School of Education Disabilities Studies students pen ground-breaking monograph

Friday, May 13, 2005, By News Staff

School of Education Disabilities Studies students pen ground-breaking monographMay 13, 2005Patrick Farrellpmfarrel@syr.edu

Students in Syracuse University’s School of Education’s Disabilities Studies program recently published a new monograph, “Building Pedagogical Curb Cuts: Incorporating Disability in the University Classroom and Curriculum.” The editors and major contributors are leaders of the Beyond Compliance Coordinating Committee. The book, which reflects the mission of the group, is remarkable because it was conceived and created entirely by students. The new book recognizes that compliance with the Americans with Disabilities Act and other anti-discrimination laws is important, but that often those measures do not go far enough to ensure that universities acknowledge and value the contributions of all students, including students with disabilities.

“‘Building Pedagogical Curb Cuts’ is an incredible resource for faculty and teaching assistants,” says Steven Taylor, professor of cultural foundations of education and coordinator of disability studies. “It provides practical strategies for incorporating disability into university teaching at all levels and for accommodating students with disabilities in academic activities.”

Writing in the book’s preface, Chancellor Nancy Cantor acknowledges the importance of making higher education as accessible and inclusive as possible: “‘Building Pedagogical Curb Cuts’ challenges us to alter the fixed concrete sidewalks of our lives and practices, arguing persuasively that there are imaginative ways to include disability in our classrooms and in our lives, to the benefit of all.”

The book was edited by Liat Ben-Moshe, Rebecca Cory, Mia Feldbaum and Ken Sagendorf. Copies can be obtained from the Syracuse University Graduate School, which funded its publication.

Syracuse University’s School of Education, a national leader in improving and informing educational practice for diverse communities, is committed to the principle that diverse learning communities create the conditions that both enrich the educational experience and provide opportunities for all to realize their full potential. The School of Education pioneered the inclusion movement in the United States, making way for all learners to participate fully in mainstream classrooms and other inclusive learning environments.