Kimberly Mejia was born and raised in Harbor City, California. Kimberly knew what it was like to not only feel at home in her own house but also in her community. However, in her early teenage years, she moved from sunny, close-knit California, to Portland, Oregon. It was such a culture shock. But, in an unfamiliar, new environment, she gained the confidence to push herself to try harder in school. She joined the dance team, M.E.Ch.A, and was elected to student government throughout her 4 years of high school. Her hard work and dedication, as well as assistance from many mentors, helped her apply to college. She was the first in her family to graduate from a 4-year University. Go Ducks! She is thrilled about this opportunity and looks forward to working with 4J students, especially the Latinx students, as the new LSU Program Coordinator. You may find her hiking, eating, or pampering clients at the cutest salon in downtown Eugene!

Email: mejia_k@4j.lane.edu
Location: Fox Hollow Instructional Center, Mahalo Drive, Eugene, OR, USA
Phone: 458-245-1569

Email: lu_m@4j.lane.edu
Location: Fox Hollow Instructional Center, Mahalo Drive, Eugene, OR, USA
Phone: 458-245-0598

As we gear up for the holidays let’s talk about Disability Pride. There is still a lot of stigma surrounding disability. We don’t talk about it or acknowledge it much; and yet disability is something that will impact everyone, whether you are born with a disability, acquire one, or age into one.

Presently still, our society views disability through the medical model. Through this lens, disability is a deficiency or abnormality. It needs to be cured, trained, or assimilated. The difference is the fault of the individual and up to them to conform.

Within the last decade or so the social model has slowly taken root. Through the social model, disability is a difference and part of one’s identity. Disability is a construct and a matter of access to participation in society. For Example, A wheelchair user is unable to access a building that has no ramps. This is a societal barrier, not an embodied one. The disability exists because structural barriers to participation are present.

It is important to reconsider how we perceive disability as we ignore a wealth of different perceptions and ways of moving through the world.

Here are a few things you can do to support disability identity:

Practice Universal Design of Learning: UDL is a teaching approach that works to accommodate the needs and abilities of all learners and eliminates unnecessary hurdles in the learning process. Furthermore: what do your presentations look like? Are your materials accessible? Are you providing accessible materials to teachers and staff?

Learn more about disability history: People with disabilities have a rich history of activism that fights for better access to society. Look up the Americans with Disabilities Act! Learn about the capital crawl or 1990. Eugene also has a rich history of disability activism in terms of independent living! Read up on Ed Roberts.

Check Internal Bias: Students with disabilities face a lot of stigma and negative attitudes. How are you reacting to students? Do you know where these feelings and attitudes are coming from? Are students being pushed out of the classroom or are they being integrated and included?

Always ask before assisting: Just because someone has a disability doesn’t mean they want your help or assistance.

Look Me in the Eye: Don’t avoid eye contact out of discomfort or pity. (Unless eye contact isn’t your thing generally.)

Included people with disabilities in decision-making: “Nothing about us without us.” People with disabilities know what their needs are and what they need from institutions. Listen to them.

Most Disabilities are Invisible: Never assume being around people or how they might perceive or navigate their world because of mind-body divergence. Make it safe for people to come out.

The Equity Library has over 99 titles handpicked by the Directors of Equity and the Equity team. These titles show an in-depth look at the various issues that go hand and hand with equity, race, and inclusion.

Books can be checked out using the form below and will be sent to individuals via interoffice mail. Books need to be returned to the Equity Department 3 weeks after the borrowing date.

Everyone learns and shows what they know in different ways. Mac computers can assist students and match their learning styles. The Mac is a powerful tool. It can do a lot!!! It has the ability to make reading and writing tasks more doable, in the way that works best for each student. The Eugene School District primarily uses Mac laptops for grades 6-12. Open the link below to access information and instructional resources on how to enable and use these features to support student accessibility. You will also find additional tabs here to support iPad accessibility and other topics pertaining to accessibility technology.

4J Mac Accessibility Website

The inclusion team consists of Tony Lyman, and Jordan Gentzkow