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 网爆门鈥檚 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 网爆门 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

网爆门鈥檚 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 网爆门 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�

About 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 网爆门.

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 网爆门 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 Syracuse.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, Syracuse 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�

G鈥�01, L鈥�01, the Laura J. and L. Douglas Meredith Professor of Teaching Excellence 2024-2027 at the College of Law, has spent her career teaching at the intersection of constitutional law, disability law, human rights and international security. The Meredith Professorship has given her sustained support to pursue her focus on universal design in higher education, not as an abstract principle, she says, but as a lived challenge institutions are navigating in real time.

As part of her teaching award, she has organized a daylong symposium on April 10 at the College of Law, sponsored by multiple University partners, including the Burton Blatt Institute, Center for Disability Resources, Center for Teaching and Learning Excellence, D鈥橝niello Institute for Veterans and Military Families (IVMF) and the College of Law鈥檚 Disability Law and Policy Program. The event will examine the transformative global impact of the Americans with Disabilities Act (ADA) and the evolution of universal design principles in higher education.

That global lens is grounded in True-Frost’s own research. Studying accessibility law at the European Court of Human Rights, she has found that the ADA’s most significant international influence has been conceptual rather than doctrinal: the foundational idea that disability is a rights issue, not a welfare issue and that the burden of accommodation belongs to institutions rather than individuals.

True-Frost hopes the event will prompt a harder look at how higher education institutions approach accessibility.

“Inclusion is not a disability resources office problem,” she says. “It is a campuswide design challenge鈥攁nd getting it right is how we honor the promise that higher education makes to everyone who comes here seeking to grow.”

Below, True-Frost shares what she hopes students, faculty and administrators take away from the symposium.

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 网爆门, 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 Syracuse 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 .

After serving her country as a U.S. Navy Seabee and continuing her service in the Air National Guard, Nadia Morris-Mitchell 鈥�24, G鈥�26 is answering a new call: teaching. The Syracuse native has enrolled as a in the University鈥檚 , where she is pursuing a master鈥檚 degree in .

Seeing the Impact

The Baldanza Fellows program, a partnership of the School of Education, and several Central New York school districts, aims to recruit and retain teachers who bring diverse life experiences to the classroom. Fellows receive tuition assistance, a stipend and a guaranteed teaching position in a partner district upon graduation.

“Nadia is paired with the Syracuse City School District, so she will have a middle or high school teaching position in special education when she successfully completes the program,” says , professor and program coordinator. “Local school districts are looking for teachers who bring varied life experiences into the profession, and we know this benefits students. With her military background, Nadia exemplifies the kinds of life and work experiences the fellows program supports. We are excited to have her and look forward to seeing the impact she will have on Syracuse students over her career.”

Helping the Community

Morris-Mitchell began her educational journey as a part-time undergraduate in creative leadership through the . While completing a bachelor鈥檚 degree, she continued serving in the Air National Guard鈥檚 174th Attack Wing public health team鈥攁 unit responsible for disease monitoring, occupational safety and vaccination programs for nearly 2,000 members. She continues to serve during her graduate studies.

Her commitment to service extends beyond the military. She works part-time as a fitness instructor and volunteers in her community, balancing what she calls 鈥渙rganized chaos鈥� with a disciplined routine shaped by her years in uniform. 鈥淚n the military, I got used to waking up early and getting things done,鈥� she says. 鈥淓ven today, it鈥檚 lights out at 10 p.m.鈥�

Morris-Mitchell鈥檚 decision to teach was sparked by outreach from the School of Education鈥檚 graduate admissions team. Recognizing the need for special education teachers in Syracuse, she embraced the opportunity. 鈥淛oining a program like this fulfills me and gives me more purpose,鈥� she says. 鈥淚t makes me feel as though I鈥檓 helping the community.鈥�

One of Us

As part of her application process, Morris-Mitchell interviewed with the Syracuse school district, in anticipation of being offered a teaching position when she graduates. Beginning her program in summer 2025, she already has two field experiences under her belt, one in the Solvay Union Free School District and another helping teach English language arts in Syracuse’s Nottingham High School.

Mitchell-Morris says her field experiences have helped her to understand resource disparities between city schools and the suburban high school鈥擟icero-North Syracuse鈥攕he attended: “This experience has opened my eyes to differences in classroom behaviors and class management.”

Moreover, her keen eye and military understanding of logistics and public health have led her to notice other distinctions, such as how many Syracuse students rely on city transportation instead of school buses or the narrow food choices at Nottingham’s sports complex concession stand. “There’s little choice other than hot dogs and chips in an area of food insecurity,” says Morris-Mitchell. “It makes me wonder why things here have to be at a bare minimum.”

Most importantly, she says, the students in her placement classes “have been great” and鈥攁n especially good sign for the Baldanza Fellows program鈥攕ome have voiced appreciation about having a teacher who looks like them: “‘You’re one of us,’ they鈥檝e said to me.”

The School of Education鈥檚 has been awarded $250,000 per year for three years from the New York State Council on Developmental Disabilities (CDD). The grant will fund a pilot advocacy training curriculum and help CDI establish a statewide advocacy network for people with developmental disabilities and their family members.

The comprehensive advocacy training will have separate tracks for self-advocates and for parents, family members and caregivers. Trainings will be developed and offered based on the needs of each cohort, incorporating previous experience in advocacy as well as topical areas of interest.

CDI also will create a statewide peer-led advocacy network for people with developmental disabilities and their families. There will be ongoing learning and advocacy opportunities for trainees and the broader community.

鈥淐DD is excited to partner with the Center on Disability and Inclusion on this innovative project,鈥� says Kristin Proud, executive director of the CDD. 鈥淭his initiative will empower people with developmental disabilities and their families by offering greater collaboration and support in advocacy efforts across New York State. We look forward to seeing the positive impacts this program will have on people with developmental disabilities and their families.鈥�

鈥淲e are grateful to the NYS Council on Developmental Disabilities for investing in this important work,鈥� says Christy Ashby, professor in the School of Education and director of the CDI. 鈥淭his grant will allow us to expand access to advocacy training and build a sustainable, peer-led network that empowers individuals and families statewide.鈥�

Self-advocacy and advocacy help people to increase their confidence and quality of life, as well as build connections in their communities. Making connections and meeting those in similar situations helps advocates make progress in their efforts to improve their own lives and the lives of others.

Although there are advocacy groups for people with developmental disabilities and their families throughout the state, there is not yet a strong network which brings them together to share information, resources, and coordinate opportunities. Through this project, 网爆门 will build this broader community and amplify the voices of advocates across New York State.

CDI is uniquely positioned to lead this work due to its historical and ongoing commitment to self-advocacy, family engagement, and inclusive leadership. The center brings a decades-long legacy of advancing the rights of individuals with developmental disabilities through training, coalition building and systems change.

The public can get involved by completing a brief statewide . The survey will help CDI identify training priorities, barriers and support needs of self-advocates and families throughout New York. The findings will directly shape the curriculum and outreach strategies to ensure they are responsive, accessible and relevant to diverse communities.

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 网爆门 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 网爆门 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.

Syracuse 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.

网爆门 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 网爆门 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 Syracuse 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 网爆门. 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

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 网爆门, 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 网爆门, 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 网爆门 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 网爆门鈥檚 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 Syracuse 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 Syracuse 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�

About 网爆门

网爆门 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.

About Forever Orange: The Campaign for 网爆门

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 网爆门 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.

The School of Education’s has received a grant of $200,000 from the B. Thomas Golisano Foundation, one of the nation鈥檚 largest foundations dedicated to supporting programs for people with intellectual disabilities. With the award, CDI 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.

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

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

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

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

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

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

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

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

Kayleigh Sandford and Stephanie Spicciati have worked so long and so closely together that they almost finish each other鈥檚 sentences. Central New York school districts are lucky to be able to tap their experience and skills, two members of a team of 12 who work for the Mid-State Regional Partnership Center (RPC), which provides support for K-12 students with disabilities as part of 网爆门 School of Education鈥檚 Center on Disability and Inclusion (CDI).

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

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

Building Capacity

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

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

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

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

Data-informed Work

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

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

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

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

Walk Beside You

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

Sandford stresses that she and her Mid-State RPC teammates work hard to ensure that districts feel supported: 鈥淥ur motto is, 鈥榃e want to walk beside you, not in front of you.鈥欌��

鈥淲e are able to build trust and good relationships with teachers and administrators because we are clear that we are there to help them and want our work to be meaningful for their students,鈥� Spicciati adds. 鈥淚鈥檝e found the majority of time, people are happy to have us. Once a school has met its goals and state performance plan indicators鈥攁nd once systems are put in place to sustain that improvement鈥攕chools can be sad to see us leave.鈥�

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

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

Promoting Sustainability

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

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

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

鈥淚t鈥檚 about focusing on building capacity with school leaders and getting teaming structures in place to help leaders connect data to intervention and 听instruction,鈥� says Spicciati. 鈥淥nce we have put protocols in place that can be used school and district wide, when we leave, those supports are able to stay in place.鈥�

Janie Hershman 鈥�24 contributed to this story.

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

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 网爆门鈥檚 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

Applications are now open for the Intelligence++ Innovation Showcase, which takes place on Thursday, April 25, from 9 a.m. to 11:30 a.m. in the first floor auditorium of the Nancy Cantor Warehouse, 350 West Fayette St., Syracuse.

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 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听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 鈥�70, H鈥�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鈥攐nce 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鈥攊ncluding accessibility, disability rights and advocacy, disability history, language, disability culture, models of disability and inclusion.
• Entrepreneurship鈥攕tudents 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,听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, 听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.

For the past 10 years, in 网爆门’s School of Education (SOE) has given students with intellectual and developmental disabilities a college experience in a fully inclusive setting.

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

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

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

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

“It鈥檚 hard to believe that we have reached our 10th year of serving students at 网爆门 through InclusiveU,鈥� says Myers. 鈥淭he milestones of our program鈥攕tudents in campus residence halls, InclusiveU Remembrance Scholars and Unsung Heroes, and full participation in all that our campus has to offer鈥攔emind us of the ways our program continues to make a profound impact in our community.鈥�

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

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

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

And this interaction is good not just for the InclusiveU students, says Shults. 鈥淗aving our students around makes their peers better friends, better employees down the road, better neighbors,鈥� Shults days. 鈥淚t makes them better people all around because our students are here and they are all working together.鈥�

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

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

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

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

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

Pangborn interned at the Whitman School of Management during his time with InclusiveU, and now works there full-time as an assistant In the mailroom, Pangborn does the jobs that people don鈥檛 see but that are critical to the smooth function of the school鈥檚 operations. He completes copy jobs, sorts and distributes mail, distributes student paychecks, sends package notifications and makes sure that supplies are stocked, organized and labeled. He is also a mentor for student employees.

鈥淎s 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,鈥� says Shults.

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

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

Teacher shortages and a predominantly white teaching force are two persistent hiring trends that continue to challenge public schools nationwide. According to the National Center for Education Statistics, nearly 90% of school districts hiring teachers for the 2023-24 school year, while鈥攄espite a growing population of students of color and on the benefits of a diverse teaching force鈥�.

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

People With a Passion

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

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

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

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

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

Go For It

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

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

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

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

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

All Students Benefit

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

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

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

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

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

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

Right, Important and Just

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

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

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

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

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

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

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