Using children’s literature to further inclusionary practices: Selecting quality texts and facilitating classroom discussion
Submitted by:
Ellen Agnello
Abstract:
Context
All children deserve exposure to positive representations of themselves in text. Children’s perceptions of themselves and their standing in society are largely shaped by the texts that they consume (Hurley, 2005). Children with disabilities who encounter no representations of themselves in media may internalize negative notions about their social standing and ultimately develop a feeling of marginalization (Hurley, 2005). It is important for the positive development of their self-image that children with disabilities not only see representations of themselves in texts but that those images be positive to strengthen their positive sense of self and group and/or refute their negative preconceptions (Hurley, 2005).
Non-disabled children who do not have direct contact to peers with disabilities prior to entering the inclusive classroom could also benefit from exposure to picture books with positive representations of individuals with disabilities (Cameron & Rutland, 2006). Cameron & Rutland (2006) assert that “research demonstrates the effectiveness of contact as an intervention to change younger children’s out group attitudes toward the disabled.” Direct contact, however, is not always possible. In these circumstances, extended contact through the use of children’s books with positive representations of individuals with disabilities (Cameron & Rutland, 2006) can help to “encourage a more positive attitude toward the disabled in non-disabled children” (Cameron & Rutland, 2006).
It is paramount to note that not all children’s literature that portrays disability is high-quality literature. Teachers must be vigilant in their screening of texts to avoid perpetuating the hidden curriculum. When selecting a text, teachers must “argue with the author, question assumptions, unmask ideologies, and examine how the author uses language” (Botelho & Rudman, 2009). Teachers must remember that children’s books are multidimensional, meaning that both text and pictures convey meaning and that they may not always align (Hughes, 2010). Young children, especially those who are emergent readers, will more often construct meaning through the pictures which is why it is important for teachers to screen both text and pictures carefully for stereotypes, prejudices, inequities, and power imbalances (Hughes, 2010).
Aim
This study is relevant to today’s literacy educators because schools are inclusive environments with a number of different types of learners. The World Health Organization’s World Report on Disability (2011) estimates more than 15% of adults have a disability, and the United Nations Children’s Fund (UNICEF; 2006) reports that there are approximately 150 million children with a disability worldwide, but representation in children’s literature is significantly lower. Students, because of their lack of experience and limited range of perspectives, are more likely to be influenced by any sort of prejudice portrayed towards a character with a dis/ability (Hughes, 2010). Hughes found that even Caldecott winners perpetuated stereotypes by portraying disabilities in ways that maintain societal biases (2010). There is a tendency, because of this paucity of literature containing characters with disabilities, to accept all books that feature a character with a disability (Hughes, 2010) without regard to quality.
Methods
The following three research questions guided this study:(1) To what extent is children’s literature containing characters with dis/ability labels available in the general education classroom (i.e., are there books in school and class libraries, are they teacher provided, or do they not exist?), (2) How is children’s literature containing characters with dis/ability labels utilized in classrooms (i.e., are they used to further inclusionary practices and if so, how?), (3) What is the ability of educators to evaluate text to ensure text is not promoting misconceptions and stereotypes?
Invitations were sent to superintendents of the largest school district identified in each state, with the request that the invitation be distributed to the elementary teachers in the district. US-based teachers were invited to complete an anonymous Qualtrics survey that included thirteen questions. The questions were created based on The Connecticut Human Rights Education Survey (Mitoma, 2017). Survey questions probe teachers’ background knowledge, asking them to report whether or not special education was a specific area of study, in what context, and for how long. It asks teachers if their school and/or district promotes the teaching of dis/ability labels and to what extent a number of factors contribute to their willingness and ability to teach dis/ability labels. These factors include familiarity with dis/ability labels, access to high-quality materials, adherence to school, district, and/or state standards, and community areas of focus.
Results
The survey is currently active, and results will be ready to be shared at the time of the conference. Preliminary results indicate that teachers are willing to include books that have characters with dis/ability labels, but they need training in how to incorporate them into the curriculum in ways that promote discussion and inclusion.
Discussion
The educational need this session will fulfill is to help to facilitate the inclusion of students with dis/ability labels into the school environments. It is important that teachers are able to evaluate texts in a way that allows for positive discussion that does not relegate people with dis/ability labels into the historic roles of “poor little thing” or “brave little soul” (Ayala, 2007). Educators can help overcome students’ negative preconceptions and foster sensitive, positive attitudes through the use of well-chosen children’s books that foster discussion and learning.
The term ‘disability’ is represented as: ‘dis/ability’ in this paper to suggest that there are different ways of being ‘able’.
References:
Ayala, E. C. (1999). “Poor little things” and “Brave little souls”: The portrayal of individuals
with disabilities in children’s literature. Reading Research and Instruction, 39(1),
103-117.
Baskin, & Harris. (1984). More notes from a different drummer: A guide to juvenile fiction portraying the disabled. New York, NY: Bowker.
Botelho, M. J., & Rudman, M. K. (2009). Critical multicultural analysis of children's literature: Mirrors, windows, and doors. Routledge.
Cameron, L., & Rutland, A. (2006). Extended contact through story reading in school: Reducing children's prejudice toward the disabled. Journal of Social Issues, 62(3), 469-488.
Hurley, D. L. (2005). Seeing white: Children of color and the Disney fairy tale princess. The Journal of Negro Education, 221-232.
Kelly, J. (2012). Two daddy tigers and a baby tiger: Promoting understandings about same gender parented families using picture books. Early Years, 32(3), 288-300.)
The World Health Organization. (2011). World report on disability. Retrieved from http://www.who.int/disabilities/world_report/2011/report.pdf.
United Nations Children’s Fund. (2006). The state of the world’s children: Excluded and invisible. New York, NY.