Contemporary identity theory views identity as dynamic and mobile, growing and changing over time. Identity is like an unstable, intersectional narrative of the self in relation to others. In some ways, identity is a story of the self.

Student identity emerges in the early grades and continues to be shaped through the K-12 grades. Disability identity is shaped by cultural texts or artifacts, including texts and artifacts in the K-12 curriculum. Teachers and librarians need to understand identity, identity frames of reference, how identity is represented in the curriculum, how to analyze identity representations, and how to translate knowledge about disability and identity into the K-12 curriculum.

In schools, disability is often understood as an individual condition, or label, or category. Alternatively, disability identity is associated with the way individuals with disabilities view themselves in relation to disabled and non-disabled others within shifting environments. For example, in one context an individual might identity as disabled while in another context the individuals might not identify as disabled.

The online Institute combines four important factors to create an exceptional online learning opportunity for teachers: (1) exploring disability and identity in history, literature, and media, (2) building new skills of analysis of disability and identity, (3) translating new knowledge and skills into curriculum and instruction, (4) building a sustainable community of educational scholars.

Each participant is expected on day one to develop a plan for a final project that can be developed throughout the week of the Institute. The final project should be something useful to you as a teacher or librarian. There are as many options as there are participants. The final project is identified on day one and carried out through day five. On day five, Institute Scholars will share their projects with the whole group.

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