Disability Studies and Action Collaborative

Disability Culture, Scholarship, and Community

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Archived: 2024 DSAC Annual UnConference

UnConference 2024

Our Annual Fall UnConference is Saturday & Sunday, October 19 – 20, 2024
Applications have closed, but you can join us for our Friday, October 18 Reception and Keynote in AW 204, which is free and open to all. 4:30 reception, 5:30 keynote.

Disability Studies & Action Collaborative UnConference

Saturday October 19 – Sunday October 20, 2024
Tentative time: 10:00 – 5:00 pm
Academic Instructional Center West
Western Washington University, Bellingham Campus

About the UnConference

The Western Washington University Institute for Critical Disability Studies is excited to to be hosting our fourth annual Disability Studies and Action Collaborative (DSAC) UnConference in October 2024.

The event will span two days, and it will provide a venue for scholars, students, nonprofit workers, advocates, activists, artists, and community members to gather to discuss issues of disability, access, and equity. Our main focus will be local to the needs, concerns, and opportunities of Bellingham, WA and the surrounding Pacific Northwest region.

Who is the UnConference For?

Everyone is welcome at the UnConference. All that is required is that you have a personal interest in disability issues. We are not asking anyone to be a “disability expert,” but we believe a wide range of people can contribute to our conversations at the UnConference, regardless of whether you work with disability issues professionally, you study critical disability studies as a student or academic, or you have lived experiences of disability. Everyone has something to contribute. 

This event is for everyone, regardless of your access needs. You are welcome to attend the UnConference in person on our Bellingham campus, or you may attend fully on Zoom. We will provide access supports to all attendees, including ASL interpretation, downloadable materials, and other accommodations participants request in the application form.

What happens at the UnConference?

Our UnConference is broken down into two days. Everyone is expected to attend both days of the event.

Day 1: The Workshops

Our first day focuses on a series of workshops. You work in a small group of people from different backgrounds to focus on a specific problem or opportunity related to disability. You have conversations about that topic, then identify an idea for solving the problem or seizing the opportunity. Every workshop group is different. You will be led by a facilitator who will guide the group through the process of deciding on an important topic and discovering a way to address it. 

Past workshop topics include creating an online network for and by BIPOC trauma survivors, developing a research study about disabled students’ personal narratives, and designing templates for identifying access problems on school campuses. 

Day 2: The Presentation Sessions

Our second day focuses on presentation sessions. Every UnConference participant will give a presentation of some kind. Some people might speak for five minutes as part of a roundtable on a topic of their choosing. Some may give longer, more formal presentations ranging from ten to fifteen minutes. The philosophy here is that everyone has a certain kind of expertise to share, whether that’s scholarly research or lived experience. Coaching will be available for those who want some support in developing their presentation. 

What are the themes of the UnConference?

The UnConference is user-driven, so we will focus on whatever aspects of disability culture and access that you are interested in. Here are some example themes that we have explored in the past:

Activism and Advocacy

  • Fair access to local community resources, networks, and spaces
  • Advocacy models from local community organizations
  • Current projects and unmet needs in disability activism

Community Building

  • Perspectives on local disability culture, community building, and solidarity work
  • Approaches to fighting disability stigma and fostering disability pride

Critical Disability Studies

  • Disability Studies scholarship from a variety of critical approaches and academic fields
  • Curriculum, program building, museum studies, and pedagogy informed by disability studies

Access and Equity

  • Access and equity in educational settings
  • Practices for barrier-free teaching and facilitation in higher education or other settings
  • Universal design in physical or digital settings

Arts and Culture

  • Disability and various creative arts, including dance, film, music, or visual arts
  • Disability and artistic practice

2024 UnConference Application

The 2024 UnConference Application

The following information will be updated to reflect 2024 information soon:

Not attending this year, but still interested in helping us conduct the UnConference this and future years? Donate to our Special Events fund!

Visit the Call for Participation and Application page to find out more information about the conference or contact the organizers by emailing icds.unconference@wwu2.onmicrosoft.com and icds@wwu.edu.

Parking, Wifi, Maps, and Local Guides

The DSAC UnConference Archives

2023 UnConference Archive
2022 UnConference Archive
2019 UnConference Archive

ICDS Scholars Week Keynote

Please join us for a lecture by Dr. Rebecca Monteleone (University of Toledo) Shifting Language, Shifting Power: Plain Language, Cognitive Accessibility, and Knowledge.

Headshot of Rebecca Monteleone, a light skinned person with short hair, standing in front of a colorful background.

5pm Pacific time, only on Zoom. Register here to access the Zoom link. The lecture will be recorded and posted to the ICDS website. Zoom auto-captions and ASL interpretation from Bowtie Interpreting will be provided. Contact icds@wwu.edu for any access needs.

Formal Language: Disabled people, especially people with intellectual disabilities, have been categorically excluded from public discourse, even (and especially) as their rights and personhood are debated. This exclusion is often based on paternalistic arguments that people with intellectual disabilities cannot credibly contribute to these conversations. In this talk, I argue that by embracing cognitive accessibility through strategies such as plain language, we can reimagine what it means to produce, contribute, and share knowledge. By doing so, we resist nondisabled supremacy, and open up pathways for more just futures.

Plain Language:

  • We argue about what rights people with intellectual disabilities (ID) have. People with ID do not usually get to say what they think.
  • Some people say we don’t need to listen to people with ID. They say people with ID cannot understand.
  • I think we need to change how we talk and write so more people can understand. This will change who gets to say what they think. It will change who we believe. I think it will make the future better to listen to more kinds of people.

Supporting Neurodivergent Students in the Classroom

This workshop took place remotely, over Zoom. Access the edited recording and transcript here. It focused on ways to understand the needs of neurodivergent (ND) students. It covered a range of common teaching issues, such as assignment design, in-class activities, and less formal aspects such as email. 

We had three components. First, we began by defining ND as an umbrella term for a range of thinking and feeling styles that fall outside the expected norm of higher education. This category can include diagnoses such as autism, ADHD, bipolar disorder, and many more. Like many disabilities, neurodivergence can be understood either as a medical category describing a disorder or a matter of natural human variation. In this way, ND can be seen as a valuable source of identity and pride. Within this context, the objective in supporting ND students is to ensure the highest level of access through reasonable accommodation, while at the same time encouraging a positive self image for the student. 

 

The second component of the workshop focused on faculty perceptions of ND issues through an examination of the published literature from journals such as The Chronicle of Higher Education. This review showed that faculty are beginning to understand how specific elements of their teaching cause problems for ND students, particularly the way they deal with attendance, deadlines, and supporting student-teacher interaction. Some supported skills-based classes for ND students who opt in. Many faculty members are coming to understand ND as a matter of ADEI. 

 

Finally, the workshop offers a universal design for learning (UDL) approach to supporting ND students. UDL relies on a principle of redundancy and multiplicity across several levels of student engagement. For instance, students should be given multiple ways to take in class material, perhaps involving readings, lectures, and recorded videos. Likewise, students should have multiple ways to demonstrate their knowledge, including quizzes and discussions but also activities that may work for ND students better. There are other aspects of UDL that are mentioned in the workshop recording.

Bibliography

Accardo, Amy L. et al “Valuing neurodiversity on campus: Perspectives and priorities of neurodivergent students, faculty, and professional staff” Journal of diversity in higher education, 2024-04

Summary:
Accardo et al. (2024) examine how neurodivergent students, faculty, and staff experience university life, emphasizing the need for institutions to move beyond deficit-based models and embrace neurodiversity as a strength. The study identifies key barriers, including executive functioning challenges, sensory processing difficulties, stigma, and inadequate mental health support, while also highlighting the reluctance of many to disclose their neurodivergent identity. Participants stress the importance of faculty training, inclusive pedagogy, and Universal Design for Learning (UDL) in fostering more accessible academic environments. The authors recommend expanding mental health services, integrating neurodiversity into DEI initiatives, and providing structured support programs to improve campus inclusivity.

Keywords: Neurodiversity in Higher Education, Universal Design for Learning (UDL), Faculty Training

 

Bruce, Cynthia, and M. Lynn Aylward. “Accommodating Disability at University.” Disability Studies Quarterly, vol. 41, no. 2, 2021

Summary:

Bruce and Aylward examine how individualized academic accommodations for disabled students in Canadian universities shape their experiences and relationships with faculty. Their study, based on interviews with students and professors in Nova Scotia, highlights how current accommodation practices reinforce the marginalization of disabled students by placing the burden of access on them. While some faculty members actively support students and foster inclusive learning environments, others resist accommodations due to concerns about fairness, additional workload, or institutional norms favoring able-bodied students. The authors argue that shifting the focus from individual accommodations to systemic accessibility improvements would create a more equitable higher education experience.

Keywords: Canadian university, burden of access, systemic accessibility

Field, Kelly, “Making a home for students with autism.” The Chronicle of Higher Education, Oct 12 2022

Summary:
Kelly Field (2022) examines the growing presence of college programs designed to support autistic students, focusing on Western Kentucky University’s Kelly Autism Program (KAP). While the number of such programs has doubled in recent years, they remain limited, with many autistic students lacking access to specialized support. KAP provides academic, social, and emotional assistance, fostering independence and helping students navigate college life. The article highlights both the successes and ongoing challenges of integrating autistic students into higher education, emphasizing the need for broader institutional support and cultural shifts to make college accessibility the norm rather than the exception.

Keywords: Autism in Higher Education, College Autism Programs, Student Support Services

Irish, Bradley J. “How to Make Room for Neurodivergent Professors: Seventeen years into his career, a faculty member finds out he is autistic. It explains a lot, he says” Chronicle of Higher Education, Mar 2 2023

Summary:
Bradley J. Irish reflects on his late autism diagnosis just before his 40th birthday, which reshaped his understanding of himself and his academic career. He highlights how cultural stereotypes obscure the presence of autism in academia, especially for high-achieving individuals, women, and people of color. Irish advocates for integrating neurodiversity into DEI initiatives, recognizing the strengths of autistic professionals, and fostering institutional support for neurodivergent faculty and students. He concludes that embracing neurodiversity in academia benefits both individuals and the broader university community by promoting inclusion and valuing diverse cognitive perspectives.

Keywords: Neurodiversity in Academia, Autism Awareness, Inclusive Higher Education

Kafka, Alexander C. “Serving Neurodiverse Students: On Leadership: Peter Eden” Chronicle of Higher Education, Jan 3 2018

Summary:
Peter Eden, president of Landmark College, discusses the institution’s specialized approach to educating neurodiverse students, including those with dyslexia, ADHD, and autism. Landmark provides intensive support through small class sizes, executive-function coaching, and individualized advising while incorporating Universal Design for Learning (UDL) into its curriculum. The college is expanding into web-based learning and aims to extend its educational model nationwide while cautioning against overly romanticizing neurodiversity. Eden highlights the cultural shift toward greater acceptance of neurodiversity and emphasizes the need for accessible, high-quality education for all students.

Keywords: Landmark College, Universal Design for Learning (UDL), Neurodiversity in Higher Education

Pryal, Katie Rose Guest. “How to Teach Your (Many) Neurodivergent Students.” Chronicle of Higher Education Mar 29 2023

Summary:
The article emphasizes the importance of faculty recognizing and supporting neurodivergent (ND) students, even when their neurodivergence is not disclosed. The author, an autistic individual diagnosed after completing their education, argues that ND students’ academic struggles should not be mistaken for a lack of intellectual ability and critiques harmful stereotypes, such as the misconception that ADHD is overdiagnosed. To create a more accessible learning environment, the author recommends shifting from accommodations to proactive accessibility, incorporating best practices such as scaffolding assignments and readings, rethinking attention norms, and adjusting class discussions. By fostering accessibility in the classroom, educators can better support ND students and enhance learning for all.

Keywords: Accessibility in Education, Neurodivergent Students, Inclusive Teaching Practices

Pryal, Katie Rose Guest. “Neurodivergent Students Need Flexibility, Not Our Frustration.” Chronicle of Higher Education July 3 2023

Summary:
Katie Rose Guest Pryal argues that faculty should approach neurodivergent (ND) students’ flexibility accommodations with empathy and communication rather than frustration or suspicion. She highlights how the current system places the burden on students to negotiate accommodations, often in the face of faculty distrust and institutional shortcomings. Pryal urges faculty to seek guidance from disability services, improve communication with students, and reconsider course design to center accessibility rather than relying on accommodations as afterthoughts. By fostering collaboration and reducing stigma, educators can create a more inclusive learning environment that benefits all students.

Keywords: Accessibility in Higher Education, Flexibility Accommodations, Faculty-Student Communication

Tomlinson, Elizabeth; Sara Newman. (2017). “Valuing Writers from a Neurodiversity Perspective: Integrating New Research on Autism Spectrum Disorder into Composition Pedagogy”. Composition Studies 45.2, 91-112


Summary:
Tomlinson and Newman (2017) explore how individuals with autism spectrum disorder (ASD) engage with writing tasks, advocating for a neurodiversity perspective that values autism as a natural variation rather than a deficit. They critique the medical model’s focus on pathology and instead emphasize adaptive strategies that support autistic writers, such as structured writing techniques and clear instructional guidance. The study of 29 autistic adults highlights the importance of recognizing ASD writers’ unique strengths and challenges, particularly in translating thoughts into words and meeting audience expectations. By integrating approaches like Universal Design for Learning (UDL) and mētis into composition pedagogy, the authors propose a more inclusive framework for teaching writing.

Keywords: Neurodiversity, Adaptive Writing Strategies, Universal Design for Learning (UDL)

 

Minor in Critical Disability Studies

Declare the Minor
FAQ
Elective Approval
Learn more about our Minor

How to Apply – Declaring the Minor

Minor in Critical Disability Studies (WWU Registrar page)

Notice: The Registrar’s office provides a Minor Declaration and Change form to use with your WWU login. Please follow the steps below to apply for a Minor in Critical Disability Studies:

  1. Students and/or Academic Advisors: Fill in Section I of the new Student Academic Declaration & Change Form here (requires WWU login):
    • Select the “yes” radio button next to “Add and/or Drop a Minor”
    • Select “yes” from the drop-down menu for “Declare a Minor (Do not replace existing Minor)”
    • Fill in Critical Disability Studies Minor (code XY01) in the blank.
  2. After completing Section I of the form, route it to GIM (ICDS co-director) at mcgrewg2@wwu.edu by pasting the email address into the “Email to:” field at the end of the form and then clicking the “Submit” button
  3. ICDS co-directors will review the information and approve it to the Registrar’s Office.

Contact icds@wwu.edu with questions.

Minor declaration webform

FAQ

Can my previous coursework count for elective credit toward the Minor?

The minor in Critical Disability Studies requires 3 electives, separate from the core courses of DISA 330, 350, and 450. Taking DISA 350 for a second time ­– and many other courses ­– already count for elective credit! Check out a short list of pre-approved courses here.

There are also many courses that could count for elective credit that are not on that list, but we do need to approve them first. To have your prior coursework reviewed to be approved for Minor elective credit, please email the co-directors at icds@wwu.edu and tell us about the course. Important information to include are basic course details, such as the title, course number, and where and when the course was conducted, as well as course instructor. We also request that you include the official syllabus for that particular offering of the course, as well as any other relevant course information you have, such as the official description in the course catalogue.

The more information about your course in your message, the more effectively ICDS can properly evaluate the offering as an elective that could be used toward the Minor.

When will DISA coursework on [my favorite topic] be available?

Developing new curriculum and coursework is a gradual process.  Over the next several years, expect a number of new courses to be added to a growing list of classes in critical disability studies.  Many new classes begin as experimental courses (numbered X97 in the course catalogue), which are eventually transitioned to formally numbered DISA courses and elective courses under other designations as our program in Critical Disability Studies grows.

Students: If you would like certain classes to be developed, reach out to the co-directors at icds@wwu.edu and start a conversation!

Faculty: If you are interested in teaching or developing a course in disability studies either exclusively as a DISA course or crosslisted with a course that you teach in your home department, please contact the co-directors at icds@wwu.edu.

I took both ASLC 101 and ASLC 102 as electives, but was only one elective counted?

While our Minor counts any of the American Sign Language and Culture sequence ASLC 101, 102, or 103 as Electives in the Critical Disability Studies Minor, only one of these course may count as an elective for the Minor at one time.

That means if you took ASLC 101 and it counted for an elective, and then took 102, it would not increase the number of electives you have completed for our Minor.

I’m planning to enroll in a class at Western on specific disabilities, but it isn’t listed as an elective for the Minor. Can I still get elective credit for it?

Please email us at icds@wwu.edu if you think we’ve missed a class that should be counted as an elective for the Critical Disability Studies Minor. It’s possible we don’t know about it, since Western is a large institution, and there are many classes around Western constantly being developed by new and established faculty alike.

Not all courses focusing on disability will be accepted for the Minor, however. Some coursework that addresses disability may be more clinical or therapeutic in nature, and might not meet the aims for elective courses in our program. The Critical Disability Studies academic program is focused more on the academic study of disability as a social and cultural construct and lived experience, as well as intersectional social justice issues centered around disability.

Are there online courses available in the minor?

Yes, several of the courses in the CDS minor are available in online, hybrid, and face-to-face modalities. In particular, DISA 330 Critical Disability Studies and DISA 350 Topics in Critical Disability Studies are all routinely offered in mixed modalities. Several elective courses are also available in online and hybrid modalities. Check our course list for a full accounting of the courses and modalities being offered each quarter.

How to apply to have a non-DISA course counted for elective credit

If you’ve taken a disability-relevant course at Western or at another college, it might already be eligible to count for elective credit for our Minor! But we do need to approve it first. To have your prior coursework reviewed to be approved for Minor elective credit, please email the co-directors at icds@wwu.edu and tell us about the course. Important information to include are:

  • Basic course details: Where and when the course was conducted, as well as course number (and CRN if at Western)
  • The course instructor – Who taught the course matters, since approvals are instructor-specific!
  • Any relevant course information you have, such as the official description in the course catalogue
  • The official syllabus for that offering of the course

The more information about your course in your message, the more effectively ICDS can properly evaluate the offering as an elective that could be used toward the Minor.

Students: If you would like certain classes to be developed, reach out to the co-directors at icds@wwu.edu and start a conversation!

Faculty: If you are interested in teaching or developing a course in disability studies either exclusively as a DISA course or crosslisted with a course that you teach in your home department, please contact the co-directors at icds@wwu.edu.

Learn more about our Minor in Critical Disability Studies

The Institute for Critical Disability Studies proposed a new minor to launch in Fall 2023. Our program has grown significantly since then! Learn more about our program and highlights in our video.

Have questions or feedback for the ICDS? You are invited to use the form at the bottom of the page to tell us what you think.

Download the PowerPoint slides of this presentation, which includes the script, through this link.

If you want to find out more about the minor or the Institute for Critical Disability Studies, contact icds@wwu.edu

Click to join the Disability Studies and Action Collaborative Outlook group for email, newsletters, and events

ICDS Critical Disability Studies Minor Feedback Form

Feedback on the Minor Preview

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CDS Minor – Archived Pages

2024 UnConference Resources and Local Guide

This page contains useful links participants, including suggestions for getting around by bus and car, as well as local information and suggested accommodations.

2024 Local Public Transit and Walking to the UnConference

Walking to the UnConference Building

The main North entrance to Academic Instructional Center West (Academic West, or AW) building is at the South end of the WWU campus.  It is a 3-minute walk, about 0.2 miles northeast of the nearest bus stops after crossing W College Way (GPS coordinates of the entrance: 48.732302498387845, -122.48677806756906).

Quick Bus Info

The closes bus stops to the UnConference are the WWU “Bill McDonald Pkwy at Rec Center” stops on Bill McDonald Pkwy at the South end of campus. Full bus transit information to bus stop ID 8181 (from downtown), or bus stop ID 3076 (toward downtown) is also available through by searching directions on Google Maps from this map location.

General WTA bus information

Whatcom Transit Authority (WTA) buses are wheelchair accessible and can also accommodate single-seat two-wheeled bicycles secured to a front rack. Strollers and collapsible bicycles must be able to be folded to fit beneath or between the seats in order to be brought on board.  Access the full WTA website here.

If you are unable to ride the fixed-route buses due to a disability, paratransit service is also available through the WTA, but riders must apply in advance and make a reservation to schedule a trip beforehand.

Fare information

Bus fare is collected per ride segment and costs $1.00, or is discounted to $0.50 for seniors, veterans, and riders with disabilities with identification or reduced fare card.  An unlimited-ride local day pass can be purchased on board for $3.00 cash, or $6 for a Skagit-Whatcom day pass.  Exact change is needed for bus fares: Bus operators are not able to provide change.

Downtown Bellingham Bus Station

The Downtown Bellingham Bus Station at 205 E Magnolia St. (Bus Stop ID 2001) has a passenger lobby and public restrooms.  Saturday hours are for these facilities is from 8:30 am – 7:00 pm.  Sunday hours for the lobby are 9:30 am – 5:30 pm.  The bus platform also has an information kiosk.

The Downtown Station to WWU corridor is served by routes 14, 190, and 105 (both ways), as well as 196 and 107 (from downtown) and 197 and 108 (to downtown).  Frequency of service between Downtown and WWU is every 15 minutes between the hours of 8:30 am until 10:30 pm Saturdays or until 8:00 pm Sundays.  

For more information, a PDF of the full WTA system transit guide, including paratransit and flex service maps, can be found here: http://www.ridewta.com/Documents/wta-transit-guide.pdf or call (360) 676-7433 to request transit information in alternate accessible formats, such as large print.

Bus Routes Heading to WWU from Downtown

Buses leave for WWU from the Bellingham bus station Bay 5, marked in blue at the South end of the terminal, as well as the adjacent Bay 4. Any bus leaving from Bay 5 or 4 will proceed directly to WWU. Buses depart every 15 minutes. Expect bus transit times of 7 to 10 minutes. Disembark at the WWU “Bill McDonald Pkwy at Rec Center” stops on Bill McDonald Pkwy at the South end of campus, near the parking lots.

Full bus transit information to stop ID 8181 (from downtown), or stop ID 3076 (from Lincoln Park and Ride, or to downtown) is also available through by looking up directions on Google Maps.

WTA – Whatcom Transportation Authority Webpage
◀ Return to UnConference Local Resources page

Past Events Archive

This page contains recordings and descriptions of past invited speakers. For a list of current upcoming events, select the link for Events and Announcements on the top menu.

Dr. Pau Abustan (they/sia) – California State University, Los Angeles

Keynote Speaker, 2022 UnConference of the Disability Studies and Action Collaborative

Presentation title, “Comfy, Cozy, Community Centered Learning: A Queer, Crip, Philipinx Led Disability Justice Praxis”  (October 2022)

Dr. Pau Abustan is queer crip Lucbanin Kapampangan Pilipinx scholar activist educator who centers queer critical race feminist disability justice worldmaking found within youth learning spaces, popular culture animated storytelling, and coalitional activisms.

Dr. Sami Schalk — University of Wisconsin, Madison

Keynote Speaker, Scholars Week 2023

Presentation title, “Introduction to Disability Justice and Accessible Pedagogy” (May 2023)

Dr. Sami Schalk is an associated professor of Gender & Women’s Studies at the University of Wisconsin-Madison. She is the author of Bodyminds Remagined (Duke 2018) and Black Disability Politics (Duke 2022). Schalk’s research focuses on disability, race, & gender in contemporary American literature & culture. She identifies as a fat Black queer disabled femme & a pleasure activist.

This presentation was co-sponsored by the departments of English, Health and Human Development, Journalism, Philosophy, Anthropology, Sociology, Political Science, History, and the Women, Gender, and Sexuality Studies program.

 

Stefanie Lyn Kaufman Mthimkhulu (they/she) — Project LETS

Keynote Speaker, Scholars Week 2024

Presentation title, “No Incompletes In ‘Real Life’”: Surviving and Reimagining Ableist Institutions in Mad Times While Centering the Medicine of Disability Justice” (May 2024)

Stefanie Lyn Kaufman Mthimkhulu is the Founder and Director of Project LETS. As a multiply Disabled, Mad, psychiatric survivor, they are deeply committed to interrupting patterns of historical and present-day ableism that impact Disabled people and those perceived as/labeled with mental illness in medical, psychiatric, and academic systems. They have over a decade of experience as an anti-carceral crisis responder, care worker, perinatal doula, death worker, and peer supporter; and have supported multiply marginalized folks in a wide range of psychiatric and medical crises/transitions in community-based settings. They are the author of We Don’t Need Cops in Social Work and the Editor of Abolition Must Include Psychiatry. 

Heather Evans (she/her) — University of Washington

Keynote Speaker, 2024 UnConference of the Disability Studies and Action Collaborative

Presentation Title, “Leaning Into & On Disability Community“

Heather Evans in a cap and flannel shirt holding a large yellow leaf.

Dr. Evans will draw on findings from her research on disability identity and disclosure to examine the ways that her relationship to disability community has both shaped – and been impacted by – her disclosure decisions when on the job market, while piecing together work as an adjunct, and in managing her position as the Director of a program at a large, research university. 

Heather Evans earned a Ph.D. in Sociology at the University of Washington (UW). She is UW faculty and the Director of the Disability Studies Program. Heather is also the Research Director at the NW ADA Center and an Associate Director at the ADA National Network.

ICDS Scholarships for CDS Minors

About the Scholarship

The Institute for Critical Disability Studies General Scholarships support WWU students who are engaging in advocacy, activism, and scholarly or creative work centered around critical disability studies and disability identity and justice.
This award was established by the ICDS Co-Directors and has been made possible by the generous donations of our Give Day donors who contributed to the ICDS General Scholarship Fund in 2023. This year, we are excited to be able to offer new $500 scholarships to current declared minors in Critical Disability Studies, and we hope to increase the number and amount of scholarships we offer in the future.

Contact icds@wwu.edu with questions, or if you are interested in helping to directly support Critical Disability Studies students though scholarships through a donation, whether large or small!

Award distribution: Academic Year, beginning Fall
Award amount: variable. $500 for AY 2025-26
Number of awards: variable. For AY 2025-26: 1 or 2 total for students minoring in Critical Disability Studies at Western:

  • Up to one Scholarship in Disability Justice & Activism
  • Up to one Scholarship in Academic Critical Disability Studies

Applicant eligibility: To be considered, you must be a current WWU student planning to enroll at least half time next Fall and must have declared the Minor in Critical Disability Studies before the end of Winter Quarter 2025. Students may only apply to one of the two Minor in CDS scholarships per year.

Applications open: April 2025
Application deadline: 11:59 pm, Thursday, May 04, 2025
Letter of recommendation deadline: 11:59 pm, Thursday, May 04, 2025.
Contact: icds@wwu.edu

Evaluation Criteria:

Applicants are judged on these main criteria:

  1. Is the applicant a current declared Minor conducting coursework in Critical Disability Studies at Western?
  2. Has the applicant demonstrated engagement with one of the following aspects of disability studies and action (discussed in their personal statement):
    • Candidates for the Disability Justice & Activism Scholarship for Minors engage in curricular or extracurricular work in disability justice, disability identity, advocacy, and/or activism and respond to the prompt: How have you contributed to the rights, resources, and concerns of disability communities?
    • Candidates for the Academic Critical Disability Studies Scholarship for Minors conduct research, internships, independent studies, and other academic or creative work in areas related to CDS and respond to the prompt: Why is Critical Disability Studies interesting and important to you academically?
  3. Letter of Recommendation from a mentor or faculty member
  4. Preference is given for students who have demonstrated financial need, but it is not required to be chosen for the Award.


Find future applications for CDS Minors Scholarship applications on the WWU Scholarship Portal

Scholarships at Western are being moved to a centralized application process! Visit wwu.scholarships.ngwebsolutions.com/

CDS Scholarship Awardees

2025-26 Awardees

This year we are grateful to be able to award two CDS Scholarships thanks to generous GiveDay donations to ICDS from the community! Thank you for supporting our Critical Disability Studies students!

A light-skinned person with long blonde hair and thin-rimmed glasses smiles at the camera, wearing a cozy brown sweater and standing in front of a vertical rock face covered in green ferns and moss

Zoe Roberson

she/her

Zoe Roberson is a Speech-Language Pathology student at Western Washington University with minors in psychology, linguistics, and critical disability studies. Growing up in Anacortes, she found her voice through advocacy. She seeks to raise awareness, build community, and challenge stigma around communication disorders. Zoe loves Bellingham for its culture of diversity and acceptance, which reflects her own mission to create more inclusive spaces. Outside of academics, she enjoys making linocut prints, caring for plants, and running a small art market business with her best friend. Her future goals include working with people who stutter and individuals on the autism spectrum.

A photo of a young man standing in front of green vegetation and ferns, wearing a dark blue jersey long-sleeved shirt. He has medium-length brown hair and large, thin-rimmed glasses and looking toward the camera, smiling slightly.

Tyler N. Thompson

he/him

Tyler is an undergraduate majoring in Psychology and minoring in Critical Disability Studies. Originally from California, he moved to Washington several years ago where he finished high school and transfered to WWU from Everett Community College. Tyler has several non-apparent disabilities, of which have provided a number of hurdles in his journey—but also a strong sense of justice that motivates his aspirations. His career goal is to become a clinical or counseling psychologist, specializing in providing care for disabled people utilizing a social/cultural model that recognizes a person’s intersectionality. Additionally, Tyler wants to play a role in the future destigmatization of disability within the field of Psychology. Outside of academics, he spends most of his time following social justice issues, the video game and content creation industry, playing games, and being bossed around by his ESA, Malin.

2024-25 Awardees

These are new scholarships supported by your generous Give Day donations! We are pleased to announce our first awardee for the CDS Scholarship!

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Remi Rogoff

he/him

I am an out of state student from Northern California majoring in Urban Planning and Sustainable Development with minors in Critical Disability Studies and Honors Interdisciplinary Studies. I love cuddling my dog when I’m visiting home, playing wheelchair basketball with the Adaptive Sports Club, and cooking. I look forward to pursuing my education in urban planning and disability studies in order to work towards a more equitable and accessible world.

These scholarships are entirely built on small donations to the ICDS General Scholarship fund!
Please contact ICDS icds@wwu.edu to learn about how you can contribute to the fund so that we can continue to offer them next year. Donations to the Scholarship Fund can be made at any time of the year!

Apply to be a 2024 ICDS Fellow

The WWU Institute for Critical Disability Studies supports faculty, staff, and community members with fellowships to develop programs and carry out projects related to disability scholarship and advocacy. This year, we are building a three-person cohort from differing professional and advocacy backgrounds for a 10-month program running from May 2024 until February 2025. Fellows meet regularly throughout the calendar year to work together on their projects and learn from each other’s skills and interests.

Fellows are awarded $3,000 total for their time in the program. Fellows also consult with one or more Project Mentors.

ICDS Fellows Program Mission

The goal of the WWU ICDS Fellows Program is to create a venue where faculty, staff, and local community members can develop collaborative programs and initiatives related to disability scholarship and advocacy. 

About the Fellows Program

What do Fellows do?

Our fellows take on a wide range of projects. Here are a few examples:

  • Developing a community-focused event or program
  • Traveling to conduct research at an archive or to gather interviews from the community
  • Building a social network among activists and artists within a community
  • Creating an art project and sharing it with the public
  • Conducting scholarly research and developing writing projects

While we would like you to have some ideas and general direction for what you’d like to do as a Fellow, you do not have to have a firm plan finalized in order to be accepted into the ICDS Fellows Program. Much of our early work in the Fellows Program can include planning and project development in consultation with Program Mentors and with the collective support of your peers in the Program.

Program Structure

The participation of Fellows in the Program is structured as follows:

  1. Each Fellow will submit an application in which they propose ideas and projects they are interested in working on for their fellowship period.
  2. Each fellow receives $3,000 total for the period from May 01 2024 until February 28, 2025, disbursed in two installments of $1500, one near the beginning of the Fellows Program, and one at the Fellowship’s conclusion. The awarded funds are typically distributed evenly across academic terms, but can be disbursed on a different schedule if requested. 
  3. Fellows will have the opportunity to engage with mentors based on the group’s interests and project goals.  Fellows will meet and check in regularly with their mentors during their project development stage.
  4. Fellows meet as a full cohort approximately once every 2 – 3 weeks throughout the calendar year, including the summer. These meetings will be hybrid, allowing both in-person and online participation.

Program Outcomes

This is a process-driven program, rather than a product-driven program. What this means is that you will be working toward a goal, but it is not vital that you finish the project within the year of the fellowship. Some projects may turn out to be too big and ambitious to finish in just one year. The Fellows Program is here to help you along the journey. 

There are three outcomes for the fellows program:

  1. In late May 2024, we will ask you to write a brief introduction of yourself and your tentative project ideas, which we will publish in our annual 2024 ICDS Annual Showcase newsletter. We will help you with any editorial support you should need. 
  2. In October 2024, we will invite you to give a 10-30 minute presentation about your work in progress as an ICDS Fellow at the annual Disability Studies and Action Collaborative UnConference happening Saturday and Sunday, October 19 and 20, 2024. 
  3. By February 2025, we will ask you to write a short follow-up report on your work as a ICDS Fellow. This report will be published in our annual 2025 ICDS Annual Showcase newsletter.

Meet the 2024 ICDS Fellows Cohort

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Chapi / Sharon Alfaro

she/her/ella

Hello, my name is Sharon Alfaro but I go by Chapi. My pronouns are she/her/ella. I have worked in the mental health industry for four years up to very recently and it is my biggest passion of all. This is why I decided to make my project mental health and illness related. I currently work as a phlebotomist at labcorp and am a full time mom to three fur babies. I am more than excited for this fellowship and hope I can wow everyone. My goal is not just to wow everyone, but also educate my community and fellow Latinx members

A smiling person with short dark beard and blue baseball cap, dressed in short-sleeved hiking clothes and a red bandana tied around the neck, holding a backpack. He is standing in front of a field with green trees in the background.

Steve Hickenbottom

he/him

I’m an educator from Seattle, Washington, working in transition skills for students with disabilities at Edmonds College. I grew up in the Ballard area of Seattle and received my bachelor’s degree in history from Western Washington University in 2008. After college I started working as a Special Education paraprofessional in the Seattle School district. Eventually I went back to school and received a Washington State Teaching Certificate in Special Education and taught in the Seattle and Shoreline School districts before moving to Edmonds College in 2023. In my role at Edmonds College I work to support students developing self advocacy and workplace readiness skills as they transition from high school to college/work. I love working with my students and seeing them discover their strengths and passions!

In my free time I enjoy spending time outdoors in the Pacific Northwest, particularly the North Cascades. I love exploring new places and meeting new people along the way. In the ICDS Fellowship I’m excited to explore ways to expand disability services to historically underserved populations through outreach and education. Access to services should not depend on an individual’s income or circumstances and I’m passionate about finding ways to expand access to local and state resources for people with disabilities.

A tall person with short brown hair and medium beard smiles at the camera, facing slightly to the side. He is wearing a forest-toned green and brown flannel shirt and is standing in front of evergreen trees.

Alexander Jones

he/him

Alexander Jones, the Accessibility Specialist at Woodland Park Zoo focuses on all aspects of accessibility as it intersects with the guest, staff, and volunteer experience.  He implemented The Guest Inclusion Program, a grant funded by the Institute for Museum and Library Services focused on creating inclusive informal programming across the zoo based on the principles of Universal Design for Learning.  Working in the field of accessibility for over 9 years he brings a diverse perspective with both lived experience identifying as an individual with disabilities, a background in ADA compliance, Web Accessibility, a human design-centered approach, and adaptive therapeutic recreation. Alexander currently serves on the Seattle Cultural Accessibility Consortium as a steering committee member. While much of his work has been in the space of accessibility he is excited to dig deeper into disability justice in the fellowship at Western Washington University. He hopes this work will help create a deeper impact amplifying more disabled voices.

Getting Involved

Fellows: How to apply to the ICDS Fellows Program

Applications open on Friday March 01, 2024, and are due by 11:59 pm on Monday, April 01, 2024.  The application form is at the bottom of this page. Finalists will be contacted for callback interviews in the first half of April.

Apply to the ICDS Fellows Program

How to become a Project Mentor for the ICDS Fellows Program

Fellows partner with ICDS Fellows Mentors, who are faculty, staff, or community member mentors with expertise or experience in disability scholarship and/or advocacy. Mentors meet with Fellows to discuss their projects and offer support. Project Mentors are compensated for each mentorship session.

If you are interested in serving as a mentor, please contact icds@wwu.edu so that the ICDS co-directors can follow-up with your questions and set up a phone call or Zoom meeting.

Contact us

To reach the ICDS Fellows Program team with questions, please address emails to both of the following email addresses: icds@wwu.edu and icds.fellows.program@wwu2.onmicrosoft.com.

Institute for Critical Disability Studies Fellows Application

Applications for the ICDS Fellows Program 2024 Cohort has closed.
Please check back next year for the 2025 cohort!

Application deadline: 11:59 pm, Monday, April 01, 2024

ICDS Fellows

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Start Over

Dr. Sami Schalk visits ICDS – Consultation Report

Report on the Institute for Critical Disability Studies Consultation with Dr. Sami Schalk, Spring Quarter 2023

Our Conversation with Dr. Sami Schalk took place over Zoom on June 1, 2023 and brought in WWU Faculty, Staff, Students, and local Community Member attendees.

Report prepared October 10, 2023 by Andrew Lucchesi, Co-Director, Institute for Critical Disability Studies

Download the full report in Word document format here

Introduction

Members of the Institute for Critical Disability Studies, primarily committee chairs and faculty who are teaching Critical Disability Studies DISA courses, met for a conversation with Dr. Sami Schalk about the institute’s values and goals. The discussion covered several key topics, including strategies for expanding the institute’s impact on the university and the community, building a more inclusive and accessible campus, and fostering collaboration and partnerships. The conversation focused on the 10 Principles of Disability Justice (Sins Invalid), such as sustainability of the work, the importance of disabled leadership, and the inclusion of a wide spectrum of voices along identity and disciplinary lines. It emerged that the ICDS succeeds according to these values in several respects, including our attention to collective curricular development and programming, as well as our attention to graduate student collaboration. Schalk identified gaps in the ways we reach out to and include non-academic participants in the institute and our need to expand our efforts to include some types of disability that often get left out, especially intellectual disability. The conversation identified several areas for growth over the next 2-5 years, including access-focused programming for faculty and community outreach projects.

Key Observations and Lessons:

  1. Dissemination of Knowledge: It is important to share knowledge and expertise beyond academic circles.
  2. Impact on Culture: The institute has the potential to influence a broader cultural shift within the university and society.
  3. Collaboration with Graduate Students: Collaborating with graduate students can be a valuable strategy for expanding the institute’s reach.
  4. Accessible Pedagogy Workshops: The institute can influence disability culture through accessible pedagogy workshops for faculty and graduate students can contribute to creating an inclusive educational environment.
  5. Sustainability and Outreach: Programs and initiatives should be designed for sustainability and openness. Schalk: “Ideally it’s not owned by anybody, right?…somebody else can be like, okay, I’m gonna be the one now to kind of go out and lead those.”

Gaps in Current Programs and Structure:

  1. Intellectual Disability Focus: Dr. Schalk indicated the need to focus on intellectual disability as an important aspect of the institute’s mission.
  2. Interdisciplinary Engagement: Dr. Schalk mentioned the importance of interdisciplinary collaboration for a more holistic approach, stating, “So when we’re talking about disability, you need to be talking about race and class and sexuality and gender and all these other things.”
  3. Diversity of Voices: There is a need to diversify the voices and include even more perspectives of individuals with disabilities and disability activists.
  4. Institutional sustainability: The institute needs to develop systems for measuring and evaluating the effectiveness of programming.

Actions for the Next Five Years:

Actions for year 1-2:

  1. Accessible Curriculum Development: Develop an accessible curriculum that incorporates disability studies into various academic disciplines and actively promote its integration into courses.
  2. Inclusive Workshop Series: Launch an accessible pedagogy workshop series open to all faculty, graduate students, and staff, focusing on creating inclusive classrooms.
  3. Dissemination Platform: Establish a platform for publishing and sharing research, knowledge, and accessible resources related to disability studies beyond the academic community.

Proposed Actions for year 3-5:

  1. National Disability Justice Conference: Organize a national conference on disability justice to elevate the institute’s profile, attract scholars and activists, and broaden its reach.
  2. Outdoor Inclusivity Project: Launch a long-term initiative to make outdoor spaces, recreational activities, and events accessible for people with disabilities, fostering inclusivity.
  3. Accessible Campus Initiative: Continue the initiative to make the entire campus more accessible, involving students, faculty, and staff in the ongoing process.
  4. Community Engagement Grants: Create grant opportunities for students and faculty to engage with local disability organizations and work on collaborative projects benefiting the broader community.
  5. Annual Disability Arts Showcase: Establish an annual event highlighting the creative talents of disabled artists, fostering community engagement and appreciation.