Spring '25 Annual Summit Disability Justice: Resist and Reclaim

Instructor

Neijma Celestine-Donnor, JD, LCSW-C Related Seminars and Products

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Neijma Celestine-Donnor, JD, MSW, LCSW-C is an Associate Dean at the University of Maryland Baltimore, School of Social Work. In her role, Neijma guides and supports the school's strategic initiatives and serves as a key collaborator with the Dean of the School. As a member of the Dean’s leadership team, Neijma has a strategic position responsible for promoting and enabling an inclusive environment for faculty, students, and staff while championing organizational change. She is a proud graduate of University of Maryland’s School of Social Work and University of Baltimore School of Law.

Agenda

Learning Objectives

LEARNING OBJECTIVES

Event Learning Objectives 

By the end of this event, participants will be able to:  

• Identify and analyze at least three common misconceptions about disability and mental health, and explain their origins and impact on individuals, communities, and social systems. 

• Critically assess societal and institutional perceptions of "disability" and identify strategies to challenge these assumptions and promote inclusion for individuals with chronic illnesses and invisible disabilities. 

• Define the core principles of universal design and identify at least three actionable strategies to integrate universal design into policies, programs, and environments to enhance accessibility and inclusion. 

• Describe key advocacy strategies to promote disability justice, challenge ableism, and advance systemic changes in social work and higher education practices to center disabled voices and expand accessibility beyond compliance. 

Misinformation, Disability, and Mental Health 

Learning Objectives:  

1. Examine common misconceptions and misinformation about disability and mental health, exploring their origins and the impact they have on individuals, communities, and social systems. 

2. Explore how misinformation contributes to stigma, policy failures, and inadequate support structures in higher education and social work, reinforcing barriers to accessibility and equity. 

3. Learn practical ways to challenge misinformation, promote accurate representation, and advocate for systemic changes in education, policy, and professional practice. 

Am I Disabled Enough? Unpacking Chronic Illness and Disability 

Learning Objectives:  

1. Analyze societal and institutional assumptions about what it means to be “disabled enough” and how these perceptions exclude individuals with chronic illnesses and invisible disabilities. 

2. Discuss how chronic conditions and invisible disabilities challenge traditional frameworks of disability, shaping access to accommodations, healthcare, and social support. 

3. Identify ways to challenge exclusionary narratives, expand disability inclusion, and build stronger solidarity within disability justice movements and professional spaces. 

Understanding Universal Design 

Learning Objectives:  

1. Learn the core concepts of universal design and how they create environments that are accessible, equitable, and inclusive for all individuals, regardless of ability or background. 

2. Explore how universal design principles can break down barriers in education, social work, and public spaces, fostering greater participation and equity. 

3. Identify actionable strategies and best practices for integrating universal design into policies, programs, and everyday environments to promote long-term accessibility and inclusion. 

Panelists Bios

Spring 2025 Annual Summit Panelist Bios 

Panel 1: Misinformation, Disability, and Mental Health 

Ariya Hayes-Lawson, LMSW Clinical Social Worker SSW Alum '24 

Ariya Hayes-Lawson is an alum of the School of Social Work and currently works in an outpatient mental health clinic providing psychotherapy services to children, adolescents, and young adults. Their work is informed by evidence-based treatment for individuals experiencing mental health conditions and often co-occurring neurodevelopmental and intellectual disability diagnoses. In their clinical practice, Ariya uses an intentionally anti-oppressive and trauma-responsive framework to support individuals and their families in achieving their goals for well-being. 

Gail Baetz - MLIS Research and Education Librarian Health Sciences and Human Services Library University of Maryland, Baltimore 

Gail is a Research and Education Librarian at the University of Maryland, Baltimore, working with the School of Social Work. In that role, she teaches information literacy skills and conducts research with faculty, staff and students in the SSW. She is also a member of the SSW's Accessibility Advisory Group, and chair of the library's Accessibility Committee. She strives to make academia a welcoming place for faculty, staff and students with disabilities through scholarship, service and pedagogy. 

Merrick McKelvie, MA, LCSW-C - Psychotherapist Maryland Center for Gender and Intimacy 

Merrick (they/he) holds a BA in Anthropology from Kutztown University of Pennsylvania, an MA in Women’s and Gender Studies from the University of South Florida, and an MSW from the University of Maryland, Baltimore School of Social Work. They have extensive experience in providing therapeutic support for neurodivergent individuals as well as transgender, queer, and gender non-conforming adolescents and adults. Merrick's research and practice is rooted in an anti-racist, critical social work perspective that centers on collective relationship-building. Rather than upholding hierarchies, he aims to collectively build bridges towards a more just world through co-facilitating radical growth, self-love, and self-knowledge with clients, students, colleagues, and comrades. Merrick currently works as an adjunct professor and a psychotherapist in a group practice. 

Katie Rouse - Executive Director On Our Own of Maryland, Inc. 

Katie Rouse (she/her) serves as Executive Director at On Our Own of Maryland, a statewide peer-operated behavioral health advocacy and education organization which promotes equality, justice, autonomy, and choice about life decisions for individuals with mental health and substance use needs. With over a decade of experience in nonprofit management, her previous roles in the behavioral health sector include launching the peer-and-family-led Consumer Quality Team at the Mental Health Association of Maryland, and as Operations Director of Main Street Housing, a peer-run affordable housing development organization. She identifies as a person with lived experience in behavioral health and recovery, and participates in a variety of committees, councils, and coalitions in Maryland's behavioral health community. 

Tamara Hicks – Clinical Assistant Professor School of Social Work University of Maryland Baltimore 

Tamara K. Hicks, PhD, MSW, BA Clinical Assistant Professor, University of Maryland Baltimore Dr. Tamara K. Hicks is a Clinical Assistant Professor specializing in macro social work practice and community-based participatory research. With over 20 years of pre- and post-MSW experience, her work bridges direct practice with vulnerable populations and the exploration of systemic issues affecting marginalized communities. Dr. Hicks holds a BA in Psychology from Spelman College, an MSW from The University of North Carolina at Chapel Hill, and a PhD in Social Work from the same institution. Her teaching philosophy integrates critical thinking and cultural competency, encouraging students to analyze how power, privilege, and oppression shape both the lives of clients and the role of social workers as change agents. Dr. Hicks’s research interests focus on the social determinants of health, chronic caregiver stress, health disparities, gentrification, and forced displacement. Her scholarship includes exploratory studies on homelessness, social mobility, and the impact of gentrification in Charlotte, NC. In addition to her professional expertise, Dr. Hicks is a dedicated advocate in the autism community. As the mother of Skylar, a 15-year-old who is nonverbal and autistic, she brings a deeply personal understanding of navigating complex social service systems. This lived experience profoundly informs her teaching and advocacy, allowing her to challenge students to consider the intersections of ability, power, and access to resources. She encourages students to explore how they can “lend power” to clients during vulnerable times and emphasizes the importance of recognizing multiple identities—both their own and those of the clients they serve. Dr. Hicks’s published work includes contributions to Social Science & Medicine and Aggression and Violent Behavior, where she has explored racial disparities in healthcare and the effectiveness of domestic violence services. And most recently in 2022, a joint work published in the Journal of Social Work Education, that centered around academic mothering during the Covid pandemic. She has held academic positions at Johnson C. Smith University, North Carolina State University, and North Carolina Central University, where she fostered student engagement in critical discussions and applied research to address structural inequalities. Through her work, Dr. Hicks continues to amplify the voices of marginalized communities while inspiring future social workers to approach their practice with empathy, critical inquiry, and a commitment to social justice. 

Panel 2: Am I Disabled Enough? Unpacking Chronic Illness and Disability 

Michelle Mohr Medeiros - Administrator Business Operations/Director of Research PATIENTS Program University of Maryland School of Pharmacy 

Ms. Michelle Medeiros is the Business Operations Administrator and Director of Research at the PATIENTS Program. As a Principal Investigator, Ms. Medeiros focuses on designing and implementing patient-centered research to bridge the gap between researchers and community members to ultimately deliver results that are important to the community. Through this work, she collaborates with a wide scope of stakeholders to include patients, researchers, clinicians and more. Previously, Ms. Medeiros was the health program director at both the University of Maryland Greenebaum Comprehensive Cancer Center and the Center for Vaccine Development and Global Health, where she managed multi-million-dollar federal contracts and served as a regulatory liaison. 

Chanel F. Whittaker - PharmD, BCGP, FASCP Professor Department of Practice, Sciences, and Health Outcomes Research (P-SHOR) University of Maryland School of Pharmacy Assistant Dean for Equity, Diversity & Inclusion Office of Equity, Diversity, and Inclusive Excellence   

Dr. Whittaker is a Professor of Practice in the Sciences and Health Outcomes Research and serves as Assistant Dean at the University of Maryland School of Pharmacy (UMSOP). A board-certified geriatric pharmacist, Fellow of the American Society of Consultant Pharmacists, and Tideswell Scholar with the American Geriatrics Society, Dr. Whittaker has over 20 years of experience in the care of older adults, particularly those with multimorbidity and chronic kidney disease. She has also served as Director of the Geriatrics Pharmacy Residency Program at the Peter Lamy Center on Drug Therapy and Aging for over a decade. As Director of Health Equity in Aging at the Peter Lamy Center, Dr. Whittaker leads initiatives that integrate health equity principles into clinical practice and education. Her work is rooted in a deep commitment to addressing the unique healthcare challenges of older adults, especially those from marginalized communities. Dr. Whittaker’s fellowship in Ethnogeriatrics at the Stanford Geriatric Education Center shaped her research focus on medication literacy and the intersection of aging and culture. At UMSOP, Dr. Whittaker’s leadership has been transformative. As the school’s inaugural Academic Diversity Officer, she led the development of its first inclusive excellence strategic plan and integrated core values of equity and justice into faculty promotion, tenure guidelines, and the Doctor of Pharmacy curriculum. Dr. Whittaker’s dedication to advancing health equity and improving healthcare access for older adults extends to national platforms. Her leadership and vision continue to inspire colleagues and students at UMSOP and beyond, demonstrating that health equity in aging is a lifelong commitment to creating a more just and effective healthcare system for all older adults. 

Andy Lagos - The Institute for Innovation & Implementation Administrative Assistant II University of Maryland School of Social Work  

Andy is a proud non-binary lesbian. They studied film, with a focus on minority cinema and representation. Through study of film, they mixed their passion for social justice with their natural creativity. They were the Accessibility & Disability Program Director for the Multicultural Student Center at The University of Central Florida where they developed educational and social programming for the disabled student community. After that, Andy studied Film Production at The Maryland Institute College of Art (MICA). While at MICA, Andy help found, and later lead, The Queer, Trans and Non-binary club, a transgender-focused social club. Social justice advocacy has been a driving force in Andy’s life and art; their graduate thesis utilized the horror film genre to recontextualize the tropes of mental illness in film. While they used to anticipate their future involved chasing film gigs, they have fallen in love with Baltimore and are looking to put down roots. She is currently residing in Charles Village with their wonderful partner! Their “kids” are Helena and Faraday, two very lovingly annoying American shorthairs. Come talk to them about all media, especially film and anime/manga, and share pictures of your pets! 

Dr. Melissa E. Buckley - Associate Professor and Chair of the Department of Social Work 

Dr. Melissa E. Buckley is an Associate Professor and Chair of the Department of Social Work at Coppin State University. A Womanyst theorist and practitioner, licensed master social worker, and macro practitioner, she is dedicated to justice, equity, and liberation through education, research, and advocacy. Her work focuses on Black justice, dignity, and empowerment, emphasizing Black women’s experiences, intersectionality, and systemic change. Born in Canada to Jamaican parents and living in the U.S. for over 25 years, Dr. Buckley brings a transnational perspective shaped by the diverse lived experiences within the African diaspora. Her research explores fatherhood, race and gender intersectionality, and the impact of resource access on well-being, centering Black liberatory frameworks in social work education and practice. A chronic illness warrior and health and wellness advocate, she promotes self-care, boundary-setting, and sustainable leadership while challenging ableism and stigma within and beyond the academy. She is a charter member of the first Canadian chapter of Delta Sigma Theta Sorority, Inc., and remains committed to service, mentorship, and community engagement. Outside of her work, she enjoys international travel, cultural exploration, and riding her Harley-Davidson, embracing freedom and balance in life. With a career dedicated to scholarship, advocacy, and transformative education, Dr. Buckley empowers the next generation of social workers and leaders to challenge inequities and create lasting change. 

Panel 3: Understanding Universal Design 

Chris Fogarty – University of Maryland School of Social Work Student 

Chris Fogarty is an advanced year MSW Student at the University of Maryland, Baltimore attending classes at the Shady Grove campus. Chris openly discloses that he was diagnosed with Multiple Sclerosis in late 2011 into early 2012, and through an existential journey found his calling in clinical social work. Chris has a deep passion for the empowerment of people in general, and a close connection to those who live with disabilities. Chris is part of the Accessibility Advocacy Group at the UMB, and advocates for the use of universal design principles in social work education, and workspaces. 

Dr. Samantha Fuld - Clinical Assistant Professor University of Maryland School of Social Work  

Dr. Samantha Fuld (she/her/hers) is a Clinical Assistant Professor at the University of Maryland School of Social Work (SSW). Her professional focus has been the incorporation of critical-social models of understanding ableism in social work education and practice, promoting a trauma-informed neurodiversity-affirming lens to assessment and clinical service provision. Dr. Fuld teaches in both the foundation and advanced curricula. 

David Godoy Brito - Special Olympics Health Messenger Athlete 

David is a Special Olympics Maryland Health Messenger Athlete from Montgomery County. He competes in swimming, dancing, bowling, cycling, cheerleading, sailing, and snowshoeing. He has been participating in Special Olympics Maryland sports since 2000. 

Dr. Alexis Guethler, PhD, CPACC (She, Hers) - Instructional Designer IDEA Team School of Social Work University of Maryland Baltimore 

Alexis Guethler, PhD, is an experienced online educator, researcher, and instructional designer at the University of Maryland School of Social Work. She earned her doctorate in Instructional Technology from Towson University, with a primary focus on online course design and promoting student self-regulation. With academic roots in biology and K-12 education, Alexis has held various roles, including curriculum writing for informal educational programs, community college instruction, and faculty development. In her role at the School of Social Work, Alexis supports faculty in creating accessible and inclusive content for courses and by serving on the Accessibility Advisory Group. Alexis recently completed a professional certification through the International Association of Accessibility Professionals (IAAP) to enhance her skills in accessibility, universal design, and policies impacting services for people with disabilities 

Bibliography & References

BIBLIOGRAPHY & REFERENCES

• Blackwell, A. G. (2017). The Curb-Cut Effect (SSIR). Stanford Social Innovation Review. https://ssir.org/articles/entry/the_curb_cut_effect  

• K.F. Bean, & Krcek, T. E. (2012). The Integration of Disability Content into Social Work Education: An Examination of Infused and Dedicated Models. Advances in Social Work, 13(3), 633–647. https://doi. org/10.18060/2131  

• CAST. (2018). Universal Design for Learning Guidelines version 2.2. https://udlguidelines.cast.org/ ​  

• Goulden, A., Kattari, S. K., Slayter, E. M., & Norris, S. E. (2023). “Disability Is an Art. It’s an Ingenious Way to Live.”: Integrating Disability Justice Principles and Critical Feminisms in Social Work to Promote Inclusion and Anti-Ableism in Professional Praxis. Affilia: Feminist Inquiry in Social Work, 38(4), 732–741. https://doi.org/10.1177/08861099231188733 ​  

• Jarman, M., Thompson-Ebanks, V., Singh, R., Boggs, C., Clement, K., & Peter, S. (2023). Disability Studies, Inclusive Pedagogy, and Universal Design for Learning: A Faculty Pilot Experience. Disability Studies Quarterly, 42(3–4), Article 3–4. https://doi.org/10.18061/dsq.v42i3-4.7981  

• Presnell, Jade; Keesler, John M.; Curd, Jessica; and Carroll, Danny (2024) "Promoting Justice for People with Intellectual and Developmental Disabilities: Strategies for Advancing Anti-Oppressive Social Work Education and Practice," The Journal of Sociology & Social Welfare: Vol. 51: Iss. 1, Article 8. 
  DOI: https://doi.org/10.15453/0191-5096.4729  

• Hornsby, Jacy and Todic, Jelena (2024) "Call to Action: Disability Justice as a Framework to End Punishment of and Advance Liberatory Education for Disabled Students," The Journal of Sociology & Social Welfare: Vol. 51: Iss. 1, Article 14. 
  DOI: https://doi.org/10.15453/0191-5096.4734 

• Carmel, J. M., Chapman, S., & Wright, P. (2025). Disability Justice: The Challenges of Inclusion in Everyday Life. International Journal of Disability, Development and Education, 1–14. https://doi.org/10.1080/1034912X.2025.2456288 

• Wong, A. (2020). Disability Visibility. Crown Books for Young Readers. 

• Sherwood, K. L., & Kattari, S. K. (2023). Reducing ableism in social work education through universal design for learning and policy. Journal of Social Work Education, 59(1), 119–132. https://doi.org/10.1080/10437797.2021.1997686 

• Trevisan, F. (2018). Disability rights advocacy online: Voice, empowerment and global connectivity. CRC Press. 

• Hudson, H. (2021, September 8). Moving from disability rights to disability justice. World Institute on Disability. https://wid.org/moving-from-disability-rights-to-disability-justice/ 

Course Completion & CE Information

Category I Maryland BSWE Requirement

The Office of Continuing Professional Education at the University of Maryland School of Social Work is authorized by the Board of Social Work Examiners in Maryland to sponsor social work continuing education programs. This workshop qualifies for 4.5  Category I Continuing Education Units in Anti-Oppressive Social Work Practices. The Office of Continuing Professional Education is also authorized by the Maryland Board of Psychologists and the Maryland Board of Professional Counselors to sponsor Category A continuing professional education. 

Please allow five (5) business days post-training for attendance to be verified, then you will be able to access the evaluation and certificate. 

Please refer to the tab "Live Interactive Webinar Policies & FAQs" for UMSSW Office of CPE policies regarding all live interactive webinar related matters. Contact our office at cpe@ssw.umaryland.edu for more information.  

Evaluation

Participants will have access to the evaluation after attendance has been verified. Evaluations will be available for one (1) week after the workshop has ended.  

After one (1) week, participants will no longer have access to the evaluation and will have to contact CPE about reactivation.

Target Audience

Social Workers, LCPCs, and Psychologists

We welcome anyone interested in the topic!

Late Fees and Refunds

The base price is $40, and CEs are an additional $45.  

Refunds and Transfers will not be granted for this event.

For more information, please read the general policies on our website.  

In-Person Policies

Please read our in-person policies here. 

Each participant MUST sign in and out of the workshop. If you do not sign out, your CE’s will be adjusted (this only applies to workshops approved by MBSWE). CPE staff will assume you left during the last break.  

Evaluations and certificates will be available by noon the next business day in your CPE account.

Click the ORANGE certificate button for the workshop you attended to access the evaluation. Then you will have an option to download, print, or email your certificate.  

Please Note: As long as you have access to your CPE account, you will be able to access all of your workshop certificates offered by CPE.

Code of Conduct

The Office of Continuing Professional Education at the University of Maryland School of Social Work adheres to the NASW Code of Ethics. This policy is to ensure that the training environment for social work professionals remains respectful, productive, and conducive to learning. Disruptive behavior that interferes with the learning process, disrupts the training experience for others, or undermines the integrity of the program will not be tolerated.

Expectations for Participant Engagement:

In alignment with the NASW Code of Ethics and the University of Maryland Baltimore Code of Conduct, participants are expected to demonstrate professionalism, which includes respecting confidentiality, maintaining a collaborative and respectful tone, and contributing positively to the group dynamic. Disclosures made during the training (e.g., case studies or personal reflections) must be handled with care and in accordance with ethical and legal guidelines.

All participants in the training program are expected to:

• Engage actively in the learning process and show respect for the opinions and contributions of others.
• Demonstrate professionalism in both attitude and behavior, maintaining respect for instructors, peers, and the training environment.
• Maintain open communication by expressing concerns or disagreements constructively and respectfully.
• Follow the guidelines and expectations provided by instructors and facilitators.
• Support a collaborative learning environment where all participants feel valued and safe to contribute.

Instructors and CPE staff reserve the right to dismiss participants who do not adhere to ethical/professional principles and standards. If removed, CEs will be adjusted to reflect the time attended, unless otherwise specified. 

ADA Accommodations

If you are requesting ADA accommodations, please contact our office via email at least two weeks prior to the workshop date. Requests after that date may not be fulfilled.  

Our email address is cpe@ssw.umaryland.edu.  

Location

525 W Redwood St., Baltimore, Maryland 21201, United States
(410) 706-7790
www.ssw.umaryland.edu