Students and staff sit outside of the Parthenon together while on a walking tour of Rome landmarks.

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

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

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

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

Students visit �鶹Ƶ��Abroad’s Florence Center.

Impactful and Enriching

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

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

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

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

“It was truly impactful and enriching to observe the full integration of students with disabilities in mainstream education,” says SOE student Elyas Layachi ’27. “It was also eye-opening to be critical of the shortcomings of Italy’s education system, while also comparing it to that of the United States and our own educational experiences. I hope that the United States’ education system can take a step in a similar direction of full inclusion for all students, regardless of their disability status.”

Students sit outside of the Borghese Gardens for their final class reflection.

True Inclusion

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

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

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

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

After a group dinner, students and staff take a photo to celebrate their last day in Italy.

Positive Experience

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

“Being able to study abroad is a positive experience I will carry with me for the rest of my life,” adds Pasquale.

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

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

Karly Grifasi also contributed to this story.

Students explain their board game “Mayhem Matchup” during the 2025 Intelligence++ Inclusive Design Spring Showcase.

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

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

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

The following projects were showcased:

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

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

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

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

Students wearing garments from SOLACE Collective’s new line of clothing for neurodivergent individuals.

Carolyn Fernandes ’25 remembers walking out of an interview for a design internship that she ended up not getting. She wondered if fidgeting with her nails—a common, repetitive expression of her nervous energy every day—was misconstrued as a sign of not paying attention and a reason for her not getting the position.

Carolyn Fernandes

Fernandes is part of the 20% of people worldwide who are neurodivergent and live with neurological differences like autism, attention-deficit hyperactivity disorder (ADHD), dyslexia, bipolar disorder and social anxiety.

Stories like the one above motivated Fernandes and fellow students Lucas d’Oelsnitz ’25, Aphrodite Gioulekas ’25 and Aidan Turner ’25 to create , which aims to provide everyone, especially neurodivergent individuals, with comfortable garments that alleviate anxiety, increase confidence and reduce distractions by providing opportunities for fidgeting discreetly or openly.

“People like me need to fidget to cope and feel comfortable, so I started researching ways clothing could be made to help neurodiverse people like myself feel more comfortable,” Fernandes says.

After an inspiring conversation with Linda Dickerson Hartsock—the retired founder and executive director of —and after taking an class focused on inclusive product design, Turner came up with the idea for SOLACE “to meet the needs of a huge portion of the population that is currently underserved,” says Turner.

Going All-In to Solve an Important Social Issue

Aidan Turner

In October, Turner set about assembling what he proudly refers to as his team of Avengers to turn concept into reality. As part of the group, Turner, a fifth-year architecture student in the , recruited Fernandes, who is studying industrial design in the (VPA) and Spanish and environmental geoscience in the ; d’Oelsnitz, who is studying finance and entrepreneurship in the ; Gioulekas, a fashion design major in VPA; Maria-Camila Molina ’25, a fashion design major in VPA; Christine Ianniello ’25, a biology major in Arts and Sciences; Bobby Anzaldua ’25, an economics major in the ; Bella Tabak ’25, a magazine, news and digital journalism in the ; and Francine Tongol ’24, a communications design major in VPA.

Lucas d’Oelsnitz

After sharing their personal experiences with uncomfortable clothing with each other, Turner pitched creating the neurodivergent clothing line. The project’s potential impact immediately resonated with d’Oelsnitz. At Whitman, d’Oelsnitz does a lot of idea pitching but always struggles to control his fidgeting. After one of his first pitches before his peers, d’Oelsnitz nearly passed out because, unable to rely on his usual coping mechanisms like playing with his rings, he felt anxious and light-headed.

“Realizing this is something I would wear motivated me to go all-in on this project because this is not just a clothing brand; it’s solving an important social issue,” says d’Oelsnitz, who has ADHD and bouts of anxiety.

Meeting the Unique Needs of Neurodiverse Individuals

The team set out to collect data on how SOLACE could better meet the needs of neurodiverse individuals, beginning with a wardrobe analysis and personal interviews to determine what types of clothing neurodivergent people liked or didn’t like—including textures and how a garment feels.

Lucas d’Oelsnitz (right) discusses SOLACE Collective’s line of clothing with a student during one of 10 on-campus events where students could try on the clothes and provide feedback.

For the next step, Fernandes conducted a survey of 430 people ages 5 to 91 and discovered that 95% of respondents, including 97% of neurodiverse people, experienced discomfort from their clothing.

Incorporating the feedback and relying on sketches, Turner created a visual design brief that served as the blueprint for the first line of clothing, and Fernandes and others on the team used sewing machines to create prototypes from fabric samples collected from their closets and local thrift shops.

Currently there are four prototypes consisting of a matching sweatshirt or hoodie and sweatpants of assorted colors, fabrics and designs:

• Concealed fidgeting: A sweatsuit featuring textured cargo pockets with hidden interior fabrics for discreet sensory engagement
• Participatory fidgeting: A distressed, double-layered top and bottom set with tactile cutouts for visible fidgeting—turning a need into a confident form of self-expression
• Airy and light: A minimal-stitched, ultra-breathable sweat set built for those sensitive to seams and pressure, offering a loose and calming fit
• Clasp cuffs: A crewneck set with subtly exposed, adjustable elastic cuffs that let wearers control tightness for customized comfort

The clothes are tagless (product details and cleaning instructions are screen-printed on the outside), with many of the items providing its wearer a sense of grounded-ness thanks to the use of heavy fabric, while others rely on light and airy fabrics.

“Our product line serves to confirm to a lot of neurodivergent people that what they’re doing is okay and that they can be normal,” says Fernandes, who serves as SOLACE’s industrial designer. “And it’s not just neurodivergent people that want this clothing. If everyone is wearing it, then no one is going to feel like they’re sticking out like a sore thumb while they fidget.”

Aidan Turner (far right) talks with students during one of SOLACE Collective’s on-campus feedback events.

Transforming Vision into Reality

“We try to achieve a grounded feeling while providing warmth and the reassurance that you’re safe. We’re trying to find a sustainable way to produce items of clothing for everyone, no matter how your neurodiversity presents,” says d’Oelsnitz, SOLACE’s project coordinator.

The group has received more than $32,000 in startup investment money through entrepreneurial competitions held on campus and through grants, including the 2025 School of Information Studies’ Raymond von Dran Fund for Student Entrepreneurship iPrize competition. Earlier this semester, they held 10 events on campus for students to try on the clothes and provide feedback.

After running a marketing campaign, including the launch of a website and social media channels, they hope to start accepting pre-orders in late June, with items being distributed to customers by the end of the summer. Knowing how well-received their casual prototypes have been, Turner, Fernandes and d’Oelsnitz next want to expand into business casual clothing.

“I have a passion for designing fashion, for retail and for entrepreneurship, and I was introduced to the lack of solutions that exist for neurodivergent individuals,” says Turner, SOLACE’s team coordinator. “There are a lot of opportunities for us to give this overlooked community reassurance and warmth through our clothing, and I’m proud of what this wonderful team has accomplished so far.”

Members of the campus community learn about the SOLACE Collective’s line of clothing for neurodivergent individuals.

During “The Ideas Exchange,” students eager to explore the frontiers of innovation, entrepreneurship and creativity can engage with experts and resources.

is more than just a networking event—it’s an incubator for ideas, where students can find inspiration, seek guidance and connect with the right resources to bring their projects to life. The event features two simultaneous components: The Resource Emporium and Ask the Experts. Sponsored by SU Libraries, the �鶹Ƶ��University NSF I-Corps and the Orange Innovation Team, this event is for aspiring entrepreneurs, innovators and those simply curious about the creative and startup ecosystem on campus.

At the heart of The Idea Exchange is the Orange Innovation Team, including Orange Innovation Scholars Ava Lubekmann, Jair Espinoza, Aidan Turner and Thomas O’Brien and Intelligence ++ Scholars Isaac Munce and Trey Augliano. These student leaders have curated an experience that fosters collaboration, encourages curiosity and provides direct access to some of the most valuable resources available on campus.

The Resource Emporium: Your Gateway to Innovation

On the first floor of Bird Library, a diverse lineup of organizations will host information tables to provide students with resources to help develop their ideas, start businesses and enhance their creative projects. Whether students are looking to create a prototype, launch a creative idea, secure funding for an idea or learn more about innovation on campus, The Resource Emporium will offer access to the right tools and people to take their ambitions further. Participating groups include:

• Blackstone LaunchPad–Campus hub for entrepreneurship
• CASE–Center for Advanced Systems and Engineering
• Couri Hatchery–Student venture incubation
• D’Aniello Institute for Veterans and Military Families
• E-Club–Entrepreneurship student organization
• FADS–Fashion and design society
• Innovation Law Center–Legal guidance for startups
• Intelligence ++–Inclusive design and assistive technology
• Invent@SU–Rapid prototyping and invention resources
• Maker Space–Hands-on creative workshops and prototyping
• NEXIS–Emerging technology research
• NSF I-Corps at �鶹Ƶ��University
• The �鶹Ƶ��Office of Undergraduate Research and Creative Engagement (SOURCE)–Undergraduate research support
• Startup Garage–Early-stage startup mentoring
• �鶹Ƶ��Center of Excellence in Environmental and Energy Systems
• TEDx �鶹Ƶ��University–Platform for innovative ideas and storytelling
• WISE–Women Igniting the Spirit of Entrepreneurship

Ask the Experts: Conversations That Ignite Ideas

In a format inspired by “Human Library” events, the Ask the Experts session will feature more than 20 confirmed peer specialists and professionals across various fields engaging in small-group conversations. These sessions, held in the Peter Graham Scholarly Commons (Room 114 in Bird Library), will provide students with the chance to ask questions from student and alumni thought leaders, receive tailored advice and gain valuable insights into the skills needed to thrive in innovation, creation and entrepreneurship.

Each discussion will be an opportunity to learn from expert peers and experienced professionals while sparking innovative ideas through engaging conversations. The curated topics and expert insights are designed to empower students with practical knowledge and the confidence to move forward with their ventures.

The expert insights will be in the areas of content creation, pitching, brand development and many more.

Mix It Up: Networking and Refreshments

To wrap up the event, attendees can mingle and network from 4:30 to 5 p.m. in the Peter Graham Scholarly Commons. Light refreshments will be provided, creating a casual and welcoming environment for students to connect with peers, experts, and resource representatives.

Why Attend The Idea Exchange?

The Idea Exchange presents an unparalleled opportunity for students to tap into the University’s vast network of innovation resources. Whether you have a business idea, a research project, or a creative endeavor, this event will help you take the next step by:

• Gaining access to key innovation resources: Meet representatives from leading campus programs.
• Engage with experts: Learn from professionals who can provide real-world insights.
• Build your network: Connect with fellow students who share your passion for innovation.
• Find inspiration: Discover ideas and opportunities to explore.

For more information, visit Bird Library 123, home of “The IDEA Studio,” or email OrangeInnovation@syr.edu.

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

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

The schedule for the day is as follows:

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

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

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

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

Gianfranco Zaccai ’70 H’09 works with students from Intelligence++ program in the Blackstone LaunchPad at �鶹Ƶ��University Libraries.

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

“From artificial intelligence to digital technologies and physical products, this field is positioned for rapid growth,” says Zaccai, who hopes the program will attract students from diverse academic disciplines, fostering innovation in accessibility. “Participating students can join the leading edge of innovation.”

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

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

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

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

Xheneta Sopjani (left), Emeka Ossai (center) and Natasha Brao are among the recipients of the Spring 2024 Orange Innovation Fund grant.

�鶹Ƶ��University Libraries is accepting fall 2024 applications for the grant now through Friday, Sept. 27, at 5 p.m. Interested applicants should plan to attend one of the information and proposal/grant writing workshops on Sept. 10, 11 or 12.

The Orange Innovation Fund supports student research initiatives emerging from campus innovation programs. The grant ‘concept to commercialization’ fund is designed to help move graduate and undergraduate student research or scholarly projects from ideation to proof of concept to commercialization. Initial funding from the program came from a gift to the Libraries from Raj-Ann Rekhi Gill ’98, a member of the University Board of Trustees.

Grants up to $5,000 per award will be made, with a total of up to $50,000 per academic year based on the merit of applications.

The program is administered through �鶹Ƶ��University Libraries, in collaboration with the University’s research and commercialization programs such as the  (SOURCE), the ,��, ,��, the , the  at Syracuse,��,��, the  (NYSTAR designated Center for Advanced Technology) and the . Applicants can also come directly through research classes, labs or independent study programs across the University.

Student applicants must identify specific tangible needs related to the product, service, technology or creative work they are developing. Grants will support defined projects over a clear timeframe with identified outcomes that will help move a research project or innovative venture toward proof of concept toward commercialization.

A prerequisite to applying is attendance at one of the proposal writing workshops being offered by Linda Dickerson Hartsock, advisor, strategic initiatives �鶹Ƶ��University Libraries, and former founding director of the Blackstone LaunchPad. Students should attend one of the following workshops to create a successful application:

• Tuesday, September 10, from 3 to 4 p.m. in Bird Library
• Wednesday, September 11, from 3 to 4 p.m. in Couri Hatchery, Whitman Room 116
• Thursday, September 12, from 3 to 4 p.m. Hybrid in Bird Library or via

Dickerson Hartsock is also available to help coach applicants through the process and can be scheduled for sessions on Wednesday and Thursday afternoons by emailing ldhart01@syr.edu.

Applications are due Friday, September 27, by 5 p.m. to �鶹Ƶ��University Libraries. For a link to the application or to register for a workshop, please e-mail orangeinnovation@syr.edu to indicate your interest in the program.

Following a cross-campus committee review process, announcements and award letters will be made in October.

Nine student teams were the

The final round—a pitch competition—occurred Feb. 9 in the Whitman School of Management and was led by Don Carr, professor in the VPA School of Design, and Kai Alexander Patricio G’23, a design consultant at Matchstix in Brooklyn, New York.

.

The students behind “Dialog,” an application to increase a sense of belonging on campus for student with disabilities, won the fast-paced, seven-day No Code Design Sprint competition.

A multidisciplinary team, Dialog consists of Fasika Melese G’18, G’19, a doctoral student in SOE’s instructional design, development and evaluation program; Viha Mashruwala, G’24, a master’s degree student in the School of Information Studies’ applied data science program; Lang Delapa ’24, a senior in the S.I. Newhouse School of Public Communications’ advertising program; and Sawyer Tardie ’27, a first-year student in the Whitman School of Management.

The Dialog team consulted with students from SOE’s to identify a challenge neurodiverse students face—loneliness. To increase their sense of belonging, the team designed and developed a mobile app to help develop communication skills, including journaling prompts, discussion boards, daily challenges and more.

Honorable mention went to LearSona, a team that developed a working prototype of an app that offers academic content to users in a medium that fits their learning preference, such as visual, textual or kinesthetic.

Other teams pitching their ideas—and developing —w�����:

• Optimal Assessment, an artificial intelligence-powered teaching and assessment “co-pilot” for professors, to tailor course content for different learning preferences;
• Equilearn, a learning platform to address the “pain points” of accessible education; and
• BookTalk, a platform that encourages neurodiverse students to better understand material by sharing learnings with each other.

The Design Sprint began on Feb. 2, with an intensive workshop on no code and inclusive design led by Patricio. The author of “,” Patricio is an expert in regenerative design, inclusive design, interaction design and the development of new digital interfaces.

After the initial workshop, teams assembled to create a minimum viable product for an inclusive product or service that could vie for the pitch competition prize of $500, plus $5,000 in Amazon Web Services credits.

Coaches for the week of intensive idea development were: Samantha Calamari, senior learning experience designer, Microsoft; Quinton Fletchall, senior design researcher, Conifer Research; Max Mirho, content creator, Make with Max; and Andrew Tsao, founder, Codeless Coach.

The competition judges were: Samantha Calamari; Seth Gitner and Adam Peruta ’00, G’04, associate professors in the Newhouse School’s magazine, news and digital journalism program; Aimara Rodriguez, co-founder of Function Wellness; Brenton Strine, co-founder and CTO of Kicky Art; and Gianfranco Zaccai ’70, H’09, co-founder of the innovative design firm EPAM Continuum and Founder of . Joining the hosts as competition sponsors were the and .