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Weekly Newsletter

March, 08 2018


The articles, opportunities, and events described in the DCC Newsletter do not necessarily reflect the views of the Disability Cultural Center, Syracuse University Division of Student Affairs, or Syracuse University.  The objective of the DCC Newsletter is to provide a centralized and comprehensive resource, which describes current activity in disability and diversity scholarship, cultural activities, and general news. Please direct any concerns about content directly to the DCC and the specific posting organization.  Also, the DCC welcomes relevant submissions.  

Please email sudcc@syr.edu  by 9AM each Monday with your submission.



Upcoming Disability Speakers: College of Law

Clements Internship Award

Whites in Leadership: Partnering to Create Systemic Campus Change

Tickets available for the 31st Annual Martin Luther King, Jr. Celebration

Possible courses of interest offered: Spring 2016


Students, People with Different Abilities Collaborate on Adaptive Design Solutions


Call for Proposals: Deaf-initely Ironic…? “CRIPPING” THE COMIC CON 2016

CFP open: The Humanities Center announces PLACE as the theme for Syracuse Symposium™ 2016-2017

Multiple Perspectives on Access, Inclusion & Disability: Undergraduate and Graduate Student Poster Competitions

Disability Studies Symposium

16th Annual Disability Studies in Education Conference

Fellowships in Disability Policy

Dissertation fellowships from The Center for Engaged Scholarship

Call for Applicants: The Graduate Institute in Philosophy of Education

The Point Foundation Scholarship

SUNY Cortland 7th Annual Student Conference for Diversity, Equity, and Inclusion: Grab the World

Interdisciplinary Certificate in Disability and Diversity Studies

First International LGBTQ Diversity Conference


Financial Aid Opportunities for Students with Disabilities

Mobility International USA: International student initiative

DREAM Weekly Email, Disability and Higher Education in the News: January 3-9, 2016

Middle Schooler looking for your company after school

Sprout: film and travel programs related to the field of I/DD

Two positions at Colgate U (Educational Studies)

Strategies to support trans and gender-nonconforming youth

Blogs of Interest

Disability.gov Updates 

Planet of the Blind Blog Entries

Disability Scoop January 2016

Petition: Demand ADA (and Section 504) compliance at Boston College


Upcoming Disability Speakers: College of Law


We are excited to inform you that the College of Law is bringing several speakers to SU this spring to highlight the 20th Anniversary of the ADA, the 40th Anniversary of the Individuals with Disabilities in Education Act, the 10th Anniversary of the  UN Convention on the Rights of People with Disabilities as well as the 10th Anniversary of our own SU Disability Law and Policy Program.

We have an outstanding array of speakers, including the following:

Dr. Sue Swenson, Deputy Asst Secretary, US Dept. of Education (Feb 2) http://www2.ed.gov/about/offices/list/osers/swenson-bio.html 

Eric Rosenthal, Director, Disability Rights International  (Feb 25) http://www.driadvocacy.org/staff/eric-rosenthal/ 

Prof. Michael Waterstone, Loyola, disability law scholar  (March 3) http://www.lls.edu/aboutus/facultyadministration/faculty/facultylists-z/waterstonemichael/ 

Maria Towne, White House Disability Liaison (March 24) https://www.whitehouse.gov/engage/office 

Prof. Sam Bagenstos, U Michigan (April 2) http://www.law.umich.edu/FacultyBio/Pages/FacultyBio.aspx?FacID=sambagen 

Prof. Sagit Mor, Haifa U, Israel, expert in disability, torts and bioethics  (April 12) http://weblaw.haifa.ac.il/en/Faculty/Mor/Pages/home.aspx 

We are also hoping that Senator Harkin will join us, although the date is not yet been finalized. 

Please find more detail for each event below:

> Sue Swenson, Deputy Assistant Secretary, Office of Special Education and Rehabilitative Services, U.S. Department of Education | February 2  4-5:30 ROOM 106 COL Dineen Hall

> Eric Rosenthal, Director of Disability Rights International | February 25  11:30-1 ROOM 106 COL Dineen Hall

> Professor Michael Waterstone, Loyola Law School | March 3 11:30- 1 ROOM 106 COL Dineen Hall

> Maria Town, Disability Liaison, White House Office of Public Engagement | March  24  11:30-1 ROOM 106 COL Dineen Hall

>Professor Sam Bagenstos, University of Michigan Law School | April 5   4-5:30 pm ROOM 106 COL Dineen Hall

> Professor Sagit Mor, University of Washington and Haifa University | April 12  4-5:30 pm ROOM 106 COL Dineen Hall


Clements Internship Award

Apply for up to $6,000 to make your unique internship a reality. Apply by February 5 in OrangeLink. For more information, please email Chuck Reutlinger.


Whites in Leadership: Partnering to Create Systemic Campus Change 

Below you will find an opportunity facilitated by Kathy Obear and Paulette Dalpes called "Whites in Leadership: Partnering to Create Systemic Campus Change."  This event will take place on multiple dates, listed below and is accessible through Go-To-Meeting on your computer, tablet, and smartphone: https://global.gotomeeting.com/join/481708581; Phone: 408 650 3123, Access Code: 481-708-581

Friday, January 29th: 2-3pm EST 

Whites in Leadership: Partnering to Create Systemic Campus Change ~ Meaningful Dialogue to Deepen Our Capacity

It is imperative that white leaders are active, visible change agents as campuses directly address and shift the current policies, practices and services that result in institutionalized racism. Yet, as white leaders we often struggle in the face of demands for immediate institutional transformation. 

These opportunities for conversation are intended to provide a space for white leaders to come together and discuss the challenges they face, explore dynamics of power, privilege and position, and strategize their next course of action. The call-in opportunity will allow participants the option to remain anonymous so they may share more candidly regarding their own personal learning edges as well as specific campus dilemmas.

The facilitators, Drs. Kathy Obear and Paulette Dalpes, have experience working on race and racism within all white groups and supporting white allies in effecting change. Our hope is these conversations may develop into a series of discussions where white leaders come together to find support and challenge in their intention to partner with their colleagues of color to effect sustainable strategic change on campus.



Tickets available for the 31st Annual Martin Luther King, Jr. Celebration

31st Annual Martin Luther King, Jr. Celebration.

Remember. | Celebrate. | Act.

Activism and Agency for the Future.

A night to engage with generations on activism and agency- past, present, and future.

Celebration speaker: Mark Lamont Hill.

Sunday, January 31st, 2016.

Carrier Dome, Syracuse University.

Doors open at 4:00 PM, dinner at 4:30 PM, program at 5:30 PM.

Tickets available at the Schine Box Office from 11/2 – 1/30.

General public: $30

Students: $15 at Schine Box Office (without a meal plan) or one meal swipe at the dining centers. Meals will be charged the week of January 25, 2016.

Communication Access Realtime Translation (CART) and American Sign Language (ASL) will be provided.

Other accommodations can be requested. Contact Hendricks Chapel at 315-443-2901, gyerdon@syr.edu or visit mlk.syr.edu for more information.


Possible courses of interest offered: Spring 2016 

*DSP 700 - M002: Critical Disability Studies and the Global South*

Thursdays 12:30-3:15 

Instructors: Alan Foley, PhD and Brent Elder, Doctoral Candidate 

Location: Huntington Hall 364

Course Description: 

This course provides an in-depth opportunity to explore critical disability studies (CDS), and examines the intersections of larger systems of oppression (e.g., post/neo/colonialism, capitalism, neoliberalism, globalization) that create and maintain exclusive practices that marginalize and exploit people with disabilities around the world. Specifically, this course focuses on the tensions created when exported Western practices are implanted in underdeveloped countries (e.g., “developing countries” and “the third world”). 

Course goals:

--Explore a range of disability experiences in transnational contexts and settings (including school, employment, social/political/cultural contexts, interpersonal relationships, family contexts);

--Critique causes of disability across the life span in underdeveloped countries, particularly at major points of intersection (e.g., disability, gender, sexuality, conflict, race, ethnicity, poverty);

--Critique the Western exportation and generalizability of inclusive practices related to disability and human rights in underdeveloped countries;

--Examine cross-cultural understandings of disability, including the intersections of social class, ethnicity, race, nation, and gender;

--Explore CDS literature and examine its real life applicability to underdeveloped country contexts;

--Discuss the causes of disability in underdeveloped countries and how those realities fit (or not) with Western perspectives of disability and disability studies discourse;

--Explore various ways of understanding disability (medical model, social model, charity model, civil/human rights model) and their generalizability to underdeveloped country contexts;

--Discuss negative social perceptions, ableism, stigma and discrimination experienced by individuals with disabilities across a variety of transnational contexts.


*Disability, Food & Health*

HTW 669

Are You Interested in the Health and Well-Being of People with Disabilities?

Take HTW 669: Disability, Food and Health

Through active discussions and hands-on opportunities to develop skills, students will learn about factors influencing the health and well-being of persons with disabilities including:

  • disability history and theory
  • health-related law and services
  • disparities in violence victimization, food security, healthcare, health
  • health promotion
  • emergency and disaster preparedness
  • ethics

People with disabilities are a large and diverse population experiencing significant health disparities. This course meets objectives of Healthy People 2020, and will prepare students to understand how promote health and well-being among people with disabilities from a Public Health perspective.

Wednesdays 2:15 – 5:05 pm

The Falk Complex: Room 201

Katherine McDonald, PhD

Falk College: Public Health, Food Studies & Nutrition


*Adaptive Sports and Empowerment as Effective Public Health*

SPM 300/DSP 300-M002/M001

Professor Bill Peace

Tues./Thurs. 2:00–3:30pm

306 Bowne Hall

Sports has always been an important part of American culture. Sports is of particular importance for People with Disabilities (PWDs) because participation in adaptive sports has often broken stereotypical barriers, led to greater opportunities in education, and advanced disability rights. 

As the number of PWDs participating in sports has increased, sports activity has resulted in better health and greater social integration.  Sports offer PWDs a way to demonstrate their capabilities and strengths.  While a few well-known athletes with disabilities have enjoyed success in professional sports (Casey Martin, Jim Abbott, Tom Dempsey, etc.), this course will focus on the burgeoning of adaptive sports.  Involvement in adaptive sports at any level demonstrates what PWDs can do and as a result represents a revolutionary way to advance civil rights and increase access to health care.

*Advanced Gender Communication*


Dr. Erin J. Rand

Tuesday & Thursday from 12:30–1:50pm

It seems like everyone is talking about issues of gender and sexuality today. But what does it all mean? Marriage equality is the law of the land and Fun Home won the Tony for Best Musical. Caitlyn Jenner has her own show. Debates rage over funding for Planned Parenthood, equal pay for women, and dress codes for girls. Trans women of color are routinely murdered, and black boys and girls are targeted by police. How can we make sense of these issues from a critical feminist and queer perspective?

This course examines the multiple, often contradictory ways that feminism, queerness, and gender and sexual difference manifest in popular discourses in the US. We will consider a variety of contemporary texts, ranging from scholarly essays to popular fiction and nonfiction, memoirs, graphic novels, and films. These texts will encourage a richly intersectional approach, emphasizing discourses of race and class and addressing themes of consent, reproduction, geography, privilege, embodiment, identity, and more.

This is a seminar style course designed for advanced undergraduates who have already taken an introductory course in gender and/or sexuality studies. Instructor consent required. Please email ejrand@syr.edu for more information and permission to register.

*"Eye Hand Body Mind"*

PTG 200

Susan D'Amato

Tues/Thur 3:30-6:00

Susan D'Amato is offering a new drawing course for Spring '16 titled "Eye Hand Body Mind".

Drawing lends itself as a holistic process and practice for mindful investigation and engagement with the visual, felt, and perceptive experiences of being alive in the world.

This course will integrate traditional and contemporary approaches, materials, and processes in drawing with mindfulness based contemplative practices including breath, voice, movement, yoga, sitting, walking and guided meditation. Structured and open problems will challenge and enrich students’ ability to perceive, create, and think with whole body-mind awareness.  

Working from observed, thought-based, and sensational experiences, students will cultivate a daily practice suited to their personal interests while developing a body of work reflective of their process.


*Intergroup Dialogue*

SOC 230/WGS 230 AND CFE 200

Intergroup Dialogue is an educational model that brings together students from diverse backgrounds to engage in deep and meaningful conversations across social identities towards a place of action.

Dialogue on Faith, Conflict, and Community

Monday 3:45-6:30pm

Co-Instructors : El-Java Abdul-Qadir and Diane Swords

Dialogue on Socio-Economic Inequality and Education

Wednesday 3:45-6:30 pm

Co-Instructors: Afua Boahene and Diane Romo

Intergroup Dialogue on Race and Ethnicity

Tuesdays 3:30-6:15 pm

Co-Instructors: Lynn Dew and Dellareese Jackson


Reflect. Connect. Act.

To register fill out the online application: intergroupdialogue.syr.edu

For more information contact Intergroup Dialogue at 315-443-4555



Students, People with Different Abilities Collaborate on Adaptive Design Solutions


Call for Proposals: Deaf-initely Ironic…? “CRIPPING” THE COMIC CON 2016 

April 1, 2016

Syracuse University

DEADLINE for Proposals:  February 8, 2016

Join us for our fourth annual “Cripping” the Comic Con, where “con” means conference and comics convention.  This year’s main themes are irony, humor, and Deaf cultural pride.  We wish to explore the ways in which irony and humor reflect and create understandings and interpretations of disability in popular culture.  

Each year, the symposium provides participants with the opportunity to engage in a broad array of reflective discussions about the representations of disability that exist “beneath the surface” and explicitly within mainstream popular cultures both nationally and internationally, particularly the popular culture phenomena that are comic books, graphic novels, and manga. 

In No Respect (1989), an aptly titled foundational text underscoring the ways in which popular culture is oftentimes perceived as “low culture” and therefore undeserving of scholarly (and popular) attention, author Andrew Ross “…argues that the making of ‘taste’ is hardly an aesthetic activity, but rather an exercise in cultural power, policing and carefully redefining social relations between classes” (Routledge, 2015).  Irony frequently serves a parallel function in highlighting power dynamics and issues of marginalization.  There are many theories that seek to explain the meaning and purposes of humor.  

Rather than taking on only one of many philosophical approaches – the aggression and hostility hypothesis, the catharsis explanation, etc. – we are more interested in examining how humor and irony serve to critique, amplify, and disrupt popular cultural understandings of disability by and about People with Disabilities (PWDs) and our allies and friends.  Social critique via humor is famously present in myriad d/Deaf spaces.  Many d/Deaf individuals do not identify as PWDs, but as members of a cultural group and community, and/or as a linguistic minority.  Some d/Deaf people identify in numerous ways, simultaneously, or depending upon context. 

What do humor and irony imply and what emotional labor do they accomplish when considering daily quality of life perceptions, family dynamics, and so on?  How are these vital subjects portrayed in numerous facets of popular culture?  What new imaginings are possible? 

From comic strips to graphic novels to films to games that include and, in some cases, feature characters with disabilities, humor remains a vibrant and creative focus for establishing connections and imagining strategies in the lives of PWDs and allies.  In what ways do humor and irony counter, deepen, and complicate issues of stigma and isolation?  There are many ways to be Deaf, Blind, Autistic, etc., and diverse experiences need to be addressed by creators of comics, film, and other media.  What are some strategies that can be used to politicize the comics and film industries?  Aspects of these ideas and questions were articulated during our 2013 post-symposium session, “Disability Activism and Fandom: A Roundtable Strategizing on Fandom as a Target of/Resource for Activism,” 

Anyone can participate in “Cripping” the Comic Con.  Although some of the language in this Call for Proposals is decidedly “academic,” and some of the folks who participate may self-identify as “academics,” this symposium is really for everyone, and we mean it.  All are welcomed; please feel free to submit your ideas for consideration.  We seek to promote a culture of inclusion. 

Michael Bérubé tells us that “every representation of disability has the potential to shape the way ‘disability’ is understood in general culture, and some of those representations can in fact do extraordinary powerful—or harmful—cultural and political work” (1997, p. B4).  These representations encourage audience members to come to an acceptance and understanding of the wide range of differences that exist among us. 

Submissions incorporating genres that do not typically receive sustained attention in mainstream scholarly spaces are encouraged. These include but are not limited to the following: 

  • films, movies, videos, television shows (including reality TV, animated TV)
  • advertising, newspapers, magazines
  • comic cons, dragon cons, geek cons, movie cons, cosplay, cult fandom, the “geek syndrome”
  • games, gaming, toys, action figures comix, anime, motion comics
  • digital media and digital effects
  • visual arts, painting, photography, deviantART, alternative and alternate art forms
  • poetry, expressive arts, popular fiction, imagetext, fanfic, slash, alternative and alternate forms of literacies
  • material culture, multimedia, social media, Twitter, Facebook, YouTube
  • websites, blogs, memes, zines

One of our primary goals as symposium organizers is to create opportunities for all participants—particularly students and emerging scholars—to share their work. 

Another of our primary goals is to assure that all information associated with the symposium is accessible and equitable.  The symposium organizers and the proposal review committee strongly support the notion that “academics have a responsibility to make their work relevant for the society they exist within” (Jurgenson, 2012); this premise includes making Disability Studies relevant and accessible to members of disability communities (Ne’eman, 2012).  

Since representations in popular culture are generally created outside of academic environments, it is especially important for the general public and not just “academics” to engage in conversations about popular culture and disability.  Representations have the potential to affect everyone.  We all benefit from discussing and learning about disability and popular culture in ways that include and welcome everyone’s participation.  

This event is meant not only to address often unmet needs in scholarly spaces and beyond, but also to address these vital areas/concerns: 

  1. Popular culture studies and literature do not pay consistent or adequate attention to disability; when this attention is paid, it is often via “special issues” of journals, etc. 
  2. Further, “Popular culture is…the discursive terrain on which larger social issues are played out, often unobtrusively and masked as entertainment–and this is precisely why pop culture needs to be examined even more closely...” (Nayar, 2011, p. 172).  These issues include not only our understandings of diverse minds and bodies, but representations and intersections of identities, including but not limited to gender expression, sexual orientation, race, class, ethnicity, size, age, veteran’s status, etc.
  3. Popular culture studies and literature continue to have a mixed reception within certain mainstream academic spaces.  Because popular culture is still sometimes not taken seriously within some of these spaces (even among some Disability Studies scholars and practitioners), its status remains, for some, “discounted” (at times, popular culture studies may even be perceived as “deviant”).  Consequently, this symposium’s organizers aim to:
    1. critique what is often described as “deviant”
    2. question and disrupt what “counts” as academic, mainstream, and normative
    3. The symposium will be consistent with values that underscore the disability rights movement: we seek to make collective investments in disability pride, identity, and cultures.  In “cripping” the status quo, we assert, purposefully, “Nothing about us without us.”  For more information on what we mean by “cripping,” please visit this page on the “Cripping” the Comic Con website: http://crippingthecon.com/more-on-what-cripping-means/.
    4. We will always welcome submissions based upon the variety of issues and strategies that were identified during our 2013 post-symposium session, “Disability Activism and Fandom: A Roundtable Strategizing on Fandom as a Target of/Resource for Activism,” including but not limited to the following topics and questions:
  • The relationship between disability rights activism and fandom
  • Accessibility of cons and fan-related spaces
  • How to engage fandom communities further in the disability rights movement
  • Have there been opportunities for change in how fandom communities approach disability? If so, how?
  • What are the discourses that are produced when “reboots” happen with comic characters?
  • How might we all participate most fully at events during which disability is or is not prevalent, especially when the events involve and in some cases privilege popular culture?
  • How and in what ways might cosplay choices be perceived and harnessed as forms of activism, from a disability cultural standpoint?
  • How might we take advantage of “teachable moments” in the context of addressing the intersections of disability, fandom, and popular culture?
  • The transformative potential of art, and considering ways for “creating representations on our own terms”
  • Being aware of the ways in which gatekeepers to traditional media and large independent media may prohibit access to disenfranchised populations, including People with Disabilities

Submission Guidelines and Instructions 

Proposal types and formats may include, among others:

  1. Individual presentation
  2. Panel presentation
  3. Discussion/workshop/roundtable
  4. Performance/video/film/art entry
  5. Poster session

Please note that other forms of proposals are fully welcomed, and the above list is not exhaustive.  If you have something particular in mind, please explain the details and parameters of what you imagine, via your proposal submission(s). You are also welcomed and encouraged to submit more than one proposal.  

If your submission is a performance/video/film/art entry, you are responsible for securing permissions and rights for public viewing.  Videos and films should be open captioned and descriptions of any artwork or other images will be required.  Audio descriptions of videos and films may also be required, depending upon the nature and style of the videos/films being submitted. 


Each proposal must include:

  1. Name
  2. Affiliation (if applicable)
  3. Contact information (including email and phone/video phone)
  • If there is more than one presenter, please indicate the main contact and lead presenter (if these are two or more individuals, please indicate this information).
  1. Title of presentation/activity/etc. (15 words or less)
  2. Short description (50 words or less)
  3. Full description (1000 words or less)

How to submit your proposal(s) -- please choose one of the following options:

  1. Via our symposium website: http://crippingthecon.com/submissions
  2. Via Fax: 315-443-4338.  Please indicate CRIPCON SUBMISSION on Fax cover sheet.
  3. Via regular mail:

“Cripping” the Comic Con 2016
c/o SU Disability Cultural Center
805 S Crouse Ave, 105 Hoople Bldg.
Syracuse, NY 13244-2280

Additional Information 

Information and content produced as a result of this symposium may be published, with participant and presenter consent, via Beneath the SURFACE (BtS), an open source digital repository on disability and popular culture.  BtS is available to the academic community as well as to the general public, and includes an array of resources regarding disability and popular culture.  

We will provide a designated time and area for “Open Space.”  Open Space is an opportunity for participants to create spontaneous and/or planned topical interactions with each other: a way for you to create your own symposium “sessions.”  There will also be vending and exhibition tables, art stations, and other opportunities for networking, gaming, etc. that will follow the thematic tracks of the symposium.  The particular tracks will be identified once all submissions have been reviewed by the proposal review committee. 

All confirmed participants (whether presenting or not) will receive information on:

  1. Completing registration
  2. Requesting accommodations
  3. Expressing dietary preferences (some but not all meals will be included with registration)

All participants will be responsible for the cost of their own lodging and travel.  

To keep informed, please visit us online! 

Website for “Cripping” the Comic Con:  http://crippingthecon.com 

“Cripping” the Comic Con on Facebook: http://www.facebook.com/CrippingTheCon 

“Cripping” the Comic Con on Twitter: @cripcon


Bérubé, M. (1997, May 30). The cultural representation of people with disabilities affects us all.  The Chronicle of Higher Education, B4-B5. 

Jurgenson, N. (2012, May 11). Making our ideas more accessible. Washington, DC: Inside Higher Ed.  Retrieved September 19, 2012 from: http://www.insidehighered.com/advice/2012/05/11/scholars-must-make-their-work-more-available-and-accessible-essay.  

Nayar, P. K. (2011). Haunted knights in spandex: Self and othering in the superhero mythos. Mediterranean Journal of Humanities, 1/2, 171-183. 

Ne’eman, A. (2012, May 14). Making disability studies accessible.  Washington, DC: Autistic Self-Advocacy Network (ASAN). Retrieved September 19, 2012 from http://autisticadvocacy.org/2012/05/making-disability-studies-accessible/

Ross, A. (1989). No respect: Intellectuals and popular culture. New York and London: Routledge. 

Routledge. (2015). About the book: No respect. Retrieved December 4, 2015 from


CFP open: The Humanities Center announces PLACE as the theme for Syracuse Symposium™ 2016-2017

The Syracuse University Humanities Center, in the College of Arts and Sciences, announces PLACE as the theme for Syracuse Symposium™ 2016-2017.

The Humanities Center welcomes 2016-2017 proposals for Place. We are especially interested in proposals that: explore the humanities as public good; engage the digital humanities; highlight how the humanities can deepen our understanding of enduring questions; and illustrate how the humanities can help address pressing issues of our time. Next year, for the first time, Syracuse Symposium™ will span the full academic calendar (Fall 2016-Spring 2017).
There is a "place" in Syracuse Symposium™ for a wide range of conversations; how will you contribute?​  As a concept, Place opens doors to many interpretations. It can reference the real or the imagined. Place can be about inclusion or exclusion, community or solitude.  As a verb, it can mean to arrange, categorize, or locate.  Please see the full description for Place below. 
Syracuse Symposium™ engages wider publics with innovative, interdisciplinary work in the humanities by renowned scholars, artists, authors, and performers. Examples of engagement include public performances, lectures, readings, exhibits, mini-seminars, and/or workshops.
You can download the Syracuse Symposium™ proposal form here.  Please complete all sections and submit it as an email attachment to humcenter@syr.edu on or before March 4, 2016.  Thank you for your interest and involvement in the Humanities Center!

Syracuse Symposium™ 2016-2017 - PLACE​
Place is inherently social, cultural, physical, imaginative, and affective. It references schematics, physical environs, imagined communities, fictional settings, aesthetic constructs, and fluid processes. It can signal perception – how we see (and don’t see) others, how memory works (or forgetting operates). Place can be about inclusion and exclusion, commodification as well as communalism, conquest and settler logics, but also decolonization and sovereignty. Place references home – as a dwelling or habitat, but also the politics of “home” and homeplace. Place pinpoints roles, as in the place of emotion in everyday life. It refers to substitution – take the place of, supercession – the old gives place to the new, or dislocation – being out of place or losing one’s place. As a verb, it can mean to order, arrange, situate, categorize, locate, and identify. It can highlight how social dynamics and power inequities are enforced and resisted, as in “knowing one’s place” but also “refusing one’s place.” Thinking about place, then, entails questions of cementing, contesting, and crossing boundaries, devising frameworks yet also disrupting them, setting and upsetting expectations. 


Multiple Perspectives on Access, Inclusion & Disability: Undergraduate and Graduate Student Poster Competitions


at the Sixteenth Annual Multiple Perspectives on Access, Inclusion & Disability

April 13 - 14, 2016             

The Ohio State University’s Columbus Campus

Student Poster Competition Submissions are due no later than March 15, 2016

Concurrent Session Proposals Due January 28, 2016

The Multiple Perspectives Conference encourages students to network with professionals, the community, and scholars who share their interests in disability at its annual student poster reception.  A generous gift from the Ethel Louise Armstrong Foundation will fund awards (Graduate Research - $500; Undergraduate Research $200, Art & Performance $200, Community Service $100, and Class Projects $200 at this year’s competition.

Submissions may focus on any aspect of disability and may be based on:

  1. Independent & Supervised Student Research 
  2. Art & Performance
  3. Class Projects & Papers (Award goes to department to support future projects)
  4. Community Service & Applied Problem Solving from Service Learning Classes or student organizations (Award goes to organization/department to support future projects

Posters can take a variety of forms including print material mounted on poster board or display panels or arranged on a table; PowerPoint presentations, web pages or video presentations from your laptop…  

 Presentation materials must fit on a 3’x6’ table or along 6’ or less of wall space

 Presentation materials should present the information in 10 minutes or less

 Presenters or their designee must be present to interact with the audience

 Presenters must provide their own equipment

Visit these sites for tips on developing a poster presentation:

  http://denman.osu.edu/resources.aspx

  http://writing.colostate.edu/guides/speaking/poster/index.cfm 

  http://www.plu.edu/~libr/workshops/multimedia/posters.html   

Students and teams of students who wish to present a poster must send the following information to ADA-OSU@osu.edu no later than March 15, 2016 

1.  Title

2.  Short Title - 12 word maximum

3.  Poster Format (Print, Model, PowerPoint, Video, …)

4.  Description of their proposed poster topic – 250 word maximum

5.  E-mail address, phone number, and surface mail address of coordinating presenter

6.  As appropriate, university, department, grant, course or student organization  affiliation

7.  A letter of support from a faculty member or organization advisor associated with the project

8.  Name of individual, Department or Organization to receive cash award should the project win. 

Early submissions are encouraged.  Submissions will be reviewed as they arrive. Conference fees will be waived and lunch provided for all accepted presenters. 

Please Note:

The full conference fees will be waived and lunch provided for presenters of accepted proposals. Presenters are responsible for their own travel and lodging. 

The Multiple Perspectives Conference is hosted by Ohio State University’s ADA Coordinator’s Office your participation is supported through the generosity of the Ethel Louise Armstrong Foundation Endowment Fund and ongoing support from The Ohio State University.    


Disability Studies Symposium 

Disability Studies Symposium at the University of Virginia on Friday Feb. 19, 2016 with Michael Ashley Stein, Susan Schweik, Alice Sheppard, Monique Holt, Pam Molina, Elizabeth Barnes, and many more! All free and open to the public.


16th Annual Disability Studies in Education Conference

Advocating for Access: The Right to Inclusion, The Right to Communication

June 27 & 28, 2016

University of Northern Iowa, Des Moines, IA



Fellowships in Disability Policy

Applications Being Accepted for Two DRC Fellowship Opportunities

Mathematica's Center for Studying Disability Policy is accepting applications for two DRC fellowships: the Dissertation Fellowship Program and the Summer Fellowship Program. The former is a new opportunity for graduate students that offers them a $28,000 stipend to support their doctoral dissertation research at their home colleges and universities. The DRC's Summer Fellowship Program offers students in master's programs or early doctoral programs (pre-dissertation phase) an opportunity to spend the summer of 2016 at Mathematica's Washington, D.C., office to learn more about conducting an independent research project related to disability policy.

Applications for both fellowships are due February 12, 2016. Click here for more information about the eligibility requirements and application process.


Dissertation fellowships from The Center for Engaged Scholarship

The Center for Engaged Scholarship, a new entity that is committed to progressive scholarship, will award two or three dissertation fellowships of $25,000 each for the 2016-2017 academic year.

Full information, including the online application portal, will be available at the website, www.Cescholar.org.

The application portal will be available on November 30th 2015. The application deadline is January 31, 2016.

Students working on a dissertation in the social sciences or related interdisciplinary fields at a U.S. university are eligible regardless of citizenship status.

The Center has been created to promote and support scholarship that can move us to a society that is more egalitarian, more democratic, and committed to environmental sustainability.

Fellowship applications will be evaluated both for their scholarly merit and for their ability to contribute to progressive change. In this first fellowship competition, preference will be given to candidates who will be writing the dissertation during the fellowship year.


Call for Applicants: The Graduate Institute in Philosophy of Education

The Graduate Institute in Philosophy of Education aims to support and cultivate new scholars with knowledge and skills for future philosophical engagement with education. The institute will focus the themes of justice and higher education and the democratic aims of education.

Program Details • 10-day intensive summer course in Chicago, June 13-24, 2016 • Two workshops in 2017: 1) American Philosophical Association’s Central Division conference (March 1-March 4 in Kansas City) 2) American Educational Research Association (April 27 –May 1 in San Antonio) • Participants will be supported in developing a new paper in, or related to, philosophy of education. • Students admitted into the program will have all travel, accommodations and most meals paid for at all events. Applicants for the program should be graduate students from schools of education or philosophy departments interested in pursuing questions of policy and practice in education.

For more details visit the CEE website at ethicsandeducation.wceruw.org/grad-programming.html or contact Paula McAvoy at pjmcavoy@wisc.edu Graduate Institute in Philosophy of Education June 13-24, 2016 Application Deadline March 25, 2016 Sponsored by the Center for Ethics and Education, University of Wisconsin-Madison Institute

Instructors Harry Brighouse UW- Madison Paula McAvoy UW-Madison Tony Laden University of Illinois-Chicago

Visiting Scholars Michele Moses (UC Boulder) and Daniel Weinstock (McGill)



The Point Foundation Scholarship

The Point Foundation Scholarship




SUNY Cortland 7th Annual Student Conference for Diversity, Equity, and Inclusion: Grab the World

The Multicultural Life and Diversity Office and our Conference Committee would like to invite all students, faculty, staff, and alumni of Syracuse University to our 7th Annual Student Conference for Diversity, Equity, and Inclusion: Grab the World. This academic conference will be held on Saturday, April 9th, 2016 in Corey Union on the Cortland Campus. The purpose of this conference is to give students an academic conference experience that is directly connected to diversity, equity, inclusion, and social justice as it intersects with their discipline. Faculty and staff are asked to mentor their students through the CFP and presentation processes. This conference is one of the ways that we, at the Multicultural Life and Diversity Office, fulfill one of the missions of our office: to promote and explore all aspects of diversity, especially as it relates to each students discipline.

Registration is now open!!!

Please Click Here for Individual Registration 

Please Click Here for Group Registration 

Deadline to register is March 25, 2016.

Call for Papers/Presentations (CFP)

Please Click Here to see CFP 

A committee will review the first round of proposals on February 1, 2016. Proposals received after this date will be reviewed on a rolling basis.  

If you have any further questions, please do not hesitate to send an email to jacquelynn.akins@cortland.edu 


Interdisciplinary Certificate in Disability and Diversity Studies

Space still available for these exciting courses!

The University of Hawaii at Manoa offers the Interdisciplinary Certificate in Disability and Diversity Studies, a 15 credit graduate level (master’s, doctoral, and post-doctoral) program sponsored by the Center on Disability Studies (CDS) in the College of Education. CDS also offers both graduate and undergraduate level Disability Studies Courses that can be taken as electives.
All courses are offered through distance education. Non-residents (international and out of state students) may apply for DDS courses through Outreach College and pay in-state tuition rates 

Five Exciting Courses for Spring!


Disability and Diversity (DIS 380)

Accessible Learning Technology (DIS 382)

Disability Culture and History (DIS 383) 


Advanced Seminar in Disability and Diversity Studies (DIS 687) Interdisciplinary Team Development (DIS 684) 

For questions about our certificate or courses, please check out the FAQ page or contact program coordinator Megan Conway at mconway@hawaii.edu  



First International LGBTQ Diversity Conference

We are pleased and very excited to share with you news of the First International LGBTQ Diversity Conference to be held in Valencia, Spain, early spring 2016.

Extended Abstract deadline: January 27. See Conference link below.

The conference is designed to bring together researchers, scholars and therapists in a collaborative effort to share ideas, voice concerns and discuss ways in which we can assist the LGBTQ communities and their allies more effectively. The global nature of this conference provides attendees with opportunities to share research in a face-to-face setting as well as publish in a new online peer-reviewed journal.  The informal nature of this conference allows us all to engage in in-depth conversations about areas of concern in working with the LGBTQ community as well as share best practices. The networking opportunities for collaborative research and study also will be extensive. 

To assist us in ensuring that the conference flow addresses the diverse interests and needs of attendees, as well as to secure adequate conference space to accommodate as many people as possible, we would like to know if you are interested in serving as a presenter, exhibitor or just an interested attendee. We encourage PhD students to apply for this outstanding opportunity to present their work. 

Any questions regarding conference details/topics or further clarification should be directed to Dr. A. Stones.





Financial Aid Opportunities for Students with Disabilities


Mobility International USA: International student initiative 

Mobility International USA is looking for international students with disabilities for an exciting initiative! 

Our National Clearinghouse on Disability and Exchange sponsored by the U.S Department of State aims to increase participation of people with all types of disabilities in international exchange programs! This year one of our projects is to focus on raising awareness to international students with disabilities about these opportunities. 

We are inviting international students with disabilities to be interviewed to be featured in our A World Awaits You (AWAY) journal and/or to be featured in our second podcast series! Our podcast launched last summer and had over 1000 downloads in the first 6 months and our AWAY journal has been viewed and shared hundreds of times in the first few weeks! 

Do you know an international student with a disability who is or has studied in the U.S.? We would love for you to connect us, so we can share their story to encourage more students to come study in the U.S. 

I would like to schedule interviews very soon, so please let me know if you know anyone who would be interested. 

Check out more about our AWAY journal and podcast below: 

1) A World Awaits You (AWAY): http://www.miusa.org/resource/booksjournals/awaystudyabroad

2) Podcast: http://www.miusa.org/podcast



DREAM Weekly Email, Disability and Higher Education in the News: January 3-9, 2016

From DREAM: Disability Rights, Education, Activism, and Mentoring

Sponsored by the Association on Higher Education And Disability (AHEAD)




 Disability and higher education in the news (in no particular order): 

* The Revised Pay As You Earn program (REPAYE) is a new system designed to help up to five million college financial aid borrowers by reducing student loan payments or “forgiving” (cancelling) loan debt altogether – learn more at http://www.thestreet.com/story/13404595/1/the-jury-is-out-on-ed-s-new-student-loan-repayment-solution.html.  You can find other repayment and forgiveness options at www.studentaid.ed.gov or http://www.npr.org/sections/ed/2015/12/18/455805235/how-the-heck-do-you-pay-off-your-college-loans?sc=17&f=1001&utm_source=iosnewsapp&utm_medium=Email&utm_campaign=app, including options for people working at non-profits and people with permanent disabilities that affect their ability to work. 

* Students at Boston College continue to fight the campus about basic compliance with the Americans with Disabilities Act, including posting videos showing newly constructed stairs without ramps – they have 15,498 signatures of the 16,000 they hoped to get: http://www.thepetitionsite.com/770/652/882/demand-compliance-with-the-americans-with-disabilities-act-at-boston-college/ 

* At the National Technical Institute for the Deaf (NTID) at the Rochester Institute of Technology (RIT) in New York, oral non-signing students began complaining about access, and their activism snowballed into protests for better access and accommodations for all students, as well as changes to better support students of color (video is in sign language with captions but has no audio description): https://www.youtube.com/watch?v=yH_kzYMc0dE 

* U.S. college wheelchair basketball programs are improving international play and competition for the Paralympics: http://gazette.com/pro-wheelchair-basketball-opportunities-overseas-boost-americas-chance-at-rio-paralympics-gold/article/1567207 

* A new study warns that Black college students’ grit and “John Henryism” (literally working themselves to death to prove their worth) may be creating a mental and physical health crisis on a national scale: http://www.usnews.com/news/articles/2015/12/31/study-warns-of-looming-mental-health-crisis-for-black-college-students 

* After activism by doctoral student Navi Dhanota, the Ontario Human Rights Commission worked with Canadian universities to develop new documentation guidelines that no longer require students to disclose a specific DSM diagnosis when requesting college disability accommodations: http://www.newswire.ca/news-releases/new-documentation-guidelines-for-accommodating-students-with-mental-health-disabilities-564376831.html 

* The Ruderman Family Foundation gave a $750,000 grant to Hillel International to improve disability access and inclusion in its nation-wide programming for college students: http://www.jpost.com/Diaspora/Ruderman-Foundation-and-Hillel-partner-for-inclusion-of-disabled-students-437710 

* A new petition in the UK is trying to prevent graduate student Kelechi Chioba from being deported - she uses a wheelchair and has “mental  health problems” and says her family in Nigeria will abuse or kill her if she returns: http://www.independent.co.uk/news/uk/home-news/kelechi-chioba-disabled-student-labelled-a-curse-by-family-faces-deportation-from-uk-a6775911.html 

* Bronx Community College professor Julie Miele Roadas tried out YouDescribe video description software, and here’s what she learned, with recommendations for using it in college courses: http://jitp.commons.gc.cuny.edu/youdescribe-testing-crowd-sourced-video-description-for-service-learning-at-the-city-university-of-new-york/ 

* Wondering if your campus has an adaptive sports program?  Here’s a handy list you can check: http://www.gogrit.us/news/2015/12/14/the-complete-guide-to-collegiate-adaptive-sports 

* A professor at Yale calls for mandatory annual mental health screenings of all college students: https://www.washingtonpost.com/news/grade-point/wp/2015/12/21/to-prevent-suicide-in-college-make-mental-health-screening-mandatory/ 

* Blind Syracuse University professor Steve Kuusisto wrote two recent posts of possible interest – one about microaggressions in higher education against people with disabilities (http://stephenkuusisto.com/2015/12/26/disability-the-academy-and-gestural-violence/) and one about his struggles to access text since his undergraduate years (http://stephenkuusisto.com/2015/12/21/nobody-loves-you-when-youre-blind-and-need-books/

* ABLE plans help family save money for their disabled children’s future (including college), and now parents can start an account right away in a different state instead of waiting for their home state to offer them: http://www.wsj.com/articles/529-plans-open-doors-to-disabled-from-any-state-1452162541  (for more information about ABLE accounts, see http://kosu.org/post/several-states-poised-offer-savings-accounts-disabled-americans#stream/0

* The U.S. Department of Justice has reached a $145,000 settlement with Kent State University over violations of the Fair Housing Act when they refused to allow emotional support animals in campus housing: http://www.cleveland.com/metro/index.ssf/2016/01/kent_state_university_agrees_t.html 

* Megan Zahneis is deaf, has a rare neurological disorder, and uses a hearing service dog, but she says being a college student isn’t that much different for her than nondisabled students: http://www.huffingtonpost.com/kathleen-kiley/minority-students-with-disabilities_b_8912862.html 

* Autistic students at UCLA are being offered a 16-week course to help them improve their social skills and communication: http://www.kcbd.com/story/30843005/ucla-helping-college-students-with-autism 

* Tristan Schilling has to have full-time support to be independent and live on campus at York College in Nebraska, but he needed to do some activism to get what he needed, including calling his state Senator: http://www.yorkdispatch.com/story/news/education/2015/12/20/new-challenges-lead-york-college-freshman-advocacy/76672996/ 

* Thanks to the movie “Concussion,” more people are learning about chronic traumatic encephalopathy (CTE) and brain injuries in NFL players, but younger college players can have it, too: http://www.techtimes.com/articles/121448/20160105/football-and-brain-damage-cte-in-college-football-player-sheds-light-on-brain-disorder.htm 

* A judge has dismissed claims against University of Colorado-Boulder by philosophy professor Dan Kaufman, who has been “out” about his depression with psychotic features; the university and Kaufman have settled, without agreeing on the facts of the case and whether disability discrimination occurred when he was prohibited from campus after making “threatening” comments: http://www.dailycamera.com/cu-news/ci_29342670/judge-dismisses-profs-claims-against-cu-boulder-campus 

* The U.S. Department of Justice clarifies that celiac disease may not be significant enough to be a “disability” in some cases, despite a 2012 settlement regarding celiac, food allergies, and access to university meal plans: http://setexasrecord.com/stories/510638759-college-employee-alleges-sf-austin-guilty-of-disability-discrimination 

* Working for the Democratic presidential nomination, Hillary Clinton has announced a plan to support autistic students and adults, including several measures that involve transition and postsecondary education: http://www.statnews.com/2016/01/05/clinton-autism-proposal/ 

* Allyson Bailey sustained multiple brain injuries, but she’s back at Virginia Tech with disability accommodations and playing basketball again, with support from a doctor who says college courses may even help her brain heal: http://www.roanoke.com/news/local/roanoke_county/whatever-happened-to-allyson-bailey-brain-injury-victim-challenges-herself/article_2f66c162-bc63-5322-953f-bee172521b61.html 

* Jamie Schmid developed an eating disorder after convincing herself that she needed to be thin and perfect to go to college, and as she moves forward at Northwestern University, she is concerned about a culture of unhealthy behaviors in other students around her: http://www.bustle.com/articles/122226-i-developed-an-eating-disorder-because-i-wanted-to-get-into-an-elite-college 

* An attorney takes issue with the Class v. Towson University decision that essentially says a team physician can decide which disabled college athletes can play and when there’s “too much risk:”  http://www.law360.com/articles/738601/how-4th-circ-failed-to-clarify-athlete-disability-rights 

* Demand for American Sign Language interpreters is expected to rise almost 50% by 2022, and campuses are rushing to meet the demand with their interpreter training programs (ironically, video is not captioned or audio described): http://wqad.com/2015/10/21/demand-for-sign-language-interpreters-expected-to-rise-nearly-50/ 

* In India, a St. Stephan’s College graduate student accuses her chemistry professor of sexual assault, but the university says it must be a lie because the professor is an “innocent disabled man” and therefore incapable of assaulting anyone: http://www.dnaindia.com/india/report-stephen-s-molestation-row-principal-thampu-backs-professor-says-complaint-a-diabolic-lie-2162689 

* In Ireland, CAO point systems determine who will be admitted to university, and campuses are automatically reserving spots for disabled students, those “from a disadvantaged background,” and older students with lower points: http://www.irishtimes.com/news/education/dare-hear-mature-applications-some-alternative-routes-to-college-1.2473952 

* The director of parking services at the Stephen F. Austin University in Texas has filed suit against the campus, alleging disability discrimination when he was not allowed back to work post-surgery, despite a doctor clearing him for light duty: http://setexasrecord.com/stories/510638759-college-employee-alleges-sf-austin-guilty-of-disability-discrimination 

* The student newspaper at Camosun College in British Columbia has done a two-part series on the use of ADHD medications as a study tool for nondisabled students – but are academics an excuse masking the real reason students use these drugs? http://www.nexusnewspaper.com/2016/01/05/unprescription-medication-what-camosun-college-thinks-about-its-students-using-drugs-to-study/ 

* In 2016, Israel will open a college specifically for students with autism and intellectual disabilities (which are called “learning disabilities” there): http://www.thetower.org/2757-israel-to-open-first-college-for-students-with-autism-and-learning-disabilities/ 

* Sarah Hughes has systemic juvenile idiopathic arthritis and grew up in hospitals – after traveling to Mexico to get an experimental stem cell treatment, she’s now able to attend college: http://www.cnn.com/2015/12/18/health/turning-points-stem-cell-therapy/index.html 

* St. Angela’s College in Ireland will be offering a stand-alone disability course to give people with disabilities an opportunity to “test the waters” of higher education before applying – the course is a mix of in-person and online learning: http://www.stangelas.nuigalway.ie/news_details.php?id=470 

And a few related items of possible interest to college students: 

* Did you know Braille started out as a military code? And there’s a Braille “Olympics”?  Learn more fun facts about Braille in honor of National Braille Literacy Month: http://www.perkins.org/stories/blog/10-things-you-probably-dont-know-about-braille 

* For the third year in a row, the graduation rate for U.S. students with disabilities is rising, although graduation rates vary wildly by state: https://www.disabilityscoop.com/2015/12/17/graduation-rate-trending-up/21698/ 

* In a Google talk, comedian, performer and disability activist Maysoon Zayid talks about making society more inclusive and has a personal Q and A about life as a Muslim Palestinian with disabilities living in the U.S. (video is captioned, but no audio description): https://www.youtube.com/watch?v=DkPa6iio_6g 

* Colorlines’ post of “15 Remarkable Women of Color Who Rocked 2015” includes disabled activists Leah Lakshmi Piepzna-Samarasinha and Dior Vargas, as well as “Big Gal Yogi” Valerie S, who fights fat phobia and racism: http://www.colorlines.com/articles/15-remarkable-women-color-who-rocked-2015 

* Want to know how to say “Happy New Year” to Deaf people in Poland, India, or Japan?  Mayunadayo Sakura can help you out with her video (note that it has no audio description, and the last few minutes not captioned for non-signers): https://www.facebook.com/video.php?v=746068238796635 

* Disability-focused website the Mighty ran a post called “Meltdown Bingo” by an autistic mother of an autistic child, and disability activists lashed out, causing the Mighty to re-evaluate how it uses parent narratives and inspiration porn: https://www.washingtonpost.com/lifestyle/style/a-disability-focused-website-ran-a-funny-post-about-autism-outrage-ensued/2016/01/05/366fbd14-b311-11e5-9388-466021d971de_story.html 

* While HIV diagnoses are falling nationwide, infection rates are rising rapidly for teen and college-aged Black and Latino gay and bisexual men, alarming health professionals: http://www.buzzfeed.com/azeenghorayshi/hiv-black-gay-men-injustice 

* The U.S. and Indonesia are collaborating through an exchange program to raise awareness about deafness and sign language in both countries – Deaf representatives from the U.S. include Leah Katz-Hernandez (West Wing receptionist), Michael Stein (lawyer), and Dr. Shazia Siddiqi (physician): http://www.thejakartapost.com/news/2016/01/05/us-indonesia-raising-awareness-equal-opportunity-deaf.html 

* The U.S. Department of Transportation has fined United Airlines $2.75 million for delays and disability complaints between 2013 and 2015: http://www.usatoday.com/story/travel/flights/todayinthesky/2016/01/08/dot-united-fine/78498530/ 

* BuzzFeed’s audience put together a list of 47 hacks to help people with ADHD stay organized, but these excellent suggestions might help nondisabled people or those with disabilities affecting executive functioning: http://www.buzzfeed.com/gracespelman/jammin-on-my-planner#.uxwnKxgeX 

* A woman’s experience with caregiving led her to write about “holding space” – being alongside a person on their journey and being a non-judgmental ally: http://heatherplett.com/2015/03/hold-space/ 

* Here’s a list of 10 exciting disability sporting events to put on your calendar in 2016, including the summer Paralympic games and some you may not know about, like the World Blind Golf Championships: http://www.parasport-news.com/10-disability-sporting-events-to-look-forward-to-in-2016/9643/ 

* National news covered the shooting of Freddie Gray in Baltimore, but learn about his life and how disabilities and poverty affected his life from the moment he was born premature: https://www.washingtonpost.com/news/the-fix/wp/2015/12/19/why-you-should-know-what-happened-in-freddie-grays-life-long-before-his-death/ 

* Rev. Rick Curry, age 72, passed away December 19 after a lifetime of working with wounded war veterans and disabled people in theater workshops, calling his own disability a “blessing” even though he had to get special permission from the Vatican to become a priest (because celebration of Mass supposedly requires two hands): https://www.bostonglobe.com/metro/obituaries/2015/12/22/rev-rick-curry-minister-via-stagecraft/0pfwApjr4wyFPRKIIs0v4L/story.html 

* Think more students of color with disabilities should go to college?  We have to keep them out of prison first, and here are some suggestions from activist Leroy Morre: http://www.huffingtonpost.com/kathleen-kiley/minority-students-with-disabilities_b_8912862.html 

* The newly-elected Canadian government has promised a national disability act, so why are some disability activists worried about it?  http://www.cbc.ca/radio/the180/letting-canadian-women-sell-their-eggs-passenger-trains-and-ending-elections-for-school-trustees-1.3368081/why-some-disability-advocates-are-worried-about-a-national-disability-act-1.3368380 

* As part of its work to show greater inclusion of disability, American Girl is releasing a new diabetes care kit accessory for dolls, including a blood sugar monitor, insulin pump, and lancet: http://www.latimes.com/business/la-fi-american-girl-diabetes-20151228-story.html 

* Autistic activist Lydia Brown slams Obama’s executive orders for gun control by saying the government’s first steps should not involve oppression of people of color and those with mental and emotional disabilities: http://www.autistichoya.com/2016/01/you-want-real-change-to-stop-gun.html 

* “Claiming Crip” blog discusses Rudolph the Red-Nosed Reindeer and identifying as one of the “misfits” like him: http://claimingcrip.blogspot.com/2015/12/why-im-proud-to-be-misfit.html 

* For the holidays, ExceptionalNurse.com created a slideshow of nurses with disabilities – their diversity, variety of disabilities, and different career paths may impress you (accessibility for screen readers not clear, but pictures have captions): http://play.smilebox.com/SpreadMoreHappy/4e4445334e7a6b784d7a413d0d0a 

* Mexican author Mario Bellatin, who is famous for incredible artistic prosthetics on his right arm, waged a war to un-publish his classic work “Salón de Belleza,” but was it all just elaborate performance art? http://www.newyorker.com/books/page-turner/mexicos-literary-prankster-goes-to-war-with-his-publisher (You can learn more about his writing, his prosthetics, and how disability figures into his writing at https://lareviewofbooks.org/essay/sing-body-prosthetic-mario-bellatins-mishimas-illustrated-biography

* As an African American computer scientist, Juan Gilbert set out to help all marginalized voters, and ended up developing the first accessible voting machine for disabled voters: http://news.ufl.edu/articles/2016/01/the-democracy-machine-how-one-engineer-is-making-voting-possible-for-all.php 

* Learn about California’s forced sterilization of over 20,000 “feebleminded” and “deviant” citizens up until the 1960s: http://www.zocalopublicsquare.org/2016/01/06/when-california-sterilized-20000-of-its-citizens/chronicles/who-we-were/ 

* NPR take a look at what it’s like to grow up Latino and disabled (no transcript available): http://www.npr.org/2015/12/18/460300464/growing-up-latino-and-disabled 

* The U.S. Department of Transportation is looking at ways to make flying more accessible, and the scope of changes affect everything from televisions to accessible bathrooms: https://www.disabilityscoop.com/2016/01/04/fliers-airline-changes/21715/ 

* Disability activist Haben Girma is the first Deaf-Blind graduate from Harvard Law School and now she’s pushing more boundaries by learning to surf: https://www.washingtonpost.com/news/morning-mix/wp/2016/01/04/video-deaf-blind-harvard-trained-lawyer-who-made-waves-now-rides-them-too/ 

* Ever wonder if you’re hard-of-hearing?  Now there’s a hearing test you can take on the phone: http://www.npr.org/sections/health-shots/2015/12/21/459397027/is-everybody-mumbling-try-a-hearing-test-you-take-on-the-phone?sc=ipad&f=1128 

This week’s issue of the DREAM weekly e-mail is available at the DREAM website, with archived back issues available, as well (http://www.dreamcollegedisability.org).  For more information about DREAM or AHEAD contact Wendy Harbour (wendy@ahead.org).

By the way, please don't presume DREAM or AHEAD agree with everything in these links we send out - we're just passing along the information so you can form your own opinions.  Thanks.


Middle Schooler looking for your company after school 

Grads --Looking for part-time work? 

Renee would like your assistance for middle school aged daughter who is seeking after school assistance. She is verbal, has a wicked dry sense of humor and loves Taylor Swift and her 3 dogs. She has no cognitive delays, but needs physical assistance with personal care, having a snack, scribing homework, texting friends and various other rec activities in our Manlius area home. 

Schedule could include any week days after school, 3-6pm. Saturday hours are also a possibility. $14/hour

If you are interested, please contact – Renee schmidts94@yahoo.com for more info.



Sprout: film and travel programs related to the field of I/DD

Sprout Update


In 2015 over 40 agencies ran a Sprout Touring Film Festival  (STFF) in their community.  The STFF enables you to custom design a local film festival of films featuring people with intellectual and developmental disabilities. For more info and to see the three options available please visit our site: www.SproutTouringFilmFestival.org

The dates for the 14th Annual Sprout Film Festival in NYC are set: Saturday May 21 – Sunday May 22, 2016

We will be returning to the beautiful SVA theatre on West 23rd Street for two days of memorable, entertaining and enlightening films featuring people with intellectual and developmental disabilities.  The Call for Entries is Now Open!

Sproutflix is the only distributor of films exclusively featuring people with intellectual and developmental disabilities. Sproutflix offers streams, downloads, DVD’s and playlists to be purchased for institutional and educational use. We believe film can inspire, inform and spark change. If you are thinking about incorporating film into a class, training or event, we welcome you to browse our ever-growing selection.

If you would like to see the latest news regarding our film programs – please like us on our Sprout Film Festival facebook page: www.facebook.com/sproutfilmfestival

Please contact Abdool Laltaprasad, Sprout’s Film Program Coordinator with any questions related to our film programs at Abdool@gosprout.org  888-222-9575


2016 Vacation Program – our 37th year of running vacations for people with intellectual and developmental disabilities. We are currently working on our latest brochure and will be mailing them out in January – we will also be posting a virtual brochure on our website.

Sprout’s Custom Design Program is the perfect way to accommodate your group’s specific vacation needs, from budgetary concerns to enhanced care requirements.

  • You pick the dates, length and destination of the trip.
  • We pick up your group, wherever you are.
  • Our staff will work with you to design a trip to suit your group’s specific interests and abilities.
  • Sprout will provide all staffing needs during the trip.

If you would like to see the latest news regarding our vacation program – please like us on Sprout’s facebook page:  www.facebook.com/gosprout.org

Please contact Andy Lee, Sprout’s Program Director with any questions related to our travel programs at Andy@gosprout.org  888-222-9575

Two positions at Colgate U (Educational Studies) 

1) Foundations of Education: Open Rank, Tenure Stream

The Department of Educational Studies at Colgate University invites applications for a tenure- stream position in Foundations of Education with responsibilities in Social Studies/English Secondary Education, open rank, beginning fall semester 2016. Completion of Ph.D. or Ed.D is expected prior to or shortly after the date of hire.

All our faculty are committed to providing a breadth of course offerings to students interested in studying education broadly, including students who are interested in gaining a critical understanding of larger educational phenomena and students planning a career in teaching. The ideal candidate will have a strong interdisciplinary background and will be able to teach our introductory class, The American School, and upper-level courses on their research interests. In particular, we encourage applicants with demonstrated interests in the following subfields: Decolonial Studies in Education, Critical Art and Aesthetic Pedagogies, and Alternative/Community-Based Education.

The hired faculty member will also be responsible for working with students enrolled in our Secondary Social Studies/English Teacher Preparation Program (TPP). The faculty member will work directly with the Director of Teacher Preparation Programs, especially during the Professional Semester (Student Teaching).

The successful candidate will teach an annual five-course load. One of the five courses is a curriculum and instruction methods course in Social Studies/English that includes observing student teachers in the field and mentoring students in the TPP.

Classroom teaching experience in public schools is desired and work in identified high needs schools (urban or rural) is preferred. Candidates should note their history of developing constructive relationships with K-12 teachers, principals, community members, families, and students as well as any previous experience working in TPPs.

All Colgate faculty are also expected to participate in all-university programs, including the Liberal Arts Core Curriculum. Please see the website for more information: http://www.colgate.edu/distinctly-colgate/intellectual-engagement/core-curriculum

Colgate is a highly-selective liberal arts university of 2800 students situated in central New York. Colgate faculty are committed to excellence in both teaching and scholarship. Further information about the Educational Studies department can be found at http://www.colgate.edu/academics/departments-and-programs/educational-studies.

Colgate strives to be a community supportive of diverse perspectives and identities. Candidates should describe in their cover letter [or other statement] their approach to teaching and/or
scholarship in a diverse and inclusive educational environment. Within this statement, we would like to see evidence of carrying out this approach in their teaching, scholarship, and/or service to the community. Colgate University is an Equal Opportunity/Affirmative Action Employer; women and candidates from historically underrepresented groups are especially encouraged to apply.
A letter of application that addresses the requirements outlined above, a scholarly writing sample, current vita, a brief statement of a teaching philosophy, and at least three reference letters must be submitted throughhttps://academicjobsonline.org/ajo/jobs/xxx.

Review of applications will begin January 31, 2016 and continue until the position is filled.

2) Director of Teacher Preparation Program/Senior Lecturer Foundations of Education

The Department of Educational Studies at Colgate University invites applications for a full- time Director of the Teacher Preparation Program that will hold the rank of Senior Lecturer. The Director is responsible for managing the Teacher Preparation Program as well as offering foundations courses in both the program and the department.

All our faculty are committed to providing a breadth of course offerings to students interested in studying education broadly, including students who are interested in gaining a critical understanding of larger educational phenomena and students planning a career in teaching. The ideal candidate will have a strong interdisciplinary background in Foundations of Education. The Director will teach a total of three courses per academic year – 1) Seminar on Curriculum and Instruction in Math/Science (Methods), 2) Supervision of Secondary Student Teachers, and 3) Introduction to Foundations of Education course and/or area of specialty. The Director will have access to Faculty Development Grants, conference travel funding, and the Center for Teaching, Learning, and Research to improve on the curriculum, pedagogy and possible research in these courses.

The Director will manage the Teacher Preparation Program (TPP) and work closely with the Chair of the Department of Educational Studies. This will entail working directly with our TPP students at both the Undergraduate and MAT levels and connecting with New York State Department of Education (NYSED), our accreditors TEAC/CAEP, developing relationships with the local schools, working with the Department of Educational Studies faculty, and developing relationships with chairs and faculty in the departments of Math, Science, Sociology and Anthropology, and History.
Candidates must hold a Ph.D./Ed.D that is expected prior to or shortly thereafter the time of hire, and possess teacher certification at the secondary level in Math or Science. We are interested in candidates with a history of successful and relevant teaching experience at the secondary level. Candidates should note previous leadership experience in Teacher Education programs at the university level and familiarity with the accreditation process, edTPA, state requirements for TPPs, and the TEACH website. We will recognize administrative experience at the K-12, university level, or state department of education. Last, we are seeking candidates that have leadership experience in developing constructive relationships with K-12 teachers, principals, community members, families, and students. Experience in identified high needs schools (urban or rural) is also preferred.

Colgate is a highly-selective liberal arts university of 2800 students situated in central New York. Further information about the Educational Studies department can be found at http://www.colgate.edu/academics/departments-and-programs/educational-studies

Colgate strives to be a community supportive of diverse perspectives, identities, and ways of life. Candidates should describe in their cover letter [or other statement] their approach to teaching and/or scholarship in a diverse and inclusive educational environment. Within this statement, we would like to see evidence of carrying out this approach in their teaching, scholarship, and/or service to the community. Colgate University is an Equal Opportunity/Affirmative Action Employer; women and candidates from historically underrepresented groups are especially encouraged to apply.

A letter of application that addresses the requirements outlined above, unofficial graduate school transcripts, current vita, brief statement of a teaching philosophy, evidence of good teaching, and at least three reference letters must be submitted through must be submitted through https://academicjobsonline.org/ajo/jobs/xxx.

Review of applications will begin February 21, 2016 and continue until the position is filled.

Please contact John Palmer, Chair of Educational Studies, with any questions:jpalmer@colgate.edu


Strategies to support trans and gender-nonconforming youth

Live Webinar 

Wednesday, January 27, 2016 |Time: 1 PM (EST) |Duration: 90 Minutes | By: Genny Beemyn

This program has been approved for 1.5 recertification credit hours through the HR Certification Institute.
Register for Webinar

Understanding the Needs and Difficulties of Trans and Non-Binary Students and Creating a More Gender-Inclusive Campus. 

"Trans and gender non-binary students regularly face both institutional and individual discrimination on campuses. Colleges are ethically and legally obligated to be doing more to support them in both policy and practice." Genny Beemyn, Ph.D. 

A rapidly growing number of students are coming out as Trans and gender non-binary before and when they enter college, but many cisgender (non-transgender) faculty and staff lack even a basic understanding of the lives of Trans individuals and how to meet their needs through creating a more gender-inclusive campus. 

This webinar by expert speaker Genny Beemyn, Ph.D., will discuss the complex ways that students understand and express their gender identity today and will talk about the best practices and policies to support Trans and gender non-binary students. The session will cover areas such as housing, facilities, health services, admissions, and the classroom. You will learn concrete steps that you can take to make your campuses more Trans inclusive. 

Register Now (Use "CK20" to get $20 off).

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Disability, the Academy, and Gestural Violence


Ableist Hostility Disguised as Friendliness


Disability.gov Updates 

Planet of the Blind Blog Entries

Nobody Loves You When You’re Blind and Need Books


Soul Maker, Blind


College, George Orwell, and the ADA | Planet of the Blind


Petition: Demand ADA (and Section 504) compliance at Boston College  


Please support our petition to demand for Boston College to comply with the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act (504).  

We are demanding for immediate (1) removal of architectural barriers on campus (including new and current construction of stairs without ramps); (2) Hiring a competent ADA/504 Coordinator (3) Hiring a licensed ADA Architect and (4) Appointing a student with a disability representative on their new access committee.  In addition, we are asking for an ADA/504 training for administrators and staff.

Disability Cultural Center
105 Hoople Building
805 South Crouse Ave
Syracuse, NY 13244

Email: sudcc@syr.edu
Phone: (315) 443-4486
Fax: (315) 443-0193

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