Nikkia Borowski (she/her) is a doctoral student studying Inclusive Education and Disability Studies at
Syracuse University. She works as a graduate teaching assistant, teaching classes in the department of Teaching and Leadership. Nikkia also serves as co-president of the Graduate Student Council. Nikkia supports the Center on Disability and Inclusion as well as the Taishoff Center as a research assistant. A member of the American Educational Research Association, her research centers the experiences of multiply marginalized people with disability labels, particularly people who type to communicate and use multiple language varieties. Nikkia is working on several research projects with colleagues in the School of Education and across different universities.
Ethan W. Jackson (he/him) is a doctoral student studying inclusive special education. He is also working
towards a certificate in advanced studies in Disability Studies, NGO leadership, and undergraduate teaching. Ethan has a master’s degree in international and cross-cultural education from Bowling Green University. He is interested in Critical Access Studies, particularly in the Global South. Ethan is a teaching assistant with the School of Education, and has supported courses including Introduction to Inclusive Schooling, Adapting Instruction for Diverse Learners, and Principles for Teaching ENL Inclusive Classrooms.
Morgan Jacobs (she/her) is a doctoral student studying Inclusive Special Education at Syracuse
University and is in the process of completing certificates of advanced study in Women’s and Gender Studies and Disability Studies. Morgan holds a dual master’s in Social Work and Special Education from Boston University. Morgan’s background is within Inclusive Postsecondary Education (IPSE) and her current work focuses on sex education, IPSE, and the experiences of queer and trans students. She is a teaching assistant within the School of Education and most recently supported with organizing InclusiveU’s 3rd Annual “Let’s Talk About Sex.. and More!” event.
Terrance King (He/Him) is a dedicated fourth-year doctoral student in Special Education at Syracuse
University, focusing on inclusive education. He is pursuing a Certificate of Advanced Study in Educational Leadership alongside his doctoral studies. As a middle school special education teacher, he brings invaluable practical experience to his academic pursuits. Terrance’s research interests center around the experiences of Black males in special education teaching roles, exploring the intersectionality of race, poverty, and disability within educational contexts. He is passionate about implementing inclusive practices and advocating for equitable educational policies. Beyond his academic endeavors, Terrance is actively engaged in sharing his expertise. He has presented at numerous conferences, facilitated professional development sessions, and provided consultation services to schools. Through his work, Terrance strives to foster environments that support diverse learners and promote educational equity.
Teukie Martin (they/them) is a doctoral candidate in Inclusive Education. They have also completed
advanced study in Disability Studies and Women’s and Gender Studies. They support Center on Disability and Inclusion as part of the Neurodiversity at SU initiative and one of the co-creators of NeurodiversiTEA, a weekly drop-in space for neurodivergent and neurocurious students, faculty, and staff. As an interdisciplinary scholar, their work weaves together disability studies, mad studies, queer theory, abolition, and other critical disciplines.
Sara Petit-McClure is a neurodivergent PhD candidate in Inclusive Special Education and Disability
Studies and a former elementary teacher, teacher coach, and school administrator. Her research and teaching work focuses on pre-service teacher education for meeting the needs of diverse learners, combining disability with other social categories in the definition of diversity. Outside of her work, she enjoys camping and traveling with her family.
Cam Powell (he/him) is a PhD student studying Inclusive Education at Syracuse University. He holds a
master’s degree in Education with a concentration in Special Education. Prior to attending Syracuse University, Cam was a kindergarten/1st grade special educator in Massachusetts. Cam currently works as a Teaching Assistant in the School of Education. He has also supported Syracuse students as part of the Taishoff Center at the 2024 State of the Art (SOTA) conference and 2025 SOTA conference. Cam has contributed in the research area of IPSE (Inclusive Post-Secondary Education), including a presentation at the 2025 American Educational Research Association conference. His current research focuses on bridging disability and sport and inclusive early childhood education.
Rebekah Wallis (she/they) is a PhD student in Inclusive Education at Syracuse University. Rebekah is
working toward certificates in advanced study in Disability Studies and University Teaching. She holds a master’s degree in Special Education from the University of North Florida, where she has also worked as an adjunct instructor. She has over a decade of public school teaching and leadership experience. Her research interests broadly include inclusion and equity for multiply marginalized students. Some of Rebekah’s current research projects include a case study on inclusive teaching at a high school, developing a composite narrative from the experiences of pre-service teachers, and examining the impact of coaching general education teachers to support the needs of students with disabilities. Rebekah is currently a research assistant with the Center on Disability and Inclusion. She serves as a member of the School of Education (SOE) Graduate Student Council, a graduate student representative on the SOE Assembly, and a teaching mentor with the Syracuse University Graduate School.