How to Identify Children's Literature on Disabilities
Some literature may define disability according to the medical model idea that to achieve normalcy, the individual with the disability “must be made whole and healthy” (Adamot, 2014; Solis, 2004). This creates the idea that people with disabilities are not whole people or not healthy, which is an incorrect way of thinking, and it also promotes the idea that disability or non-disability is a dichotomy. In addition, books that highlight the differences of people with disabilities, rather than the similarities, continue beliefs of segregation and isolation (Adamot, 2014). Literature chosen should allow students to identify similarities so students can relate to the characters, instead of viewing the characters as an “us versus them” situation.
Good children’s books also have characters that have more to them than just their disability. These books focus not only on the disability, but also on the strengths, interests, and motivations of the characters (Prater et al., 2006). This enables the audience to determine what similarities they may have with the character, which can help foster a sense of understanding and acceptance.
Developed by Blaska and Lynch, the Images & Encounters Profile is a list of ten criteria for reviewing books with characters with disabilities. The criteria include:
1. Promotes empathy not pity.
2. Depicts acceptance not ridicule.
3. Emphasizes success rather than, or in addition, to failure.
4. Promotes positive images of persons with disabilities or illness.
5. Assists children in gaining accurate understanding of the disability or illness.
6. Demonstrates respect for persons with disabilities or illness.
7. Promotes attitude of “one of us” not “one of them.”
8. Uses language which stresses person first, disability second philosophy, i.e. Jody who is blind.
9. Describes the disability or person with disabilities or illness as realistic (i.e., not subhuman or superhuman.)
10. Illustrates characters in a realistic manner.
(Blaska, 2004)
There are also criteria for picture storybooks for younger readers. Illustrated books are just as important for young readers because the illustrations need to portray people with disabilities in the story. Illustrations allow young readers to retell the story by “reading” the illustrations. However, in books on invisible disabilities, it is important that the children with the disabilities are not portrayed in illustrations as looking different from their typical peers (Prater et al., 2006).
Using these criteria, teachers can evaluate books before introducing them in the classroom setting. A general rule of thumb is that if the book embarrasses the character with the disability, or would embarrass any student in the class, it would not be an ideal book to incorporate into the lesson.
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
Blaska, J. (2004, Winter). Children’s Literature that includes characters with disabilities or illnesses. Disability Studies Quarterly, 24(1). Retrieved November 20, 2014 from http://dsq-sds.org/article/view/866/1041
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
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
Good children’s books also have characters that have more to them than just their disability. These books focus not only on the disability, but also on the strengths, interests, and motivations of the characters (Prater et al., 2006). This enables the audience to determine what similarities they may have with the character, which can help foster a sense of understanding and acceptance.
Developed by Blaska and Lynch, the Images & Encounters Profile is a list of ten criteria for reviewing books with characters with disabilities. The criteria include:
1. Promotes empathy not pity.
2. Depicts acceptance not ridicule.
3. Emphasizes success rather than, or in addition, to failure.
4. Promotes positive images of persons with disabilities or illness.
5. Assists children in gaining accurate understanding of the disability or illness.
6. Demonstrates respect for persons with disabilities or illness.
7. Promotes attitude of “one of us” not “one of them.”
8. Uses language which stresses person first, disability second philosophy, i.e. Jody who is blind.
9. Describes the disability or person with disabilities or illness as realistic (i.e., not subhuman or superhuman.)
10. Illustrates characters in a realistic manner.
(Blaska, 2004)
There are also criteria for picture storybooks for younger readers. Illustrated books are just as important for young readers because the illustrations need to portray people with disabilities in the story. Illustrations allow young readers to retell the story by “reading” the illustrations. However, in books on invisible disabilities, it is important that the children with the disabilities are not portrayed in illustrations as looking different from their typical peers (Prater et al., 2006).
Using these criteria, teachers can evaluate books before introducing them in the classroom setting. A general rule of thumb is that if the book embarrasses the character with the disability, or would embarrass any student in the class, it would not be an ideal book to incorporate into the lesson.
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
Blaska, J. (2004, Winter). Children’s Literature that includes characters with disabilities or illnesses. Disability Studies Quarterly, 24(1). Retrieved November 20, 2014 from http://dsq-sds.org/article/view/866/1041
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
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