Affirming Dis/ability Identities and Promoting Belonging in Inclusive Classrooms with Learning Stories
Presented by Jetta Jacobson
AM Workshop: 10:30–11:45 AM PT
This workshop will invite educators to explore the potential of Learning Stories to shift special education assessment practices from traditional normative tools focused on deficits and remediation to capability-centered, anti-ableist, and dis/ability affirming views of young children’s development. We will share real stories of our experiences using Learning Stories in inclusive preschool settings to cultivate teachers’ and children’s affirming views of dis/ability, honor individuality, and promote belonging. Using self-reflection, small group activities and discussion, and presentation formats, the workshop is designed to guide participants’ learning and self-reflection about their perceptions of ability and teaching young dis/abled children and consider the potential of Learning Stories to transform how we assess and teach young dis/abled children.
Audience: 3-6 years; Inclusion; Family Childcare; Administrators; Policy Makers
Jetta Jacobson
Jetta Jacobson has been an educator and inclusion specialist dedicated to high-quality inclusive practices, dis/ability affirming views of young children, and play-based learning interventions since 1997. An advocate for strength-based assessment, Jetta became interested in the possibility of Learning Stories to transform teachers’ perceptions of dis/ability and build children’s positive view of themselves and their peers during a study tour to New Zealand. She has explored the topic with pre-service teachers at San Francisco State in coursework focused on equitable assessment practices in early childhood special education and in-service teachers working in public, inclusive preschool programs. Jetta is currently conducting dissertation research to understand the connection between Learning Stories and perceptions of ability.