When Beth Myers, executive director of the Taishoff Center for Inclusive Higher Education, celebrates students at their graduation, she does so with both pride and optimism. Myers knows that the InclusiveU experience has positioned them for success. 鈥淔or example, we know that students with intellectual disability are three times more likely to be employed after graduation if they have come out of a comprehensive postsecondary program like InclusiveU,鈥� Myers says.

InclusiveU is 性视界 University鈥檚 comprehensive postsecondary program for students with intellectual and developmental disabilities. Now, with a new $1 million grant from the B. Thomas Golisano Foundation, Myers and the team at the will be able to extend the impact of their work well beyond campus.

The new grant is both a vote of confidence and continued support for the approach IHETAC has taken to provide assistance to others, as part of a pilot program funded in 2024 by an initial $200,000 grant from the Golisano Foundation. With the initial funding, the Taishoff Center for Inclusive Higher Education launched IHETAC to help create or expand inclusive postsecondary education programs at three pilot schools: Hartwick College, Daemen University and Roberts Wesleyan University.

鈥淥ur InclusiveU program is the largest in the country but we can鈥檛 be the only place nor should we be,鈥� says Christine 鈥淐hristy鈥� E. Ashby, G鈥�01, G鈥�07, Ph.D.鈥�08, director of the Center for Disability and Inclusion (CDI). 鈥淭he idea that we can support others to build and improve programs to provide access and opportunity is both an awesome responsibility and a tremendous gift.鈥�

鈥淲e were really successful in what we accomplished in the first phase,鈥� says Myers, who also serves as the associate director for the CDI. 鈥淭hese three pilot programs are thriving as we provide the resources and training to address their needs and desires.鈥� The IHETAC model incorporates four core components: comprehensive assessment, customized coaching, professional learning and resource development, and ongoing evaluation and sustainability planning.

Scaling up the Programming

鈥淲ith the new grant from Golisano, we are ready to scale up,鈥� says Myers. The new funding will support five additional pilot programs, the development of a resource library with toolkits on best practices and a statewide Community of Practice, including reoccuring workshops and professional development.

The need is critical. Recent data from the New York State Office for People with Developmental Disabilities (OPWDD) indicates that more than 130,000 students in New York state receive special education services, yet less than 0.5% of them access inclusive college programs. Of the 472 colleges and universities in the state, only 24 have inclusive postsecondary programs. Only 435 students are currently enrolled in an inclusive postsecondary program.

鈥淭his is the first generation of college students with intellectual disability,鈥� says Myers. 鈥淚t鈥檚 exciting to see a growth in opportunities for them, but we still simply do not have enough programs or slots across this country. For example, if you鈥檙e a student with intellectual disability in New Hampshire, there are zero opportunities for you. And few programs offer a fully inclusive program like what is availabe here at InclusiveU, including residential, social and career transition components.鈥�

鈥淲e are incredibly grateful that the Golisano Foundation recognizes that education is a lever toward possibilities,鈥� says Ashby. 鈥淭his population is underemployed, undereducated and undervalued. Every time we start one of these programs, we shift the way people think about someone鈥檚 potential, and we love that Golisano gets to experience that along with us.鈥�

鈥淭he Golisano Foundation is proud to support 性视界 University and IHETAC as they expand access to inclusive postsecondary education across New York state,鈥� says Erica Dayton, executive director of the Golisano Foundation. 鈥淔or far too many individuals with intellectual and developmental disabilities, opportunities like these remain out of reach. This investment is about changing that, building pathways to education, independence and meaningful participation in community life.鈥�

InclusiveU as a Nationwide Model

性视界 University鈥檚 commitment to ensuring that people with intellectual disability have access to postsecondary education is a model for inclusion nationwide and worldwide. 鈥淲e鈥檙e always making new inroads because our motto at CDI is 鈥榳hat鈥檚 next?鈥欌�� says Ashby. 鈥淲hat鈥檚 the next barrier to inclusion? What鈥檚 the next landscape that students with intellectual disability haven鈥檛 yet had a chance to access? We know that there are so many students with tremendous potential for being contributing citizens and who have high aspirations. We believe that all people are capable of more if they only had the resources. All people should have access to rich, meaningful lives.鈥�

Of the 110 applicants for InclusiveU this year, there were only enough spots for 30 individuals. InclusiveU students, now totaling 105, receive a comprehensive student experience鈥攁cademic, residential, social, career-planning. They are currently enrolled in 375 different college classes across campus. Their presence in daily Orange life has transformed the entire campus.

Accommodating All Learners

鈥淲e are a better university because of the inclusive practices that are here,鈥� says Myers. She says that professors who adapt their practices to accommodate different kinds of learners discover that all learners benefit. 鈥淲e are thinking about how all our students in these classes will go out into the world after their experiences here and how they will be better family members, better colleagues, better neighbors and better voters.鈥�

Recently, InclusiveU students were invited to pledge at 性视界 University fraternities and sororities. They also participate in study abroad programs. Ashby and Myers went to Italy with 14 students, seven of whom were part of the InclusiveU program.

鈥淎t the Borghese gardens in Rome, we hopped on group-powered bikes. Just watching the pure joy, the interaction between our students and the people around them, those were extraordinary moments,鈥� Ashby says. 鈥淏ut for every one of our students who get that opportunity, there are thousands of others who only dream about it. That鈥檚 what we are here for鈥攖o change that and deliver on those dreams.鈥�

With similar passion and purpose, the Golisano Foundation has targeted significant funding to organizations and initiatives that support people with intellectual and developmental disabilities. B. Thomas 鈥淭om鈥� Golisano, the founder of Paychex Inc., has a son with intellectual disability and understands the challenges and the changes needed to transform lives.

鈥淚n a perfect world, we wouldn鈥檛 have to fight for inclusive education,鈥� says Ashby. 鈥淚t would just be education.鈥�

性视界 the Golisano Foundation

The Golisano Foundation is one of the largest private foundations in the U.S. dedicated to making the world a better place for people with intellectual and developmental disabilities. The foundation is devoted to opening doors to opportunity, changing negative perceptions and stereotypes, and forging unprecedented partnerships to ensure individuals with intellectual and developmental disabilities have pathways to personal dignity, independence and the best possible expression of their abilities and talents throughout their lifetimes. Founded in 1985 by Tom Golisano鈥攅ntrepreneur, philanthropist, civic leader, and founder of Paychex, Inc.鈥攖he Foundation 鈥渋magines the possibilities,鈥� advocating for families, fighting for their dignity, and giving people with IDD the opportunity to thrive in their communities. With more than $100 million in gross assets, it awards about $5 million annually to non-profit organizations in Western New York and Southwest Florida.

As the parent of a child with an intellectual disability, Amy Allyn became an accomplished advocate and someone other parents could rely on to help them pave a pathway to success for their kids.

鈥淲hen our daughter Kate was in middle school in Skaneateles, I was part of a parent group, working with the faculty and the school board,鈥� says Allyn. 鈥淚 was charged with creating a section of the handbook listing options for students in special education throughout middle and high school, and beyond.鈥� That鈥檚 when Allyn discovered at 性视界 University.

Kate, who has Down syndrome, was only 12 years old at the time. Ten years later, Kate is graduating from InclusiveU and members of the Allyn family are not just celebrating her milestone, they are paving the way for Kate and other graduates with an intellectual disability to pursue personal and professional success following graduation.

Connection and Community

Members of the Allyn family, including mom, Amy; dad, David; grandpa William 鈥淏ill鈥� F. Allyn G鈥�59; and uncles Scott, Mark, Eric and his wife, Meg, have provided a combined $1 million gift to the (CDI) that will support new programs, services, facilities and staffing to ensure a successful transition from the University, as these students return to their communities and begin new jobs and lives beyond campus. The funding will strengthen career services, a network of alumni and access to community resources wherever InclusiveU graduates live.

鈥淎t InclusiveU, our students are well-prepared for employment after graduation,鈥� says Professor Beth A. Myers, executive director of the Taishoff Center for Inclusive Higher Education, and associate director for CDI. 鈥淭hey鈥檝e had access to robust internships and a business engagement model that helps them pursue careers in their majors, but we recognize that our students need more support outside of employment. They need help to maintain the social networks they鈥檝e built here and build new ones. They need to be able to tap into the alumni network that 性视界 University is so well-known for. They need help to access housing and other community resources.鈥�

鈥淭here鈥檚 more to life after graduation than just the job,鈥� says Allyn. 鈥淚t鈥檚 about connection and community and all the things they鈥檝e learned in their years at 性视界.鈥� Kate鈥檚 own experience at InclusiveU was a continuous process of discovery for her and her family. She participated in focused on inclusive entrepreneurship, design and community. She took advantage of InclusiveU鈥檚 residential program, and ultimately she had to learn new ways to care for herself on her own.

Kate had the additional challenge of a congenital condition called camptodactyly; her fingers were curved tightly, which meant she needed a special keypad for her dorm room and other accommodations. With each challenge, the family learned what it could do to help Kate and, ultimately, to help others.

New Adventures

A few years ago, a $100,000 gift from Amy and Dave Allyn allowed the program to hire a residential coordinator to support InclusiveU students living on campus, a gift that not only benefited Kate but all the residential students. Amy continues her advocacy work by serving on the Taishoff Center Advisory Council, which assists with and guides key programs and initiatives, including regional events, fundraising, strategic planning, research and InclusiveU admissions and recruitment.

鈥淎my has done so much for us,鈥� says Myers. 鈥淪he has so much experience navigating the nonprofit and community space and doing it in a very calm and beautiful way. She recognizes what needs to be done and pushes me to make difficult asks to do the next right thing.鈥�

“I am grateful to the members of the Allyn family for their vision, counsel and generosity for the Center on Disability and Inclusion, the Taishoff Center for Inclusive Higher Education, and InclusiveU,” says Kelly Chandler-Olcott, dean of the and Laura J. and L. Douglas Meredith Professor for Teaching Excellence. “Over many decades, 性视界 has led the movement to support people with disabilities as they pursue fulfilling lives and careers. Thanks to members of the Allyn family, we can improve InclusiveU graduates’ post-secondary outcomes, including their self-advocacy skills, and offer dedicated services in modern, welcoming and purpose-built facilities.鈥�

When asked what she is looking forward to after her four years on campus, Kate says she鈥檚 most excited about traveling and experiencing new adventures. Her mom credits the University with Kate鈥檚 increased sense of confidence: 鈥淚鈥檓 excited to see her show it.鈥�

Rich and Janice Fialka-Feldman have established the Opening Doors Fund for InclusiveU as part of the Center on Disability and Inclusion鈥檚 . The fund will provide critical financial support for students in the School of Education’s , ensuring that students with intellectual disability can pursue their college dreams without financial barriers.

The fund’s name carries deep personal significance. When their son, Micah Fialka-Feldman, entered his first-grade special education classroom, he noticed he had to enter through a different door than the rest of the grade. He came home with a simple but powerful request to his parents: “I want to go through the same door as my friends.” That moment when their child sought belonging has become the family’s guiding principle.

Genuine Understanding

With the support of his parents and many others, Micah grew up determined to pave his own path in life. That determination led him to become the first student in the country to win a lawsuit securing access to university housing, at Oakland University, a landmark victory that opened doors not just for himself but for students with disabilities across the nation.

After graduation, his commitment to advocacy only deepened when he accepted a paid internship with Michigan Roundtable, a social justice organization working throughout the state.

It was during this internship that Micah was invited to speak at 性视界 University, where he shared his experiences, advocacy and vision for disability inclusion. The connections he made during that visit were immediate and profound. He felt something different in the room; a genuine understanding that resonated with him.

Micah called his parents with certainty in his voice: “They get me here,” he said, referring to the 性视界 community’s warmth and embrace for exactly who he is. It was a moment that validated his journey and reinforced that he had found a place where he truly belonged.

What began as a peer trainer position has grown into Micah鈥檚 current role as outreach coordinator for InclusiveU, as well as a co-teacher for disability studies classes, continuing to champion the same access and inclusion he once had to fight for.

Inspire and Motivate

The Opening Doors Fund for InclusiveU will be administered at the discretion of the , with support for housing, meals, textbooks and other essential expenses that help students to remain enrolled and succeed in the program.

Micah is also the author of 鈥�“, published by Inclusion Press, the same organization that supported his parents’ efforts in learning about inclusion when he was born. Co-written with his friend and colleague, Lynn Albee, he tells his story of advocacy, disability pride, circles of support and determination.

The Fialka-Feldmans emphasize that their support for inclusive higher education is more than just rhetoric. They have witnessed firsthand how life-changing it can be, not just for InclusiveU students, but for the University鈥檚 matriculated students, faculty and staff, who learn alongside them.

Their hope is that the Opening Doors Fund for InclusiveU will help ensure no student has to leave the program due to financial need, and that their fund will both inspire and motivate others to take action toward making their own gift.

Learn more on the or by visiting Micah鈥檚 website at .

Students transformed lived experience, empathy and emerging technology into inclusive solutions at the Innovation Showcase, hosted at Bird Library on Dec. 9.

The event marked the culmination of a semester-long interdisciplinary design course offered through the听 School of Education’s Taishoff Center for Inclusive Higher Education-, the College of Visual and Performing Arts’ and .

Open to undergraduate and graduate students across campus, including students with intellectual disability, the Intelligence++ program brings together teams to co-design products solutions to challenges that people with disabilities face in daily life.

The initiative, funded by the , encourages teams to learn universal design principles, conduct deep user research, learn the basic principles of entrepreneurship and deliver functional prototypes and pitch presentations by semester鈥檚 end.

Four student teams received enthusiastic feedback from judges across business, accessibility and technology sectors.

Detecting Dairy Allergens: Zero React

The first team, Zero React, asked: What if people with dairy allergies could eat without fear? Inspired by personal family experiences, the six-person team created a portable strip that detects dairy proteins, especially milk and casein, in everyday foods. Like a rapid test, users apply a food sample and get clear results in under a minute.

The students used 3D modeling and tools to build the prototype and developed branding, instructions and a go-to-market strategy. Extensive interviews, ranging from caregivers to allergists, identified their primary customer as parents of children with severe allergies, who constantly navigate hidden ingredients and unclear labels.

Zero React proposed multiple sales channels, including pharmacies and allergist offices, and emphasized fully accessible instructions and displays. Judges noted strong product-market fit and encouraged the team to move toward regulatory testing and commercialization.

Making Meal Planning Inclusive: Accessible Appetite

Accessible Appetite addressed a universal frustration: deciding what to eat. For neurodivergent individuals, the mental load of planning meals, managing nutrition and staying on budget can be exhausting.

Their application combines three tasks typically siloed in other apps, including recipes, grocery lists and nutrition, in one clean, accessible interface. Key features include:

• Smart Plate Builder for visual portioning
• Smart Substitutions tailored to sensory preferences
• Allergy Filters that automatically replace trigger foods
• Machine-Learning Suggestions personalized over time

A built-in chatbot provides step-by-step support. Judges noted the tool鈥檚 broad appeal and praised the inclusive design that could ease stress for many households.

Navigating Grocery Stores With Calm: Ease Cart

One the premise that bright lights, noise and crowded aisles can make grocery shopping overwhelming, Ease Cart set out to create a calmer experience.

Interviews revealed that sensory overload leads many students to avoid stores or rely solely on delivery. The two-person team developed a soothing navigation app that reduces time in high-stimulation environments. Lavender tones reinforce calming intent and features include:

• Minimal-distraction visual modes
• Audio read-aloud assistance
• Budget tracking and receipt organization
• Quick list templates for routine shopping

Judges applauded the team鈥檚 focus on a real barrier that can limit independence and noted that the design could benefit nearly anyone seeking a quicker, lower-stress trip to the store.

Phones for Emergencies Only: Every Second Counts

With more K鈥�12 schools, now including those in New York state, banning student phones during the day to reduce distraction, a safety concern has emerged, What happens when a student needs immediate help?

Every Second Counts designed a solution that keeps students off their phones while preserving emergency access. Their VPN-based 鈥渆mergency-only mode鈥� automatically activates on school Wi-Fi, replacing apps with a single button to call for help.

The team consulted teachers, administrators, parents and students to understand implementation and concerns. The University鈥檚 Senior Vice President for Digital Transformation and Chief Digital Officer Jeff Rubin advised on technical feasibility. Judges encouraged the team to continue development as policies evolve.

A Program Designed for Impact

Throughout the showcase, judges emphasized how advanced the work felt, less like class projects and more like early-stage startups. That outcome reflects the program鈥檚 purpose, said Gianfranco Zaccai 鈥�70, H鈥�09, who founded and funded Intelligence++.

鈥淭hat is exactly the vision of Intelligence++,鈥� says Zaccai. 鈥淚t is designed to empower students to design together, while exploring entrepreneurship as a tool for inclusion. The program invites students from engineering, design, business, communications, and the arts to collaborate, as it partners with stakeholders and community organizations to ensure that lived experience leads the process. Students learn how rigorous discovery leads to better products and how accessible design helps everyone.鈥�

Attendees left impressed by the students鈥� creativity and professionalism. 鈥淭hese could be real companies solving real problems,鈥� one attendee remarked. For students, and for the thousands of people who could benefit from their ideas, this showcase is just the beginning.

Story by Linda Dickerson Hartsock

The University鈥檚 first inclusive study abroad trip has redefined what inclusive higher education looks like, blending immersive cultural experiences with academic exploration of inclusive education across borders. This two-week program brought together students with and without intellectual disability, reflecting a commitment to making global education more inclusive and accessible to everyone.

The course, led by the (SOE) in partnership with and the , brought 14 students on a journey through some of Italy鈥檚 most iconic cities.

Faculty members and co-taught the class, made up of seven current and former students, and seven matriculated students from SOE. From the bustling piazzas of Rome to the quiet charm of Padua, students explored how Italy’s long-standing commitment to inclusive education plays out in classrooms, universities and community spaces.

The Florence Center and the (CDI) partnered to support the experience. Students lived inclusively with roommates throughout the two-week program鈥攕haring spaces, dining, attending class, travelling and experiencing the cities together.

Impactful and Enriching

Ashby, a professor of inclusive education and CDI director, has collaborated with several SOE faculty for previous iterations of this study abroad class. She notes the importance of fully including students with intellectual disability in this particular experience.

鈥淔or years, we have been bringing 性视界 University students to Italy to explore inclusive education in a context where nearly all students with disabilities are educated in general education classrooms alongside typical peers. But what made this trip different was the intentional focus on living inclusion while we studied it,鈥� says Ashby. 鈥淓very facet of the trip was an opportunity for learning and exploration, and we are excited by the possibilities of expanding to new countries and longer-term abroad opportunities.鈥�

The course included lectures, school visits, community-based research projects and museum tours, giving students daily opportunities to apply their knowledge. Guided Italian lessons offered both a linguistic and cultural gateway, with ample chances to practice in real-world settings.

One of the program鈥檚 highlights was visiting elementary and secondary schools in Florence and Rome, allowing students to experience Italy鈥檚 inclusive education framework. The group also visited universities in Rome and Padua, including a session with Gianfranco Zaccai 鈥�70, H鈥�09, a supporter of 性视界 University and inclusive innovation through the initiative.

鈥淚t was truly impactful and enriching to observe the full integration of students with disabilities in mainstream education,鈥� says SOE student Elyas Layachi 鈥�27. 鈥淚t was also eye-opening to be critical of the shortcomings of Italy’s education system, while also comparing it to that of the United States and our own educational experiences. I hope that the United States’ education system can take a step in a similar direction of full inclusion for all students, regardless of their disability status.”

True Inclusion

Italy is internationally recognized for its progressive approach to inclusive education. With nearly 97% literacy and policies that mandate the inclusion of students with disabilities in general education classrooms (, 2010, 2007), the country serves as a case study. At the same time, shifting demographics and rising accountability pressures make this a pivotal moment to critically reflect on both the successes achieved and the work ahead in advancing inclusion in Italian schools.

性视界 students had the opportunity to see these systems in practice and engage in comparative discussions about how inclusion is approached in the U.S. and Italy, as well as how current political and cultural climates have affected the implementation of the law. Ph.D. students from the School of Education are using the findings from this course to research the effectiveness of inclusion within hands-on cultural immersion.

Myers, Lawrence B. Taishoff Associate Professor of Inclusive Education and executive director of the , collaborated with Ashby to organize an itinerary that would get to the heart of immersive learning.

鈥淚 really appreciated teaching and studying about disability and inclusion with our students,鈥� says Myers. 鈥淓veryone in this course brought their own perspective and experience, and that really added to what we were learning through the readings, classes and school visits. Another highlight for me was seeing how everyone in the group supported one another鈥攖his was true inclusion during class and in the world.鈥�

Positive Experience

The trip led to authentic friendships and meaningful experiences for all. InclusiveU first-year student Jack Pasquale 鈥�28 says, 鈥淪ince I am autistic, inclusion means a lot to me on a personal level. I am always trying to get involved and learn more. This was an incredible opportunity to meet and work with new people, to build on my independence and social skills, to see some of the world’s most important art works and churches, and to eat some of the world’s best food!鈥�

鈥淏eing able to study abroad is a positive experience I will carry with me for the rest of my life,鈥� adds Pasquale.

This course not only s斐甦ed in giving students a once in a lifetime opportunity to experience Italian life and inclusive education, it also opens the door for other universities looking to expand their offerings.

It demonstrated that, with thoughtful planning and the right partnerships, studying abroad can and should be for everyone. Layachi agrees: 鈥淚 made a lot of new friends and learned how to navigate foreign cities. Inclusion, when done right, benefits everyone involved.鈥�

Karly Grifasi also contributed to this story.

性视界 University has received a $100,000 endowed scholarship from the Live Like Liam Foundation in support of the School of Education鈥檚 InclusiveU program. This meaningful gift will expand access to the University鈥檚 flagship program for students with intellectual and developmental disabilities.

The scholarship was established in loving memory of Liam Zoghby, a cherished member of the 性视界 University community who passed away in January 2024. Liam was a sophomore in the InclusiveU program and served as a student manager for the Orange men鈥檚 basketball team, leaving a lasting impact on all who knew him.

鈥淲hen we lost Liam, we had two options: either surrender to what had occurred or make a difference and 鈥楩ind The Good.’ What we learned from Liam is that, through everything he went through, he never gave up and always sought the good,鈥� say Liam鈥檚 parents Jalal and Eileen Zoghby. 鈥淲ith all the love and amazing support Liam experienced at InclusiveU, we are continuing Liam’s legacy and hopeful others will support the important work of the program and the meaningful opportunities it provides to students. May we find the good together.鈥�

Formed in 2024, Live Like Liam Inc. is a charitable foundation created to honor Liam鈥檚 legacy. In partnership with the Central New York Community Foundation, the organization supports families of children with disabilities or life-threatening illnesses by providing critical financial assistance.

鈥淟iam was a student whose love for 性视界 ran deep鈥攁nd the feeling was mutual. His warmth, generosity and kindness left a lasting impression on everyone who knew him. We are deeply grateful to the Live Like Liam Foundation for establishing a scholarship in his memory. It is an honor to help carry Liam鈥檚 spirit forward by sharing his story and enthusiasm for life with the students who will benefit from this meaningful gift,鈥� says Brianna Shults, director of InclusiveU.

InclusiveU brings students of all ages with intellectual and developmental disabilities who want to experience college life in a fully inclusive setting to 性视界 University. For more information about InclusiveU, please visit

For more information about the Live Like Liam Foundation, visit: .

Karly Grifasi and Martin Walls contributed to this story

听

The cross-campus 听 initiative held its inclusive design showcase on April 29 in Bird Library.听A collaboration between , the College of Visual and Performing Arts鈥� (VPA) , and the , Intelligence++ is an interdisciplinary initiative focused on inclusive entrepreneurship, design and community.

The initiative is open to both undergraduate and graduate students across the University, including students with intellectual disability from ,听an initiative from the听.

Hosted by Brittany Berry, instructor in the School of Design, the showcase was joined remotely by Gianfranco Zaccai 鈥�70, H鈥�09, co-founder and chief designer of Continuum Innovation, who founded Intelligence++ through his .

The following projects were showcased:

TextPal
Carter Rice ’25 (VPA) and Julia Weinreich ’26 (VPA)
-A peer mentorship app connecting high school students with college students who share similar disability experiences to provide academic, social, and emotional guidance; build community and reduce isolation; and foster long-term support networks and mentorship.

Mayhem MatchUp
Matthew Pass ’26 (College of Arts and Sciences), Dan Zarro ’28 (InclusiveU) and Pinyi Wang ’26 (VPA)
-An inclusive, intuitive board game aimed at developmentally disabled players that has potential both as entertainment and as a tool for recreational therapists.

Sensory ToolKits
Isaac Munce ’28 (VPA) and Andrew Baum ’28 (InclusiveU)
-Build-your-own sensory calming kits that help build “calm, confidence and community for a world that too often forgets sensory needs.”

Solace
Aidan Turner ’25 (School of Architecture), Lucas d鈥橭elsnitz ’25 (Martin J. Whitman School of Management), Carolyn Fernandes ’25 (VPA) and Aphrodite Gioulekas ’25 (VPA)
-A design company addressing physical discomfort, sensory overload, cognitive disruption and social confidence for neurodivergent individuals through inclusive clothing options. Prototype clothing includes concealed and participatory fidgeting features, clasping cuffs and light and airy (not scratchy) fabrics.

性视界 native Tom Kenny, voice of “SpongeBob SquarePants,” will discuss what it takes to build a creative career and his journey in the film, animation and music industries during a visit with 性视界 University students on Tuesday, Feb. 11.

Kenny will meet with students participating in the and the听 for an informal chat about how neurodiversity is a creative superpower. He will also speak to the broader campus community about his experience growing up in 性视界, connecting with like-minded creatives and his career trajectory.

Kenny, an award-winning voice actor, has also appeared on HBO’s “Mr. Show with Bob and David,” and has voiced characters on animated shows like “Rocko鈥檚 Modern Life,” “The Powerpuff Girls” and “CatDog.” He will share his experience on the skills needed to embark on an entrepreneurial journey and how to find your own creative voice, inspiring a new generation to learn more about content creation, storytelling and audience engagement.

The schedule for the day is as follows:

• 9:30-10:45 a.m.: Visit with Intelligence ++ Class and InclusiveU students. Location: Peter Graham Scholarly Commons, Bird Library. Media may listen to class discussion (please contact media@syr.edu to schedule).
• 11 a.m.-12:15 p.m.: Informal discussion and Q&A (open to the campus community and the media) on 鈥淐reative Entrepreneurial Journey,” featuring Tom Kenny and moderated by Oscar Arce (founder of Los Angeles-based Master Talent Agency) and Paul Kozlowski (writer, actor, artist, comedian and founder of the FAKE Gallery in Hollywood and the AKE Gallery in Cortland, New York). Location: Martin J. Whitman School of Management Grand Flaum Hall.

Kenny鈥檚 visit is being sponsored by , the Intelligence++ Program, the Taishoff Center for Inclusive Higher Education (InclusiveU), the College of Visual and Performing Arts and the Martin J. Whitman School of Management.

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 鈥淩ob鈥� P. Taishoff 鈥�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 性视界 University, Taishoff is challenging others to see the world the way he does and match his family鈥檚 pledge.

鈥淚鈥檝e seen the confidence that these young men and women with intellectual disabilities develop when given educational opportunities, and it鈥檚 mind-blowing,鈥� says Taishoff. 鈥淚f we give them the chance to pursue their interests and prepare them for careers, just like we do with every student at 性视界 University, they will thrive, excel, s斐甦 and surprise us.鈥�

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鈥檚 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. 鈥淛ackie is very social and friendly, and frequently surprises us with what she鈥檚 capable of doing,鈥� says Taishoff. He鈥檇 love to see her attend InclusiveU but as a resident of Maryland, her benefits associated with her disability won鈥檛 cross state lines. The portability of benefits is one of those systemic policy issues that CDI鈥檚 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 鈥渟ees 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.鈥� Weir says individuals with Down syndrome are an 鈥渦ntapped workforce who, with access to programs like InclusiveU, can skill up, enter the workforce and become taxpayers.鈥� She says InclusiveU is the 鈥渂est of the best鈥� 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. 鈥淭hey鈥檝e achieved all their goals in the last five-year plan and that set the stage for the next five-year plan,鈥� 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.

鈥淲e鈥檙e never satisfied with what we鈥檙e doing,鈥� says Beth Myers, the Lawrence B. Taishoff Associate Professor of Inclusive Education, executive director of the Taishoff Center and assistant director of CDI. 鈥淲e 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 性视界 University student can go. Am I dreaming huge dreams? Yes. Is it possible? Yes!鈥� But, Myers acknowledges, it takes more resources and staffing to achieve those dreams.

Myers credits her 鈥渁mazing team and an incredible staff at InclusiveU who would do anything for these students鈥� 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. 鈥淲e have allies in every department across campus, top down and bottom up support,鈥� says Myers. 鈥淚t鈥檚 a culture grounded in the University鈥檚 60-plus year history in disability advocacy. People really value the work we do in inclusion.鈥�

鈥淚 am continuously inspired by Rob Taishoff鈥檚 generosity and, now, his strategic challenge to others to help advance 性视界 University鈥檚 leadership in the disability community,鈥� says Chancellor Kent Syverud. 鈥淩ob 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.鈥�

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

Going Beyond

CDI鈥檚 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 性视界 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鈥檚 gift builds on and the legacy of the School of Education. Rob Taishoff鈥檚 father Lawrence and grandfather Sol philanthropically supported education, journalism and health research. Taishoff says his father was 鈥渆xceptionally close鈥� 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鈥檚 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. 鈥淣o 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,鈥� Taishoff says. 鈥淚 saw people who were given opportunities in the military that they would not have had otherwise, and I saw them thrive and excel.鈥�

The Taishoff Family Foundation鈥檚 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 性视界 become the first research university to launch an integrated elementary and special education teacher education program.

鈥淚t鈥檚 time to build on history once again,鈥� says Taishoff. 鈥淚 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.鈥�

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性视界 University 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鈥檙e a powerful community that moves ideas, individuals and impact beyond what鈥檚 possible.

性视界 Forever Orange: The Campaign for 性视界 University

Orange isn鈥檛 just our color. It鈥檚 our promise to leave the world better than we found it. Forever Orange: The Campaign for 性视界 University 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听听to learn more.

When do children learn empathy? How do they know that someone is in pain or having a bad day?

From an early age, Mark Radel 鈥�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 鈥�26 says empathy is his brother鈥檚 superpower. 鈥淢ark 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,鈥� Luke says, with a proud smile鈥攁nd that trait will serve Mark well as he strives for a career in sports and exercise science as an athletic trainer.

Mark鈥檚 career ambition is being supported by , an initiative from the听 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.

鈥淚 want to help people. I鈥檓 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,鈥� says Mark, a sports and exercise science major at the University who was born with Down syndrome.

An Unbreakable Bond

Mark鈥檚 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?

鈥淢ark 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,鈥� says Luke, whose cancer is in remission. 鈥淢ark鈥檚 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鈥檚 taking on that daunting situation every single day, I can take care of my chemotherapy.鈥�

When Luke decided to attend 性视界 University and study both political science in the and broadcast and digital journalism in the , Mark decided to follow in his brother鈥檚 footsteps, applying to and being granted admission into InclusiveU鈥檚 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鈥檚 Google Maps app on his phone with the relevant directions needed for Mark to traverse campus on a daily basis.

鈥淢ark is Mr. Independent on campus. He doesn鈥檛 want to rely on someone else to help him get across campus. He鈥檚 done an amazing job of navigating everything it takes to be a student,鈥� Luke says. 鈥淚鈥檓 really grateful to be at an institution like 性视界 that is always striving to ensure everybody has access to the opportunities they need to s斐甦 and feel welcome in these spaces.鈥�

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鈥檚 part of the Radel family鈥檚 genetic makeup. Their father, Patrick, was an attorney who helped people with mental and developmental disabilities be included in their elementary and high school鈥檚 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.

鈥淧eople 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,鈥� Luke says. 鈥淵ou鈥檒l be helping Mark by interacting with him, but you鈥檙e 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鈥檚 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鈥檚 inspirational journey to 性视界 University.

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 性视界 University journey with Mark, Luke says.

鈥淚 always wanted to go to college, and being here with my brother has been amazing. This experience has changed my life,鈥� Mark says.

Sports as a Unifying Force

The table tennis area in the lounge of Luke鈥檚 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.

鈥淚t鈥檚 fun to play sports and I like learning new things while I am playing,鈥� Mark says. 鈥淎nd I like to beat Luke. We always have fun when we play.鈥�

鈥淥h yeah, this is always fun whenever we play [table tennis]. Mark loves watching and playing sports because it鈥檚 exciting and fun for him, and it鈥檚 a great way to stay active and also be part of a team and a community. Mark just loves being around people,鈥� 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鈥檚 Building.

Surrounded by friends, Mark takes great pride in his basketball abilities. 鈥淚t鈥檚 fun to shoot, dribble the ball and then pass it to my teammates, but what I鈥檓 really good at is shooting and scoring,鈥� Mark says with a smile鈥攂ut more than his performance, he enjoys the camaraderie and friendships that form with his peers.

鈥淚t鈥檚 the best. We cheer each other on, cheer for big shots and we all want everyone to play well and have fun,鈥� Mark says. 鈥淚 play better when my teammates are cheering me on, yelling 鈥楳ark, Mark, Mark!鈥� It makes me happy and motivates me.鈥�

An avid fan of the 性视界 University 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 性视界 jersey, originally purchased to honor former starting quarterback Garrett Shrader 鈥�23, but this year, the jersey is a nod to current starting quarterback Kyle McCord 鈥�25.

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

鈥淚t鈥檚 really cool and it makes me feel great to know I鈥檓 making new friends while we鈥檙e cheering on 性视界,鈥� Mark says.

鈥淢ark has such a big smile on his face when he鈥檚 interacting with our fans, and it makes me so happy to see his joy,鈥� Luke adds.

Trey Augliano 鈥�27 has been selected as inaugural Intelligence ++ Innovation Scholar for the 2024-25 academic year. Augliano is studying entrepreneurship and emerging enterprises in the , and this prestigious recognition highlights Augliano鈥檚 dedication to innovation and entrepreneurship, particularly working with diverse communities.

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

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 性视界 University 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.

Graduate students in the School of Education turned to primary source documents and artifacts at 鈥� (SCRC) to discover enlightening鈥攁nd sometimes startling鈥攊nformation and examples of the ways that people with intellectual disability have been treated over the past almost 180 years in the U.S, particularly in New York State.

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鈥� 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. 鈥溾�� 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鈥攁nd exhibit鈥攕how 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.

White says the primary source materials provided the students with particularly rich and informative records, in part due to 性视界 University鈥檚 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鈥攁nd dozens of associated original documents and artifacts鈥攁re preserved for viewing and research.

鈥淲e at 性视界 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,鈥� White says. 鈥淭here are so many things to investigate and so many lessons we can get from this; it鈥檚 a gold mine waiting to be explored.鈥�

A former special education teacher, White now researches national and international special education policy and inclusive education as a human right. But she 鈥渨as 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.鈥�

Based on her experience as both a doctoral student and a teacher, White says, 鈥淚 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.鈥� 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.

‘Fantastic’ SCRC Process

The time she spent examining materials and working with staff at SCRC 鈥渨as a fantastic process all around,鈥� White says. 鈥淪ometimes, an artifact had very little to do with what I was interested in鈥斝允咏� University鈥檚 role in deinstitutionalization, inclusive education and disability activism鈥攂ut there were many听 鈥榓ha鈥� 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鈥檛 done any myself, but they were so gracious and so helpful.鈥�

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听

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 鈥�20, G鈥�25 teaches math to seventh- and eighth-grade students in the 性视界 City School District. Her review of archive materials helped her gain a better understanding of the perspectives of people with disabilities, Eastman says. 鈥淚 have students with various disabilities in my classes and I wanted to get an understanding of them that I didn鈥檛 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.鈥�

Kionna Morrison G鈥�24 is an algebraic reasoning teacher in the 性视界 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. 鈥淚 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.听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,鈥� she says.

White believes there has been a significant change in the public鈥檚 views on disability, and particularly on intellectual disability, in recent years. 鈥淭he U.S. has much farther to go in terms of changing society鈥檚 perception of disability, intellectual disability and breaking down barriers for any group of marginalized people,鈥� she says. 鈥淲e need to recognize how far we鈥檝e come in changing attitudes in society, making places accessible, and providing higher education opportunities for disabled people, such as 性视界 University鈥檚 program. That鈥檚 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.鈥�

听

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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.

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 .听 They and the students are also supported by co-instructor , founder of entrepreneurship and emerging enterprises adjunct faculty member in the 听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 性视界 University Libraries. “It鈥檚 a unique program,” says Carr. 鈥淭o 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.鈥�

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.

鈥淲e鈥檙e thinking about disability, accessibility and disability language and content, as well as the possibilities [for] disability and neurodiversity. We鈥檙e designing not for disabled people, but with disabled people, so it鈥檚 really meaningful,鈥� says Myers.

Shelstie Dastinot 鈥�24, a fashion design major in VPA, says her perspective on disability is formed by personal experience. 鈥淚 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.鈥�

Ryan Brouchoud 鈥�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. 鈥淚鈥檓 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鈥檓 interested in creating something that fixes problems that need addressing.鈥�

Xiaochao Yu 鈥�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. 鈥淭hey 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.鈥�

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:

Uplift U,听 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 鈥�27, a communication design major and Faith Mahoney 鈥�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 鈥�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 鈥�24 and Charlotte Chu 鈥�26, fashion design majors in VPA.

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

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

, 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.

鈥淒isability 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,鈥� says , director of the Center on Disability and Inclusion.

Disability Pride Week 2024 Events

鈥淭hrough 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 性视界 University鈥檚 Academic Strategic Plan framework to advance excellence for every member of our community,鈥� says 鈥�, director of the Disability Cultural Center. 鈥淎longside 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.鈥�

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

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 鈥淥klahoma!鈥� 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鈥檚 authentic self. Her remarkable story and uplifting messages have motivated people of all backgrounds to redefine what鈥檚 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 鈥�24, S.I. Newhouse School of Public Communications 听