Four people smiling and laughing with their arms around each other. Trees are in the background.

HDI Photo Library Available Now!

Stock photography lacks disability representation. The photos are often staged and use models without disabilities resulting in misrepresentation and unnatural scenes.  Staff from the University of Kentucky Human Development Institute (HDI) wanted to address this problem with the Photo Library Fund for Excellence Project. Their goal was to create accurate and diverse stock photos highlighting disability representation. 

Haley Potter, Program Assistant, applied for internal funding for this innovative project to address the needs of people with disabilities. She and her colleagues, Kari Batts, Adam Potter, and Eric Seale worked with approximately 50 self-advocates, family members, and friends who served as models for five photoshoots across four months. All models were paid to participate in a one-hour photoshoot, which resulted in over 1,000 photographs highlighting disability representation. 

These photos are available to view, download, share, and use to create and enhance visual and digital products, social media posts, and project websites. 

View the HDI photo library at www.flickr.com/people/198826134@N02/. Click photostream to view all photos.

Learn more about the Human Development Institute.

Contact beth.potter@uky.edu with any questions.

staff photo of Dr. Kathy Sheppard-Jones

Dr. Sheppard-Jones selected for UK Diversity, Equity and Inclusion Leadership Team

Dr. Kathy Sheppard-Jones, Executive Director of the UK Human Development Institute and adjunct assistant professor of the College of Education, has been selected as a member of the University of Kentucky Diversity, Equity and Inclusion Leadership Team.  This team supports the execution of a comprehensive, enterprise-wide Diversity, Equity and Inclusion Implementation Plan that was recently announced by the University.

The entirety of research and scholarly activity of the Human Development Institute centers around inclusion and disability, within our mission and priority areas. Much of this work focuses on social justice issues such as enhanced employment opportunities for persons with disabilities, equitable access to child care, education, assistive technology and health disparities in under-represented populations.

You can follow the progress of the UK Diversity, Equity and Inclusion Leadership Team at www.uky.edu/president/diversity-equity-and-inclusion.

 

 

 

Inclusion Award plaque on desk

HDI Receives 2018 University of Kentucky Inclusive Excellence Award in the Department/Unit category!

HDI was recently selected as a recipient of the 2018 University of Kentucky Inclusive Excellence Award in the Department/Unit category in appreciation for the institute’s dedication and passion to advances in diversity and inclusion, which aligns with the University’s Strategic Plan.

HDI’s commitment to advancing diversity and inclusion through campus and community leadership and engagement was recognized at the University of Kentucky Faculty Awards ceremony, Thursday, April 19. All HDI staff were invited to attend the ceremony, and HDI’s Executive Director, Kathy Sheppard-Jones, accepted this significant award on behalf of the institute. Continue reading

Photo of girl with Down syndrome and friend eating ice-cream.

Research Brief Winter 2018

A Qualitative Study of the Impact of Peer Networks and Peer Support Arrangements in Project Pilot Schools

by Patti Logsdon, Mark Samudre, & Harold Kleinert

Photo by Andy and Justin Meredith

Research tells us that making friends can be especially hard for students with significant disabilities. Peer support arrangements and peer networks are evidence-based interventions that involve identifying and equipping a group of peers to provide ongoing support to individual students with significant disabilities in or outside of the classroom. Within inclusive, general education classrooms, peer support arrangements train students (typically 2-3 students) to provide academic and social supports to a student with significant disabilities during ongoing classroom activities.

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