Advancing inclusive higher education for students with disabilities

A Q&A with Professor Martha Mock on leading inclusive postsecondary education and disability advocacy.

For more than three decades, Martha Mock has been a leader in inclusive education, dedicating her career to expanding opportunities for students with disabilities to thrive in educational settings and beyond. As a professor at the Warner School of Education and Human Development and director of the Center for Disability and Education, she has secured more than $13 million in funding to support this work—transforming lives while helping shape national policy and accreditation standards.

In addition to her faculty appointment, Mock played a key role in developing and implementing a national accreditation process for inclusive postsecondary education programs. In partnership with the National Coordinating Center (NCC) at Think College and the Center for Disability and Education, this effort led to the creation of the Inclusive Higher Education Accreditation Council (IHEAC)—the first and only national accrediting body for inclusive postsecondary programs serving students with disabilities—which she now co-leads with support from a new U.S. Department of Education grant.

Her contributions have received national recognition, including the 2024 Debra Hart Policy and Practice Award for advancing inclusive higher education opportunities

In this Warner Legends Series Q&A, Mock reflects on her journey, impact, and vision for the future of inclusive higher education.

Origins & early advocacy in special education

You’ve been working alongside individuals with disabilities and their families for over 30 years. What first drew you to this field, and how did those early experiences shape your professional journey and view on inclusion?
My interest in the lived experiences of people with disabilities began in early life. Growing up in the 1970s and 80s, I witnessed the early implementation of the Individuals with Disabilities Education Act (IDEA) of 1975. This landmark legislation mandated that students with disabilities be served in public schools, ending the era of segregated education in church basements and other special programs.

As a child, I didn’t understand the separateness I saw in schools, especially for students with significant disabilities. That curiosity—and sense of injustice—stayed with me. My undergraduate years at the University of Richmond solidified my path, and a summer working at Camp Easter Seals was transformative. There, I learned the importance of focusing on what people can do, rather than their limitations. That experience taught me the value of flexibility, compassion, and creating opportunities for everyone to participate fully in life.

Later, as a teacher in Virginia, I worked closely with families and young children with disabilities. These experiences, combined with my graduate studies—earning a master’s in early childhood special education at Virginia Commonwealth University and a doctorate in special education at the University of Wisconsin-Madison—laid the foundation for my lifelong commitment to inclusion, advocacy, and policy reform. 

When you joined Warner in 2005, what were your goals in coordinating and teaching in the teacher preparation program, and how have they evolved over time?
When I first joined Warner, I was one of the early clinical faculty hires, focused on teacher preparation in early childhood and inclusion. At the time, I saw teacher preparation as an endpoint—training teachers to enter the field. Over time, I’ve come to see it as just the beginning.

At Warner, we’ve embraced the idea that supporting teachers doesn’t stop at graduation. Through initiatives like our work in the Center for Disability and Education and partnerships with East High School, we’ve created opportunities to engage educators throughout their careers. This ongoing support is critical because teaching is a developmental profession. Teachers need resources, mentorship, and community to grow and adapt to their students' evolving needs. Supporting educators goes well beyond teacher preparation—and at Warner, we expanded our work to meet those needs through our four centers.

Leadership & the Center for Disability and Education

What inspired you to create the Center for Disability and Education, and what has the Center achieved under your leadership?
The Center was established in 2008, building on identified needs from a community report funded and supported by the Golisano Foundation. It was created to address the transition from high school to adulthood for students with disabilities. 

Our initial work focused on innovative transition experiences and partnerships among schools, colleges, and adult agencies. Over time, our focus expanded to include inclusive higher education. We became leaders in this emerging field, securing federal grants and developing programs that provide students with intellectual disabilities access to meaningful postsecondary opportunities. 

One of our most significant achievements has been leading the development of accreditation standards for inclusive higher education programs in partnership with IHEAC and Think College. This work ensures quality and accountability nationwide. It’s about more than access—it’s about meaningful inclusion and creating pathways to credentials, employment, and independence.

What are the unique challenges and opportunities in building inclusive higher education pathways for students with intellectual disabilities?
With more than 300 inclusive postsecondary programs nationwide, one of the biggest challenges is the variability in program quality and inclusivity. Some programs are fully integrated into campus life, offering students opportunities to live in residence halls, take classes alongside their peers, and earn meaningful credentials. Others are more segregated, limiting access to the full college experience.

The opportunity lies in creating a national accrediting framework that promotes accountability and continuous qualify improvement. Through our work with Think College and the IHEAC, we’ve built an accreditation process with standards that ensure programs are truly inclusive and equip students with the skills and experiences they need to succeed in college, careers, and life.

National advocacy & policy work

You’ve taken your advocacy to Washington, D.C., and served on multiple state and national advisory councils. What has this work entailed?
Advocacy is a cornerstone of our work at the Center for Disability and Education. It takes two main forms: educating public officials and securing resources for systems change. 

The educational component involves meeting with policymakers, legislators, and stakeholders at all levels—from the New York State Education Department to the U.S. Department of Education and members of Congress. We help them understand how our work expands opportunities for individuals with intellectual disabilities and their families.

We also engage with New York State legislators through coalitions such as the New York State Inclusive Higher Education Coalition, which I co-lead. This grassroots effort brings together advocates from across the state to promote inclusive education and secure the resources needed to sustain it.

Securing resources often involves close collaboration with the University of Rochester’s Government Relations team. Together, we connect our local work in Rochester to broader statewide and national initiatives.

Ultimately, this advocacy is about ensuring that individuals with intellectual disabilities have access to meaningful opportunities—in education, employment, and community life—and that their families have the support they need to navigate these pathways.

Shaping the next generation of educators

How does your work in the Center influence your teaching, and what do Warner students gain from this experience?
That’s a great question, and I have a strong example. One of the courses I teach focuses on transition for students with significant disabilities. It brings together a diverse group of students, including school counselors, mental health counselors, teacher preparation candidates, and education policy students. 

In this course, I ensure that students gain a realistic understanding of transition pathways. They learn that students with intellectual disabilities, Down syndrome, and other cognitive disabilities can go to college. They also explore programs available in New York, how to access them, and the partnerships that make these opportunities possible. 

To deepen their learning, students interview transition professionals and parents of students with disabilities, and students themselves. These conversations provide firsthand insight into the lived experiences of families navigating inclusion and transition. These kinds of community-connected experiences are essential. They help future educators and counselors become informed advocates, and I bring that perspective into every disability-related course I teach.

Reflections & future vision

What are your future goals and plans at it relates to inclusive postsecondary education and the Center for Disability and Education?
Looking ahead, the Center for Disability and Education is focused on scaling the national accreditation system for inclusive postsecondary programs. With new federal funding, the team is building the infrastructure needed for a sustainable accrediting body—developing policies, fee structures, and review processes while expanding site visits and recruiting programs nationwide. There is a strong demand from institutions eager to pursue accreditation, and the Center is working to support them through cohorts and learning communities.

A key priority is also improving transparency for students and families. By establishing clear standards and comparable data—such as program quality, graduation rates, and employment outcomes—the accreditation system will make it easier to identify truly inclusive programs and make more informed decisions in a landscape of more than 300 options nationwide. The long-term vision is to ensure that all students have access to meaningful, high-quality postsecondary experiences—whether through certificate or degree programs.

Is there anything you’d like others to know about your work or what continues to motivate you?
It’s remarkable how much has changed in just five years. For those of us in the Rochester community—and for me as a faculty member committed to our School’s social justice mission—there are daily opportunities to bring those values into our work. That’s what keeps me going. 

One of the reasons I was eager to complete my three-year term as associate dean and return to faculty work was that I missed this deeply. I found myself reflecting on what drives me—and it’s this work.

This is why I became a faculty member: to engage in policy, to sit at the table where national change happens, and to help build something that extends far beyond any one person. This work isn’t about me—it’s about access, inclusion, and what the future can and should hold for students with disabilities.

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The Warner Legends Series

This profile is part of Warner Legends, a new series highlighting Warner School faculty, staff, and alumni who are leaders and changemakers in their fields. Each feature celebrates their impact, innovation, and commitment to shaping an ever-better future for all through groundbreaking research, transformative teaching, engaged practice, and bold advocacy.