Exposing young students to children’s literature about disability will influence their opinions about disability, just as social settings can be influential. When literature about disability is included in a curriculum unit, teachers typically plan on building awareness, understanding, and acceptance of disability issues within a classroom (Prater, Dyches, & Johnstun, 2006). The majority of literature and textbooks gives subliminal or negative messages about people with disabilities, and these ideas can be reinforced by the lack of discussion about disability (Solis, 2004). Not discussing disability in the classroom can contribute to the negativity because students are not learning what is true. Even classrooms without students with disabilities would benefit from literature on disability. Teachers and parents should proactively introduce these topics, rather than reactively, so they can show their students for the diverse world they live in. This allows the classroom to become a community where students can consider and embrace diversity.
Children’s literature can be used to teach specific character traits that may be hard for students to understand abstractly. Character education may cover traits such as trust, integrity, loyalty, honesty, fairness, respect, ethics, and citizenship (O’Sullivan, 2004). Within any classroom there are social groups, and it is important for young students to learn that all groups are equal, through learning character education. Students may need to be prompted to think of some of the issues covered in the readings. Class discussions after reading books can improve the effectiveness of the literature on students’ attitudes about character traits and change attitudes students have about their peers with disabilities. However, literature can also preserve and reflect negative cultural attitudes (Adomat, 2014). It is important for teachers to be aware of the messages portrayed in the literature.
Students should be exposed to a variety of literature that reflects all the learners in a classroom. The presence of different literature can contribute to students’ development of self-concept- how a person thinks or feels about him or herself. Research has found students with disabilities describe themselves in negative terms, and self-concept in individuals with developmental intellectual disabilities is largely impacted by societal stigma (Saha et al., 2014). Early developments of self-concept are necessary for childhood development and there may be implications for cognition, emotion, and motivation in people. When literary characters with disabilities are portrayed in a positive manner, these stories can be beneficial to all students, not just students with disabilities. Engaging students in critical literacy requires them to think carefully about the book and ask questions while reading. Teachers who incorporate literature with disability themes need to be aware that just reading a book to the class does not shift student perceptions. Disability literature needs to be made a part of the curriculum and social environment if teachers expect students to take social action from the readings (ISUtube1857, 2012).
Invisible disabilities have previously been overlooked in children’s literature. Some examples of invisible disabilities include ADHD, anxiety disorders, Asperger Syndrome, autism, brain injuries, diabetes, epilepsy, hearing impairments, visual impairments, psychiatric disabilities, and schizophrenia (Invisible Disabilities Information). It is important to include literature discussing these disabilities as well as literature covering “more obvious” disabilities. Teaching students about the many ways people are different in a classroom is important. Just because we do not see anything different does not mean that there is not something that makes that person special, and students may not understand why a classmate has an aide or is allowed extra time on tests because “he doesn’t look like he has anything wrong.” It can be hard to explain “invisible disabilities” to students so the use of children’s literature can help put the disability in a context the students may understand. It is also a good way to address a disability that a student in the classroom may have without explicitly identifying the student. Because invisible disabilities are often overlooked, this website will serve as a guide for teachers, parents, and other professionals on literature discussing various invisible disabilities.
Literature on disability can also be extended to content areas besides literature and language arts. Writing, art, drama, and social studies can all explore the topic of disability. With the guidance of any teacher or parent, students can become better informed about disability and deepen their understanding. They will realize that students with disabilities are similar to themselves with many more characteristics than just their disability.
We have seen an improvement in the literature aimed for early readers depicting characters with disabilities. Ideally, this increase in awareness would continue into mainstream literature, as well as television, movies, and video games. There is currently a petition circulating around the internet by a college student for the Walt Disney Company to create a princess with a disability (Plants, 2014). It has taken time for literature to accurately portray people with disabilities, and there are still improvements to be made, but we should hope that acceptance of peoples’ differences will continue to become more common.
References
Adomat, D. (2014). Exploring issues of disability in children's literature discussions. Disability Studies Quarterly, 34(3). Retrieved November 20, 2014, from http://dsq-sds.org/article/view/3865/3644
Invisible Disabilities Information. (n.d.). Retrieved from http://www.disabled-world.com/disability/types/invisible/#docs
ISUtube1857. (2012, December 3). How can content teachers use literature to promote social justice and social action?. [Video file]. Retrieved from https://www.youtube.com/watch?v=VGn2XvhU7YY
O'Sullivan, S. (2004). Books to live by: Using children's literature for character education. Reading Teacher, 57(7), 640-645. Retrieved November 20, 2014, from JSTOR.
Plants, R. (2014, October 30). WNY Student asks Disney for disabled character. WGRZ Channel 2. Retrieved November 17, 2014, from http://southerntier.wgrz.com/news/news/200711-wny-student-asks-disney-disabled-character
Prater, M., Dyches, T., & Johnstun, M. (2006). Teaching students about learning disabilities through children's literature. Intervention in School and Clinic, 42(1), 14-24. Retrieved November 20, 2014, from http://www.sagepub.com/kwilliamsstudy/articles/Prater.pdf
Saha, S., Doran, E., Osann, K.E., Hom, C., Movsesyan, N., Rosa, D.D., Tournay, A., Lott, I.T. (2014). Self-Concept in children with down syndrome. American Journal of Medical Genetics, 164A, 1891-1898.
Solis, S. (2004, Winter). The disabilitymaking factory: manufacturing "differences" through children's books. Disability Studies Quarterly, 24(1). Retrieved November 20, 2014, from http://dsq-sds.org/article/view/851/1026
Children’s literature can be used to teach specific character traits that may be hard for students to understand abstractly. Character education may cover traits such as trust, integrity, loyalty, honesty, fairness, respect, ethics, and citizenship (O’Sullivan, 2004). Within any classroom there are social groups, and it is important for young students to learn that all groups are equal, through learning character education. Students may need to be prompted to think of some of the issues covered in the readings. Class discussions after reading books can improve the effectiveness of the literature on students’ attitudes about character traits and change attitudes students have about their peers with disabilities. However, literature can also preserve and reflect negative cultural attitudes (Adomat, 2014). It is important for teachers to be aware of the messages portrayed in the literature.
Students should be exposed to a variety of literature that reflects all the learners in a classroom. The presence of different literature can contribute to students’ development of self-concept- how a person thinks or feels about him or herself. Research has found students with disabilities describe themselves in negative terms, and self-concept in individuals with developmental intellectual disabilities is largely impacted by societal stigma (Saha et al., 2014). Early developments of self-concept are necessary for childhood development and there may be implications for cognition, emotion, and motivation in people. When literary characters with disabilities are portrayed in a positive manner, these stories can be beneficial to all students, not just students with disabilities. Engaging students in critical literacy requires them to think carefully about the book and ask questions while reading. Teachers who incorporate literature with disability themes need to be aware that just reading a book to the class does not shift student perceptions. Disability literature needs to be made a part of the curriculum and social environment if teachers expect students to take social action from the readings (ISUtube1857, 2012).
Invisible disabilities have previously been overlooked in children’s literature. Some examples of invisible disabilities include ADHD, anxiety disorders, Asperger Syndrome, autism, brain injuries, diabetes, epilepsy, hearing impairments, visual impairments, psychiatric disabilities, and schizophrenia (Invisible Disabilities Information). It is important to include literature discussing these disabilities as well as literature covering “more obvious” disabilities. Teaching students about the many ways people are different in a classroom is important. Just because we do not see anything different does not mean that there is not something that makes that person special, and students may not understand why a classmate has an aide or is allowed extra time on tests because “he doesn’t look like he has anything wrong.” It can be hard to explain “invisible disabilities” to students so the use of children’s literature can help put the disability in a context the students may understand. It is also a good way to address a disability that a student in the classroom may have without explicitly identifying the student. Because invisible disabilities are often overlooked, this website will serve as a guide for teachers, parents, and other professionals on literature discussing various invisible disabilities.
Literature on disability can also be extended to content areas besides literature and language arts. Writing, art, drama, and social studies can all explore the topic of disability. With the guidance of any teacher or parent, students can become better informed about disability and deepen their understanding. They will realize that students with disabilities are similar to themselves with many more characteristics than just their disability.
We have seen an improvement in the literature aimed for early readers depicting characters with disabilities. Ideally, this increase in awareness would continue into mainstream literature, as well as television, movies, and video games. There is currently a petition circulating around the internet by a college student for the Walt Disney Company to create a princess with a disability (Plants, 2014). It has taken time for literature to accurately portray people with disabilities, and there are still improvements to be made, but we should hope that acceptance of peoples’ differences will continue to become more common.
References
Adomat, D. (2014). Exploring issues of disability in children's literature discussions. Disability Studies Quarterly, 34(3). Retrieved November 20, 2014, from http://dsq-sds.org/article/view/3865/3644
Invisible Disabilities Information. (n.d.). Retrieved from http://www.disabled-world.com/disability/types/invisible/#docs
ISUtube1857. (2012, December 3). How can content teachers use literature to promote social justice and social action?. [Video file]. Retrieved from https://www.youtube.com/watch?v=VGn2XvhU7YY
O'Sullivan, S. (2004). Books to live by: Using children's literature for character education. Reading Teacher, 57(7), 640-645. Retrieved November 20, 2014, from JSTOR.
Plants, R. (2014, October 30). WNY Student asks Disney for disabled character. WGRZ Channel 2. Retrieved November 17, 2014, from http://southerntier.wgrz.com/news/news/200711-wny-student-asks-disney-disabled-character
Prater, M., Dyches, T., & Johnstun, M. (2006). Teaching students about learning disabilities through children's literature. Intervention in School and Clinic, 42(1), 14-24. Retrieved November 20, 2014, from http://www.sagepub.com/kwilliamsstudy/articles/Prater.pdf
Saha, S., Doran, E., Osann, K.E., Hom, C., Movsesyan, N., Rosa, D.D., Tournay, A., Lott, I.T. (2014). Self-Concept in children with down syndrome. American Journal of Medical Genetics, 164A, 1891-1898.
Solis, S. (2004, Winter). The disabilitymaking factory: manufacturing "differences" through children's books. Disability Studies Quarterly, 24(1). Retrieved November 20, 2014, from http://dsq-sds.org/article/view/851/1026