Introduction to the Special Issue Honoring Ann and Rud Turnbull

Abstract

This special topic issue of Inclusion pays tribute to the manifold contributions of Ann and Rud Turnbull to the field of disability and special education. After more than 40 years as researchers, professors, and advocates, these two distinguished professors are retiring from the University of Kansas. Over the past four decades, the Turnbulls’ seminal contributions have revolutionized our understanding of families of children with disabilities. The articles in this issue, each contributing new knowledge to the field, also highlight aspects of the Turnbulls’ legacy to the field. Before looking at the ways in which the Turnbulls have influenced countless professionals and families, it is important to look first at their own greatest inspiration and the influence that most shaped their work—their son, Jay Turnbull. Jay was born on June 24, 1967. He had multiple disabilities, including intellectual disability, autism, bipolar disorder, and obsessive-compulsive behaviors. In the early years of his life, few would ever have imagined that Jay would someday be a catalyst for social change, earning a place in history. In his 2011 memoir about Jay, Rud wrote, ‘‘Such a man was hardly likely to have inspired families and professionals [and] to have been an impetus in a civil rights movement’’ (Turnbull, H. R., 2011, p. xiii). And yet he did. Jay was born at a time when deinstitutionalization was in its infancy and the legislation, Public Law 94–142, which mandated free, appropriate public education for children with disabilities, was still 8 years away. When it was time for Jay to enter the public school system, Ann and Rud learned that the school was unprepared to provide students like Jay an education. The district superintendent told Ann and Rud that before Jay could come to school, they would have to ‘‘get a grant from the state department of education and find some teachers’’ (Turnbull, H. R.,, 2011, p. 20). Only after they accomplished the superintendent’s stipulation did the district find a classroom for Jay and others with similar support needs. Thus began his public school years, which were spent in segregated classes often described by Ann as ‘‘separate, but unequal.’’ Lessons learned through experiences such as this provided the foundation for the Turnbulls’ fierce advocacy to improve education and quality of life for people with disabilities and their families. When Jay was a young adult, Ann commented that there was no doubt that Jay had taught her far more than she taught him. He was to continue being both Ann and Rud’s teacher for the remainder of his life. After exiting the public school system, Jay did what was typical for people with intellectual disability at that time: He moved into a group home and began ‘‘work’’ at a sheltered workshop. In this extremely controlled environment, Jay’s behavior became more aggressive and self-injurious; and, in turn, the agency supports became increasingly more restrictive. Jay continued to communicate his discontent with his life through increasingly severe behaviors. When it became apparent that the agency was unwilling or unable to meet Jay’s needs, Ann and Rud removed him from the ‘‘system,’’ intent on finding their own way of creating and sustaining a life of full citizenship for Jay in his community. In Jay’s memoir, Rud recalled the conversation that he and Ann had with Jay’s sister, Kate, after she had visited Jay in his group home. [You can read more in-depth about Jay’s life in Rud Turnbull’s excellent memoir, The Exceptional Life of Jay Turnbull: Disability and Dignity in America, 1967–2009 (Turnbull, H. R., 2011).] Kate had challenged Ann and Rud about the ‘‘double standard we [Ann and Rud] accepted: one kind of life for us, and another, far less dignifying one, for Jay. ...We understood her challenge to ask us, ‘Why don’t you have a life for Jay that you would want for yourselves, one you would envy if you