Transcript of ICI Welcome Video
(Lou Gossett): The power of knowledge can go a very long way. Look how far it has already carried us, from our most basic quest for survival to our expanding reach into the universe. Today, our thirst for knowledge continues to propel us into new and uncharted frontiers.
(narrator): In the United States, about 1.6% of the population, close to 5 million people, have developmental disabilities. This includes people with conditions like Down syndrome, cerebral palsy, autism spectrum disorders, and other conditions that occur in childhood and last throughout a person's life. People with developmental disabilities have challenges in major life activities such as language, mobility, learning, self-help, and independent living, and while the reasons for these limitations are many and differ greatly, one fact remains the same-- these individuals all hold the capacity to learn, develop, and flourish in life.
(Martha Thurlow): When I think about limitations that face students with developmental disabilities or intellectual disabilities in the classroom, I think a lot of them really are the expectations that we have for those students. So really, the limitations are not in the kids; it's in those around them who need to realize that they can do much more than perhaps they expected.
(narrator): In the past, the potential of these individuals was not always recognized by society. People with developmental disabilities were often undervalued and hidden away from society. But today, a wave of integration is changing how people with disabilities are making an impact in the world around them.
(Martha Thurlow): The future is very positive I would say. I think the transformations that have happened in the past 40 years are going to explode and we're going to see more than we ever imagined possible. We are still learning so much about what students are able to do and how we can hold them to higher expectations, how we can make sure that the education system is meeting their needs. It's really important for the educational system to be accountable for all students, and that includes students with disabilities, students who have developmental disabilities and intellectual disabilities as well. It's part of us making sure that the right things are happening for kids educationally.
(narrator): This inclusion into mainstream society is due in part to research, training, and information sharing that has been taking place as part of a larger developmental disabilities movement. Built upon the belief that all people with developmental and other disabilities should live as valued members of their local communities, a national network of programs was created in major universities across the country. Since 1963, University Centers for Excellence in Developmental Disabilities Education, Research, and Service have been working to accomplish this shared vision. The Institute on Community Integration at the University of Minnesota is one of 67 such centers.
(Robert Bruininks): I founded ICI primarily out of a belief that the University and its people had a great deal to offer to the development of services for people with disabilities in our society. This is one of the most dynamic organizations on the university campus where research, education, and the commitment to the public good come together in a truly meaningful way.
(narrator): By collaborating with service providers, policy makers, educators, researchers, advocacy groups, and people with disabilities, ICI works to enhance existing support agencies rather than provide direct services itself, with the ultimate goal of improving support services for people with disabilities.
(David R. Johnson, PhD): The mission of the institute has been pretty much since its inception, improving community and social supports for people with disabilities, and families. We do this through the life span of an individual, from early childhood through aging adults.
(narrator): ICI works across the life span designing programs that address the ever-changing needs and stages of people with disabilities.
(David R. Johnson, PhD): The institute is organized around 4 specific parts of the life cycle of individuals with disabilities. We start first with early childhood. We operate with school age young people as well, individuals in K-12 programs throughout Minnesota and nationally. The 3rd area of focus is on transition and employment services for adolescents who are preparing to leave public school. The 4th area is adult and community services, which has been a very core part of the institute's programming since its inception, even before its inception.
(narrator): Society has made great strides in it's perception and realization of the exceptional potential of people with disabilities by creating educational and employment opportunities for people with disabilities. As well as promoting policies that foster self-determination and better community-based support, the Institute on Community Integration and other programs like it only plan to continue to ride this wave of change.
(Robert Bruininks): ICI will continue to be youthful. It'll never reach middle age. It will constantly find new energy, new frontiers, new issues to confront because it has this sort of spirit of innovation, this deep and enormous commitment to really making the world a much better place for people who need some extra assistance and support.
(narrator): To find out more, please visit ici.umn.edu