Susan M. Daniels Disability Mentoring Hall of Fame

Susan M. Daniels Disability Mentoring Hall of Fame

Honoring individuals and organizations who expand opportunity for people with disabilities through mentorship.

Named for disability rights leader and mentor Susan M. Daniels, the Hall of Fame honors those advancing her legacy. Launched in 2015 with 25 inductees for the ADA’s 25th anniversary, a total of 257 inductees (225 individuals and 32 organizations) have been inducted to date.

Celebrate disability-inclusive mentoring: nominate a mentor, explore inductee stories, and join the movement.

Susan M. Daniels

The Hall of Fame’s namesake, Susan M. Daniels, devoted her life to improving the lives of others with disabilities. As a person with a disability who achieved enormous professional and personal success, she had significant impact as a senior policy maker, as an inspirational speaker and teacher, and as a devoted mentor to hundreds of individuals.

Register for the 2026 Hall of Fame ceremony, taking place virtually on Tuesday, July 21, 2026.

What Our Hall of Fame Inductees are Saying

2026 Hall of Fame Inductees

Individuals

Maricela Becerra, PhD

(She/her)

University of San Diego

“Femtorship is about creating support and building real relationships. My students are navigating an ocean of uncertainty, and my goal is to be someone they feel has their back because safety is energetic, not bureaucratic.”

Rachel Cuesta, M.S., CRC

(She/her)

San Diego State University

“Mentoring is about helping people find their voice, embrace their identity, and recognize the power they already have. Every time someone finds community, builds confidence, or realizes they belong, that impact extends far beyond one person. I believe disability is diversity, and my goal is to help create a future where disabled people are valued as leaders, experts, and changemakers. Through mentorship, we can challenge outdated assumptions, dismantle systems that exclude, and create communities where disability is considered from the start, not as an afterthought. If I’ve done my job well, the next generation will not just navigate those systems. They’ll transform them.”

Casey Doherty

(She/her)

Disability Policy Expert

“Mentorship means everything to me. The disability community has such a powerful culture of mentorship, and the relationships I have built as both a mentor and mentee have sustained me through some of the most challenging periods of my life. Mentorship is how we share knowledge, build confidence, and remind one another that we belong. In my own mentoring experiences, I strive to create a culture of access intimacy, flexibility, patience, and community care. I believe disabled people are already experts, leaders, and changemakers. Mentorship can help people recognize their strengths, hone their skills, and reach their goals, because they know they have a soft place to land and a community supporting them.”

Kim Gibson, DSW, LMSW

(She/her)

disABILITY LINK—Executive director

“Mentoring, to me, means inspiring others to learn more, do more, and believe more in what they are capable of becoming. It is about encouragement, growth, and helping people recognize their own potential so they can own their own lives in whatever path they choose.”

Rebecca Gonzalez

(She/they)

Artist, Advocate, and Community Worker

“To me, mentoring is about walking alongside someone as they build confidence and move toward their goals. It is not about having all the answers, but about listening, sharing knowledge, offering encouragement, and creating opportunities for growth. In my experiences as a mentor, I learn just as much as I teach. As someone with lived experience of recovery and disability, I see mentoring as a way to help others feel seen, valued, and empowered. I strive to create supportive, accessible spaces where people can explore their creativity and recognize their own strengths. For me, mentoring is about building meaningful relationships that create community, community that lasts a lifetime.”

AJ Hokland

(They/them)

Autism Mentorship Program, Autism Society of Minnesota

“Mentoring is a way for me to pass along my hard earned life experience and hard learned practical skills so that others can have a smoother path than I did.”

Dr. Davi Kallman

(She/her)

Disability Advocate, Scholar, and Higher Education Leader

“Mentoring means helping people discover their own power. It is about opening doors, building confidence, and reminding people with disabilities that they belong, their voices matter, and their experiences are valuable. My greatest success as a mentor is seeing those I have supported become leaders and mentors themselves.”

Emily Ladau

(She/her)

Author of Demystifying Disability: What to Know, What to Say, and How to be an Ally

“Mentoring is a two-way street of engaging across lived experiences to share stories and lessons that can spark personal growth and meaningful change.”

Alexis N. Petri

(She/her)

University of Missouri-Kansas City

“Mentoring means helping another person hear the authority of their own voice. It is not about shaping someone in our image, but about standing beside them as they recognize their strengths, claim their place, and imagine a future that belongs fully to them.”

Rachel Stewart, Ed.D.

(She/her)

Disability Justice Champion, WorkAbility III Coordinator, and Disability Cultural Center Coordinator at Sacramento City College

“Mentoring is an act of interdependence. I would not be where I am today without the disabled elders, colleagues, friends, and mentors who shared practical wisdom, opened doors, taught me disability pride, and stood beside me through life’s challenges. Mentorship is how we pass that knowledge forward. I believe in “lifting as we climb”—creating opportunities for others while continuing to learn ourselves. Some of my greatest lessons have come from my mentees. At its best, mentoring is not about one person leading another; it is about building community, belonging, and a future where disabled people recognize their value, power, and connection to one another.”

Kiriko Takahashi, Ph.D.

(She/her)

Center on Disability Studies, University of Hawaiʻi at Mānoa

“Effective mentoring is a two-way process. While mentees benefit from guidance and support, mentors also gain valuable insights and perspectives. Embracing this reciprocity is fundamental to a meaningful and successful mentoring journey.”

Mary Willard

(She/her)

National Association of Councils on Developmental Disabilities (NACDD)

“No one is an island in the stream. I have had opportunities and successes in my life because of wonderful people who shared their wisdom, connections, and opportunities with me. I feel like it is my duty to turn around and do the same for others to honor the time and generosity of my mentors. I have also learned that success is not a limited commodity. I feel like there are many people who rise by pushing others down to secure their spot on the top of the pyramid. I would rather bring people along with me, working as a team, learning from and helping one another to build a stronger structure from top to bottom- a force to be reckoned with.”

Organizations

CrimsonRise Spellers

Communication is a human right.

“At CrimsonRise we created a place where we can be true to who we really are. We decide on our future. We are building it together with allies. We are true to our authentic autistic selves. Peers, allies, and communities learn from us. We show them what it is to live a neurodivergent life on our terms. We dare them to dream of something bigger and better for their lives.”

Disability History and Culture Collective

(DHACC)

“Mentoring means working alongside younger members of the community, sharing knowledge and experience, while allowing for space for their contributions, their leadership abilities, and passions to emerge. Mentoring is a process that is equal and allows new ideas and leadership to emerge over time. Through shared experience, a mentor will become a role model and continue to guide the mentee as they grow into their new career, aligned with their individual goals.”

The Gregory S. Fehribach Center

Eskenazi Health

By partnering with students, their families and employers, the Gregory S. Fehribach Center at Eskenazi Health in Indianapolis promotes and equalizes the opportunity for independence, employment and civic engagement of college graduates with physical disabilities.

Massachusetts Advocates for Children (MAC)

2025

Edmund Essel Asiedu
Autistic Voiceover Artists (AVA)
Scott Bellman
Kathryn Carroll
Dr. Gabrielle Ficchi
Scott Hammerstrom
Johileny Merán
Abby Ritter
Katie Shelley
Patricia Welch Saleeby

2024

Pearl Burgin
Ryan Chalmers
IMPACTability
Christine Liao
Melissa Lomax
Sophie Poost

2022

Pau Abustan
Sara M. Acevedo Espinal
Michael Agyin
Steve Allen
Azza A. Altiraifi
Aurora Youth Options
Bender Leadership Academy
Jennifer “Jenny” Border
Dan Campbell
Capital Clubhouse Inc.
Candace Coleman
Jen Deerinwater
Mary Fashik
Cindy Fritz
Great Life Mentoring
Aimi Hamraie
Saili S. Kulkarni
Michael Morris
Karen Nakamura
The NAN Project
Shain A. M. Neumeier
No Barriers USA
Oluwatobi Maeyen Odugunwa
Libbie Rifkin
Nechama F. Sammet Moring
Tristan Scremin
Silver Lining Mentoring
Kelly Timmons
Jess L. Wilcox Cowing
Nancy M. Yang

2021

Rayna Aylward
Trisha Brockway
Curran Brown
California Transition Alliance
Marie Dagenais-Lewis
Disability EmpowHer Network
Will Fried
Nandita Gupta
I’m Determined
Lisa Johnson
Gayatri Kini
Kelan L. Koning
Elaine Kubik
Nic Novicki
RAMPD
Dr. Tilak Ratnanather
Emily Reed
Dr. Toni Saia
Darryl Sanchez
Self Advocates Becoming Empowered (SABE)
BJ Stasio
Kevin R. Webb
Eli A. Wolff
Stephanie Woodward, Esq.

2020

Day Al-Mohamed
Dr. Kojo Amissah
Dr. Josie Badger
Christopher Barbie
Max Barrows
Fanisee Bias
Horace Brown
Kenna Chic
Dr. Alex Cohen
Consortia of Administrators of Native American Rehabilitation
Meenakshi Das
Nefertali Deeb
Sharon daVanport
Command Sergeant Major (RET) Gretchen G. Evans
Luticha Andre Doucette
Darya Farivar
Allilsa Fernandez
Raul A. Gallegos
Finn Gardiner
Danielle Garth
Dustin Gibson
Timotheus “T.J.” Gordon, Jr.
Ray Grand
Keri Gray
Keisha Greaves
A. Randall Haas
Conchita Hernandez Legorreta
Sandy Ho
Christopher D. Johnson
Najma Johnson
Keith P. Jones
Shayda Kafai
Mimi Khuc
Andraéa N LaVant
AJ Link
Lisa A. Matrundola, Ed.D.
Duane G. Mayes
Nicolas Meyering
Aisha Brandford Murdaugh
National Federation of the Blind of Texas
Akemi Nishida
The Partnership for Inclusive Disaster Strategies
Noor Pervez
Dr. LaMondre Pough
Liz Pritchard
Scott Michael Robertson
Victoria M. Rodríguez-Roldán
Marcie Roth
Tiffany Smith-Anoa’i
Bonnielin Swenor, PhD
Vilissa Thompson, LMSW
Jim E. Warne, M.S.
Karen Willis
Women Embracing Abilities Now (W.E.A.N.)
Alice Wong
Danny Woodburn

2019

4 Wheel City
Joshua Basile
Lydia X.Z. Brown
Darren Burton
Catherine Campisi
Mark Crenshaw
Allegra Heath-Stout
Pascuala Herrera
Br. Christopher Stephen Jenks
Elizabeth Jennings
Margaux Joffe
Alisa Key
Barbara Kornblau
Ken Kunken
Paul Lewis
Aimee Mangold
Susan Mazrui
Hayden Mears
Donté Mickens
Leroy Moore Jr.
Maria Palacios
Katherine Perez
Dylan Rafaty
Maggie Roffee
John-Ross Rizzo
Debra Ruh
Suzanne Stolz
Joe Strechay
Josie Thomas
Daman Wandke
Erik Weihenmayer
Paul Wieland
Maysoon Zayid

2018

Scott Badesch
Julia Bascom
Rhonda Basha
Boulder Valley School District’s Eye to Eye Program
Sarah Buikema
Kari Cooke
Steve Famiglietti
Anne Greeley Fossler
Eve Hill
Xian Horn
Daniel Martinez
Deborah McCarthy
Mentoring Circle – Alec Frazier, Tari Hartman Squire, & Jd Michaels
National Organization of Nurses with Disabilities (NOND)
National Telecommuting Institute, Inc. (NTI) Mentoring
NextBillion.org
PEAC
Robert E. Pipia
Christopher Rosa
Maegan Shanks
Liz Weintraub
Tiffany Yu

2017

Stacy Abrams
Subhashish Acharya
Barbara Butz
Ollie Cantos
Center for the Blind & Visually Impaired
Allison Chisenhall
Disabilities, Opportunities, Internetworking, & Technology (DO-IT)
Ryan Easterly
Donna Fox
Wendy Harbour
Human Engineering Research Laboratories
David Johns
Leah Katz-Hernandez
Talila Lewis
Dana Marlowe
Bob McDonald
Colet Mitchell
Shelia Newman
Margaret Price
Curtis Richards
Project SEARCH
Marie Strahan
Maria Town
Nicole Turon-Diaz
Robin Jenks Vanderlip
Rooted in Rights
Dior Vargas
Taryn Williams

2016

Alethea Alphonsah
Jeanne Argoff
Kathleen Brockway
Mary Brougher
Nancy J. Bazanchuk
Daniel Davis
Eye to Eye
Claudia Gordon
Renee Kirby
Mathew McCollough
Donna Meltzer
Christina Mills
Next Steps Ambassadore Program
Partners for Youth with Disabilities
Project LENS
Kathy Petkauskos
Alicia Reagan
Regina Snowden
Bob Vetere
Jeff Weinstein
Anita Wright

2015

Carl Augusto
Kirk Bauer
Joyce Bender
Marca Bristo
Jason Bryn
Kelly Buckland
Tony Coelho
Rebecca Cokley
Dan Ellerman
Lex Frieden
Judith Heumann
Andrew Imparato
I. King Jordan
John Kemp
Kathy Martinez
Tatyana McFadden
Oswald Mondejar
Alan Muir
Ari Ne’eman
Jason Olsen
Treva Roanhorse
Harilyn Rousso
Katherine Seelman
Jennifer Sheehy
Susan Sygall

Join us for our
Disability Mentoring Hall of Fame ceremony!

July 21, 2026 from 6pm - 7:30pm EST, on Zoom

Register Here

Maricela Becerra, PhD

(She/her)

University of San Diego

“Femtorship is about creating support and building real relationships. My students are navigating an ocean of uncertainty, and my goal is to be someone they feel has their back because safety is energetic, not bureaucratic.”

Maricela Becerra is a disabled Mexican Learning Disability Specialist in the California Community College system who writes and practices from within the communities she serves. She brings nearly twenty years of practitioner experience serving communities with long traditions of collective resistance, survival, and moving forward together. She is particularly dedicated to first-generation students at the nexus of disability, gender, language, and culture. A first-generation college graduate and doctoral scholar, she began her own educational journey in the California Community College system before earning her PhD in Education for Social Justice from the University of San Diego's School of Leadership and Education Sciences. Her dissertation, Reclamando Corazón y Voz: Latinas Speak Their Truth Through Plática as Resistance in California Community College Learning Disabilities Assessments, was defended in April 2026 and was nominated for the 2026 Joi Spencer Champion Dissertation Award.

Her scholarly and practitioner work centers two original theoretical frameworks: Chicana Feminista DisCrit (CFDC) and Educadora Curandera Praxis (ECP). CFDC names and analyzes the institutional harm Latina students encounter inside disability assessment processes. ECP offers the medicina (medicine), a praxis rooted in curandera (community healer) traditions, Chicana feminist epistemology, and the embodied knowledge carried by women from culturally rich neighborhoods. Together, these frameworks center the lived experiences of Latina students with disabilities or living with adverse experiences, whose voices have too often been silenced inside systems designed without them in mind.

Born and raised in San Ysidro on the San Diego/Baja California borderlands, Dra. Maricela brings her deep cultural formation and lineage to her femtoring. She is a founding University of San Diego chapter member of Mujeres Activas en Letras y Cambio Social (MALCS) and has documented her four-year doctoral journey on Instagram as @PHDLATINA, building a community of Latinas navigating higher education and doctoral study across the country.

As a femtor, Dra. Maricela lives the "1-to-Many" model that defines this year's Hall of Fame theme. She understands that when students are seen, heard, supported, and named in their strengths and brilliance, the effects radiate outward to the next generation after them. Her femtoring is not transactional. It is deeply relational, reciprocal, and rooted in the belief that re-learning and restoration are inseparable. A fierce advocate for her students, she centers their access needs and ensures that accommodations are not an afterthought but seen as students exercising their civil rights. She has femtored Latina doctoral students, Learning Disability Specialists, and community college students with disabilities, holding a soft space for their hearts and voices with the same care and intention she asks institutions to offer.

Her current work is dedicated to California community college Latina students with disabilities and those shaped by adverse experiences who are still finding their voice and path in higher education. She carries the medicina and guidance of her late grandmother Teresa, a community curandera, alongside the scholarship she has earned. For Dra. Maricela, femtorship is not a program. It is a life-affirming practice of responsibility and radical community care.

Rachel Cuesta, M.S., CRC

(She/her)

San Diego State University

“Mentoring is about helping people find their voice, embrace their identity, and recognize the power they already have. Every time someone finds community, builds confidence, or realizes they belong, that impact extends far beyond one person. I believe disability is diversity, and my goal is to help create a future where disabled people are valued as leaders, experts, and changemakers. Through mentorship, we can challenge outdated assumptions, dismantle systems that exclude, and create communities where disability is considered from the start, not as an afterthought. If I've done my job well, the next generation will not just navigate those systems. They'll transform them.”

Rachel Cuesta is a rehabilitation counselor, educator, author, mentor, and disability advocate whose work is grounded in a simple belief: disability is diversity. As a disabled professional, she has dedicated her career to creating spaces where disability is recognized not as a limitation, but as a valuable part of identity, culture, and society.

For nearly a decade at San Diego State University, Rachel has worked to increase disability visibility, access, and understanding across campus. As a Lecturer for Disability and Society, she has taught and mentored close to 10,000 students, introducing them to disability culture, disability history, disability justice, and the lived experiences of disabled people. Because the course reaches students from a wide range of disciplines, Rachel has the unique opportunity to influence future educators, counselors, healthcare professionals, business leaders, and community members. Through her teaching, she challenges stereotypes, encourages critical thinking, and helps students recognize disability as an important part of human diversity.

Rachel's commitment to mentoring extends beyond the classroom. Throughout her career, she has mentored students, faculty, and emerging professionals, helping others build confidence, navigate challenges, and develop a stronger sense of belonging. Drawing on her experience as a rehabilitation counselor, educator, and disabled professional, she approaches mentorship through a strengths-based lens that emphasizes self-determination, authenticity, and opportunity. She believes that connection to disability community can be transformative, helping individuals move from isolation to belonging and from self-doubt to self-advocacy.

As a Universal Design for Learning Ambassador, Rachel has partnered with faculty to promote more accessible and inclusive educational practices. She has contributed to initiatives that expand disability visibility and engagement across campus, coordinated large-scale events, and supported efforts focused on disability justice and disability abuse reduction. She is also a member of the Neurodivergence at SDSU Faculty Working Group, helping advance conversations and initiatives that support neurodivergent students, faculty, and staff.

In addition to her teaching and advocacy, Rachel is an author who has contributed to book chapters and educational publications, including the digital textbook Disability and Society. Through writing, teaching, mentorship, and community engagement, she continues to amplify disability perspectives and advance meaningful conversations about equity, access, and belonging.

Rachel believes that representation matters, community matters, and that understanding disability benefits everyone. Whether she is teaching a classroom of hundreds, mentoring a student, collaborating with faculty, or contributing to disability justice initiatives, she seeks to create spaces where people feel seen, valued, and empowered. Through her work, she continues to advocate for a future where disabled people are not merely accommodated, but welcomed, represented, and celebrated.

Casey Doherty

(She/her)

Disability Policy Expert

“Mentorship means everything to me. The disability community has such a powerful culture of mentorship, and the relationships I have built as both a mentor and mentee have sustained me through some of the most challenging periods of my life. Mentorship is how we share knowledge, build confidence, and remind one another that we belong. In my own mentoring experiences, I strive to create a culture of access intimacy, flexibility, patience, and community care. I believe disabled people are already experts, leaders, and changemakers. Mentorship can help people recognize their strengths, hone their skills, and reach their goals, because they know they have a soft place to land and a community supporting them.”

Casey Doherty (she/her) is a disabled scholar, organizer, and disability policy expert. She is the policy analyst for the Disability Justice Initiative at the Center for American Progress (CAP). Prior to joining CAP, Casey served as a paralegal specialist at the Federal Trade Commission and as the fellowship alumni liaison at Partners for Youth with Disabilities, where she facilitated a national fellowship program for young people with disabilities. She also serves as the Policy Director for Including Disability.

Casey is the founder of the Disability Policy Foundry, a nontraditional policy hub that works to develop, publish, and advance disability policy grounded in lived experience. Casey created the hashtag #ScholarCrip as a central framework, community, and conversation about disabled knowledge production. #ScholarCrip helps amplify disabled scholarship and encourages people to cite scholars with disabilities.

She holds bachelor’s degrees in government and American studies from Georgetown University and a master’s degree in disability studies from the City University of New York’s School of Professional Studies. She is a doctoral student studying special education and disability studies at the University of Nevada, Reno.

Casey has received recognition for her work in disability research, policy, and advocacy and was awarded the 2023-24 Heumann Armstrong Award, the international 2024 Inclusive Futures Research Writing Competition Judges’ Choice Award, and the 2026 Frances Perkins Next Generation Award.

Kim Gibson, DSW, LMSW

(She/her)

disABILITY LINK—Executive director

“Mentoring, to me, means inspiring others to learn more, do more, and believe more in what they are capable of becoming. It is about encouragement, growth, and helping people recognize their own potential so they can own their own lives in whatever path they choose.”

Dr. Kim Gibson is a dedicated disability rights leader, mentor, and champion of the Independent Living (IL) philosophy, with more than three decades of experience advancing inclusion, leadership development, and systems change.

Raised in Idaho, Kim began her career in disability advocacy in 1988. Her leadership journey has taken her through Wyoming, Pennsylvania, Texas, and Georgia, where she has worked to strengthen disability-led organizations and expand opportunities for people with disabilities to live self-directed lives. Since 2013, she has served as Executive Director of disABILITY LINK in Georgia, where she continues to elevate consumer control, diversity, and cross-community collaboration.

Mentorship has always been at the heart of Kim’s work. She believes leadership is cultivated through encouragement, accountability, and shared lived experience. As President of APRIL (Association of Programs for Rural Independent Living), she supports peer-to-peer mentorship among Centers for Independent Living nationwide, helping rural and emerging leaders grow their confidence and capacity. Through her involvement with the National Council on Independent Living (NCIL), the Southeastern Center Directors Association, and the Statewide Independent Living Council of Georgia, Kim has consistently invested in developing new advocates and strengthening the IL movement.

Her commitment to mentorship also extends into higher education. Kim has served as a field instructor for students pursuing degrees in social work and related disciplines, guiding future professionals in disability rights, ethics, and community-based leadership. She holds both a Doctorate and Master’s degree in Social Work and was honored with the Neta Kolasa Scholarship in recognition of her dedication to social justice and academic excellence.

Kim is most proud of her role as a mother to her son, Dustin, and is grateful to share a close relationship with his wife, Bilphena (Pushee). Family is central to her life and leadership, grounding her work in compassion, resilience, and perspective. Included in her close family is her service animal, Chipper, that supports both independence and companionship.

Recognized nationally for her contributions, Kim received the 2014 NCIL Women’s Caucus Hall of Fame Award and the 2023 Disability Inclusion Leadership Award from the National Diversity Council.

Through mentorship, advocacy, and unwavering belief in the power of people with disabilities to lead, Dr. Gibson continues to shape a stronger, more inclusive future for the Independent Living movement.

Rebecca Gonzalez

(She/they)

Artist, Advocate, and Community Worker

“To me, mentoring is about walking alongside someone as they build confidence and move toward their goals. It is not about having all the answers, but about listening, sharing knowledge, offering encouragement, and creating opportunities for growth. In my experiences as a mentor, I learn just as much as I teach. As someone with lived experience of recovery and disability, I see mentoring as a way to help others feel seen, valued, and empowered. I strive to create supportive, accessible spaces where people can explore their creativity and recognize their own strengths. For me, mentoring is about building meaningful relationships that create community, community that lasts a lifetime.”

Rebecca Gonzalez (she/they) is a self-taught artist and advocate who believes in healing through art. Born in Richmond, Virginia and now based in Columbus, Ohio, Rebecca’s journey through addiction and schizophrenia recovery deeply influences their mixed-media practice, which explores nostalgia, the universal experiences of grief and trauma, and the formation of interpersonal connections through community. In addition to their artistic work, Rebecca is dedicated to creating inclusive spaces that support and encourage artists with disabilities, using art as a tool for recovery, self-advocacy, and community healing while demonstrating how advocating for others can strengthen and transform communities.

AJ Hokland

(They/them)

Autism Mentorship Program, Autism Society of Minnesota

“Mentoring is a way for me to pass along my hard earned life experience and hard learned practical skills so that others can have a smoother path than I did.”

I have lived most of my life in Minneapolis, and spent my young adult years in western Washington State. I earned associates degrees in Arts and Sciences and Early Childhood Education, and bachelors degrees in Developmental Psychology and Special Education. I taught high school for 3 years and have spent many years volunteering or working in schools and childcare settings. I'm a late identified autistic person who raised 3 autistic children to adulthood while navigating systems that often did not adequately support our family’s needs. A good friend says that I have woven a safety net out of loose threads. On that note, I started a custom sewing business when my children were babies and prioritize kindness and acceptance while working with people of all sizes, shapes and genders to make existing or new clothing fit their sensory needs, medical adaptations, and/or personal aesthetic.

Aside from paid work, I have actively volunteered in many ways. Our family has hosted refugees from Bosnia, exchange students from Europe and Asia, a friend escaping domestic violence from out of state, and others. I have advocated for people in need by providing emotional and material support, including attending court hearings with refugees and people facing eviction. I tutored a refugee student from Liberia her first year here. I also volunteer my time for arts organizations like The Minnesota Fringe festival, and support local music.

It was my interest in local music that led me to meet the founder of the Autism Mentorship Program through a mutual friend/local rock star. That was the beginning of my 10 year journey with AMP, at first attending planning meetings, and gradually finding the courage to speak up about meeting autistic peoples needs specifically as we developed the program. I grew into the role as facilitator after the program went online due to Covid. I added monthly Mentoring the Mentors to our training as a way to support our mentors and build autistic community. I look forward to the time I get to spend with other autistic people. It is so much easier for me and I feel much more accepted than I do in general society.

Life’s adventures have taken me to Germany, Norway, Sweden, Poland, Latvia, Estonia, Russia and China, as well as many parts of the US and Canada. I especially like to travel to places where friends live so that I can learn more about the local culture through immersion.

All of these experiences combined have helped me to grow as a chronically ill/disabled person and survivor of abuse. I learned to seek out resources for myself and pass along how to access those resources to friends and acquaintances who need them. I also learned my own limits, in order to safeguard what well-being I do have.

Dr. Davi Kallman

(She/her)

Disability Advocate, Scholar, and Higher Education Leader

“Mentoring means helping people discover their own power. It is about opening doors, building confidence, and reminding people with disabilities that they belong, their voices matter, and their experiences are valuable. My greatest success as a mentor is seeing those I have supported become leaders and mentors themselves.”

Dr. Davi Kallman is a nationally recognized disability advocate, higher education leader, educator, and speaker dedicated to advancing access, equity, and opportunity for people with disabilities. Throughout her career, she has worked to create more inclusive educational environments while mentoring students, emerging professionals, and disability leaders as they pursue their personal, academic, and professional goals.

Davi has spent more than 15 years working at the intersection of disability services, student success, compliance, and organizational change. She has held leadership roles at community colleges and universities across the country and has been instrumental in developing innovative programs, securing grant funding, and improving access for students with disabilities.

A passionate mentor, Davi is committed to helping others recognize their strengths, navigate barriers, and embrace disability as a valuable part of their identity. As a disabled woman herself, she understands the transformative impact that mentorship, representation, and community can have on an individual’s sense of belonging and success. Her mentoring philosophy centers on empowering others to lead authentically, advocate effectively, and create meaningful change within their communities and professions.

Davi has served in numerous leadership positions within disability-focused organizations, including as Chair of the Disability Issues Caucus of the National Communication Association and Chair of the Washington State Independent Living Council. She has also served on multiple national, state, and local boards dedicated to disability rights, leadership development, and inclusive education.

In addition to her administrative and advocacy work, Davi is an accomplished scholar, educator, and speaker whose work focuses on disability identity, accessibility, leadership, communication, and systems change. Through her professional work, advocacy, teaching, and mentoring, she remains committed to creating pathways for the next generation of disabled leaders.

While she is proud of her professional accomplishments, Davi considers her most important roles in life to be those of daughter, wife, friend, and devoted cat and dog mom. She believes that the strongest communities are built through relationships, compassion, and a commitment to helping others feel seen, valued, and empowered. That belief continues to guide both her mentoring and her life’s work.

Emily Ladau

(She/her)

Author of Demystifying Disability: What to Know, What to Say, and How to be an Ally

“Mentoring is a two-way street of engaging across lived experiences to share stories and lessons that can spark personal growth and meaningful change.”

Emily Ladau is a passionate disability rights activist, writer, and communications and cultural access consultant. She is the author of Demystifying Disability: What to Know, What to Say, and How to be an Ally, published by Ten Speed Press, an imprint of Penguin Random House.

Emily’s career began at the age of 10, when she appeared on multiple episodes of Sesame Street to educate children about her life with a physical disability. Born and raised on Long Island, New York, Emily graduated with a B.A. in English from Adelphi University in 2013.

Central to all of Emily’s work is harnessing the power of storytelling to engage people in learning about disability. She has served as the Editor of multiple disability-focused publications, including Able News at The Viscardi Center, The Century Foundation’s Voices of Disability Economic Justice project, and the Rooted in Rights Blog.

As an ardent lover of the arts, Emily is committed to creating a more accessible cultural landscape. She has provided cultural access consulting and editorial support for entities including the Brooklyn Academy of Music, the Ronald O. Perelman Performing Arts Center, the Friends of the High Line, and The Architectural League of New York. She also works with Change for Balance and Easterseals Southern California on efforts to reimagine entertainment industry standards for disability inclusion.

Emily’s writing has been published in outlets including The New York Times, CNN, Vice, and HuffPost and she has served as a source for outlets including MSNBC, PBS NewsHour, NPR, and The Washington Post. She has spoken before numerous audiences about disability, from Microsoft to Comcast/NBCUniversal, and from the U.S. Department of Education to the United Nations. And, she co-hosts The Accessible Stall Podcast, a show that dives into disability issues.

In 2017, Emily was named as one of Adelphi’s 10 Under 10 Young Alumni. In 2018, she was awarded the Paul G. Hearne Emerging Leader Award from the American Association of People with Disabilities. In 2022, the Jewish Federations of North America and the Religious Action Center of Reform Judaism honored her with their Disability Advocate of the Year Award, the New York City Mayor’s Office for People with Disabilities honored her with the Frieda Zames Advocacy Award, and The Viscardi Center honored her with the prestigious Henry Viscardi Achievement Award, which recognizes international leaders with disabilities. And in 2023, she was selected to receive the Progressive Women’s Voices IMPACT Award from the Women’s Media Center.

Emily is driven by her belief that by sharing our stories and making the disability experience accessible to the world, we will reach a world that is accessible to the disability community.

Alexis N. Petri

(She/her)

University of Missouri-Kansas City

“Mentoring means helping another person hear the authority of their own voice. It is not about shaping someone in our image, but about standing beside them as they recognize their strengths, claim their place, and imagine a future that belongs fully to them.”

Alexis has spent much of her career helping students and professionals with disabilities find opportunities, build confidence, and succeed in higher education. She serves as Director of the Diane Filion Center for Advancing Faculty Excellence at the University of Missouri–Kansas City.

As a leader in the NSF INCLUDES TAPDINTO-STEM Alliance, a national program that supports students with disabilities in science, technology, engineering, and mathematics, Alexis has served on the Backbone Team and as a Midwest Hub leader, helping connect students, mentors, colleges, and community partners across the country. She believes that good mentoring begins with listening and helps students recognize their strengths, speak up for what they need, and see themselves as scholars, professionals, and leaders. Her approach places the voices and goals of people with disabilities at the center of the mentoring relationship. Through TAPDINTO-STEM, Alexis has supported mentoring programs, student leadership activities, professional development, and partnerships among colleges and universities. She has also helped create spaces where students with disabilities can build relationships with peers and mentors, explore education and career pathways, and develop a stronger sense of belonging in STEM.

Alexis has also worked on programs that support veterans, first-generation college students, and other people who may face barriers in higher education. She has served as a principal investigator, project director, evaluator, or team member on more than 30 externally funded projects.

She was the principal investigator of an NSF ADVANCE Catalyst project focused on fairness and opportunity for faculty members. She has also led work in program evaluation, faculty development, accessible teaching, and online learning. Across these roles, she helps educators understand that access and inclusion are shared responsibilities.

Alexis believes disability is not a weakness that needs to be fixed. She believes schools, workplaces, and other organizations must remove barriers so that people with disabilities can participate fully and lead. Her mentoring work is grounded in respect, partnership, and the belief that every person should have the chance to shape their own education, career, and future.

Rachel Stewart, Ed.D.

(She/her)

Disability Justice Champion, WorkAbility III Coordinator, and Disability Cultural Center Coordinator at Sacramento City College

“Mentoring is an act of interdependence. I would not be where I am today without the disabled elders, colleagues, friends, and mentors who shared practical wisdom, opened doors, taught me disability pride, and stood beside me through life's challenges. Mentorship is how we pass that knowledge forward. I believe in “lifting as we climb”—creating opportunities for others while continuing to learn ourselves. Some of my greatest lessons have come from my mentees. At its best, mentoring is not about one person leading another; it is about building community, belonging, and a future where disabled people recognize their value, power, and connection to one another.”

Rachel Stewart, Ed.D. (she/her) is coordinator of the Sacramento City College Disability Cultural Center and the Los Rios Community College District WorkAbility III program. A loud and proud disabled queer woman and a recently identified neurodivergent, Rachel actively promotes disability justice and disability culture within higher education. Over the last 20 years, she has conducted policy work and coordinated programs aimed at increasing employment and disability pride for disabled students. She has held a multitude of roles in both policy work and direct service, including coordinator of the College to Career (C2C) Program at the College of Alameda, staff manager at the Department of Rehabilitation working on the California Committee on Employment of People with Disabilities and the California Youth Leadership Forum, program manager of California’s Medicaid Infrastructure Grant, and policy analyst at the US Department of Labor’s Office of Disability Employment Policy.

Rachel received a Doctorate in Educational Leadership from California State University Sacramento; her dissertation was focused on disabled student activism to create disability cultural centers on college campuses. She also received an M.S. in Rehabilitation Counseling from San Diego State University and a B.A. in Psychology from UC Berkeley.

In her free time, Rachel enjoys knitting, embroidery, watercoloring, gardening, drinking mocktails and hanging out with her five(!!!) cats.

Kiriko Takahashi, Ph.D.

(She/her)

Center on Disability Studies, University of Hawaiʻi at Mānoa

“Effective mentoring is a two-way process. While mentees benefit from guidance and support, mentors also gain valuable insights and perspectives. Embracing this reciprocity is fundamental to a meaningful and successful mentoring journey.”

Kiriko Takahashi, Ph.D. is an Associate Specialist at the Center on Disability Studies at the University of Hawaiʻi at Mānoa. She directs several federally funded research and capacity-building initiatives, including the Pacific Basin University Center for Excellence in Developmental Disabilities. Her work focuses on advancing inclusive and culturally responsive STEM education, strengthening pathways to STEM careers for students with disabilities, and promoting equitable access to education, employment, and community participation.

Throughout her career, Dr. Takahashi has mentored numerous students, particularly students with disabilities in higher education, supporting their academic success, leadership development, self-advocacy, and transition to meaningful employment. She is committed to fostering mentoring relationships that empower students to build supportive peer networks and develop the skills and confidence needed to achieve their goals.

Dr. Takahashi also brings extensive experience in international collaboration, including joint appointments in Japan, which enriches her cross-cultural approach to research, mentoring, and community engagement. Through the integration of research, policy, and practice, she works to advance sustainable, evidence-informed strategies that promote accessibility, inclusion, and opportunity for all.

Mary Willard

(She/her)

National Association of Councils on Developmental Disabilities (NACDD)

“No one is an island in the stream. I have had opportunities and successes in my life because of wonderful people who shared their wisdom, connections, and opportunities with me. I feel like it is my duty to turn around and do the same for others to honor the time and generosity of my mentors. I have also learned that success is not a limited commodity. I feel like there are many people who rise by pushing others down to secure their spot on the top of the pyramid. I would rather bring people along with me, working as a team, learning from and helping one another to build a stronger structure from top to bottom- a force to be reckoned with.”

I am currently the Operations Director for the National Association of Councils on Developmental Disabilities where I get to mentor interns with disabilities to learn more about the disability community and grassroots advocacy. Previously, I worked for the Association of Programs for Rural Independent Living as the Director of Training and Technical Assistance. Throughout my time with APRIL, I co-developed a program mentoring young people with disabilities to learn their rights and build a national network of peers. Often in rural areas young people with disabilities don’t know others with their shared experience, and through the national network they were able to find leaders who had navigated similar paths that they could call upon whenever they needed to brainstorm solutions to barriers, find comfort in not feeling alone, and gain confidence to advocate for their needs and wants. I also ran a mentoring program for Centers for Independent Living and Statewide Independent Living Councils; organizations ran by people with disabilities for people with disabilities. Through this program, new leaders were able to learn from experienced directors to learn the ropes of running their organization and also share the experience of being a leader with a disability. Before coming to APRIL, I was the Peer Coordinator at Summit Independent Living in Missoula, MT, ensuring that people with disabilities throughout western MT had opportunities to both give back to their community and gain the support of the disability community. I worked with peers to connect them to people transitioning from rehab hospitals after accidents, from nursing homes back to the community, wanting to participate in accessible recreation, to lead their IEP, and more. Through this program, I also travelled Western MT talking about disability history and culture and working towards building pride around disability. While at Summit, I helped build youth programs that connected young people with their disability identity and develop a network of peers. I was able to take these youth programs on a road show with my colleague and we helped build programs for youth with disabilities across the country in 13 different states. Some of my favorite mentoring work came from volunteering with the Youth Leadership Forum in Montana and in North Carolina. Throughout my time volunteering with these organizations, I met many amazing young leaders with disabilities, many of whom I still keep tabs on today. We talked about, life, goals, and the good, bad and ugly around disability. It is so amazing seeing where some of these folks are now. I also have had the privilege to mentor with the Disability Empowerher Network (DEN) through their EmpowerHer Expressions program (and since this is an organization I truly believe in, I am on their board of directors as well!) In this program, I was matched with women with disabilities looking to grow their public speaking and public persona skills. This was some of my favorite mentoring work combining my love of improv and public speaking with my love of mentoring. Informally, I have always strongly believed in mentoring. I wouldn't be where I am today without all of my mentors and the many many disability advocates who invited me to sit at their table and soak in their knowledge. I try to mentor anyone and everyone when I can. I feel like I am not often the smartest person in the room, but I probably know someone who is. My special talent is connecting people, getting them in a room together, and watching the beauty that grows from it. In my non-professional life, I am raising two kids as a single mom in Montana and that is the most important job I have, and I am so grateful to all my mom peers helping me along the way.

CrimsonRise Spellers

Communication is a human right.

“At CrimsonRise we created a place where we can be true to who we really are. We decide on our future. We are building it together with allies. We are true to our authentic autistic selves. Peers, allies, and communities learn from us. We show them what it is to live a neurodivergent life on our terms. We dare them to dream of something bigger and better for their lives.”

The CrimsonRise spellers are a collective of pioneering nonspeaking autistic advocates, artists, mentors, and philosophers who have fundamentally redefined the disability movement. Bound by the core truth that they are nonspeakers but not nonthinkers, this Staten Island-based group has stepped bravely into the public eye to champion self-determination and communication equity. Operating strictly under the creed, “Nothing about us without us,” they have built a historic, first-of-its-kind organization cofounded and led by nonspeaking autistic individuals, dedicated to bringing a reliable form of communication to all nonspeakers. As peer mentors, the spellers practice a deeply layered form of support. Grounded in lived experience, they volunteer their time to sit in on sessions with emerging peers. They share personal strategies to navigate complex motor challenges and acute body frustration, beautifully guiding new spellers through the trauma of exclusion and transforming deep isolation into lasting confidence and belonging. Their mentorship spans the country via digital networks and small-group partnerships, offering a lifeline of connection where they openly address heavy issues like burnout, ableism, and neurodivergent mental health. The group’s advocacy is fiercely systemic, spanning human rights and educational equity. They passionately fight for inclusive learning, demanding that nonspeakers be given access to the same rigorous curricula as their neurotypical peers. Their collective voice has challenged powerful structures at every level—from local boards of education and parent groups to live, national online testimonies protesting inhumane behavioral practices This unwavering leadership has twice brought them to the floor of the New York State Assembly to receive official recognition for outstanding community service. Beyond legislative advocacy, these spellers are prolific creators and educators who bridge the neurodiversity gap through public art and literature. They are published authors, playwright consultants, and intuitive visual artists whose celebrated paintings—capturing the raw energy of emotion—have been featured in public exhibitions and reproduced on textiles to raise funds for charitable causes. Deeply committed to protecting the spellers of the future, they routinely channel their insights into writing custom lessons and training incoming practitioners year-round. By educating the public on the profound mind-body disconnect inherent in autistic bodies, they ensure that the next generation of allies learns to rethink autism as a sensory-motor difference, not an intellectual deficit. The CrimsonRise studio spellers do not simply model mentorship; they actively dismantle gatekeeping and transform what is possible for nonspeaking individuals worldwide. They stand as a powerful global beacon of autonomy, resilience, and true communication rights.

Disability History and Culture Collective

(DHACC)

“Mentoring means working alongside younger members of the community, sharing knowledge and experience, while allowing for space for their contributions, their leadership abilities, and passions to emerge. Mentoring is a process that is equal and allows new ideas and leadership to emerge over time. Through shared experience, a mentor will become a role model and continue to guide the mentee as they grow into their new career, aligned with their individual goals.”

The Disability History and Culture Collective (DHACC) is a community of people and organizations committed to identifying, preserving, and connecting disability history and culture. We work from a disability justice framework, meaning that how we do this work matters as much as what we do: who is included, whose knowledge is centered, and who has access. This framework expands on the disability rights movement.

Disability history and culture exist in archives, museums, libraries, private collections, oral histories, and community memory. Much of it is scattered, underfunded, hard to find, and at risk of being lost. DHACC exists to change that.

The Gregory S. Fehribach Center

Eskenazi Health

By partnering with students, their families and employers, the Gregory S. Fehribach Center at Eskenazi Health in Indianapolis promotes and equalizes the opportunity for independence, employment and civic engagement of college graduates with physical disabilities.

Founded in 2013, the Fehribach Center continues to carefully expand its programmatic offerings. Full time, paid internships in areas directly related to students’ career aspirations are the foundation of the Center’s work. To date, 305 college students have participated in 612 internships. These students have come from 49 colleges and have interned at 62 Indiana employers. The Center provides free, accessible housing and transportation to interns during the summer, when they enjoy an active cohort experience. All interns participate in weekly, virtual professional development webinars on topics such as self-advocacy in the workplace, mentoring, social media branding, and financial independence.

In addition, the Center collects and uses data in various ways to engage in and promote evaluation and research. The Center’s external evaluator collects pre- and post- data from interns and post-internship data from supervisors each year for internal reports that inform programming and reporting. The Center also has a national research advisory board (RAB) made up of scholars who specialize in disability + employment work. Each year, they conduct new studies about barriers and best practices using Center-funded grants.

Center staff also actively engage in educational outreach efforts throughout the year. A cornerstone example is the Campus Connections: a Community of Practice model. This program pairs Disability Resources and Career Services providers on various campuses to engage with Center staff and their peers in virtual sessions to develop and report on best-practice career programming for disabled college students. Center staff also present at state and national conferences and transition events for college-bound high school students and families.

Beginning in 2026, the Center launched two new programs designed to enrich its community of supporters and alumni and strengthen a network of civically engaged leaders committed to improving the communities they care about:

The Professional Mentorship Program pairs a mentor and mentee in a professional relationship focused on knowledge sharing within an area of interest. The Fehribach Center will facilitate introductions and provide ongoing support, but pairs may customize their meeting schedule, format, and topics to create a meaningful, mentee-driven experience. Participants are expected to meet at least six times during the program, with the hope that the relationship continues informally afterward.

The Leadership Academy is a seven-month virtual program that requires a four-hour monthly commitment across 5 learning modules covering topics such as emotional intelligence, leadership values, messaging, and leadership within the Disability Rights movement, along with 2, hour-long virtual networking events celebrating the beginning and end of each program cycle. Each month features a 1.5-hour live cohort session led by a professional or panel of professionals versed in the topic area, featuring discussions and activities rooted in practical community engagement and professional leadership development.