Impact Feature Issue on Siblings of People with Intellectual, Developmental, and Other Disabilities
Thank you, Vicki
Impact managing editor Vicki Gaylord will retire in June, having worked at the University of Minnesota’s Institute on Community Integration for nearly 32 years. Since 1988, Impact has featured timely research findings, program profiles, success stories, innovative strategies, and useful information on specific focus areas related to persons with intellectual, developmental, and other disabilities. Unlike so many academic publications, Impact was conceived as a practical publication, offering meaningful and accessible information to educators, community service providers, policymakers, advocates, and persons with disabilities and their families. Under Vicki’s leadership, over 1,500 articles, by more than 1,000 authors from across the U.S and abroad, were written and published in more than 70 issues of Impact. This magazine has without question moved us toward greater inclusion, self-determination, and empowerment of people with disabilities, and for this, we owe Vicki a tremendous debt of gratitude.
Volume 32, Number 2 | Spring 2020
Managing Editor: Vicki Gaylord, Janet Stewart
Issue Editors:
Katie Arnold, Executive Director, Sibling Leadership Network; Director of Community Education, Institute on Disability and Human Development, University of Illinois at Chicago
Emily Holl, Director, Sibling Support Project, Bellevue, Washington
Emily Shea Tanis, Co-Director for Policy and Advocacy, Coleman Institute for Cognitive Disabilities, University of Colorado, Boulder
Sarah Hall, Research Associate, Research and Training Center on Community Living, Institute on Community Integration, University of Minnesota
Jerry Smith, Marketing and Business Development Manager, Institute on Community Integration
Graphic Designer: Sarah Hollerich
Web Developers: Shawn Lawler, Jonathon Walz
Impact is published by the Institute on Community Integration (UCEDD), and the Research and Training Center on Community Living and Employment (RTC), College of Education and Human Development, University of Minnesota. It is supported, in part, by Grant #90DDUC0070 from the Administration on Intellectual and Developmental Disabilities, US Department of Health and Human Services (HHS), to the Institute; and Grant #90RTCP0003 from the National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR), HHS, to the RTC. Additional support for this issue was provided by Grant #T73MC12835 from the Maternal and Child Health Bureau, HHS, to the Minnesota LEND.
The views expressed are those of the authors and do not necessarily reflect the views of the Institute, Centers or University. The content does not necessarily represent the policy of the US Department of Health and Human Services, or Department of Education, and endorsement by the Federal Government should not be assumed.
For print copies contact: Institute on Community Integration, University of Minnesota, 109 Pattee Hall, 150 Pillsbury Dr. SE, Minneapolis, MN 55455 • icipub@umn.edu.
Impact is available in alternate formats upon request. The University of Minnesota is an equal opportunity employer and educator.
