This year, 2024, marks the 50th anniversary of the Institute on Disabilities at Temple University, a milestone that signifies half a century of transformative work in advocating for the rights and self-determination of people with disabilities.  

The Institute on Disabilities, located within the College of Education and Human Development at Temple University, is one of the 67 University Centers for Excellence in Developmental Disabilities Education, Research and Service funded by the Administration for Community Living (ACL), U.S. Department of Health and Human Services. This vibrant and diverse center is recognized as a national leader in disability training and technical assistance, research and evaluation, and direct service on assistive technology, health equity, policy, and inclusive education.  

The Institute's staff and faculty team have received honors and awards from regional and national disability organizations. Shawn Aleong, a student researcher and self-advocate, received the 2023 Association of University Centers on Disability (AUCD) Anne Rudigier Award for his commitment to supporting people with intellectual and developmental disabilities.  

Since its inception, the Institute has been a leader in the shift within the disability field from an institutional model of care to one that champions the right of people with disabilities to live and participate in their communities with support. This journey highlights the evolution of societal attitudes and policies towards people with disabilities, echoing a broader goal of inclusion and equality. 

Sally Gould-Taylor, executive director of the Institute on Disabilities, says that the proliferation of Institute programs has kept pace with this shift. "The focus and breadth of our programs have expanded exponentially. We now reach more people across Pennsylvania on a wide variety of socially vital issues." 

A Legacy of Advocacy and Innovation 

The Institute on Disabilities at Temple University was established in 1974 with a mission to improve the quality of life for individuals with disabilities. Initially, the focus was on research and services within the then-prevailing institutional model. This approach often isolated individuals with disabilities from the broader community, emphasizing segregated group care rather than integration. 

As advocacy for disability rights gained momentum through the decades, so did the Institute's approach. Influenced by the broader disability rights movement, which fought for legislative changes such as the Americans with Disabilities Act (ADA) of 1990, the Institute began to embrace and advocate for a strengths-based model of disability, focusing on self-determination. This approach recognizes that people with disabilities have the right and ability to make their own choices and live, work, and participate fully in the community with the necessary support and services. 

"The Institute's roster of programs and projects is reflected in its vision of a society where all people are valued and respected, and where all people have the knowledge, opportunity and power to improve their lives and the lives of others," Gould-Taylor says.  

Gould-Taylor says the Institute's programs encompass a range of topics, from family leadership training to a new urban garden program for people with disabilities. "People should have the opportunity to live precisely how they want. This includes big decisions such as living arrangements, and small choices such as what time to get up in the morning and what to have for dinner."  

"These decisions are often taken for granted by those without disabilities," Jamie Ray-Leonetti, associate director of policy at the Institute on Disabilities, says. "All of the choices that make a good life for somebody without a disability are the same choices people with disabilities want to have." 

Leadership and Career Studies: Empowering Through Education 

One of the Institute's hallmark programs is Leadership and Career Studies (L&CS), a four-year certificate program and innovative initiative designed to provide students with intellectual and developmental disabilities the opportunity to experience college life, develop career skills, and prepare for community living. Launched in 2008 as a two-year certificate program, L&CS now includes a four-year course of study approved as a comprehensive transition program (CTP) by the U.S. Department of Education. 

The program offers a comprehensive curriculum that includes academic courses, work experiences and social activities selected by students. Students are fully included in the university community, attending classes alongside their peers with and without disabilities, participating in internships, and engaging in extracurricular activities. This inclusive environment fosters academic growth and social and emotional development. 

Katey Burke, associate director of the Institute on Disabilities and faculty advisor for L&CS, says, "We're committed to college access for students with intellectual and developmental disabilities, an option rarely available until the last several decades. A major focus of our program is the development of self-determination. Students learn how to set and go after goals, problem-solve barriers, self-evaluate progress and plan for the future. These skills and abilities are valuable to people with and without disabilities, and we are engaged in both research and practice on self-determination, with the goal of understanding the instruction, supports, and experiences most beneficial for students in the college setting." 

Seniors in L&CS receive their certificates of completion at the graduation ceremony for the College of Education and Human Development, walking across the stage in regalia alongside their peers. Graduates have gone on to secure meaningful employment and live and participate in the community. The program's success underscores the Institute's belief that with the right opportunities and supports, people with disabilities can achieve their goals, obtain competitive, integrated employment, and fully participate in their communities.  

Promoting Health Equity and Assistive Technology 

Health equity and access to assistive technology are critical components of the Institute's mission. People with disabilities often face significant barriers to accessing healthcare and the technologies that can enhance their quality of life. The Institute addresses these challenges through a variety of programs and services. 

The Institute is home to TechOWL, Pennsylvania's Assistive Technology Act program. TechOWL helps people living with disabilities explore, find, and acquire the tools and technology they need to lead a productive life in the home, community, and at work. This includes everything from speech-generating devices to mobility aids and adaptive software. By offering assessments, training, and equipment loans, the assistive technology program ensures that individuals can find the right technology solutions to meet their needs. 

Taye Hallock, assistant director of Health Equity at the Institute, shares, "TechOWL helps people with disabilities learn about and access what they need to participate fully in education, employment, and community life. During the COVID-19 pandemic, TechOWL started an initiative, 'Connect with Tech,' funded through the Pennsylvania Department of Health and the Centers for Disease Control and Prevention to reach individuals without access to technology in their homes. With most community spaces closed during large portions of the pandemic, access to the internet for telehealth services, news and public health information, and social engagement was essential. The project's initial goal was to distribute 5,000 devices (tablets) across Pennsylvania, and the team quickly saw the need and opportunity to reach more households. As of January 2024, the program has delivered 7,240 device kits and expects to reach 10,000 in the next several months. Like the Institute, TechOWL is focused on responding to the needs of the community, which means being flexible and innovative, and Connect with Tech is a great example." 

In addition to providing technology, the Institute is also a leader in advocating for health equity. This includes research and initiatives to eliminate disparities in healthcare access and outcomes for people with disabilities. Through partnerships with healthcare providers, policymakers and community organizations, the Institute works to ensure that everyone has access to the healthcare and services they need. Early in the pandemic, Burke and external partners of the Institute conducted an analysis of the impact of the COVID-19 pandemic on infection and mortality rates for people with intellectual and developmental disabilities, finding an increased probability of mortality in comparison to the general public. The Institute then began efforts to improve public health messaging and provide education for healthcare providers on the needs of people with intellectual and developmental disabilities during a public health emergency like COVID-19.