The second of this year’s Lilley Fellows shared her research and findings with her Upper School peers and teachers on Monday, Nov. 11, during a presentation in the Class of 1944 Chapel.
Lucia Forte '26 spent months exploring how to create space onstage for children with Down syndrome.
Her interest in the topic stemmed from her childhood, when she befriended a new student named Michael in her 2nd grade class at St. Katharine of Siena School. Though Lucia said that she knew Michael, who has Down syndrome, was "not exactly like every other kid," she did not fully understand the challenges those with Down syndrome face every day until she was older.
"It wasn't until I started learning more about Mike’s world—seeing firsthand what he was capable of as well as the barriers he encountered, like not being included on his basketball team or not finding a high school that would accept him and provide him with the proper support—that I began to truly understand what Down syndrome was, and how Mike was just as capable of success and achievement as every other one of my classmates," she said.
"What I have come to realize is that it was never having Down syndrome that limited Mike as much as people limited him because he has Down syndrome," Lucia continued.
With Michael—who went on to attend Archbishop John Carroll High School and leads a successful and fulfilling life—as her inspiration, Lucia said that when she learned about the Lilley Fellowship program last year, she knew that she wanted to "find a way to use my own strengths to lift up this community that has so long been ostracized and placed in boxes."
For her, the way to do this was to include her passion for theater in the project. "After a bit of research, I discovered that there is a whole community of people with Down syndrome who struggle to find a place in theater and music," Lucia said. From there, her project took off.
The beginning stages of her research involved educating herself on the knowledge of professionals in the field, as well as the stories of people with Down syndrome. After reading Disability in Theatre: A Practical Manual for Inclusion in the Arts by Stephanie Barton-Farcas, which detailed practical modifications for hiring actors with disabilities, as well as success stories from the author's theater company, Lucia interviewed Ms. Barton-Farcas on several occasions to gain invaluable insights.
Through Ms. Barton-Farcas and other New York City casting directors, agents, and performers who specialized in getting actors with disabilities cast, Lucia was excited to learn that there was such an extensive professional community dedicated to accessible theater. "The people I spoke with were remarkable people with remarkable stories and helped provide guidance and support throughout my research process," Lucia said.
Still, none of the theater professionals she spoke with specialized in working with performers with Down syndrome, further solidifying the need for her to pursue her work. It was then that she met Mia, a freshman at Archbishop Carroll High School who is already an accomplished performer and singer. "Mia has performed with Grammy-winner Mark Tremonti, trained with renowned vocal coach Cheryl Porter, and sung the Star-Spangled Banner at Central Park’s Naumburg Bandshell for the National Down Syndrome Society Buddy Walk," Lucia said.
After having an opportunity to learn about her experience in theater, Lucia gained a greater understanding of the nuanced aspects of her project and discovered a whole world of talented performers with Down syndrome. Inspired by these connections, Lucia began working with Mia's high school to help develop inclusive practices in their theater program. "Carroll is currently working on Cinderella the Musical, which Mia is performing in, and we have been able to collaborate on their production," Lucia said.
Through her research, Lucia compiled A Guide to Educating Young Performers with Down Syndrome. "This resource is a culmination of my research designed to support theater educators in creating more inclusive and accessible experiences for students with Down syndrome," she explained. "Drawing from interviews, observations, and hands-on experiences, the manuscript covers practical strategies and insights to help educators foster a supportive environment where young performers of all abilities can thrive. It also outlines different aspects necessary for working with performers with Down syndrome, such as making modifications in exercises, coaching students on monologues, and finding a process for casting that ensures that performances reflect stories authentically."
She also plans to use her manuscript to collaborate with Villanova University's theater department as part of her ongoing work in this field.
"My project is not ending with this speech, nor will it end with my collaborations with Archbishop John Carroll, Villanova University, or the National Down Syndrome Society, because what I’ve learned is that people with Down syndrome face daily struggles—often silent and unseen by the world around them," Lucia said. "Michael, Mia, and the professionals and advocates I have had the pleasure of working with have taught me that biases are not always known... but it is still our responsibility to change them. If my work can help eliminate some of these unconscious judgments, or encourage people to presume competence when interacting with individuals with Down syndrome—even in small ways—then I will consider it a success."
Following her presentation, Lucia was joined by Mia as the two performed a duet of "I See the Light" from the Disney animated film Tangled.
Mr. Dan Clay, Hon. was Lucia's fellowship advisor.
The two remaining Lilley Fellows will present their capstone projects in December and January, respectively.
Established in 2018 by Mr. and Mrs. William Lilley III ’55, the Lilley Fellowship Fund awards research fellowships to students who exemplify academic curiosity, intellectual rigor, and scholarly passion. The Fellowship program is overseen by Director of Libraries Lorie Harding, and is modeled after Yale University's Scholars of the House program that ran from 1945-1995.