Employee Directory

Meaghan Krazinski Assistant Professor
PAL

Meaghan Krazinski is an Assistant Professor in the Program for Advancement of Learning (PAL) and a Ph.D. candidate in Inclusive Special Education. She holds a Master's in Inclusive Special Education and Certificates of Advanced Study in both Disability Studies and Women's and Gender Studies from Syracuse University.

Meaghan brings over a decade of teaching experience in both higher education and K–12 settings. At the university level, she has taught courses including Introduction to Disability Studies, Introduction to Inclusive Schooling, Critical Issues in Dis/ability and Inclusion, and Collaborative Teaching for Inclusive Education. She has contributed to national curriculum development as a Supports Writer for Illustrative Mathematics, applying Universal Design principles to mathematics education. Prior to Curry, she led neurodiversity initiatives at Syracuse University's Center on Disability and Inclusion, designing campus-wide programming and training that improved how the university supported neurodivergent students. Before her work in higher education, she taught as a special education teacher in inclusive classrooms and in project-based early college programs, where she co-created curriculum with students, families, and community partners.

In PAL, Meaghan's pedagogy centers on developing student-led personalized learning strategies, strengthening executive functioning skills in neurodiversity-affirming ways that center student agency, and building self-knowledge and self-advocacy. She believes deeply in students' potential and works collaboratively with them to identify their strengths, navigate academic challenges, and develop tools for long-term success.

Meaghan's research asks how we can transform education by learning from neurodivergent ways of knowing. Drawing on intersectional disability studies, feminist methodologies, and innovative arts-based research, her research challenges deficit-based models and reimagines inclusive education. Her scholarship has been published widely in peer-reviewed journals such as Qualitative Inquiry, Hypatia: A Journal of Feminist Philosophy, Journal of Disability Studies in Education, and Ought: The Journal of Autistic Culture. She has co-edited a Routledge volume on gender and neurodivergent experience and regularly presents at national conferences, including the American Educational Research Association and the College Autism Summit. Her dissertation focuses on how creative, non-traditional methods can illuminate the insights neurodivergent learners offer for educational justice.