis: Stage 4 Hodgkin lymphoma. With his head spinning, Luke began undergoing chemotherapy sessions twice a month for six months, oftentimes for five or more hours per visit. What got him through those trying times?

“Mark was by my side, and his compassion was so helpful. Plus, he gives the best hugs. Whenever I was having a bad day, those hugs were just amazing and turned my day around,” says Luke, whose cancer is in remission. “Mark’s had his fair share of health struggles, and in that moment, I realized what Mark overcomes every day just to keep going, all the work he does to go to school and live his life. If he’s taking on that daunting situation every single day, I can take care of my chemotherapy.”

When Luke decided to attend ���ϲ����� and study both political science in the and broadcast and digital journalism in the , Mark decided to follow in his brother’s footsteps, applying to and being granted admission into InclusiveU’s highly competitive program.

Their unbreakable bond was further strengthened as roommates on campus. Luke helps Mark with his homework and with prepping his meals, and configured Mark’s Google Maps app on his phone with the relevant directions needed for Mark to traverse campus on a daily basis.

Luke and Mark Radel during their shared class in the Falk College. (Photo by Chuck Wainwright)

“Mark is Mr. Independent on campus. He doesn’t want to rely on someone else to help him get across campus. He’s done an amazing job of navigating everything it takes to be a student,” Luke says. “I’m really grateful to be at an institution like ���ϲ����� that is always striving to ensure everybody has access to the opportunities they need to succeed and feel welcome in these spaces.”

Life-Changing Opportunities

From the moment Mark came into his life, Luke has embraced advocating on behalf of his brother, fighting to ensure he was given access to every possible opportunity. It’s part of the Radel family’s genetic makeup. Their father, Patrick, was an attorney who helped people with mental and developmental disabilities be included in their elementary and high school’s educational programs, and their mother, Mary, created a support group, , that raises awareness and educates and connects parents of children born with Down syndrome to resources.

October is Down Syndrome Awareness Month, which, Luke says, is the perfect time for members of the University to learn how people with Down syndrome are valuable contributors to the University community.

“People with Down syndrome are more alike than they are different from us. Mark needs to be in environments that will push him outside of his comfort zone and push the limits of what a person with Down syndrome can accomplish,” Luke says. “You’ll be helping Mark by interacting with him, but you’re also helping yourself gain a better understanding of how people with Down syndrome see and interact with the world around them.

Inspired to become a broadcast journalist from his efforts advocating on Mark’s behalf, Luke has amassed an impressive portfolio as a broadcast journalist, recently covering both the Republican and Democratic national conventions and serving as a in Utica, New York.

Luke hopes to use his dual degrees to continue telling impactful stories that make a difference, including his brother’s inspirational journey to ���ϲ�����.

When Mark got his acceptance letter into InclusiveU I cried tears of joy. I was so excited for him, and I have loved being able to share in the ���ϲ����� journey with Mark, Luke says.

“I always wanted to go to college, and being here with my brother has been amazing. This experience has changed my life,” Mark says.

Sports as a Unifying Force

A lifelong fan of playing sports, Mark Radel enjoys participating in the Special Olympics Unified Sports club basketball team on campus. (Photo by Chuck Wainwright)

The table tennis area in the lounge of Luke’s off-campus apartment complex is getting quite the workout on a Tuesday morning before they both have class in the Falk College of Sport and Human Dynamics. Good-natured comments fly back and forth whenever a point is scored. Their friendly matches, typically a best two-out-of-three affair, offer insights into their dynamic.

“It’s fun to play sports and I like learning new things while I am playing,” Mark says. “And I like to beat Luke. We always have fun when we play.”

“Oh yeah, this is always fun whenever we play [table tennis]. Mark loves watching and playing sports because it’s exciting and fun for him, and it’s a great way to stay active and also be part of a team and a community. Mark just loves being around people,” Luke adds.

Outside of their sibling showdowns in table tennis, Mark also participates in the Special Olympics Unified Sports club basketball team on campus, practicing every Sunday in the Women’s Building.

Surrounded by friends, Mark takes great pride in his basketball abilities. “It’s fun to shoot, dribble the ball and then pass it to my teammates, but what I’m really good at is shooting and scoring,” Mark says with a smile—but more than his performance, he enjoys the camaraderie and friendships that form with his peers.

“It’s the best. We cheer each other on, cheer for big shots and we all want everyone to play well and have fun,” Mark says. “I play better when my teammates are cheering me on, yelling ‘Mark, Mark, Mark!’ It makes me happy and motivates me.”

Brothers Mark (left) and Luke Radel share an unbreakable bond, one that has only strengthened during their time at ���ϲ�����.

An avid fan of the ���ϲ����� football team, Luke and Mark eagerly await each home game. Mark can often be found yelling and cheering on the team while wearing his No. 6 ���ϲ����� jersey, originally purchased to honor former starting quarterback Garrett Shrader ’23, but this year, the jersey is a nod to current starting quarterback Kyle McCord ’25.

From his seats in the 300 section inside the JMA Wireless Dome, fans flock to Mark’s infectious attitude, exchanging fist bumps and high-fives every time ���ϲ����� comes up with a big play.

“It’s really cool and it makes me feel great to know I’m making new friends while we’re cheering on ���ϲ�����,” Mark says.

“Mark has such a big smile on his face when he’s interacting with our fans, and it makes me so happy to see his joy,” Luke adds.

InclusiveU Director Brianna Shults and student Matthew Falanga discuss the life-changing opportunities InclusiveU affords its students, how InclusiveU has made a profound impact, how InclusiveU has become the standard-bearer for how colleges run an inclusive higher education program and how the benefits extend to the greater campus community.

The White House. Capitol Hill in Washington, D.C. The New York State Capitol building in Albany.

Matthew Falanga

These are just some of the places an enthusiastic delegation from ���ϲ�����’s InclusiveU program have traveled over the years, meeting with policymakers, politicians and higher education leaders to push for change to make higher education more accessible for people with intellectual and developmental disabilities.

For more than a decade, InclusiveU, an initiative from the��, has set the standard by which all other inclusive higher education programs are judged. Its model encompasses individualized and inclusive coursework, student-centered planning, internships, and social and extracurricular activities.

“I always wanted to go to college, and when I heard about ���ϲ����� and its InclusiveU program, I knew that was where I wanted to go to achieve my dreams,” says Matthew Falanga ’26, who was born with Down syndrome and is majoring in communications at ���ϲ�����. “The best part of coming to ���ϲ����� is making new friends and being involved on campus. It makes me feel very happy.”

Over the last 10 years, InclusiveU has experienced exponential growth and is now the largest program of its kind in the country. This year, 102 students are pursuing their academic dreams on campus, including 44 students who, like Falanga, live in residence halls.

Check out featuring Falanga and InclusiveU Director Brianna Shults G’20. A transcript [PDF] is also available.

Recruiting Advocates, Reducing Stigmas

Over the years, InclusiveU Director Brianna Shults G’20 has led countless trips to bring current InclusiveU students and recent graduates to meet with elected officials. These trips serve to recruit new advocates, increase support and awareness of the program, and reduce the stigmas that still exist surrounding students with intellectual and developmental disabilities.

The opportunities InclusiveU affords aren’t readily available for many students like Falanga. According to , only 2% of school-age students with intellectual disability are likely to attend college after high school, and of the 472 colleges and universities in New York state, only 24 have inclusive postsecondary education programs.

Brianna Shults

“There was this cliff that many students with developmental and intellectual disabilities would drop off once they graduated high school. Some would find work or a program that filled time in their day, while some would do volunteer activities. Some just stayed home. By being able to take that next step in their development alongside their peers, continuing their educations while gaining skills to launch their careers, InclusiveU has given students the opportunity to define who they are and what they want to be. They get to have the same experiences their peers were afforded,” Shults says.

Now, thanks to a $200,000 grant from the B. Thomas Golisano Foundation, the School of Education’s ��will provide technical assistance to schools and colleges in Western and Central New York to create and enhance inclusive college programs for students with intellectual and developmental disabilities.

This is in addition to the technical assistance InclusiveU has already provided to colleges and universities in Arizona, Florida, Kansas, New York, Pennsylvania and Tennessee when representatives from those institutions visited campus in 2023. InclusiveU students led campus tours while sharing how their higher education experiences had changed their lives.

“There are not enough inclusive programs like ours and our field is very collaborative. We want all students with intellectual or developmental disabilities who want to go to college to have an opportunity that fits their needs,” Shults says. “The demand versus available opportunity and the capacity of these programs is something that needs support. We are thankful for the Golisano Foundation’s help to build out this program and provide the type of support and knowledge that other programs [at other institutions] are looking for.”

Celebrating People With Disabilities

For many adolescent students with developmental disabilities, the pursuit of higher education is filled with roadblocks and can be a daunting task for both aspiring students and their families. But thanks to InclusiveU, students of all ages with intellectual and developmental disabilities are empowered to come to campus and experience college life in a fully inclusive setting, learning the necessary skills to thrive in the classroom and find a job after graduation.

These experiences prove to be life-changing for students like Falanga, who over the summer interned with , where he worked on a project promoting voting rights for people with disabilities, and also represented InclusiveU as an inclusive higher education advocate at a Disability Pride Event in the White House.

It was a once-in-a-lifetime moment for Falanga, who had a specific message for the government officials he met during his visit.

“Just because I was born with a disability, I want to celebrate my disability. I also want to help other people with disabilities feel better about themselves. Be proud of who you are. It is important for people with disabilities to learn about these programs [like InclusiveU] and know that they can go to college and start their new life,” says Falanga, who hopes to use his degree to land a job where he can help create more legislation that opens doors for people with disabilities.

Representing InclusiveU at a Disability Pride Event in the White House over the summer were (from left to right): Karly Grifasi, assistant director of operations and communications, Jennifer Quinn, internship and employment coordinator, Matthew Falanga and Shafreya Wilkins.

Opening Doors for All

���ϲ����� has a proud 154-year history of opening its doors to all students who are interested in receiving a college degree, regardless of their background or upbringing.

InclusiveU, which was founded in 2001 as a dual enrollment program with the ���ϲ����� City School District, has provided the necessary skills for students to both thrive in the classroom and find a job after graduation. By incorporating InclusiveU students in classes with the general ���ϲ����� student body, Shults says the entire campus community benefits.

“It helps make all ���ϲ����� students better friends, better classmates, better coworkers and better community members,” Shults says. “Having this experience and interaction with InclusiveU students helps our whole campus think inclusively. It helps our administration think differently and more inclusively. We’re able to adjust the way students access their classes or how they interact with faculty to make sure those experiences are inclusive for all.”

Equipped for Lifelong Success

The initiative’s work is evolving. InclusiveU students now participate in the University’s First Year Seminar course, and in May, InclusiveU is launching the first inclusive ���ϲ����� Abroad experience to Italy, with a goal of expanding opportunities for its students to study abroad.

Once they earn ���ϲ����� degrees, many InclusiveU students successfully find paid, competitive jobs, due in part to the strong relationships InclusiveU develops with its partners, both on campus and in the Central New York community. It’s also a result of the yearlong internships InclusiveU students participate in as part of their three years of academic education.

Matthew Falanga (left) and Shafreya Wilkins during a visit to Washington, D.C.

But there’s more work to be done when it comes to support and funding for InclusiveU, including thinking beyond the students’ time on campus.

“We want to ensure that students can lead the lives that they want to live afterwards, and that goes for employment, community involvement and living situations. We have advocated for ending subminimum wage and closing sheltered workshops. The Higher Education Opportunity Act hasn’t been reauthorized since 2008,” Shults says. “These are all really important things to help individuals with disabilities lead productive and meaningful lives beyond higher education.”

For now, Falanga is focusing on fine-tuning his public speaking skills, continuing to make new friends on campus and finding ways to get and stay involved with the University he loves so much.

“���ϲ����� makes me feel very happy and proud. InclusiveU has helped me to make new friends, take great classes and explore my career choices. This has changed my life,” Falanga says.

is an innovative, interdisciplinary initiative at ���ϲ����� focused on inclusive entrepreneurship, design and community. It is a partnership between ���ϲ����� Libraries, the School of Design and , a program of the��. Intelligence ++ is supported through a generous donation by Gianfranco Zaccai ’70 H’09 and the��.

Trey Augliano

Augliano is the founder of Flamingo Brands, a global e-commerce company. During the past academic year, he served as an Orange Innovation Scholar for ���ϲ����� Libraries and worked with the and as a tech commercialization specialist. Augliano was a member of the student steering committee for the inaugural program. He previously interned as an angel investment portfolio manager at Shaw Harbor Holdings, a private equity and asset management firm, where he worked alongside the founder and CEO.

As the Intelligence ++ Innovation Scholar, Augliano will assist with , a funding program to help students across campus commercialize products, services and technologies that support people with intellectual disability or who are neurodivergent. The Intelligence ++ Scholar serves as a peer mentor to students from across all disciplines and academic units to help bring their ideas to life and engages with SU alumni who are innovators in this field who can serve as subject matter experts.

The students were part of the Significant Disabilities: Shifts in Paradigms and Practices (SPE 644) course taught by , associate professor in the School of Education, who was the Libraries’ 2023-24 Special Collections Research Center .

The students presented their findings at a public showcase in spring 2024 and their work is available online as a digital exhibition. “” explores disability as a cultural construction by examining historical developments in special and inclusive education, as well as the development and later closures of institutions and asylums for individuals with intellectual disabilities. The archives—and exhibit—show details of how Americans in past decades regarded disability, including information about eugenics (the selective breeding of humans) as the basis for institutionalization; letters exchanged between institutions and individuals about certain individuals and situations; and striking images collected by those who advocated for disabled individuals and disability rights.

Graduate students held a public showcase last spring describing their research and capping their course, “Significant Disabilities: Shifts in Paradigms and Practices.” From left are Associate Professor Julia White and students Neil Boedicker, Kayla Cornelius and Raquell Carpenter. (Photo by Martin Walls)

White says the primary source materials provided the students with particularly rich and informative records, in part due to ���ϲ�����’s long history as a vanguard for disabled individuals and a leader in inclusive education and disability rights. Today, the Center on Disability and Inclusion continues the legacy of the , founded in 1971 by Dean Burton Blatt, a groundbreaking disability rights scholar. Blatt and other individuals at the University were involved in disability rights lawsuits during the 1970s and developed language surrounding the creation of special education law. All of that history—and dozens of associated original documents and artifacts—are preserved for viewing and research.

Julia White

“We at ���ϲ����� have really reconceptualized how to think about people with disabilities, especially intellectual disabilities. The University is known for its forefront advocacy on inclusive education and all that work is evident in the archives,” White says. “There are so many things to investigate and so many lessons we can get from this; it’s a gold mine waiting to be explored.”

A former special education teacher, White now researches national and international special education policy and inclusive education as a human right. But she “was always interested in how law and policies could be applied to different people under different circumstances. I noticed how some students could be placed in segregated or self-contained classrooms while others were in resource rooms and were more integrated. Very little was different about their learning profiles other than their race or socioeconomic profile. I wondered why, if some students had more significant disabilities, they were held to very few or no academic standards.”

Based on her experience as both a doctoral student and a teacher, White says, “I had a pretty strong sense of the racial and economic injustice inherent in U.S. society and always considered inclusive education a civil rights issue.” Yet it was her experience in a Fulbright teacher exchange program in the Slovak Republic and later work for the Landmine Survivors Network for the United Nations Convention on the Rights of People with Disabilities, that cemented her perspective of inclusive education as a broader human rights issue.

Cover of “.” (Photo: Special Collections Research Center, ���ϲ����� Libraries)

‘Fantastic’ SCRC Process

The time she spent examining materials and working with staff at SCRC “was a fantastic process all around,” White says. “Sometimes, an artifact had very little to do with what I was interested in—���ϲ�����’s role in deinstitutionalization, inclusive education and disability activism—but there were many�� ‘aha’ moments that sent me down rabbit holes and that was a lot of fun. The discovery of so many amazing contributions of folks affiliated with the University was the best part of this fellowship. And the staff were phenomenal; they had great insights. I came into this knowing little about archival work and hadn’t done any myself, but they were so gracious and so helpful.”

SCRC staff were also readily available to the , discussing their readings, helping them categorize materials and offering advice on how to formulate the exhibit, White says. , instruction and education librarian, was involved with the class almost every time they met. , humanities librarian and digital and open scholarship lead, helped them create the digital exhibit.

Gratifying for Students��

The experience of using primary source documents and finding so much relevant information to work with was gratifying for the students, two of the class members say.

Sierra Eastman ’20, G’25 teaches math to seventh- and eighth-grade students in the ���ϲ����� City School District. Her review of archive materials helped her gain a better understanding of the perspectives of people with disabilities, Eastman says. “I have students with various disabilities in my classes and I wanted to get an understanding of them that I didn’t have as an able-bodied person. We tried to put ourselves in their shoes and see how we could make sense of how this [institutionalism] happened, how they were personally impacted and the larger societal reasons that it occurred.”

A “Fight Handicapism” poster provides a historic perspective about the word’s definition. (Photo: , Special Collections Research Center, ���ϲ����� Libraries)

Kionna Morrison G’24 is an algebraic reasoning teacher in the ���ϲ����� City School District who completes the inclusive special education (grades 7-12) program this month as a scholar. She wanted to understand the experiences that people of color, especially Black children, had in institutions for the intellectually disabled. “I could see how disability, institutionalization and racism can be traced to the pre-Civil War and Reconstruction eras. I gained insight on how certain bodies have been consistently institutionalized.��Now, I want to continue to learn about the intersectionality between race and special education and how people from multiple marginalized communities navigate their experiences with disability,” she says.

White believes there has been a significant change in the public’s views on disability, and particularly on intellectual disability, in recent years. “The U.S. has much farther to go in terms of changing society’s perception of disability, intellectual disability and breaking down barriers for any group of marginalized people,” she says. “We need to recognize how far we’ve come in changing attitudes in society, making places accessible, and providing higher education opportunities for disabled people, such as ���ϲ�����’s program. That’s a good start to thinking differently. Although attitudes are something that we still have to change, the civil and human rights of people with intellectual disabilities are routinely denied in the U.S. and worldwide, and I hope that this project helps shed some light on the history of the continuing fight for disability rights.”

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Faculty members Beth Myers (left) and Don Carr. (Photo by Angela Ryan)

Seven student-designed products, services and technologies meant to assist people with intellectual and developmental disabilities won recognition and seed funding at the Showcase on April 25.

Fashion design major Shelstie Dastinot showed adaptive clothing having Haitian-inspired designs. (Photo by Angela Ryan)

The showcase is the culmination of the two-semester course taught by , professor and program coordinator for industrial and interaction design in the , and , Lawrence B. Taishoff assistant professor of inclusive education and executive director of the in the .�� They and the students are also supported by co-instructor , founder of entrepreneurship and emerging enterprises adjunct faculty member in the ��and strategic initiatives advisor, .

The interdisciplinary course and the open-call design competition is open to undergraduate and graduate students from across the University, including students studying in the program, and it is sponsored by ���ϲ����� Libraries. “It’s a unique program,” says Carr. “To my knowledge, Intelligence ++ is the only integrated design and innovation incubator in which students from a program such as InclusiveU work as part of a team to develop a wide range of product ideas.”

As part of the course, students learn about steps taken at the University to help address accessibility and neurodiversity across campus. Myers says the fact that students come from a range of majors and programs helps widen the understanding of access, disability and inclusion needs and abilities.

Policy studies major Ryan Brouchard emphasizes the planned journey for his team’s innovation, AdaptEd, created with computer science student Adya Parida. (Photo by Angela Ryan)

“We’re thinking about disability, accessibility and disability language and content, as well as the possibilities [for] disability and neurodiversity. We’re designing not for disabled people, but with disabled people, so it’s really meaningful,” says Myers.

Shelstie Dastinot ’24, a fashion design major in VPA, says her perspective on disability is formed by personal experience. “I realized that we all separate ourselves from the disabled community, but we can all become disabled at any point. We are all temporarily able, is what I like to say.”

Ryan Brouchoud ’25, a policy studies major in the Maxwell School of Citizenship and Public Affairs, says the class taught him how to think in practical and functional ways about disability needs. “I’m learning about the best way to go about making products and programs that are accessible to all but that are also feasible to create. I’m interested in creating something that fixes problems that need addressing.”

Xiaochao Yu ’25, an interior design major in VPA, spoke to both disabled and non-disabled individuals as he worked on his project, and found the groups had similar concerns regarding public study spaces. “They expressed that the environment was distracting both visually and acoustically. I decided to create a product that would provide the privacy students were looking for.”

His project, Portable Sensory Enclosure, uses low-budget structural elements and materials to create temporary, movable barriers that offer more privacy and acoustic and visual improvements for use in public study areas.

The other winning projects were:

Four members of the team of UpliftU present how their website makes reporting incidents of bias and accessibility barriers easier, with a built-in feedback and assessment system. (Photo by Angela Ryan)

Uplift U,�� a website that allows reporting on barriers to accessibility, such as the lack of an access ramp at a building, and issues and incidents related to diversity and inclusion, such as a bias situation.

It was created by InclusiveU students Tanner Knox Belge ’27 an undeclared major; Devin Braun ’27, a food studies major; Sean Bleaking ’24, a food studies major and Arturo Tomas Cruz Avellan ’27, an undeclared major; along with Jasmine Rood, ’27, a design studies major in VPA, Caitlin Kennedy Espiritu ’25, a public communications major in the Newhouse School of Public Communications, and Megan Gajewski ’27, a fashion design major in VPA.

Cuse Up, an app to help InclusiveU students more easily discover social groups and campus activities, created by students Tojyea Matally ’27, a communication design major and Faith Mahoney ’26, an industrial and interaction design major, both studying in VPA.

Shelstie, a line of sustainable, adaptive clothing featuring bright colors and Haitian-inspired looks, designed by Dastinot.

AdaptEd, an educational tech platform that uses AI-powered software to support varied learning styles, created by Brouchoud and Adya Parida ’25, a computer science major in the College of Engineering and Computer Science.

Echo Classroom, a platform that provides resources to aid in lesson interpretation, developed by Alexandra Gustave ’24 and Charlotte Chu ’26, fashion design majors in VPA.

VocaLink, a concept by graduate data science students Dhruv Shah and Sampada Regmi, offers computer-based vocational training. (Photo by Angela Ryan)

VocaLink, a computer-based vocational training and interactive learning tool, developed by graduate students Dhruv Shah ’25 and Sampada Regmi ’24, who are both students in the applied data science program at the School of Information Studies.

Judges were Matthew Van Ryn, a ���ϲ����� attorney; Hanah Ehrenreich, a development associate at Jowonio School who also advises entrepreneurs; Brianna Howard ’20, G’21, founder of Faithful Works virtual assistant and grant writing services;�� and Gianfranco Zaccai ’70, H’09, co-founder and chief designer of Continuum Innovation, who helped establish the program through a gift to ���ϲ����� Libraries from the .

Team members, faculty and judges gathered to celebrate the innovations presented at the 2024 Intelligence++ Showcase. (Photo by Marilyn Hesler)

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

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

Disability Pride Week 2024 Events

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

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

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

Visit the for a complete list of events and details.

Disability Pride Week Keynote Speaker Ali Stroker

Ali Stroker

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

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

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

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

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

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

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

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

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

Intelligence++ centers around three main concepts:

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

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

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

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

Sam Clark (center) poses with Robin Howard (left) and Anna Proulx at the LA semester wrap event. (Photo courtesy of Sam Clark)

Sam Clark ’24 has known since he was 9 years old that he wanted to be a film director when he grew up. After a family trip to Egypt where his dad took hours and hours of video, Clark found himself enthralled by the footage and the ability to tell stories through film.

When it was time for him to choose a college, Clark was interested in ���ϲ����� because not only did it boast one of the top-ranked film schools in the country but also because of its , offered through the Lawrence B. Taishoff Center for Inclusive Higher Education in the School of Education. InclusiveU, celebrating its 10-year anniversary this year, offers one of the premier opportunities in the country for students of all ages with intellectual and developmental disabilities to experience college life in a fully inclusive setting.

The decision to attend ���ϲ����� was one of the best he ever made, Clark says. He’s spent the last four years studying the craft of filmmaking through his coursework, primarily in the College of Visual and Performing Arts (VPA) and S.I. Newhouse School of Public Communications.

For the past two semesters, Clark has taken advantage of the , getting a flavor of life on the West Coast and “in the industry,” as he would say.

“LA has been incredible,” Clark says. “Every morning I go to my internship and then at night, I take awesome classes with professors who have been in the industry and who know the ins and outs of working in the media and entertainment fields.”

Clark and Doug Robinson (left) of Doug Robinson Productions at an LA-area event (Photo courtesy of Sam Clark)

In spring 2023, Clark participated in the and interned with Doug Robinson Productions (founded by fellow Orange alumnus Doug Robinson ’85) on the Sony Pictures Entertainment lot, where his duties included reviewing and evaluating scripts, shadowing production assistants on set and listening to pitches for future projects.

“He [Doug] took me on the set of an ’80s flashback show called ‘The Goldbergs’ and I learned about the art of production, editing and sound mixing,” Clark says. At night, he studied acting, writing and production through his Newhouse coursework.

Notably, he also found professional and industry mentorship under , director of Newhouse LA. “Robin has been awesome about giving me many opportunities in LA, from going to industry premieres to teaching me about pitching and helping me to attend PA [production assistant] bootcamp, which was hugely valuable,” says Clark.

“Sam is truly a shining light, a fantastic young man!” says Howard. “Everyone here has been deeply touched and inspired by his journey with us. It is a gift to know him.”

When faculty and staff affiliated with the saw how enthusiastically Clark was embracing the Newhouse program and all he was learning, they encouraged him to remain in Los Angeles for the fall semester through their immersion program. Clark got another internship, this time as a development intern with The Gotham Group, a talent management company, where his duties include listening to and evaluating clients’ pitches and their potential to become a movie or TV production. “I can’t say too much about the types of projects I’ve been working on, because it’s kind of classified,” Clark says with a grin.

His fall 2023 coursework encompassed a filmmaking senior project, a scriptwriting class focused on episodic dramas and a networking class, which he says has been his favorite class of the semester. “SULA has been helping me out with the alumni community in Los Angeles and making connections with people who may be able to help me in my future career, hopefully with getting a job in the industry,” Clark says. “I have especially appreciated [VPA program director for SULA] and the many opportunities she has given me as an InclusiveU student, including facilitating my attendance at several film festivals.”

Clark (center) hits the red carpet with film directors Alejandra Vasquez (left) and Sam Osborn at AFI Fest, organized by the American Film Institute. (Photo courtesy of Sam Clark)

“Sam embodies the spirit of SULA—a positive attitude, a willingness to try new experiences, an openness to network and introduce himself, and a strong work ethic,” says Proulx. “He has touched this program in so many positive ways, and we are honored to be a small part of his learning journey.”

Clark’s senior film project draws inspiration from the 2023 Writers Guild of America and SAG-AFTRA strikes—the plot involves artificial intelligence taking over an actor’s career. He says he has learned a lot about pitching his own projects through his internship at The Gotham Group, and he hopes to get a job as a production assistant after he graduates in May. Ultimately, he aspires to achieve his dream of becoming a filmmaker, and while Clark is not sure if he’ll remain in Los Angeles or return to his hometown of Philadelphia, he knows his time spent at SULA has set him up for future success.

“Sam is the epitome of what you want to see in a college student,” says Sam Roux, academic coordinator with InclusiveU in the School of Education and Clark’s academic advisor. “He is acutely aware of college’s transient nature and hustles every day to get the most out of this experience. The guy is a total rockstar.”

Rockstar, yes—and hopefully someday a big-time movie director too.

“The Intelligence++ Ventures initiative is a concept to assist student research initiatives emerging from the Intelligence++ program or other campus innovation programs. The initiative helps move student research, scholarly or creative projects from ideation to proof of concept and commercialization,” says David Seaman, dean of the libraries and university librarian. “Students can come from any school or college and need not take DES 400/600 to apply. In fact, students with an idea for the intellectual disability community could apply for this initiative in addition to funds the libraries administers, like the Orange Innovation Fund or the Student Innovation Fund.”

The program will be administered through ���ϲ����� Libraries, in collaboration with the University’s existing research and commercialization programs such as the , the , , , the , the at ���ϲ�����, , , (NYSTAR designated Center for Advanced Technology), and the .�� Applicants can also come through research classes, labs or independent study programs across campus.

Applicants must identify specific tangible needs related to the development of a product, service, technology or creative work in the discovery, testing, building and/or launching of their initiative. Applications can be submitted through orangeinnovation@syr.edu.

“I am pleased to continue to support this important program and enhance it through the creation of Intelligence++ Ventures, a new competitive program for student innovators to help commercialize products, services and technologies that will help people with intellectual disabilities,” says Zaccai. “This initiative can accelerate the transfer of inclusive design research to the marketplace. It will help students create innovations that can be used by early customers, get real world feedback on product design, and introduce products to the people who will benefit from their ingenuity.”

Zaccai envisions the initiative attracting even more students from across academic disciplines who are interested in pursuing design and development focused on breaking down barriers to accessibility. “From AI to digital and other emerging technologies, this field is poised for rapid growth,” says Zaccai. “Participating students can become part of the leading edge.”

, an initiative of the Lawrence B. Taishoff Center for Inclusive Higher Education in the , offers a full four-year college experience for students with intellectual and developmental disabilities.

For the first time this fall, InclusiveU students were invited to participate in FYS 101—a significant step toward full campus inclusion.

“Students in the InclusiveU program contribute significantly to the fabric of our campus community, and they bring invaluable perspectives to the conversations that are at the heart of FYS 101,” says , associate provost for strategic initiatives in the Office of Academic Affairs, who oversees the First Year Seminar program. “Integrating our 27 first-year InclusiveU students into FYS 101 this fall just made sense—it is the right thing to do, and every single student present in these classrooms is benefiting from their presence.”

Leaders from FYS and InclusiveU assembled before the fall semester began to build mutual understanding of the InclusiveU program and the unique needs of its students. (Photo by Jimmy Luckman, associate director, FYS)

Since FYS 101 encourages learning, conversation and introspection on topics relevant to all incoming students at ���ϲ�����, incorporating InclusiveU students required no modifications to the curriculum.

“This is a class about diversity, equity, inclusion and accessibility (DEIA), so it’s just another identity we were able to add to the classroom conversations,” says Shannon Hitchcock Schantz G’21, director of FYS and a current lead instructor for the course. “Students are doing activities about their own identity and their transition to ���ϲ�����, and we’ve seen full participation from the InclusiveU students, sharing about their disabilities and their perspective on life.”

Brianna Shults, director of InclusiveU, says she sought out this partnership to broaden the participation of InclusiveU students in campuswide initiatives and offerings.

“These are students who want the opportunity to go to college and to be fully immersed in the culture, community and educational experience here at ���ϲ�����,” Shults says. “We know that all students need an introduction to the University, which is why FYS exists. To include our students in things that are already being done here usually just takes a few extra steps in education and preparation, and I think the FYS 101 team has done a phenomenal job of incorporating InclusiveU students into their classrooms and fully enveloping them into the curriculum.”

The partnership officially kicked off in August, when InclusiveU staff attended training sessions for all FYS 101 lead instructors and peer leaders to provide education and build mutual understanding. “We wanted our lead instructors and peer leaders to know the InclusiveU program, understand the intentionality behind including those students in FYS 101 and learn ways to further support these students in the classroom,” says Schantz.

First-year InclusiveU student Stavros Ioannidis shared how he has appreciated the opportunity to take FYS, saying, “I like the classmates I have who tolerate different opinions, the teachers who are willing to help me (and others) out and the creativity of the teachers. They expose us to things we may not seek out on our own.”

InclusiveU students benefit not only from the curriculum, but the relationships and networks they’re able to develop with FYS classmates. “This is a class that our students take really seriously, and they’re engaged with, and it’s been great to see that level of commitment,” says Shults. “I think this only builds the network our students have available to them and increases understanding among the larger student population of why InclusiveU is here and the purpose of the program.”

Lead instructor Maithreyee Dubé ’96, ’16, G’17 has enjoyed having an InclusiveU student in her section. “Zach [Kilga] has a great sense of humor, participates in small group discussions, is great at remembering names (and helps me remember when he recognizes the need!) and submits all his work—even anything I clearly state as extra,” Dubé says.

Maithreyee Dubé (kneeling front, toward the right) and her FYS 101 section visited La Casita Cultural Center during their week 4 shared experience, which involves visits and collaborations with various organizations across campus. (Photo courtesy of Maithreyee Dubé)

“As the largest, most inclusive program in the country, we are continually thinking about new ways we can give our students access to things they didn’t have access to before,” Shults says. “This is just an expansion of that. We want InclusiveU students to be able to do and achieve anything they want during their time here on campus.”

Runners-up were the teams of Carolyn Fernandes ’23 and Cassia Soodak ’25; Chase Coleman ’27 (InclusiveU), Domenic Gallo ’23 and Bella Young ’23; and Kate Allyn ’26 (InclusiveU), Jillian Castle ’25 (InclusiveU) and Wyatt Gillespie ’23.

Intelligence++ competition winners took home a combined $10,000 in prize money.

Optimal Assessment, Levy’s and Schreiber’s winning design, is a course planning application that takes instructors through steps that encourage them to think about the different ways they can facilitate learning and assessment, helping them design courses that meet the individual learning styles of students, guided by data.

A collaboration among , the , and , is an interdisciplinary initiative focused on inclusive entrepreneurship, design, and community. The project is available to both undergraduate and graduate students across the University, including students with intellectual disability from , a Taishoff Center program.

The 2023 competition was judged by Erik Geizer, CEO of The Arc New York; Chris Kennedy McKelvy, founder, K Ventures, vice chair, Joseph P. Kennedy Foundation, and former head of partnerships, Oculus VR; and Matthew Van Ryn, founder, law office of Matthew Van Ryn PLLC, and business counselor, New York State Small Business Development Center. Program donor Gianfranco Zaccai ’70, H’09, was on hand to offer teams advice about intelligent, inclusive innovation by design.

Also providing comments were Professor , program coordinator, MFA in design and industrial and interaction design in VPA; , founder, Blackstone LaunchPad; , interim dean, Whitman School; Professor , executive director, Taishoff Center; and , dean, ���ϲ����� Libraries and interim dean, School of Information Studies.

The competition’s showrunner was Ben Ford ’23, a previous Intelligence++ winner and founder of , an all-in-one platform to automate and streamline corporate social responsibility efforts.

Intelligence++ Competition 2023 Inclusive Designs and Teams

DoorWays App
Zhengrong Chai, Yajie Lan ’23, Jonathon Rossi ’23, and Noah Soliman ’26
An AI-powered app that addresses social challenges faced by individuals, particularly neurodivergent students, in large community contexts. It provides personalized recommendations for activities and friends based on the user’s interests and personality.

Wear-it Fidgit Cuff-it
Carolyn Fernandes ’23 and Cassia Soodak ’25
A collection of fidget devices for neurodivergent people working in professional environments, designed to provide stimulation for the hands. The discrete fidgets are attached to a cuff, hidden by fabric matching the sleeve.

Optimal Assessment
Alex Levy ’24 and Sam Schreiber ’25
A course planning application that takes instructors through steps that encourage them to think about the different ways they can facilitate learning and assessment, potentially helping them design courses that meet individual learning styles of students, guided by data.

Sensory Pod
Riley Blumenthal ’23, Wyatt Gillespie ’23, and Jessica Mitchell ’23
A small enclosure which combats the effects of sensory processing disorder. This product aims to serve as a space for children who are overwhelmed, agitated, or upset.

FlipACC
Chase Coleman ’27 (InclusiveU), Domenic Gallo ’23, and Bella Young ’23
A design research project that explores the implementation of emerging technologies into Augmentative and Alternative Communication tools. The research aims to create generalized translation tools for people who rely on nonverbal speech methods to allow for seamless adaptation to verbal conversation.

AdaptED
Ryan Brouchoud ’25 and Adya Parida ’25
AI-powered adaptive learning software to support children with disabilities. This software offers personalized learning experiences based on individual needs and abilities, while incorporating multiple teaching methods to accommodate different learning styles.

Sense
Kate Allyn ’26 (InclusiveU), Jillian Castle ’25 (InclusiveU), and Wyatt Gillespie ’23
Sensory-friendly clothing that promotes comfort and well-being for individuals with Sensory Processing Disorder. The Sense Hoodie is designed with the four primary drivers of SPD discomfort in mind: auditory, tactile, visual, and proprioceptive.

Never Sew Alone
Kate Allyn (InclusiveU), Christina Alicia May, and Vineet Narayan ’25 (InclusiveU)
A non-profit that empowers individuals to create their own vision of art through textiles. Through a series of creative workshops, neurodivergent community members are guided through projects that merge artistic expression with the development of skills such as sewing, embroidery, quilting, and similar crafts.

To learn more about Intelligence++, visit .

King Arthur and the Book of Corbenic

���ϲ����� Libraries’ Sound Beat: Access Audio recently released the audiobook “King Arthur and the Book of Corbenic” written by Christopher Catroppa ’22 on its website . This retelling of the king’s tale portrays Arthur as a young man gazing into his own future toward a quest that will change everything he knows about life and love. The audiobook production was the result of the author’s year-long internship. Catroppa graduated from the .

The audiobook was read by Price Waldman and produced by Brett Barry, Christopher Catroppa and Jim O’Connor. The music score was written by John Vallely with creative consultation by . Doyle, nominated for two Academy Awards and two Golden Globe Awards, has composed numerous film scores including Henry V, Hamlet and Harry Potter and the Goblet of Fire, to name a few. He was commissioned by Buckingham Palace to compose the Coronation March for Their Majesties, the King and Queen of Consort, to take place on May 6, 2023.

Funding was provided, in part, by the InclusiveU program. The audiobook is . Catroppa is planning to write a follow-up book.

About Sound Beat: Access Audio:

is part of the Special Collections Research Center at ���ϲ����� Libraries. Sound Beat, both the 90-second interstitials and the longer format Sound Beat: Access Audio, provide opportunities to incorporate applied learning for ���ϲ����� students. Sound Beat: Access Audio projects include narrated journals and documentary-style pieces. Student interns help to research and write Sound Beat episode scripts and serve as production assistants for Access Audio. These interns come from a wide range of programs on campus, including through our project partner , which provides support and opportunities for students with cognitive and intellectual disabilities.

Today, Wilson is fulfilling his dreams through the , which, thanks to an initiative from the brings students of all ages with intellectual and developmental disabilities to campus to experience college life in a fully inclusive setting.

Thomas Wilson ’23

Wilson, a senior studying broadcast and digital journalism in the and political science in the , recently was named one of this year’s recipients of the Unsung Hero Award in honor of the late Rev. Dr. Martin Luther King Jr. He was honored for embodying Dr. King’s legacy through his love and support for the ���ϲ����� community.

Wilson is well-known on campus. He works at the Schine Student Center, and is highly involved with the ���ϲ����� Catholic Center.

A news anchor on Citrus TV, Wilson is also the executive producer and show creator of “Thomas on the Town,” a show where Wilson interviews University community members for the Orange Television Network.

“Some of my peers in our news organization look up to me. That makes me feel very good about myself because that means I’m doing my job right, and I’m very thankful for the opportunity to tell the news to our campus,” says Wilson, who proudly wears his own “Thomas on the Town” socks to go with a tie depicting his likeness.

A leader who inspires colleagues and community members to be better, Wilson stops by to discuss how he fell in love with the news at an early age, why InclusiveU is like his second family, why he’s motivated to prove all those who doubted him wrong and why earning his degree this May will be his proudest accomplishment.

Note: This conversation was edited for brevity and clarity.

Check out episode 132 of the “’Cuse Conversations” podcast featuring Thomas Wilson ’23. A transcript [PDF]��is also available.

Students, faculty and staff from ���ϲ�����’s InclusiveU joined representatives of other schools and colleges across the state to advocate for increased state funding for disability services in higher education on Feb. 8.

In partnership with the University’s ,�� and , —part of the —brought more than 40 representatives to this full-day event. The ���ϲ����� team visited the Senate Chamber as guests of Sen. Rachel May (D-48).

“The trip to Albany was monumental on several levels,” says , Lawrence B. Taishoff Assistant Professor of Inclusive Education, Taishoff Center executive director and head of the . “Not only was it an opportunity to join with colleges and universities from across the state to advocate for much needed funds for disability in higher education, it also gave our students a chance to make the connection between what we do at ���ϲ����� and how this all fits into a larger structure and goal.”

Representatives of InclusiveU pose with State Senator Rachel May (fourth from left).

Lawmakers, led by Assemblymember Harvey Epstein (D-74) and Sen. Andrew Gounardes (D-26), introduced a resolution memorializing Feb. 8 as Students with Disabilities Advocacy Day in the State of New York.

Among the budget priorities the students advocated for are $13 million in state funding for , supporting access and inclusion of all New Yorkers with disabilities in higher education and , expanding financial aid options for college students with intellectual disabilities and making aid sources—such as the New York State Tuition Assistance Program (TAP)—accessible for these students.

The Unsung Hero Award is given to community members, students, faculty and staff who have made a positive impact on the lives of others but are not widely recognized for their contributions. The awards were created to honor Dr. King’s vision of creating positive change in a troubled world.

The award winners will be recognized at the 38th Annual Rev. Dr. Martin Luther King Jr. Celebration. Additionally, the 2021 and 2022 Unsung Heroes will be recognized this year since they were unable to be applauded in person due to the COVID-19 pandemic. The 2023 celebration will be held on Sunday, Jan. 22, with dinner at 5 p.m. and the event at 7 p.m. featuring keynote speaker Rev. Phil Turner. Tickets for the celebration are available at .

Read more about the 2023 Unsung Hero awardees below.

Nichole Henry (���ϲ����� Staff)

The Rev. Dr. Martin Luther King Jr. stated that building community requires “a qualitative change in our souls as well as a quantitative change in our lives.” This powerful proclamation reflects Nichole Henry’s 20-year impact at ���ϲ�����.

Nichole Henry

Henry has devoted her professional career to welcoming and recruiting students to ���ϲ�����, which is evident through her work within the College of Law, admissions and in her current role as the director of admissions and recruitment in the College of Professional Studies.

Henry has helped hundreds of students gain access to higher education because of her persistence to learn more about supporting post-traditional students and empowering such students to continue their quest of lifelong learning. In addition to her work in admissions, Henry has devoted time, energy and her doctoral research to the Higher Education Opportunity Program (HEOP). She has balanced work and life responsibilities along with her advocacy efforts of supporting those from marginalized backgrounds both through academic studies and her everyday lived experiences.

For Henry, creating a welcoming environment does not focus solely on the process before students arrive on campus or begin virtual classes. Her commitment is evident in her volunteer work as a dialogue facilitator for InterFaith Works, a FullCircle Mentor, as well as being a lead instructor of First-Year Seminar.

Henry’s legacy of leadership extends outside of the classroom and beyond her office, as she currently serves as president and charter member of the Delta Alpha Gamma Zeta Chapter of Zeta Phi Beta Sorority Inc. Henry has demonstrated engagement within the community as she has worked with her sorority sisters to offer scholarships to local women that aspire to further their education and has expanded ways to engage in the Central New York region. She reflects the ideals of her sorority by engaging in “scholarship, service, sisterhood and finer womanhood,” in all that she does in the community and in her work to continue to uphold, lift up and empower all members of the community.

Candice Ogbu (���ϲ����� Student)

Candice Ogbu

Candice Ogbu ’23, a double major in neuroscience and psychology in the College of Arts and Sciences, has worked with different organizations within the ���ϲ����� community to develop a positive lasting bond.

In response to racial injustices affecting Black, brown and Asian individuals during the COVID-19 pandemic, Ogbu sought to work closely with numerous units and organizations to define and impact change in our society.

During her tenure as chair of the Student Association’s Diversity and Inclusion committee, Ogbu created multiple programs and hosted events, including a panel of BIPOC (Black, Indigenous, People of Color) ���ϲ����� professionals to visit with ���ϲ����� and Nottingham High School students about pushing beyond their perceived limitations and seeking bold opportunities.

She invited speakers like Marc Lamont Hill to discuss racial discrimination in modern society and what we can do as individuals to create positive change. Partnering with the sustainability committee of the Student Association, Ogbu implemented green days where students volunteered to clean ���ϲ����� community parks and gardens. Doing community outreach led her to apply for two separate internships—working as a peer health advocate (PHA) at Planned Parenthood and as a COVID-19 impact analyst with the City of ���ϲ�����.

As a PHA, Ogbu helped develop a mental health retreat hosted by Planned Parenthood. This three-day event involved workshops, mindfulness activities and lectures from mental health professionals. The program is now used as a model for other ���ϲ����� organizations hosting mental health retreats. Additionally, during her time at Planned Parenthood, Ogbu helped implement a city-wide resource list, with each section focused on a category of need within the ���ϲ����� community and lists of possible resources open to the public.

Ogbu is now planning to create a campus organization called PP Generation, focusing on student leaders looking to advocate for sexual, reproductive and gender rights. Her community outreach does not end at Planned Parenthood. She was a key figure during the COVID-19 pandemic in implementing a testing system for essential city workers. Like Dr. King, Candice thinks of what can be done and is not afraid to take the initiative to make her dreams a reality.

Thomas J. Wilson (���ϲ����� Student)

Thomas Wilson, a student in InclusiveU through the Taishoff Center for Inclusive Higher Education, embodies Dr. King’s legacy through his love and support for the ���ϲ����� community.

Thomas Wilson

Wilson is a frequent visitor and friend of many areas across the University community. A senior double majoring in broadcast and digital journalism and political science, Wilson is a news anchor at Citrus TV where “he loves to deliver the news.” Through an internship with Orange Television Network, he is also executive producer and show creator of “Thomas on the Town,” a show where he goes “into the field” interviewing ���ϲ����� community members on a wide variety of topics.

Wilson’s ability to connect with people and share stories is a remarkable resource for the ���ϲ����� community. Thomas immerses himself into campus life through internships and his work at Schine Student Center. He often shows his support of and interest in the community by showing up. He cares enough to take the time to learn.

Wilson is highly involved with the ���ϲ����� Catholic Center. At Wednesday, Thursday and Sunday Masses in the Catholic community, both at Hendricks Chapel and at the Catholic Center’s St. Thomas More Chapel, he puts the books away and makes sure all is set for the next scheduled mass. After Thursday Mass at the Catholic Center, at their “Community Night Dinner,” Wilson’s engaging personality and kind, attentive presence is frequently sought out at whatever table he chooses to sit.

He is a person that individuals naturally gravitate toward because of his generous demeanor, his skill to be an active listener and the confidence he exudes. Wilson’s ability to connect with others through these traits, as well as the professional and educational skills he has developed during his time on campus, will make him a natural leader for our future.

Trinity Brumfield and Camille Ogden (Community Youth)

Trinity Brumfield and Camille Ogden represent a generation of young, Black women who embody the life and legacy of Dr. King through their vision, efforts and commitment to diversity, equality, inclusion and accessibility.

Trinity Brumfield

Brumfield and Ogden seek to be advocates for justice in their high school. Currently juniors at West Genesee High School, they attempt to pursue change with diligence and positivity.

Founding members and co-presidents of Umoja, a student-led group at West Genesee High School that was created to actively unite students of all races around issues of diversity, equity and inclusion, Brumfield and Ogden believe they are beneficiaries of the legacies of previous generations of change-makers. They have been certified and trained through the Student Coalition on Race Equity, an initiative that accesses the talent and skills of students to eliminate racism in their community, starting in their own school

Camille Ogden

district. Over the course of four weeks, Brumfield and Ogden were provided in-depth training in three core topic areas: implicit bias, white privilege and Black history.

Both women were selected to serve on the Superintendent’s Advisory Council and also serve as members of the West Genesee Diversity, Equity and Inclusion (DEI) Council. They are committed to creating and maintaining change in their school and district, and believe it to be their responsibility to ensure that younger students understand the importance of advocacy for racial justice and equality. They perceive their efforts as legacy in action, as they have been privileged to speak to middle school students in their district about DEI and help grow chapters.

Brumfield and Ogden serve as members of the Restorative Council, which helps determine appropriate consequences when there is an incident at their school; co-chair the Justice, Equity and Diversity Inclusion group that develops ways to make progress; have formed and hosted lunch groups to meet with teachers and staff to have crucial conversations about their beliefs; helped to develop a film dealing with diversity that staff are required to view; and volunteered at church through working with special needs children in the youth ministry.

Oceanna Fair (Community Member)

Oceanna Fair is a ���ϲ����� native, educator and activist who has amplified the issue of childhood lead poisoning in Onondaga County. During her childhood years, Fair’s brother was impacted by lead poisoning, and he suffered debilitating effects which severely compromised his quality of life. Fair has spoken often about her brother, and highlights his lifetime of dependent care directly related to lead poisoning.

Oceanna Fair

In addition to her brother, Fair’s granddaughter would later receive test results for a high level of lead in her blood, which fueled Fair’s ongoing struggle to prevent and intervene on behalf of ���ϲ�����’s most vulnerable community members—children. Her advocacy is to prevent lead poisoning for all, but especially for Black and brown children who are disproportionately affected and who more often than not live below the poverty line in historically red-lined neighborhoods. Her selfless work to bring awareness to the lead crisis in ���ϲ����� has elevated understanding of the issue and was the impetus for the formation of the grassroots organization Families for Lead Freedom Now, which was founded in 2019 by a group of mothers seeking change. She currently serves as Southside branch leader.

Fair has worked at the local, state and federal level to advocate for stronger lead laws and policies that protect families and provide outreach. She has discussed childhood lead prevention at national forums and conferences. This vital advocacy work was instrumental in passing the City of ���ϲ�����’s Lead Ordinance in 2020.

As a change agent, Fair has helped support many families struggling with childhood lead poisoning and provided resources to others for prevention. She has amplified this issue and has fostered partnerships with other grassroots organizations and across state and regional networks. With champions like her, the ���ϲ����� community has witnessed an increase in more families becoming aware. Her vital work has supported those who have been most impacted by historic disinvestment and structural racism. Through her own family’s experience with generational lead poisoning, Fair made a longstanding commitment to eradicating this preventable public health problem.

Meg Wilkie ’24

Like all elite athletes, Wilkie trains hard, running on average six to seven miles per day, six days a week. A student in InclusiveU, the University’s program that offers the college experience to students with intellectual and developmental disabilities, she balances a full schedule, including her classwork, a part-time job at Graham Dining Hall and her training. She also is an active member of the SU Running Club.

Wilkie is proud to be Orange—just like her grandparents who met on campus and were both ���ϲ����� alumni. She loves the opportunity to make new friends and gain independence through InclusiveU.

“I’ve always wanted to go to college, but I couldn’t because I have a disability,” Wilkie says. “InclusiveU gave me a chance to go to college. It is amazing to be away from home.”

Last year Wilkie lived in Haven Hall, and she’s looking forward to returning to Haven Hall in a single this fall.

Wilkie’s mom, Carol, agrees. “We thought independent living would be a challenge for her. InclusiveU has been a good thing for Meg. It has helped with her independence and confidence. We’re so proud she’s part of the program.”

Running Builds Friendships On and Off Campus

Residing on campus has made it easier for Wilkie to get involved in campus activities. Last fall, she joined the SU Running Club, where she’s quickly become one of the club’s most dedicated members. The club runs as a group several days a week, meeting at Skytop track in good weather or at the John A. Lally Athletics Complex track or the Barnes Center at The Arch when training outdoors is not possible.

Meg Wilkie, left, and fellow members of the SU Running Club.

Club President Alex Metcalf ’22, G’23 says, “SU Running Club welcomes runners of all shapes and sizes. More perspectives add value.” When asked what Meg brings to the SU Running Club, Metcalf doesn’t hesitate. “Energy! At the starting line for a race, she is so excited.”

Henry Long ’25, vice president of the SU Running Club, agrees. “Just to be around her makes practice more fun.”

From her friends at ���ϲ����� to the larger Central New York running community, everyone agrees that Wilkie’s enthusiasm for running is infectious.

Wilkie keeps a scrapbook that tracks all her races, her progress toward her 50-state marathon goal and the friendships she’s made along the way.

She’s inspired several folks she’s met through InclusiveU to run and race. Friends and classmates Chloe Payne ’22 and Harry Owens ’24, who participated in track in middle school and high school, both rekindled an interest in running at Wilkie’s encouragement. The three of them ran several races together spring semester, including the Super Couch Potato 5K and the Lake Effect Quarter Marathon last February.

“I can’t wait to run more races with Meg and Chloe because the races are so fun and great exercise,” says Owens, a broadcast and digital journalism and sport management major.

Wilkie’s InclusiveU mentor Morgan McMinn G’22 ran Paige’s Butterfly Run 5K in downtown ���ϲ����� in June after Wilkie urged her to give it a try. “Meg’s enormous passion for running inspired me to get out there,” she says.

Wilkie is glad to have friends to train with and to run with during races. She says, “I’m glad that I’ve been able to inspire my friends and get them into something that makes me feel so good.”

She has been a fixture in the Central New York running community for years. She’s been a member of almost of every running group in the area at one time or another and has run most of the local races. Wilkie’s former running coach and friend Kevin Collins says, “Meg injects passion into our running groups. She draws everybody in.”

Wilkie and friends Chloe Payne ’22 and Harry Owens ’24 ran the Lake Effect Quarter Marathon last February.

Wilkie keeps her training routine fresh by running with different friends—sometimes two in one morning—often followed by breakfast together.

Monika Taylor G’99, G’18 has been running with Wilkie since 2018. “It is exciting to watch her living her dream,” Taylor says.

Running Through the Pain

Wilkie is all the more inspiring because her love of running has developed in spite of her battle with chronic nerve pain.

When training for her first half marathon, Wilkie fell and broke her wrist. She continued training and completed that race with a cast. Additional surgeries failed to alleviate the pain. She was diagnosed with complex regional pain syndrome or CPRS.

Eventually doctors implanted a spinal cord stimulator to help reduce Wilkie’s pain, though she still suffers pain in her shoulder at night. All the while she kept training and racing whenever possible.

In 2018, she was named one of 20 Medtronic Global Champions, selected from more than 400 applicants with Medtronic devices worldwide, and received an all-expenses-paid trip for her and a friend to run in the Medtronic Twin Cities Marathon in Minneapolis. She brought her friend Penny Noll, a 70-year-old marathoner who inspired Wilkie to set her 50-state marathon goal. Noll has run marathons in 44 states and is still going strong.

For six years, Wilkie has had another reason to keep running—her 10-year-old buddy Hayden. Wilkie met Hayden through , a charity that pairs runners with individuals with disabilities who are not able to run. Wilkie receives an extra medal at every race she runs to give Hayden, and they’ve developed a special relationship over the years.

Taking on New Challenges

This fall, Wilkie will take on new challenges both on and off the racecourse.

She’s been preparing all summer for her fall internship at the Bernice M. Wright School, a day care center for children 18 months to 5 years through the Falk College’s Department of Human Development and Family Science. Wilkie’s eyes light up when she talks about working with children. After graduation, she hopes to work with children in a hospital setting.

“Meg is always upbeat and positive,” says Josh Jones, Wilkie’s InclusiveU student support assistant who works with her in her internship prep class. “She never wavers and is ready for whatever might be thrown at her. Our InclusiveU students deserves a college experience like any other student.”

In addition to two classes and the internship, Wilkie plans to complete two marathons within a month, a challenging feat for even the most experienced runner.

A contingent of the Orange nation will be cheering her on from the sidelines at the New York City Marathon on Nov. 6. It’s the least most of her friends feel they can do to keep Wilkie’s dauntless spirit going as she chases her next finish line.

Sometimes these citizens are seeking additional revenue for their cause. Other times, they want to educate and spread awareness.

If you took a survey of the congressional staffers who met recently with a delegation from ���ϲ�����’s InclusiveU program, chances are they would remember the energetic and charismatic Olivia Baist ’22, who recently earned a degree in studio arts from the College of Visual and Performing Arts.

Baist is a proud graduate of ���ϲ����� and its InclusiveU program, which thanks to an initiative from the Taishoff Center for Inclusive Higher Education brings students of all ages with intellectual and developmental disabilities to campus to experience college life in a fully inclusive setting.

Baist and two of her InclusiveU colleagues—director Brianna Shults G’20 and Katie Ducett, an inclusive (special) education Ph.D. candidate in the School of Education—spent two days pushing for policy change to make higher education accessible for people with intellectual and developmental disabilities during a whirlwind tour of Capitol Hill in Washington, D.C.

From left to right: Brianna Shults G’20, Olivia Baist ’22 and Katie Ducett

Without fear, Baist would approach anyone she came across on the Hill, introducing herself, extolling the virtues of InclusiveU and telling the representatives her short- and long-term goals: “I want a career, I want a job and I want my own apartment. InclusiveU is helping me start my career and I’m grateful and thankful,” says Baist, who admits she wouldn’t have left home to pursue a college degree were it not for InclusiveU.

Their purpose was clear: to ask these elected officials to serve as a resource, to increase support and awareness of InclusiveU, and to reduce the stigmas that still exist surrounding students with intellectual and developmental disabilities.

“I made my forever friends at ���ϲ����� and it’s all because of InclusiveU,” Baist says. “I had internships [at the Barnes Center at the Arch and Bird Library] and I’ve really grown. I always wanted to go to college, and this made me more independent.”

Opening Doors for All

���ϲ����� has a proud 152-year history of opening its doors to all students who are interested in receiving a college degree, regardless of their background or upbringing.

But for many adolescent students with developmental disabilities, the pursuit of higher education is filled with roadblocks and can be a daunting task for both aspiring students and their families. Founded in 2001, InclusiveU equips students with the necessary skills to thrive in the classroom and find a job after graduation.

What started as a dual enrollment program with the ���ϲ����� City School District has grown exponentially over the last 21 years. Last year, more than 100 students pursued their academic dreams on campus as part of InclusiveU’s program, including 35 students who lived in residence halls.

The program features individualized and inclusive coursework, student-centered planning, internships and social and extracurricular activities.

Because of strong partnerships that increase accessibility to higher education while making the various academic programs and student life opportunities more accessible through student-oriented, peer-to-peer programming, Shults says InclusiveU has been successful while helping transform so many lives.

“InclusiveU really has a big impact on our campus. We contribute a lot to the campus community, and our students have a profound impact on other students. The roadblocks our students deal with are similar to their counterparts on campus, from figuring out how to afford college to creating a career plan, but we are always looking for ways to give our students access to the resources they need while breaking down the barriers to an education,” Shults says.

Preparing for a Lifetime of Success

According to Shults, before the COVID-19 pandemic, 100% of InclusiveU students were successful in finding paid, competitive jobs once they earned their degree, thanks in part to the relationships InclusiveU develops with its partners, both on campus and in the Central New York community.

Another factor? In conjunction with their three years of academic education, each InclusiveU student participates in a one-year internship that can help guide their careers post-graduation.

“Our students want to do more once they graduate high school. We want these students to have that college experience, to live in a purposeful and meaningful way on campus. Our students graduate with skills they can transfer across disciplines, transferrable skills that set them up for success when they graduate,” Shults says.

Before coming to ���ϲ�����, Ducett was a teacher, and when her year was finished, she often found herself wondering why society was placing limitations on students with developmental disabilities.

A desire to open up access to colleges and universities to all students with developmental disabilities has greatly influenced Ducett’s research, whose upcoming dissertation research will examine the barriers facing inclusive education students, how InclusiveU enhances its students’ social lives, whether students feel included and more.

“We have to fix and change that societal belief so everyone sees that students with intellectual and developmental disabilities can go to college, get a job and have a real career they enjoy, and Olivia is a terrific example of that. InclusiveU has helped a lot of students find their independence while discovering what they can do on their own. They’re able to make the choices for themselves and they have the support they need to succeed,” Ducett says.

Stating Their Case in Washington

Leading up to their trip to Capitol Hill, InclusiveU was one of 10 higher education institutions that applied for and was granted a two-day crash course in policy studies and creating policy changes in inclusive higher education.

As executive director of federal engagement for the Office of Government and Community Relations, Laura Kolton has a wealth of contacts and know-how when it comes to securing meetings with elected officials.

Understanding InclusiveU’s important message, Kolton tapped into her contacts to arrange meetings between the InclusiveU delegation and several offices on the Hill.

“They were talking about the research we’re doing on campus and making the case for additional funding. Olivia really enlightened everyone she met with. Hearing her speak about her own experiences was very beneficial. This is a process, and these meetings were the first steps, but this is all part of the relationship-building needed to effect change,” Kolton says.

When meeting with members of Congress, the InclusiveU team recognized that Baist’s tale is one of many success stories stemming from InclusiveU. Shults made sure to emphasize why it’s important to share these success stories, and why further funding and advocacy are needed to ensure future generations of InclusiveU students have access to the same resources.

“Olivia has an amazing personality and once you meet her, you feel her energy. She didn’t know whether college was for her, and I believe she was the first person with intellectual and developmental disabilities from her area to go away to college. We’re so proud of Olivia, and we’re determined to help as many students as we can,” Shults says.

Bobby Pangborn

Pangborn graduated from the University’s InclusiveU program in 2020, receiving a certificate in drama. He stayed on after graduation as a part-time employee in the Whitman School mailroom, where he had interned throughout his time with InclusiveU. He continues a family tradition, as his mom, Amy Pangborn, is a former employee of the Bernice M. Wright School and the School of Architecture.

“I brought him back as we didn’t want him to leave,” says Sue B. Dean, office coordinator. “Bobby is part of the family…He is very reliable and he knows how to work the cranky copier!”

In the mailroom, Pangborn does the jobs that people don’t see but that are critical to the smooth function of the school’s operations. He completes copy jobs, sorts and distributes mail, distributes student paychecks, sends package notifications and makes sure that supplies are stocked, organized and labeled.

Dean says that Pangborn has not only been a stellar employee with great attention to detail, but a great mentor as well for student employees. “He shows them the ropes and how to do the job,” she says.

Pangborn has made a name for himself outside of work as well. Last winter, he competed locally in the Special Olympics and earned two medals—for giant slalom and regular slalom. He has been a skier since middle school, when he participated in ski club, and trained at Greek Peak and Song Mountain. What is his key to success on the slopes? “I always do my best,” he says.

He also has found a niche on the stage throughout the years. A seasoned actor, Pangborn has performed at the Redhouse and in the ensemble for several local theatrical productions, including “Hairspray,” “Godspell,” “Oliver,” “The Music Man” and “Carousel.”

“Bobby is really awesome,” says Brianna Shults, director of InclusiveU. “He was always an active member of the ���ϲ����� community when he was a student. He attended many events and had great relationships with everyone he met.”

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

is the director of the Center on Disability and Inclusion at ���ϲ����� and a professor of Inclusive Special Education and Disability Studies.

Prof. Ashby says:

Christine Ashby

“The passage of Section 504 was a landmark and hard-fought moment in the disability rights movement. It was a tremendous step toward ending disability-based discrimination and promoting full rights of people with disabilities in education and employment settings. But 45 years later, the promise of the law has not been fully realized. Far too many students lack access to appropriate supports and services and many face diminished opportunities and segregation from nondisabled peers. While the regulations in both 504 and IDEA communicate support for the idea of education in the least restrictive environment, many students continue to receive their education in highly restrictive settings. I hope that any update to 504 would strengthen support for inclusive education and make it easier for parents and guardians to exercise their due process rights.”

is a professor of Inclusive Education and Disability Studies at ���ϲ����� and coordinates the Doctoral program in Special Education.

Prof. Ferri says:

Beth Ferri

“Section 504 of the Rehab Act was certainly a landmark piece of legislation that we generally think of as passing in 1973. But it wasn’t until the protests that took place in April of 1977, which culminated in an almost 30-day sit in of a federal building in San Francisco led by activists like Judith Heumann and so many others that led to regulations that resulted in being able to enforce the law. Before those regulations, we didn’t really have any of the assurances that 504 promised.

Whether you are in a K-12 setting or university setting, 504, along with the Individuals with Disabilities Education Improvement Act, remains a bulwark of non-discrimination legislations that students rely upon in education contexts. 504 allows students to have necessary accommodation and modifications enabling them to participate equally and without discrimination. It also laid the groundwork for the Americans with Disabilities Act.

Despite the importance of this legislation, it is also true that many students remain under-served by Section 504 and IDEA. First, 504 didn’t provide the necessary guidance for ensuring students with disabilities received an equitable education while schools were dealing with all of the upheaval and challenges associated with COVID.

Second, the assurances provided by 504 (and IDEA) have always benefitted white middle class families more so than families of color or those with less financial means, leading to uneven benefits associated with 504. This means that a poor student of color, for instance, might go without a necessary accommodation or educational service, while a more affluent family can leverage cultural and financial capital in ways that take unfair advantage of these provisions in ways that exacerbate other kinds of educational inequities.

Third, students with mental health issues often fall between the cracks in our schools—not qualifying for some services and often receiving less-than-adequate or appropriate supports. As more students suffer the fallout of COVID isolation and other forms of emotional distress, we need 504 to be a tool to ensure students get the kinds of supports they need.

Finally, I would love to see stronger language in both 504 and IDEA around inclusion – such that students are not given a false choice between 1) getting the services they need but in a segregated (or restrictive) setting or 2) being included with their peers, but having to forgo necessary services. We continue to conflate the level of service a child or student needs with the restrictiveness of their placement.”

is a disability law expert and the founder of the ���ϲ����� College of Law Disability Law and Policy Program.

Prof. Kanter says:

Arlene Kanter

“The promise of section 504 remains unfulfilled. Barriers still exist within the law and its regulations that make it difficult, if not impossible, for some qualified students with disabilities to access the accommodations and services they need.

Further the way in which section 504 and its regulations are currently written, and applied, they limit the types of damages that may be awarded to students and their families who prevail in section 504 cases.

Third, section 504 allows school districts, universities, and colleges to be relieved of any responsibility to remedy discrimination against students with disabilities if they can show that to do so would be an undue burden. Unfortunately, courts have found undue burdens leaving the students, themselves, with no remedy whatsoever. What that means in practice is that these students are effectively denied an education.

These are just some of the issues that I believe should be addressed in the current effort to amend section 504 regulations and to strengthen those regulations to provide greater protections for students with disabilities particularly in higher education.”

is a professor of Inclusive Education and Executive Director of the Taishoff Center for Inclusive Higher Education at ���ϲ�����. She oversees InclusiveU, a federally-recognized model program for college students with intellectual and developmental disabilities.

Prof Myers says:

Beth Myers

“Section 504 was an extraordinarily important part of the Disability Rights��movement. We are now 45 years into it, and 504 needs to be updated to reflect the��full scope of its intentions.��

The disabled activists who pushed 504 into legislation in the 1970s were revolutionary, and their work has influenced the lives of millions of people. We now have a new generation of Americans who need to be heard.��

We can view disability through a medical model, in which disability is internal to the person and needs to be rehabilitated, cured, or cared for. Alternatively, we can view disability through a social lens, where we recognize that the limitations disabled people face are imposed by our society and world. Instead of trying to fix the person, this view pushes us to fix the systems and supports around them.��

We recognize disability as an important part of diversity, and we celebrate that in all forms. That also means recognizing the hardships that disabled people face because of our societal structures, and pushing the system to be more supportive of the variety of bodies and minds that people have. It means supporting disabled people, families, teachers, and community members.

We still see discrimination against disabled students and families in schools every day. Thousands of children across the country don’t have access to the general education curriculum. Schools can be welcoming and nurturing, or they can be exclusionary and isolating for children with disabilities and their families. Inclusion should not be an afterthought or even something we have to accommodate. Inclusion and meeting the needs of disabled students needs to be a priority. Strengthening 504 is a step in that direction, but not the only one we need to take.”��

To request interviews:

Chris Munoz
Media Relations Specialist
315.278.5566
cjmunoz@syr.edu

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

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

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

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

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

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

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

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

2020 Impact Prize winners were:

• 

  Justin Diaz ’23, founder of EcoBamboo Living, received $7,500 in funding in the 2020 Impact Prize competition.

  $7,000, Justin Diaz ’23, College of Engineering and Computer Science, EcoBamboo Living

• $3,000, Sam Hollander ’22, Whitman School and Newhouse School, FSCL
• $3,000, Dana Immerso ’20, G ’21, College of Arts and Sciences, You’re Not Alone
• $1,000, Jackson Ensley ’22, Whitman School, Popcycle
• $500, Ben Ford ’23, Whitman School, DoNation

This year’s competition also featured teams from a new inclusive entrepreneurship program, jointly offered by the College of Visual and Performing Arts, InclusiveU and the LaunchPad, featuring innovations to support persons with intellectual disabilities. Winners of the Intelligence ++ Inclusive Entrepreneurship Room were:

• $500, Justin Diaz ’23, College of Engineering and Computer Science, Adaptive Xbox Controller
• $500, James Ruhlman ’22, College of Visual and Performing Arts, Inclusive Interactive Installation

Judges for the Impact Prize were LaunchPad alumni who have either launched ventures or are in innovation careers and included: Amanda Chou, Kaiser Permanente; Audrey Miller, Watson Institute; Dylan Gans, Good Uncle; Jack McCarthy, Prosek Partners; Jake deHahn, Breinify and AccessibleMasks.org; Josh Jackson, Promptous; Kate Beckman, Ripple Match; Kennedy Patlan, Ashoka; Phil McKnight, Promptous; Quinton Fletchall, Conifer Research; and Ryan Williams, Good Life Foundation.

Two special judges also participated: Megan McCann, principal & CAO, portfolio operations at The Blackstone Group; and Jill Rothstein, award-winning accessibility, inclusion and innovation advocate and chief librarian, Andrew Heiskell Braille and Talking Book Library at The New York Public Library.

In “At Home with Warren Kimble,” Warren and his wife and business partner, Lorraine, share their passion for art and their small-town community of Brandon, Vermont. Warren also shares his enthusiasm around memories of cheerleading for ���ϲ�����, including Jim Brown and the Cotton Bowl, and the professor he remembers every time he mixes colors.

“Sound Beat: Access Audio” student producers at Bird Library in 2019. From from left to right: Ian Coe (InclusiveU), Warren Kimble ’57 (VPA), Tyler Youngman ’19 (iSchool) and David Ross (InclusiveU).

The audio documentary was produced by ���ϲ����� Libraries’ “Sound Beat: Access Audio” team. “Sound Beat” is a daily, 90-second radio show highlighting the holdings of the . Belfer is part of the Libraries’ ��and is one of the largest sound archives in the United States.

Each “Sound Beat” episode focuses on one particular recording from the archive and provides a back story detailing its place in recording history. “Sound Beat: Access Audio” features long-form audio projects including audiobooks, interviews, narrated journals and documentary-style storytelling that highlights the experiences of iconic ���ϲ����� community members.

“Sound Beat: Access Audio” projects have included collaboration with students, faculty, staff and administration from partners across campus. Inclusion and the student experience are at the forefront of the “Sound Beat: Access Audio” mission. Through an exciting partnership with the��, students form an integral part of the team in all aspects of production, working with Libraries staff to develop their research, writing and editing skills.

Cleo Hamilton

If you ask his friends what makes Cleo Hamilton an outstanding example of Orange spirit, his dedication and determination are two characteristics that stand out. Hamilton is entering his senior year at ���ϲ����� this fall with one of the highest honors a student can receive, being named a Remembrance Scholar, defying odds along the way.

Hamilton is attending ���ϲ����� through University College as an InclusiveU student, a School of Education initiative to enroll students with intellectual and developmental disabilities into a fully inclusive setting at ���ϲ�����. He audits classes with his peers, ranging from Managing the Sport Organization to Religion in Sports, has a part-time job off campus and volunteers for leadership roles with OttoTHON, Relay For Life, Student Association and more. He chose to major in sport management and will earn a certificate through Falk College next year.

After graduating from Nottingham High School in the City of ���ϲ�����, Hamilton began receiving services from Onondaga Community Living (OCL), a community agency that supports people with disabilities to be able to live, learn and work in the community. He had always wanted to go to ���ϲ����� and, through OCL, was able to enroll in InclusiveU in 2016.

Hamilton, outgoing, independent and engaging, immediately participated in leadership opportunities in the program, advocating on Capitol Hill with his classmates, collaborating with the Executive Director Beth Myers on an article in a national journal on inclusive education and receiving the “Person of the Year” Award from OCL. He is active in the community and on social media and is quick to recruit others to volunteer on campus, often tabling at Schine Student Center for various organizations.

Hamilton says he decided to apply to be a Remembrance Scholar because he wanted to help the campus spread more awareness about the bombing of Pan Am Flight 103 over Lockerbie, Scotland. The scholarships were founded as a tribute to—and means of remembering—the 35 ���ϲ����� study abroad students who perished in the bombing. The sense of community was also a big appeal. “When I was a freshman, my friend Tori invited me to the vigil, where I saw everyone singing songs,” Hamilton says. “I went again last year.”

Cleo Hamilton enjoys athletics and wants to work with a professional team after graduation.

Tori Cedar, his friend and former Peer Trainer through InclusiveU, supported Cleo in his freshman year as he acclimated to college, attending football games and OttoTHON committee meetings together.

“When I got the news that Cleo would become one of the 35 Remembrance Scholars for the 2019-2020 school year, a wave of emotion came over me. A part of me was like ‘well yes of course, Cleo is a rockstar this makes so much sense.’ However, the bigger part of my emotion came over as I started thinking about what this all means,” Cedar says. “At InclusiveU, we all know Cleo is incredible, passionate, dedicated, hard-working, kind, strong, resilient, funny and the most caring man you’ll probably ever meet. But this proves that our students, our faculty, our administration, our society, and our world also see what we see. When Cleo got named as a Remembrance Scholar they saw the man we knew could get this scholarship and deserved the honor of being named a Remembrance Scholar from the beginning.”

At Hillel’s Israel Fest this past April, Hamilton asked for the Remembrance logo to be silk-screened onto a T-shirt, even before next year’s scholars had been selected. This type of deep passion for ���ϲ����� and for service was reflected in Hamilton’s application.

Lawrence Mason Jr., professor of visual communications in the Newhouse School and chair of the Remembrance Scholar Selection Committee, says that selection committee members were impressed by Hamilton’s undeniable school spirit.

“He volunteers for many service-oriented organizations and activities.��Because service to others is a key factor for successful��Remembrance Scholars, Cleo emerged as a strong contender for the award. His level of support from both faculty/staff and outgoing Remembrance Scholars on the selection team was outstanding,” Mason says.

Rick Burton, David B. Falk Endowed Professor of Sport Management in the Falk College, was one of those faculty members who supported Hamilton in his application process.

“Cleo was a great joy to have in my SPM 225 class. We would often talk before class started and he filled me in on campus events and activities. I knew immediately he had dedicated himself to our Orange family,” Burton says.

Hamilton says one of his favorite classes so far was with Professor Burton. “We had to do a class project and presentation. This was one of my first times doing one in front of a class,” Hamilton says. “We chose the Philadelphia Phillies.”

Cleo Hamilton with Otto

Going to games and meeting Head Football Coach Dino Babers inspired him to choose a major in sport management. Hamilton enjoys athletics and wants to work with a professional team after graduation. When asked what his favorite things about ���ϲ����� are, he says going to games, making good friends and Mayfest stand out. He also spends time at Hendricks Chapel, and is an active member of the ���ϲ����� Community Choir.

Hamilton joins his InclusiveU peers in a handful of “firsts” at ���ϲ����� in recent years; the program had its first student to live in a residence hall in 2017, its first out-of-state student in 2018 and its first graduate to be hired at ���ϲ����� that year. As campus awareness about InclusiveU continues to grow, the support does also.

Professor Beth Myers, executive director of the Taishoff Center for Inclusive Higher Education and InclusiveU, was not surprised to learn that Hamilton was the first InclusiveU student to receive the prestigious award.

“When you meet Cleo, what stands out is his genuine commitment to the University and to his community,” Myers says. “Cleo’s passion to learn, to grow and to connect with others makes him an outstanding addition to the group.”

Hamilton is in disbelief that his senior year is coming up, but maintains his always positive outlook. When asked what the future holds, he says, “I want to move to New York City and work with athletes at Columbia University.”

InclusiveU students with U.S. Rep. John Katko and Professor Beth Myers

InclusiveU junior Cleo Hamilton, senior Gabby Iannotti and sophomore Ian Coe joined Taishoff Center for Inclusive Higher Education staff on a trip to Washington, D.C., where they partnered with National Down Syndrome Society and the Association of University Centers on Disability for an Advocacy Day, meeting with U.S. Senators Charles E. Schumer and Kirsten Gillibrand’s offices, as well as with Katko. They also attended a hearing on Capitol Hill about the importance of post-secondary employment opportunities for people with intellectual and developmental disabilities.

The trip was combined with the Washington, D.C., premiere of the documentary film “Intelligent Lives,” hosted in partnership with the ���ϲ����� Alumni Association. The film features ���ϲ����� alum Micah Fialka-Feldman—who is a pioneer for students with intellectual disabilities—and points to a future in which people of all abilities can fully participate in higher education, meaningful employment,��and intimate relationships.

���ϲ����� has a rich history of disability advocacy, including founding the first disability studies program in the nation. The creation of the Taishoff Center a decade ago and the growth of InclusiveU, ���ϲ�����’s program for students with intellectual and developmental disabilities, has continued to position the University as a national leader in the field. Beth Myers, executive director of the center and Lawrence B. Taishoff Assistant Professor of Inclusive Education at the School of Education, views the center’s work as a gateway to a more independent life for young adults with intellectual disabilities.

Gabby Iannotti

“We have experienced significant growth in the field of inclusive higher education these past several years. Not only are more universities developing programs to meet the need of this under-served population, but our partners, community employers and government representatives are gaining a new understanding of how inclusive higher education benefits everyone,” Myers says. “Most of all, we are graduating engaged self-advocates who are ready to contribute to the world around them and who have paved the way for future students with intellectual disabilities to succeed.”

Representative Katko says that defending the civil liberties of individuals with intellectual and developmental disabilities has always been of the utmost importance to him, and that they must be treated fairly and have access to education and employment opportunities. “I am fully supportive of InclusiveU’s mission and always enjoy the opportunity to interact with students in the program,” Katko says. “I congratulate the students in this year’s graduating class, and I know they will make significant contributions to our society.”

This year’s graduating class of InclusiveU was a record 13 students, anticipated to grow to 20 next year.

“Third Shift” was filmed in the spooky basement of Huntington Hall and is a suspenseful comedy/horror short, with a surprise ending. The project hatched last fall when The Blackstone LaunchPad sponsored an inclusive entrepreneurship workshop with students in the InclusiveU program as part of Global Entrepreneurship Week. InclusiveU is an initiative of the , committed to individualized and inclusive higher educational opportunities for students with intellectual and developmental disabilities.

The workshop was facilitated by ’19, a VPA industrial and interaction design student and Blackstone LaunchPad Global Media Fellow. A student entrepreneur, deHahn is founder of and interested in inclusive design for people of all abilities. That is also the topic of research for his fifth-year design thesis, also set to debut this month. Born profoundly deaf, he is a unilateral cochlear implant user who proudly shares his personal story at conferences around the nation. He was recently a featured speaker at ���ϲ�����’s Human Library, with the message that a disability shouldn’t stop anyone from defying stigmas and dreaming big.

deHahn says his passion as a designer drives him to make the world a more accessible place: “Having a disability makes you see the world in a different, unique way.”

Whenever he can,��deHahn tries to immerse himself among those with different abilities. “InclusiveU is a wonderful community of creative, intelligent, and caring people,” he says.

The cast and crew of “Third Shift.”

At the fall inclusive entrepreneurship workshop, the students discussed what they were passionate about. The group quickly came to a consensus that a startup film company would be a great way to learn entrepreneurship, and so InclusiveU Productions was launched. Through early spring, InclusiveU students worked with The Blackstone LaunchPad and VPA film students to learn how to create and produce a movie.

InclusiveU students conceived the story, wrote the script, starred in the movie and assisted in all aspects of production planning.

deHahn helped as production designer, while Peter Hartsock ’19, a VPA film student and co-founder of student startup , was the cinematographer and editor. Janie Kahan ’19, a VPA film student who is an advocate for those with disabilities, directed the movie.

Kahan has a special interest in inclusive education, promoting the use of American Sign Language in children’s media while interning for DreamWorks. “Growing up using American Sign Language in my home, deaf culture has become a large influence in my life,” she says. “Using my experience and a new connection with the National Association of the Deaf, I was able to educate the DreamWorks executives on the culture and linguistics and how to properly represent a deaf character in a children’s television show. I plan to advocate for disability representation in my film and TV career.”

“Third Shift” stars InclusiveU students Delvon Waller, Gabriella Iannotti and Ryan Gorke. The film would not have been possible without the InclusiveU student crew, who played key production roles: Delvon Waller, screenwriter; Jon Rushmore, art, production, effects and food services; Anthony Canestrare, music consultant; and Xavier Jefferson, pre-production and planning.

“I was really excited to see what I wrote to come to life,” Waller says. “Through hard work and determination, you can accomplish anything. No matter what people think or tell you!”

Those who were a part of the project are very proud of the final result. “All the actors, behind the scenes folks and students brought their own unique twist to the film,” deHahn notes. “Delvon, the main character, curated a funny and clever screenplay, and it was exciting to see his idea come to life. But more importantly, it was wonderful to be witness to such a passionate collaboration.”

The student town hall will serve as an opportunity for discussion about issues on campus and how they affect the student body.

The panel will be moderated by Dean of Hendricks Chapel Brian Konkol.

For any questions, contact Obi Afriyie-Baah at ooafriyi@syr.edu.