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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.

A note from DCC Director Dr. Diane R. Wiener:

Thank you everyone for an incredible academic year. Your support, feedback and enthusiasm have meant the world to us here at the DCC. If you haven’t already completed the DCC survey, please do so at your earliest convenience following this link.

Please note that the Disability Cultural Center will be moving out of the Hoople Building effective immediately and transitioning into a new space in the Schine Student Center. Between mid-May and mid-August, Diane will be located in a transitional space, 126 Schine; in mid-August, the DCC and Diane will move to the new home in 230 Schine.

If you have any questions or need to get in touch with Diane, please e-mail her at: dwiener@syr.edu. The DCC phone number will remain the same: (315) 443 4486.

This is the last issue of the DCC News for academic year 2015-2016. We will resume weekly issues in the Fall 2016 semester.

A special note of thanks to Hetsie Veitch, Kate Pollack, Gabby Goodsell, Pam Cortés-Ortiz and Kate George, the incredible DCC student staff team this semester. You are all irreplaceable and I thank you from the bottom of my nerd heart. 


**PRIORITY** Disability Cultural Center *SURVEY* 2015-2016

Still spaces available in Intergroup Dialogue courses (Fall 2016)

Photographs of "Cripping" the Comic Con and OrangeAbility 2016

Student Affairs Makes Key Leadership Appointment

MOVE ALONG Summer Adaptive Cycling Program

Queer Queens of Comedy

Accessibility Training and Consulting Still Available from ITS through May & June 2016

Summer 2016 Courses offered

Course listings for the Fall 2016 semester for the Consortium for Culture and Medicine


More than a Decade of Dialogue, C.A.R.E. Celebrates Continued Impact, Growth

Two Additional Open Sessions on University Place Promenade Project Conclude; Chancellor Syverud Addresses Feedback and Concerns

WellsLink Program Receives National Recognition for Retention Efforts


Take Disability History or Universal Design in Higher Ed this Summer

Opportunity to Contribute to a Self Determination Study

Academic Impressions Webcast: Universal Design - Proactively Addressing Accessibility on Campus

CFP: Intersecting Indigeneity, Colonisation and Disability | Disability and the Global South

Notice of several CFP, Conferences and Scholarships received from AHEAD

Invitation to Participate: Society for Disability Studies (SDS) Virtual Town Hall Meeting

Disability & Intersectionality Summit: Call for Proposals

Boston - Disability and Intersectionality Art Exhibit - Call for Art

Participation requested: Please comment on proposed Federal Regulation on website accessibility

Information Collection Request published – survey on Web captioning

EASI Free Webinar: Introducing CAMI, the Center for Accessible Materials Innovation, A First in the World Project at Georgia Tech

Position Posting-Senior Diversity and Inclusion Training Specialist

TASH Call for Proposals

CFP: 4th Annual International Conference on Advances in Contemporary Cultural Studies (CCS) 2016

Paid Google Research with PwD

New Resources Available on the AHEAD Information Services Portal


DREAM Weekly Email, Disability and Higher Education in the News: April 17-30, 2016

Eric Rosenthal receives honorary degree, deliver commencement address at Georgetown Law Center

Demand compliance with the Americans with Disabilities Act at Boston College

‘Is This Venue Accessible?’ Website to Launch App

Electronic accessibility – Be aware

Caught in the Doorway: Mental Illness, Academia, and Me

Why Are Able-Bodied People Playing Wheelchair Basketball?

Accessible clothing introduces diversity in fashion for people with disabilities

Webinar - Mental Health Stigma and the American Muslim Community

New Book about Professor Andrew Batavia

Made to Hear by Laura Mauldin

One week left to tell the FDA: Ban Electric Shock Torture of People with Disabilities

ULTRASOUND: New Play in Toronto.

National Disability Voter Registration

Hunger strike at Princeton about disabled students

Resource of Interest from Accredited Schools Online

Disability.gov Update

Disability Scoop

Britney Spears pays father conservator arrangement

AUCD Diversity & Inclusion Toolkit

The FDA Is Hiding Reports Linking Psych Drugs to Homicides

Obama Makes Big Move for Transgender Rights in Healthcare


**PRIORITY** Disability Cultural Center *SURVEY* 2015-2016 

Please complete the survey for the Disability Cultural Center at Syracuse University.  We really want your feedback. Please take the survey only once. We apologize for any duplications in your being contacted. Thank you in advance for your feedback. 
Diane Wiener, Director

Follow this link to the Survey:
Take the survey

Or copy and paste the URL below into your internet browser:



Spaces available in Intergroup Dialogue courses (Fall 2016)

If you are looking for one more course for the Fall that is different from almost any you have ever taken before, you may want to check into the Intergroup Dialogue courses:

Dialogue on Race and Ethnicity

Meets: TUESDAY 3:30 – 6:15PM

Location: 113 Euclid Avenue, Room 105 

New York Times columnist Charles Blow (2014) writes “race is a weaponized construct used to divide and deny” (p. 1). From Ferguson to Freddie Gray to Sandra Bland to Donald Trump’s disparaging remarks about Mexicans to the continuing efforts to reclaim Columbus Day as Indigenous Peoples’ Day, the significance of race and ethnicity is undeniable. Dialogue on Race and Ethnicity will explore the historical and social process of racial/ethnic formation, examine racial narratives that shape the American landscape, and analyze the role of social structures in reproducing racial and ethnic inequality. This class provides the opportunity for students to critically reflect on their racial identities, social location, and the intersection of power, privilege, and place in U.S.  

Women’s Dialogue on Race and Gender

Meets: WEDNESDAY 3:45 – 6:30PM

Location: 113 Euclid Avenue, Room 105

“As long as women are using class or race power to dominate other women …sisterhood cannot be fully realized.” – bell hooks  

Gender inequality is a construct that is impacted by factors of race, class, and sexuality. The Women’s Dialogue on Race and Gender provides a space for women of all identities to gather and discuss the complexities of femininity and womanhood. From body image expectations to acceptance in the work space, the lives of women differ on the basis of identity. Together we will develop, practice and enhance our dialogue skills in order to understand social influences. With conversations on feminism, black lives and trans matters on the rise, there is no denying that it is time for a liberatory feminist agenda.  

Dialogue on Sexuality and Gender

Meets: THURSDAY 3:30 – 6:15PM

Location: 113 Euclid Avenue, Room 105 

As big names such as Lavern Cox and Caitlyn Jenner bringing conversations about the gender spectrum to campuses across the country, the demand for constructive dialogue on gender and sexual identity is on the rise. Intergroup Dialogue on Sexuality and Gender opens the floor for a discussion about social structures, historical factors, present day dilemmas, and the many ways that sexuality and gender are constructed. Together we will address issues that are faced within and across these communities. In this class you are given an opportunity to critically reflect on intersection, privilege, social location, and power in relation to identity.

Fill out a registration form at: http://intergroupdialogue.syr.edu/apply-for-a-fall-2016-course/



Photographs of "Cripping" the Comic Con and OrangeAbility 2016

Professional photographs of “CRIPPING” THE COMIC CON 2016

Professional photographs (by SU Imaging) of the DCC's 2016 "Cripping" the Comic Con and late night screening of Inside Out (film event hosted by Orange After Dark). Those images selected to be shared via DCC social media will have accompanying image descriptions.   


Professional photographs of ORANGEABILITY 2016

Professional photographs (by SU Imaging) of Orangeability 2016. Those images selected to be shared via DCC social media will have accompanying image descriptions.   




Student Affairs Makes Key Leadership Appointment

Tiffany Gray has been named director of the LGBT Resource Center.  Tiffany has been serving as the interim director, and after a national search, the division is pleased to announce her permanent appointment as of July 1.  Tiffany served as the associate director in the LGBT Resource Center from 2012 to 2014.  While associate director, she advised and supported student groups, coordinated and facilitated trainings, co-facilitated the Fusion discussion group, and assisted in planning a variety of LGBTQA programming for the campus community.  Prior to returning to Syracuse University, Tiffany served as the director of the Office of Multicultural Affairs at Seattle University.



MOVE ALONG Summer Adaptive Cycling Program

DCC Community partner MOVE ALONG will be running an adaptive cycling program bi-weekly from May 21 – September 17, 2016. The program is open to all persons, community members, veterans, adults & youth who are interested in learning more about the benefits of hand cycling.

The first session will be this Saturday, May 21st, at Onondaga Lake Park from 3-6 pm at 106 Lake Drive, Liverpool, NY. They set up just behind the Gifford Visitors Center.  You will find them below a white canopy set up by the East Lake Trail.  There will be eight hand cycles for you to try out, come on out and take a bike for a spin!   

This program runs biweekly so they will be back at the Park on June 4th! Same time & location.

Please contact Jeff Wright if you have any questions: (315) 263-1705.



Queer Queens of Comedy

Central New York Pride presents the Queer Queens of Comedy: Emma Willmann, Poppy Champlin, and Karen Williams. Wednesday, June 8th at 7 PM. Syracuse University Funny Bone at Destiny USA. General admission $25, VIP $40.

For more information, check out Funny Bone's website.

Accessibility Training and Consulting Still Available from ITS through May & June 2016

SU seeks to ensure that all people regardless of individual ability or disability can effectively access University communications and technology.  Information Technology Services (ITS) is pleased to announce their new Walk-in IT Accessibility Help Desk hours. New this semester, the IT Accessibility Help Desk provides consultation on related topics, including video captioning, remediation of your PDF, PowerPoint, or Word documents to ensure accessibility, and identifying and fixing accessibility issues on your website. This new service is available Mondays and Thursdays, 11:00 a.m. to 1:00 p.m. at the ITS Service Center, in room 1-227 Center for Science and Technology, or by emailing accessibleIT@syr.edu.

Accessibility training workshops available 

ITS is accepting registrations for three training workshops that will build faculty and staff awareness of, sensitivity to, and proficiency in ensuring the accessibility of information communications and technologies. Creating Accessible Documents focuses on course materials and documents, Evaluating Your Website for Accessibility focuses on websites and online resources, and a new workshop called Video Captioning covers the basics of adding captions to video content.

The workshops will help participants understand accessibility, put it into practice on the job, and support Syracuse University’s efforts to ensure accessibility of documents, systems, and communications across campus. 

The workshops will be presented by Sharon Trerise and Kara Patten from ITS’s Academic Services team at the dates, times, and locations shown below. Each session has space for 12 participants. Seating is limited, so register early! There is high demand for this training, so registration is on a first-submitted, first-enrolled basis. Use the links below to register. 

About the workshops 

Register here for any of the workshops 

Creating Accessible Documents   


This three-hour workshop provides a fundamental overview of creating accessible documents in Microsoft Office and Adobe Acrobat Pro DC on Windows or Mac computers. At successful completion, participants will be able to: 

  • Explain and demonstrate the importance of creating accessible documents
  • Understand basic concepts of creating accessible documents
  • Understand best practices for creating accessible Word and PDF documents
  • Remediate legacy Word and PDF documents to make them accessible
  • Utilize the Office accessibility checker
  • Identify and correct common accessibility errors
  • Use Adobe Acrobat Pro DC’s accessibility checker 

All sessions are held Wednesday mornings from 9 a.m. – noon as follows: 

Operating System     Day and Date                          Location          

Windows                  Wednesday, May 25                Steele Hall, room 001

Windows                  Wednesday, June 22                Steele Hall, room 001   

Evaluating Your Website for Accessibility 


Designed for anyone who manages, creates or maintains web content, this workshop will discuss relevant concepts and coach participants through evaluating their pages against the accessibility checkpoints. The workshop will cover basic techniques for evaluating web content, including: 

  • Accessibility resources and tools at SU
  • Applicable legislation and compliance
  • Automated accessibility checkers
  • Steps for manually checking web page accessibility
  • A brief introduction to screen readers
  • Design considerations
  • Captioning vendors and tools 

Workshop Dates (all take place Wednesdays from 9 a.m. – noon in Steele Hall 001)

June 8

Video Captioning 


The video captioning workshop is designed for anyone who manages, creates or maintains video content and is offered in two parts. Part one covers the basics of captioning as well as considerations when purchasing captioning services from third party vendors. Part two is optional and designed for those who wish to know more about creating their own captions. 

Part One: Captioning basics and third party services

  • Audience considerations
  • Caption types and terminology
  • Cost and resource considerations for DIY vs. captioning vendors
  • Vendor comparisons 

Part Two: DIY captioning

  • Hands-on experience with captioning tools
  • Caption file formats
  • Captioning rules and quality control
  • Costs and resources 

All video captioning workshops take place in Steele Hall 001 at these dates and times: 

Workshop Dates           Part 1 (Basics)           Part 2 (DIY)

Tuesday, May 24          9:30 – 10:45 a.m.        11:00 a.m. – noon 

Register here for any of the workshops 

Other topics 

If you are interested in learning about ensuring the accessibility of online and mobile applications, or other services and communications, please send an email to accessibleIT@syr.edu with a description of your interest and with any questions. Your input will guide the development of coming programs. 

For more information 

ITS offers a growing variety of resources to ensure accessibility for all members of the Syracuse University community. Visit the Technology Accessibility web page and check out the Accessible Technology Toolkit. If you have any questions about workshops, or other accessibility and technology issues, please send them in an email to accessibleIT@syr.edu.

ITS Accessibility Team

1-205 Center for Science & Technology

t 315.443.2677 e accessibleIT@syr.edu 



Summer 2016 Courses offered

Deafness and Disability

DSP/600, class# 71522  M803

Summer Session II: July 5 – August 12, 2015

-online class-

Instructors: Steve J. Singer Ed.M C.A.S Ph.D. Candidate (ABD), Cultural Foundations of Education/Disabilities Studies                                                          

Katherine Vroman, MS Education,  PhD candidate Cultural Foundations of Education / Disability Studies

Course Description:

Deafhood is not “a 'static' medical condition like 'deafness.' Instead, it represents a process - the struggle by each Deaf child, Deaf family and Deaf adult to explain to themselves and each other their own existence in the world. In sharing their lives with each other as a community, and enacting those explanations rather than writing books about them, Deaf people are engaged in a daily praxis, a continuing internal and external dialogue" (Ladd, 2003).

Deafhood confronts the colonization of an identity and language. The course tracks the emergence of Deafhood, juxtaposing it with deafness and disability. As a class, we begin by reviewing the history of Deaf people in America including educational and sociopolitical contexts. We then investigate the Deaf community’s claim as a cultural and linguistic minority rather than deafness as category of disability, excavating the significance and implications of this act. Drawing from Disability Studies Theory and Deaf Studies, the course moves between praxis and theory in order to gain a broader understanding of the emergence of disability cultures through the study of Deaf culture. 


CRS 347: Mindful Communication Skills

Summer Session 1: May 23- June 30

Mon-Thurs Noon– 1:45pm

123 Sims Hall

Professor Diane Grimes

Activities include:

• Yoga

• Journaling

• Daily meditation

• Sharing mindfulness practices

3 credits

For more information:



AED 400 / 600

Creative Leadership and Social Responsibility

July 5 - July 30

(an online course offering)

 Dr. James Haywood Rolling, Jr.

This online course addresses ways in which leaders and change agents perceive, make sense of, and affect their social worlds through the lens of creative practices emerging from the visual arts, design, and other creative disciplines. Coursework will explore systems for creative organization and activity, as well as metaphors for communicating leadership influence—two significant methods that leaders throughout society employ to grasp complex issues and prompt sustainable change. Moreover, this course is designed to acquaint and equip students with strategies for a socially responsible approach to creative leadership in diverse areas of teaching, leadership, and management. This course is for students interested in expanding and promoting the role of creative leadership in global society grounded in both theory and practice, and assembles the ideas of a community of arts & design educators as well as thought leaders from multiple creative and entrepreneurial sectors.

Creative leadership requires “complicated conversation”—the genesis of new paradigms for living, working, or doing are best aided by multiple perspectives and vantage points.


Course listings for the Fall 2016 semester for the Consortium for Culture and Medicine

Consortium for Culture and Medicine


A Cooperative Program of Le Moyne College, SUNY Upstate Medical University, Syracuse University

Fall Courses

August 29 – December 9, 2016

Ethics & the Health Professions

Paul Prescott, PhD

Wednesdays 4:30-7:30 PM                                                

Room: TBD                                             

Upstate Campus

This course examines the origins and the use of ethical theories in the clinical, professional, organizational, and political-economic fields of action in health care. 3 credits

Death and Dying In American Literature

Deirdre Neilen, PhD

Wednesdays 4:15-7:15 PM                                               

Room: TBD                                      

Upstate Campus

This course intends to provoke thoughtful discussion and analysis about how we approach the subject of death and how we actually do or do not prepare ourselves for its actuality. Some controversy surrounding current health care issues is connected to the proposition that physicians should have end of life treatment and goals.  What do people mean when they say, “do everything”? What do physicians mean when they say “treatment would be futile”? What does it mean to be a health care proxy? We will explore these and other questions through our analysis of fiction, poetry, drama, memoir and film. 3 credits

Public Health Ethics

Sandra Lane, PhD, MPH

Mondays 5:15- 8:00 PM                                                      

Room 104 Falk Bldg.                            

SU Campus                         

This course addresses ethical issues in public health.  Public health ethics is a new area of scholarship practice that addresses population-level health issues, such as issues food stamps and health insurance, immunizations, public health research, legal and policy responses to infectious diseases and epidemics, and the role of religious and social values in setting health policy.  3 credits

CCM courses are open to upper division undergraduates, graduate students, faculty from the cooperating institutions, UUP members at Upstate, and members of the public who hold Bachelor’s Degrees.  For members of the public, permission of the instructor is required. 


Le Moyne students:  WebAdvisor    

Syracuse University students: My Slice

SUNY Upstate Medical University students: MyUpstate                           

Members of the public can register through any of the three institutions.



More than a Decade of Dialogue, C.A.R.E. Celebrates Continued Impact, Growth




Take Disability History or Universal Design in Higher Ed this Summer

Take Summer Online Graduate Courses in Disability Studies (DIS) at the University of Hawaii!


Two Exciting Courses for Summer

Summer Session I: Disability History and Culture: From Homer to Hip Hop (Special Topics DIS 682)

Instructor: Steven Brown, Ph.D.

Overview of the history of disability from a disability studies perspective, a multidisciplinary and global approach to studying disability perspectives, focused on personal and collective responses to difference(s) based on disability. Learn how different societies have treated people with disabilities. Read & discuss policies, perceptions; living conditions; and roles of persons with disabilities historically, individually and collectively. Address ideas of impairment; politics and legislation; diversity; advocacy; and education.

Summer Session II:  Access to Higher Education for Students with Disabilities: Accommodations and Universal Design (Adv Seminar DIS 687)

Instructor: Sheryl Burgstahler, Ph.D.

This asynchronous online course covers history, definitions, attitudes, approaches to access, and legal issues worldwide regarding the intersection between disability and higher education. It compares and contrasts accommodation and universal design approaches to access with respect to specific practices, the roles of stakeholders, and the beneficiaries when these practices are applied to instruction, technology, physical spaces and student services. It explores research-based and promising practices for preparing students with disabilities for success and for making postsecondary and educational products and environments welcoming to, accessible to, and usable by all students with a variety of characteristics that include those related to gender, race, ethnicity, culture, first language, age, learning style, ability, and disability.

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. For summer courses non-residents (international and out of state students) may pay in-state tuition rates.

UH Manoa Summer Sessions 2016

Session 1: May 23 - July 1
Session 2: July 5 - August 12

Class Availability for Summer is online NOW
Registration begins March 1

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




Opportunity to Contribute to a Self Determination Study

The University of Kansas is seeking students to participate in a Self Determination Study

Researchers at the University of Kansas are developing and validating a new measure of self-determination, the Self-Determination Inventory: Self-Report (SDI:SR). The SDI:SR is a part of the ongoing research in self-determination conducted by Drs. Karrie Shogren and Michael Wehmeyer.  

Participants Needed 

Individuals ages 18 to 22 with disabilities will be asked to complete a 15-minute self-report survey. Students with any type of disability are welcome to participate. 


• An individual online survey report is generated based on student responses.

• Group data will be available to support instruction in self-determination.

• Participating schools and organizations will have access to the SDI:SR at no cost once it is validated.

• A $5.00 gift card will be offered to participants as a thank you for their time.  

Contact the researchers conducting this study at mailto:selfdetermination@ku.edu if you have questions. 

Student Online Participation: 

—  Go to: http://www.self-determination.org  

—  Click on the blue log in button at the top labeled “Students 13-22” and sign in with your name and school name.

—  Towards the end, you will be asked “Do you have a disability?” Make sure you answer “YES” and select a disability.

—  The student survey should take between 15-20 minutes. 

—  Once you have completed the survey, we will send a $5.00 gift card in the mail to the address you enter at the end of the survey. 



Academic Impressions Webcast: Universal Design - Proactively Addressing Accessibility on Campus

Universal Design: Proactively Addressing Accessibility on Campus

June 22, 2016 | 1:00 to 2:30 pm EDT

Move beyond reacting to accessibility issues on campus.

Learn how you can create a truly inclusive learning environment by applying universal design concepts. You will leave this training better prepared to design learning experiences that allow all students to achieve academic success regardless of their abilities.

To make this webcast accessible, we will offer captioning and transcript services. We will also distribute all materials in a format compatible with screen readers. Should you need any additional accommodations to participate, please contact Bridget Dattilo at bridget@academicimpressions.com.

Get More Event Information


CFP: Intersecting Indigeneity, Colonisation and Disability | Disability and the Global South

Disability and the Global South Journal


Guest Editors: Karen Soldatic (The Critical Institute) and John Gilroy (University of Sydney)

There is growing global recognition of the role of disability in shaping the lives of Indigenous peoples and the significance of having an Indigenous cultural identity in shaping the lived experience of disabled people from Indigenous backgrounds. Recently, we have been witnessing a burgeoning public policy environment, transnationally and at the nation scale, that seeks to combine the intersecting features of Indigenous cultural identity with the lived experience of being disabled. For example, the 14th UN Permanent Forum on Indigenous Issues (2015) featured heavily the impact of disability on the lives of Indigenous peoples including their ongoing ability to engage and perform customary practices, cultures and traditions. And the recent appointment of Aunty Gayle Rankine to the United Nations’ newly established international network of Indigenous peoples with disability is a testament to the growing international focus on the intersection of indigeneity and colonisation on the lived experience of disability.

This special issue seeks to open a space for critical debates and reflections on the issues and challenges of bringing together Indigeneity and disability as an intersecting identity. The overall aim is to question and challenge existing approaches to modern understandings of disability, how it is regulated, governed and experienced once the cultural identity of being Indigenous is positioned at the fore.

We are keen to bring together researchers, practitioners and activists, in particular those who are working at the edges of disability yet at the centre of Indigenous practice.  We hope to engage theoretical and empirical work situated within local knowledges, spaces and places. We encourage contributions exploring a range of themes including (not exclusively):

  • Experiences in engaging in/with Indigenous communities in relation to disability
  • Experiences of discussing and locating disability within an Indigenous standpoint
  • Ethical concerns and practices: modernity, medical science and Indigenous dispossession
  • Understanding, defining and conceptualising disability for research, policy and statistical purposes
  • The limitations of intersectional approaches for Indigenous/Disability praxis
  • Indigenous methodologies, standpoint and ethics in relation to disability policy and research
  • The white-settler enterprise and the Indigenous disability experience
  • Relationship between Indigenous Poverty, Dispossession, Alienation and Disability
  • Access to services and impact on Indigenous disabled people, including social, physical, emotional, psychological and/or spiritual well-being
  • Making research ‘productive’: from knowledge generation to local transformative action and practice

Those wishing to submit an article, please email an ABSTRACT to Karen Soldatic (ajks123@bigpond.com) and John Gilroy (john.gilroy@sydney.edu.au). Please insert ‘Submission for Intersecting Indigeneity and Disability Special Issue’ in the subject line.

Manuscripts will be sent anonymously for double peer review, and comments and recommendations relayed to authors through the editors.

Deadline for ABSTRACT submission: 1st SEPTEMBER 2016. 

FULL PAPERS due by: 1 APRIL 2017 for first round reviews.



Notice of several CFP, Conferences and Scholarships received from AHEAD

Call for Papers and Proposals

Call For Papers: Disability, Arts and Health Conference
Deadline: May 30, 2016

Disability and Superheroes
Deadline: June 30, 2016

Webinars and Conferences

Establishing a Campus-Wide Approach for Addressing Food Allergies and Celiac Disease in Higher Education
May 26, 2016, 3:00-4:30 ET

ADA National Network Learning Session: Strategies for Effective Communication with People who are Deaf or Hard of Hearing in Emergencies
July 14, 2016, 2:30-4:00 ET

Disability Studies Conference
September 6-8, 2016
Lancaster University, UK


1-800 Wheelchair Scholarship
Deadline: May 30, 2016

Avonte Oquendo Memorial Scholarship
Deadline: July 31, 2016

Grant program for Students with Disabilities in Graduate Science Degree Programs
Deadline: December 1, 2016



Invitation to Participate: Society for Disability Studies (SDS) Virtual Town Hall Meeting

** SDS Town Hall Meeting **

Wed. May 25, 4:30-6pm EST

(3:30-5pm CST -- 2:30-4pm MST -- 1:30-3pm PST -- And many other times around the world as well)

*The SDS Board of Directors invites you to join our Town Hall Meeting (virtually) on Wed. May 25, 4:30-6pm EST*

*All interested participants--but especially SDS members (past and present)--are invited to join us in a discussion about the present and future of SDS. CART (captioning) will be provided. The tech platform for this virtual meeting and how to access it will be announced by no later than Monday May 23, 2016*

*Please go here to SIGN UP if you will be attending this meeting. We need to know how many are attending (ahead of time) to best facilitate a number of technical, access and organizational matters for this meeting. Please sign up by no later than Monday May 23, mid-day (Noon your time)*

*If you wish to add additional comments, questions, or thoughts to this preliminary outline please access this Google document and/or share your comments, questions, or thoughts* with any of the current SDS Board Members (listed at the end of this message)

Current topics the SDS Board is prepared to outline and discuss further with you include these:

   - How did SDS get in the current situation that led to the cancellation of its 2016 conference in Phoenix?

   - What has the Board been doing since they first learned of the significant debt coming out of the Atlanta 2015 conference?

   - What is happening now regarding negotiations with the Atlanta Hyatt (2015 conference) hotel and the Phoenix Hyatt 2016 conference hotel on our settlement offers to them?

   - What is a timeline for restructuring/rebuilding SDS coming out of this situation?

   - What has the Board been doing since it first learned of the significant debt coming out of the Atlanta 2015 conference?

   - Will there be a call for new SDS Board members?

   - Will there be an annual SDS membership meeting?

   - What are the plans for an Executive Office/r for SDS in the future?

   - What might our new membership with the Nonprofit Association of Oregon (NAO), where SDS is chartered, mean for the organization and its Board?

   - Will there be future SDS conferences?

   - If so, when?

      - And what might be expected of these conferences?

   - How can SDS meet its budget AND ALSO grow its income and fundraising?

   - What does the exponential growth of our field (Disability Studies) and our conference (SDS) mean for all of us?

   - How can we shift our narratives and conversations regarding the “costs” of our annual conference?

   - What other questions or comments do any of you have? What would you like to talk about? Help your organization/field with? Know more about?

Sign up sheet for the SDS Town Hall Meeting is here 

Comments Thoughts Questions document is here

The SDS Board of Directors (please feel free to also contact any of us-- all together or individually):

Funmi Akinpelu, funmiakinpelu2000@yahoo.com

Juliann Anesi, jtanesi@syr.edu

Brenda Brueggemann, brendabrueggemann@gmail.com (Chair)

Mel Y. Chen, melychen@gmail.com

Ibby Grace, ibby.grace@gmail.com

Helen Meekosha, h.meekosha@unsw.edu.au (Vice-Chair)

Mallory Kay Nelson, malloryk@gmail.com

Sami Schalk, sami.schalk@gmail.com (Secretary)

Phil Smith, psmith16@emich.edu (Treasurer)

Joanne Woiak, jwoiak@uw.edu

Frank Wyman, chips314@aol.com

*Brenda Jo Brueggemann* brenda.brueggemann@louisville.edu

Chair, Society for Disability Studies (SDS) Board of Directors brendabrueggemann@gmail.com

Disability & Intersectionality Summit: Call for Proposals

The Selection Committee is pleased to have you consider presenting in the inaugural Disability & Intersectionality Summit happening in Boston, Massachusetts on November 5th, 2016. This Summit grew out of a desire to broaden the narrative around disability by engaging in a discussion of intersectionality within the disability community. The primary goal of this Summit is to feature a range of individuals with disabilities to present their own experiences, ideas, and solutions to an audience that will include the greater disability community, and general public.

In an effort to be multidisciplinary, we welcome people with disabilities who are: Artists, writers, dancers, community advocates, public officials, athletes, civic leaders, designers, youth, bloggers, comedians, and other professionals to submit a proposal. You may submit more than one proposal, but if selected - only one topic proposal will be accepted.

Intersectionality: This is a concept where overlapping social identities (race, disability, sexuality, immigrant status etc.) are viewed critically alongside other oppressive institutions (racism, ableism, homophobia etc), and how these critical viewpoints cannot be as separate entities, but in fact intersect with one another.

Disabled people of color are encouraged to submit proposals!

You must submit this proposal by 12:00pm EST on September 1st, 2016. You will be notified by September 26th regarding your proposal status. To help us better understand you, and the topic(s) you wish to speak on we have created this form.

The Disability & Intersectionality Summit is supported by the Disability Policy Consortium, with an all-disabled & all-volunteer steering committee of: Lydia X.Z. Brown, Zach Garafalo, Adrianna Mallozzi, Beth Haller, Karin Hitselberger, Emily Ladau, Alice Wong, Kristin Duquette, Finn Gardiner, and Sandy Ho. If you have any questions or concerns, please email sandyho@dpcma.org



Boston - Disability and Intersectionality Art Exhibit - Call for Art

Participation requested: Please comment on proposed Federal Regulation on website accessibility

The United States Department of Justice just notified the public of its plans to create specific regulations for making accessible the web sites and web content of state and local institutions, such as colleges and universities. They are seeking comments from the public not only about what regulations should apply but also what should be excepted from regulation. Please know that your perspective is important and that you can read the linked proposal and respond by August 8, 2016.
To submit a comment you can
(1) Click on the "Submit a Formal Comment" button on the proposal linked below
(2) Send it by mail to Disability Rights Section, Civil Rights Division, U.S. Department of Justice, P.O. Box 2885, Fairfax, VA 22031–0885
(3) Send it by overnight mail, courier, or hand delivery to Disability Rights Section, Civil Rights Division, U.S. Department of Justice, 1425 New York Avenue, N.W., Suite 4039, Washington, D.C. 20005 



Information Collection Request published – survey on Web captioning

The Department of Justice published a Paperwork Reduction Act (PRA) Notice in the Federal Register indicating that the Department will submit an information collection request to the Office of Management and Budget (OMB) for review and approval.  The proposed information collection is titled Assessing the Potential Monetized Benefits of Captioning Web Content for Individuals Who Are Deaf or Hard of Hearing and is intended to solicit information about the perceived monetary value of captioning on Web sites from individuals who are deaf or hard of hearing.  The Department is not suggesting that people with disabilities be asked to pay for captioning, but is merely soliciting information about the theoretical monetary value that they place on the captioning of Web content in order to help the Department quantify the benefits of captioning on Web sites. The Department hopes the information collected will assist it in the preparation of future regulatory assessments, which are required by Executive Order 12866 and Executive Order 13563.

Written comments and suggestions from the public and affected agencies are encouraged. Comments will be accepted until July 11, 2016. The PRA Notice provides more detailed information on the types of comments that the Department is seeking.  The PRA Notice can be found at 81 FR 29577.



EASI Free Webinar: Introducing CAMI, the Center for Accessible Materials Innovation, A First in the World Project at Georgia Tech

Presenter: Robert Martinengo, Project Co-Director, Georgia Tech

Tuesday May 24 at 11 Pacific, noon Mountain, 1 Central and 2 Eastern

In this presentation you will learn about:

  •          An innovative project to improve the accessibility of instructional materials by creating a ‘digital accessibility label’
  •          What you can do to make the textbook market more accessible
  •          Research to address underutilization of accessible materials at minority-serving institutions 

To register for this Webinar, go to http://easi.cc/clinic.htm and go to Webinars in May



Position Posting-Senior Diversity and Inclusion Training Specialist

Princeton University is hiring a Senior Diversity and Inclusion Training Specialist in the Office of Human Resources. Please help us get the word out about this new position by forwarding it on to interested candidates and sharing it over appropriate professional lists and networks. Thank you.

 Senior Diversity and Inclusion Training Specialist 

Princeton University’s Office of Human Resources (HR) invites candidates for the position of Diversity and Inclusion Training Specialist (Training Specialist). The successful candidate shares in our commitment to diversity and inclusion (D&I), has experience in developing and facilitating educational programming and training on a wide array of diversity topics, and is interested in working with employees in a university setting. In a newly created position, the Training Specialist is responsible for the development, implementation, facilitation, and evaluation of interactive training and educational programs on a wide variety of D&I topics, customizable for employees from diverse cultural and identity groups and positions. 

The Training Specialist will be a critical part of both the diversity and inclusion (D&I) and learning and development (L&D) teams within the Office of Human Resources and will work with colleagues to advance the recommendations of the Trustee Ad Hoc Committee on Diversity and current departmental and institutional goals. Working collaboratively with the D&I and L&D teams, a major focus of this role is to: 1) assess needs to identify appropriate D&I learning solutions; 2) develop a three-year diversity training plan that includes core curriculum and customized options for individual units; 3) coordinate the design of printed, online, and interactive e-learning modules; 4) occasionally provide training and presentations; 5) contribute to developing a D&I certificate; and 6) act as an internal consultant and subject matter expert. 

HR strives to foster a work environment that enables all employees to embrace the spirit of Princeton and contribute at the highest possible level to support the mission of the University. We provide comprehensive benefits, programs, services, and policies that help employees meet their needs in career, health, and overall well-being in an equitable and inclusive environment. This is an exceptional opportunity to join our team and contribute to Princeton’s diversity, inclusion, and equity campus initiatives. The position has a three-year term with full benefits; it reports to both the manager of diversity and inclusion and director of learning and development. 

Essential Qualifications

  • Bachelor’s degree or equivalent experience
  • Extensive knowledge of D&I topics, including current research, national trends in higher education, and theoretical models
  • Four to six years relevant experience developing and facilitating training on a wide range of diversity and inclusion topics; examples of D&I topics that would be helpful to have knowledge and experience in are: identity (i.e., race, ethnicity, nationality, sexual orientation, gender, gender identity, class, disability, faith, and age), intersectionality, privilege and power, unconscious bias, microagressions, improving climate, intergroup and intragroup dynamics, or cross-cultural communication and dialogue
  • Expertise in diversity, inclusion, and equity and their applications and implications in both workplace and higher education contexts
  • Demonstrated experience in developing and implementing successful, innovative programming and training for diverse cultural and identity groups with varying degrees of education and subject matter awareness
  • Excellent verbal, written, and aural communication skills; being attuned to non-verbals
  • Comfortable with conflict and able to manage difficult conversations in training and meeting contexts
  • Ability to influence without authority and work through change processes with empathy; collaborate effectively with colleagues; and take initiative, problem solve, and work independently with good judgment about when to seek direction, as well as manage multiple projects and competing priorities simultaneously while balancing the need for quality in meeting deadlines
  • Experienced facilitator who is able to customize training, read one’s audience, think on one’s feet, and adapt creatively to meet the audience present, particularly when working with diverse groups who may not have D&I expertise or experience
  • High degree of professionalism and discretion in maintaining confidentiality and ability to exercise judgment, tact, and diplomacy in handling sensitive information and situations
  • Demonstrated proficiency in using technology, including presentation software and social media tools 

Preferred Qualifications

  • Knowledge about and experience with adult learners and adult learning theory
  • Experience in collaborating with instructional designers and/or learning and development functions
  • Experience with implementing organizational development tools and solutions (e.g., talent management, strategic recruitment and onboarding, professional development leadership development, team building) and providing leadership in organizational change
  • Experience with conducting program evaluation and assessment
  • D&I experience within a human resources and/or higher education function
  • Advanced degree or professional certification in a related field 

To apply online, please follow this link: 




TASH Call for Proposals

TASH Call for Proposals is open until June 7, and you can access the CFP here




CFP: 4th Annual International Conference on Advances in Contemporary Cultural Studies (CCS) 2016

CFP: 4th Annual International Conference on Advances in Contemporary Cultural Studies (CCS) 2016

November 14-15, 2016 in Singapore





Paid Google Research with PwD

Greetings from the Accessibility Engineering Team here at Google!  As part of our efforts to make Google products more accessible, we conduct paid research sessions with users with all types of disabilities.  We conduct studies both in-person at our offices in SF and NYC, as well as remotely via video or phone.  Users who are selected for and complete our study sessions are generally compensated at $125 an hour, paid out in gift cards that are redeemable at a wide variety of retailers around the country.

If you, or anyone you know, would be interested in signing up for a study and testing our products, please visit this link.  Anyone who signs up at this site will be notified of upcoming research studies that are a match for his or her unique user profile.  The link above is shareable, so please feel free to forward this email along to anyone with a disability who you feel may be interested!

Don't have a disability, but still interested in testing Google products?  Please sign up here.

If you are not interested in receiving future notifications for our studies, please let me know directly.  You may contact me at ahertell@google.com with any questions or concerns regarding our user research program. Additional information on our current projects involving accessibility may be found at google.com/accessibility.  



New Resources Available on the AHEAD Information Services Portal

Is it May already? As your busy academic year comes to a close, take a few minutes to enjoy one of your AHEAD member benefits. Check out some of the new items on the Information Services Portal to spark your creative energy, focus your summer projects, and/or generate ideas for using data in your work!

Are you taking advantage of this useful campus resource?

  • Find tips and strategies for working with your campus institutional research office (Go to the Campus-Based Data area and look in the Updates Box*)

 Are you curious about what some of your peers have been doing with data?

  • Read about Temple University's use of the AHEAD Program Standards in a strategic planning process
  • Check out Portland Community College's work to answer the question, does use of accommodations make a difference for students?

(Go to the Strategic Use area and look in the Updates Box*) 

Do you want to broaden your perspective about college students with disabilities? 

  • See these interesting studies including benchmark data from Canada and the UK

(Go to the Benchmark Data area and look in the Updates Box*) 

Want a quick update on some data-based disability resource activities that have been published in the Journal of Postsecondary Education and Disability? 

  • See article abstracts on
    • Supporting students in study abroad
    • Training for faculty and staff in Ireland
    • Universal design in clinical placements in the health sciences

(Go to the Research area and look in the Updates Box*) 

* Don't forget to log in so you can access these AHEAD member resources! 

We hope you enjoy these and other resources available on the portal.

Questions? Feel free to contact Sally Scott (sally@ahead.org)




DREAM Weekly Email, Disability and Higher Education in the News: May 8-14, 2016

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

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

Click here for the Weekly Update on Issues Related to Disability and Higher Education 

Week of May 8-14, 2016



Eric Rosenthal receives honorary degree, deliver commencement address at Georgetown Law Center

Washington, DC - May 17, 2016 - Georgetown Law alumni Eric D. Rosenthal (L'92) will receive an honorary degree at Georgetown Law's 2016 Commencement ceremony on May 22. Rosenthal, the founder of Disability Rights International (DRI), will deliver the Commencement address.
Rosenthal has served as executive director of DRI since creating the organization in 1993. He has taught at Georgetown Law in the areas of disability, human rights, and public interest advocacy; served as an advisor in the Public Interest Law Scholars program; and most recently served as the 2015-2016 Robert F. Drinan S.J. Visiting Professor of Human Rights. He has been a consultant to the World Health Organization (WHO), UNICEF, and the National Council on Disability (NCD). Rosenthal has trained human rights and disability activists in more than 25 countries, conducted investigations, and provided assistance to governments and international development organizations worldwide.
In 2007, Rosenthal accepted the Thomas J. Dodd Prize in International Justice and Human Rights on behalf of DRI. In 2008, he received the Henry A. Betts Award from the American Association of People with Disabilities (AAPD) for "pioneering the field of international human rights advocacy for people with disabilities and bringing unprecedented international awareness to their concerns." In 2013, he received the Charles Bronfman Prize, awarded annually to a young humanitarian whose work is informed by Jewish values and has global impact that changes lives and inspires others.



Demand compliance with the Americans with Disabilities Act at Boston College

Disability rights are a human right.

Boston College (BC) is a federally funded private Jesuit University located in Chestnut Hill, Massachusetts, USA. Boston College's mission is to encourage students to promote social justice and equity. However, BC is not following its own mission. New construction at Boston College has removed wheelchair ramps and replaced with flights of stairs making it impossible for wheelchair access, and in defiance to the federal Americans with Disabilities Act and 504 Rehabilitation Act of 1973, as well as the 521CMR building codes of the state Architectural Access Board.

It has been learned that the current staff BC architect and designer was recently prosecuted by the Massachusetts Architectural licensing board for falsifying his license. There is no active ADA/504 Coordinator at BC. Students currently are not represented on any decision making board for access for students with disabilities on campus. Students have been threatened and removed for speaking up about the construction of access barriers across campus. These are apparent violations of the ADA and 504 Rehabilitation Act.

We the undersigned request for the (1) immediate removal of architectural barriers at Boston College with new construction (including placing an ADA compliant ramp with the newly constructed stairs behind McGuinn), (2) hiring a competent ADA/504 Coordinator, (3) hire a licensed architect to oversee all new construction; (4) appoint an ADA/504 access committee student representative with disabilities to make decisions about ADA and access concerns for students and others with disabilities on campus.
We the undersigned demand for Boston College to make ADA compliance a priority so all students, staff, faculty and visitors are able to equally enjoy all of the programs, services and provide wheelchair access to all of the Boston College campus.  

Follow this link to the petition.



‘Is This Venue Accessible?’ Website to Launch App

‘Is This Venue Accessible?’ App


Electronic accessibility – Be aware

Electronic accessibility – Be aware - UC Davis

Caught in the Doorway: Mental Illness, Academia, and Me; A Story of Making Space


Why Are Able-Bodied People Playing Wheelchair Basketball? - Digg 

Why Are Able-Bodied People Playing Wheelchair Basketball? - Digg 


Accessible clothing introduces diversity in fashion for people with disabilities


Webinar - Mental Health Stigma and the American Muslim Community 

We are #StigmaFree!

Do you, a friend, or family member face barriers to seeking help because of a worry of what others will think? Does the social stigma of having a mental health issue stop you from trying to get better?

Stigma may be one of the most detrimental factors in people not getting the help they need. Join the American Muslim Health Professionals (AMHP), the The Family & Youth Institute , the Substance Abuse and Mental Health Services Administration (SAMHSA), and Imam Sohaib Sultan from Princeton University in an important discussion around the issue of Mental Health Stigma and what the American Muslim community can do to reduce the stigma and help our loved ones get the care they need.

∆ DATE & TIME: Online Webinar

Tuesday, May 24th, 2016, 8:00 - 9:30 PM EST


Imam Sohaib Sultan - Muslim Life Coordinator and Chaplain at Princeton University Dr. Larke Huang - Licensed clinical-community psychologist and Senior Advisor in the Administrator's Office of Policy Planning and Innovation at the Substance Abuse and Mental Health Services Administration (SAMHSA) Dr. Rukhsana Chaudhry - Director of Mental Health Programming, American Muslim Health Professionals (AMHP) Dr. Sameera Ahmed - Director of the Family and Youth Institute (FYI) Mariam Abdul-Aziz* - CPS Certification Coordinator, Georgia Mental Health Consumer Network

* Mariam will share her personal story dealing with a mental health condition and her path to recovery.

∆ REGISTRATION: FREE Webinar - Registration is required REGISTER HERE or copy this link into your browser



• Islamic Society of North America (ISNA) • Mental Health 4 Muslims • Islamic Social Services Association - USA (ISSA-USA) • NAMI (National Alliance on Mental Illness) • Muslim Wellness Foundation, Inc. • The Institute for Muslim Mental Health • Muslim Alliance in North America (MANA) • Stones to Bridges • Islamic Society of Central Jersey

American Muslim Health Professionals (AMHP) | contact@amhp.us | www.amhp.us



New Book about Professor Andrew Batavia

Don Quixote in a wheelchair: Remembering a legendary warrior for the disabled

Florida International University professor Andrew (“Drew”) Batavia was a quadriplegic and disability activist. 



Made to Hear by Laura Mauldin


The social consequences of the medicalization of deafness, as seen in the experiences of parents and professionals working with cochlear implants

Made to Hear

Cochlear Implants and Raising Deaf Children Laura Mauldin University of Minnesota Press | 232 pages | 5 b&w photos | 1 table | 2016 ISBN 978-0-8166-9725-0 | paper | $17.50 (reg. price: $25.00) ISBN 978-0-8166-9724-3 | cloth | $66.00  (reg. price: $87.50) A Quadrant Book

A mother whose child has had a cochlear implant tells Laura Mauldin why enrollment in the sign language program at her daughter's school is plummeting: "The majority of parents want their kids to talk." Some parents, however, feel very differently, because "curing" deafness with cochlear implants is uncertain, difficult, and freighted with judgment about what is normal, acceptable, and right. Made to Hear sensitively and thoroughly considers the structure and culture of the systems we have built to make deaf children hear.

Based on accounts of and interviews with families who adopt the cochlear implant for their deaf children, this book describes the experiences of mothers as they navigate the health care system, their interactions with the professionals who work with them, and the influence of neuroscience on the process. Though Mauldin explains the politics surrounding the issue, her focus is not on the controversy of whether to have a cochlear implant but on the long-term, multiyear undertaking of implantation. Her study provides a nuanced view of a social context in which science, technology, and medicine are trusted to vanquish disability-and in which mothers are expected to use these tools. Made to Hear reveals that implantation has the central goal of controlling the development of the deaf child's brain by boosting synapses for spoken language and inhibiting those for sign language, placing the politics of neuroscience front and center.

Examining the consequences of cochlear implant technology for professionals and parents of deaf children, Made to Hear shows how certain neuroscientific claims about neuroplasticity, deafness, and language are deployed to encourage compliance with medical technology.

"A superb account of how a controversial technology becomes normalized patient by patient. While following families from newborn screening to post-Cochlear implant, Laura Mauldin shows that little of the political turmoil related to this medical technology is salient for the parents faced with a child with hearing loss." -Stefan Timmermans, University of California, Los Angeles

More about the book: http://z.umn.edu/1369

GET 30% OFF when you order Made to Hear at www.upress.umn.edu (you may use the direct link above). Once you reach the shopping cart, enter promo code MN79540 in the allotted box, click "update," and your discounted price will appear. You may also order by calling (800) 621-2736 (be sure to mention the promo code). Offer expires June 1, 2016. 

Laura Mauldin, PhD, NIC





One week left to tell the FDA: Ban Electric Shock Torture of People with Disabilities

Autistic Self Advocacy Network: PO Box 66122 | Washington, DC 20035

On April 22, 2016, the Food and Drug Administration (FDA) released a proposed rule to ban the use of electrical shock devices such as those used at the Judge Rotenberg Center in Canton, Massachusetts. ASAN has issued a statement with more information here. The FDA is currently taking public comments on the proposed rule. 

ASAN is preparing its own comments, but we also need all self-advocates and allies to submit your own public comments! The JRC’s supporters will undoubtedly be submitting comments of their own; it is crucial that the voices of self-advocates, our allies, and all those who oppose the inhumane use of electric shock to control the behavior of people with disabilities be heard. We need to send the message that these shock devices cause real harm and are never “medically necessary.”

To comment:

1. Go to  the Federal eRulemaking Portal at http://www.regulations.gov

2. Enter the docket number  FDA-2016-N-1111

3. Follow the instructions to submit a comment.

4. You may also submit written public comment by mail to:

The Division of Dockets Management (HFA-305), Food and Drug Administration

5630 Fishers Lane, rm. 1061

Rockville, MD 20852.

We need your help to make sure that this proposed rule becomes an actual rule with real power. Below, we have some suggested language and scripts you can use in your public comments.

We can end the use of electric shock torture against people with disabilities in the United States. But we can’t do it without you. THE DEADLINE IS MAY 25, 2016. SEND IN YOUR COMMENTS TODAY!

Suggested Script: 

[I, Name,] strongly urge the Food and Drug Administration (FDA) to proceed with their proposed ban of electrical stimulation devices (ESD)s. Devices that deliver painful electric shocks pose an unreasonable and substantial risk of harm and have been the cause of incredible pain and suffering for people with disabilities. Their use is condemned by the United Nations Special Rapporteur on Torture. 

The FDA is allowed ban any medical device if it finds that the device presents a substantial and unreasonable risk of illness or injury. As the FDA notes in the proposed rule, there are and there have been countless adverse effects, both psychological and physical, of the use of these devices. There is no evidence that they are a valid or effective treatment. The Autistic Self Advocacy Network, the nation’s leading organization run both by and for Autistic people, has heard many firsthand accounts from people with disabilities who have had ESDs used on them. They report nightmares, overwhelming fear and anxiety, and traumatic memories associated with the use of these devices. Some have later developed psychiatric disabilities such as post-traumatic stress disorder (PTSD). We have also seen records and videos from the only facility known to use the devices in the United States, the Judge Rotenberg Center, showing that these devices have frequently been used to abuse Judge Rotenberg Center residents. Although these devices can cause severe injuries, trauma, and distress even when used as intended, the potential for abuse poses yet another substantial and unreasonable risk. 

[Write why the FDA’s ban is important to you in a few sentences to a paragraph here. The FDA may discard your comments without this.]

I therefore urge the FDA to ban these harmful devices without further delay and their use in the United States. 

[End Script]



ULTRASOUND: New Play in Toronto.

The play Ultrasound is now running in Toronto at Theatre Passe Muraille. It tells the story of a Deaf couple and their decision to have a child. The play opened on May third, and will run until May fifteenth.

The play's received great reviews thus far:

Toronto Star

Mooney on Theatre

Life with More Cowbell

There will be one relaxed performance and two Deaf-interpreted performances.

The theatre also offers ASL interpretation in its box office. Passe Muraille's commitment to accessibility has been unprecedented in Canadian theatre.

For more details, please visit Passe Muraille's website

Please help spread the word about the play and the theatre's accessibility campaign. 

National Disability Voter Registration


National Disability Voter Registration Organizing & Training Webinar
May 24, 2016 | 3pm ET

National Disability Voter Registration Week
July 11-15, 2016

The REV UP Campaign is coordinating a National Disability Voter Registration Week to increase the political power of people with disabilities while also engaging candidates and the media to recognize the disability community.

To help prepare for National Disability Voter Registration Week, the REV UP Campaign will host an organizing webinar on Tuesday, May 24th at 3pm ET. The purpose of the webinar is aid organizers across the country to hold their own voter registration events - both physically and online - to increase the number of people with disabilities who are registered to vote and ultimately the number of people with disabilities who cast their ballots on election day this November and in future elections.

More information and a link to register will be sent out soon. Thank you for doing your part to make the DISABILITY VOTE count!

The REV UP Campaign aims to increase the political power of the disability community while also engaging candidates and the media on disability issues. REV UP stands for Register! Educate! Vote! Use you Power!

For more information about the REV UP Campaign and resources to start organizing in your state please visit www.aapd.com/REVUP.

The American Association of People with Disabilities (AAPD) is a convener, connector, and catalyst for change, increasing the political and economic power of people with disabilities.


Hunger strike at Princeton about disabled students

Resource of Interest from Accredited Schools Online

We have done our best to provide an in-depth resource for deaf and hard of hearing students. Our guide hits points such as tech tools offered to the deaf community to assist with education and learning, college options that create a more audible environment for deaf and hard of hearing students, and resources and scholarships offered to the deaf community. You can find this and much more inside our guide: Supporting Deaf and Hard of Hearing Students.



Disability.gov Update

Disability Scoop

The FDA Is Hiding Reports Linking Psych Drugs to Homicides

Mad in America: The FDA Is Hiding Reports Linking Psych Drugs to Homicides


Obama Makes Big Move for Transgender Rights in Healthcare



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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