网爆门 Libraries is now accepting applications for the Spring 2026 round of the Intelligence++ Ventures initiative, a funding program that supports student innovators working to develop and commercialize solutions that improve the lives of people with intellectual disabilities.

The initiative was launched through a generous gift from Gianfranco Zaccai 鈥�70, H鈥�09 and the Zaccai Foundation for Augmented Intelligence. It is designed to help promising student-led ideas move from early-stage concepts toward real-world impact.

鈥淭his competitive program is a valuable tool for student innovators to help commercialize products, services and technologies that will help people with intellectual disabilities,鈥� says Zaccai. 鈥淚t is intended to accelerate the transfer of inclusive and entrepreneurial design research to the marketplace. It will help students create innovations that can be used by early customers, to gather real-world feedback and to accelerate solutions for people who will benefit from their ingenuity. Our goal is to attract students from a wide range of disciplines who are working in multidisciplinary teams.鈥�

Intelligence++ Ventures builds on the success of the that began in fall 2020 at the . The program was created in partnership with the Taishoff Center for Inclusive Higher Education鈥檚 and the (VPA). Since its launch, Intelligence++ has encouraged students across disciplines to apply inclusive design principles to create products, technologies and services that support individuals with intellectual disabilities.

A cornerstone of the program is the inclusive design research course, which invites students from across campus to imagine and build solutions for people with intellectual disabilities.

The course introduces students to inclusive design and entrepreneurial thinking and provides a framework for developing innovations that are both functional and meaningful to the communities they are intended to serve. Registration for the course is currently open (contact Professor ) for the fall 2026 semester. While participation in the course is recommended for students interested in applying for the Intelligence++ Ventures grants, it is not required.

Submit an Intelligence++ Ventures Proposal

鈥淭he Intelligence++ Ventures grants assist student research and entrepreneurial initiatives emerging from the Intelligence++ program in collaboration with other campus innovation partners,鈥� says , Dean of 网爆门 Libraries and University Librarian. 鈥淭he program helps move student research in this important area to proof of concept and commercialization.鈥�

Eligible projects may include technological, educational, organizational or other creative innovations designed to empower individuals with intellectual disabilities, as well as their families and communities.

Students applying for the grants must identify a specific need related to the discovery, testing, development or launch of a product, service, technology or creative work. Projects may originate from coursework, research labs, independent studies聽 or other innovation-focused programs across the University.

Applicants are asked to submit a proposal as a single PDF that includes a cover letter outlining the funding request, use of funds, timeline and project milestones. In addition, proposals must include an executive summary describing the problem or opportunity being addressed, the proposed solution and how it works and the customer discovery research that supports the concept.

Proposals should also outline the project鈥檚 target market, particularly how the innovation will benefit people with intellectual disabilities or their families, along with any traction achieved to date, the team and advisors involved and the partners needed to move the idea forward.

Students are encouraged to clearly describe the scope of the project they are proposing, including details about any prototype they plan to build, how it will be tested, who will participate in the evaluation process and how results will be measured. Applicants should also outline potential next steps if the prototype and testing prove successful.

Submissions will be reviewed based on several key criteria. Successful proposals will demonstrate innovative research or entrepreneurial projects that have moved beyond the idea stage and show strong potential to become a commercial product, service or technology capable of making a meaningful impact. Reviewers will also evaluate the feasibility of the proposal, the strength of the research and development plan and the quality of the written submission.

In addition, proposals will be assessed on the strength of their commercialization strategy, including a clear product development roadmap and expected outcomes such as prototype development, early sales, additional investment or licensing opportunities. Budgets should be realistic and well researched, demonstrating that grant funding will meaningfully advance the project.

The grant program is administered through 网爆门 Libraries in collaboration with the VPA School of Design and InclusiveU. Additional collaborators include the Martin J. Whitman School of Management, the College of Engineering and Computer Science and partners throughout the University鈥檚 broader research and commercialization ecosystem.

To submit your proposal or request additional information, contact orangeInnovation@syr.edu.

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 .

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聽 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 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.

The cross-campus 聽 initiative held its inclusive design showcase on April 29 in Bird Library.聽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 ,聽an initiative from the聽.

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.

is now accepting applications for the 2025 round of Intelligence++ Ventures funding. Grants of $5,000 are available to undergraduate or graduate students to commercialize innovative products, services and technologies for individuals with intellectual disabilities.

The Intelligence++ program is an interdisciplinary initiative that fosters innovation and entrepreneurship to enhance the lives of individuals with intellectual disabilities. It was established in 2020 in collaboration with the (InclusiveU) and the .

The program features an inclusive entrepreneurship and design curriculum open to students across disciplines which encourages participants to design and develop tangible solutions that address challenges faced by people with intellectual disabilities. Students work in teams to conceptualize and prototype innovations in a hands-on, inclusive approach that blends principles of design thinking, entrepreneurship, and social impact.

The program is supported by the Zaccai Foundation for Augmented Intelligence, thanks to a generous donation from Gianfranco Zaccai 鈥�70 H鈥�09. This funding underscores a commitment to translating research and creativity into real-world applications that promote accessibility and empowerment for individuals with disabilities.

鈥淔rom artificial intelligence to digital technologies and physical products, this field is positioned for rapid growth,鈥� says Zaccai, who hopes the program will attract students from diverse academic disciplines, fostering innovation in accessibility. 鈥淧articipating students can join the leading edge of innovation.鈥�

, introduced as an extension of the program, provides additional funding and resources to commercialize these ideas, enabling students to take their projects from concept to market-ready solutions. Students from all schools and colleges can apply for the Intelligence ++ Ventures fund, regardless of their participation in the original Intelligence++ course. The applications are rolling and will be reviewed as received. Applications are not limited to students in the Intelligence ++ program; however, applicants who have worked with the program can demonstrate the necessary discovery work with people in the field to validate their invention or innovation.

Applicants must submit a detailed project proposal, along with a scope and budget supported by a business commercialization plan that demonstrates a clearly identified production and sales path. Students must also demonstrate that they have a production or manufacturing partner capable of producing their innovation, and/or a technical team in place to deploy a commercial roll-out. Submissions must be beyond the concept stage and should have the potential to be deployed in the market within six months. If successfully executed, a student may apply for a second grant to introduce a new product line. A maximum of two grants may be awarded through the program.

An interdisciplinary group of faculty with expertise working in the disability field will make up the review team for proposals.

More information about Intelligence ++ is available . An Intelligence ++ application template can be requested by email or by visiting Bird Library Room 123.

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聽聽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聽 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 网爆门 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 Syracuse 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 网爆门.

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 网爆门 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 网爆门 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 Syracuse 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 Syracuse 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 Syracuse,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.

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.

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 .聽 They and the students are also supported by co-instructor , founder of entrepreneurship and emerging enterprises adjunct faculty member in the 听补苍诲 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 网爆门 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,聽 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 Syracuse 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;聽 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 网爆门 Libraries from the .

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听补苍诲 . 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,聽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, 听补苍诲 .

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�

Two 网爆门 alumni are opening their first Broadway musical as lead producers, “How to Dance in Ohio,” and the Dec. 5 preview performance included close to 200 网爆门 leaders, alumni, parents and friends. Producers Ben Holtzman 鈥�13 and Sammy Lopez 鈥�13, co-founders of P3 Productions, are musical theater graduates of the College of Visual and Performing Arts and met as freshman year roommates in Boland Hall. Sixteen 网爆门 alumni are involved with the Broadway production. Holtzman is the prot茅g茅 of Broadway titan Hal Prince.

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

鈥淎utistic people can be in college. Autistic people can be on Broadway. 网爆门 should be really proud of the work that鈥檚 happened over the last 70 years at our university to make that possible,鈥� said Myers, referencing the work of the Taishoff Center and the Center for Disability and Inclusion. 网爆门鈥檚 work in disability awareness and inclusion is groundbreaking in the field of higher education.

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

鈥淭hat鈥檚 why we knew this show needed to exist. It鈥檚 because it hasn鈥檛 existed before,鈥� said Lopez, referencing that the roles of the seven autistic young adults are played by actors who identify as autistic. The production offers many accommodations for the audience to fully experience the musical, from light-canceling sunglasses to special headphones with self-adjustable volume. This production and 网爆门 offer opportunities to experience Broadway and life in general to those who were previously excluded. Everyone feels welcome.

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

网爆门 Libraries is launching a new Intelligence++ Ventures initiative, thanks to a generous donation from Gianfranco Zaccai 鈥�70 H鈥�09 and the聽 (Intelligence++). The Intelligence++ Ventures initiative is an extension of the Intelligence++ program that launched in the Fall of 2020 in 网爆门 Libraries鈥� Blackstone LaunchPad, in partnership with the 聽(InclusiveU) and the聽. The Intelligence++ program included a two-semester inclusive entrepreneurship and design course, DES 400/600, that encourages students from across campus to imagine and create products, devices and services for persons with disabilities. The Intelligence++ Ventures initiative extends the program to provide funding to commercialize products and services to support people with intellectual disabilities. It emphasizes interdisciplinary and collaborative technological, educational and organizational innovation to enable and empower individuals with intellectual disabilities, their families and their communities.

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

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

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

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

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