Disabilities+by+Sandra+Smith+and+Kyla+Surdyka-King


 * __Disabilities Group Project __**

 Many children must deal with difficult challenges in their lives. Some children have disabilities; others have a family member or a friend with a disability (Lynch-Brown, Tomlinson, & Short, 2011). The books chosen for this book review are related to disabilities, physical and emotional in nature. Past portrayals, stereotyping and contemporary issues will also be addressed. Most educators concur that books relating to disabilities and their portrayals need to be a necessary part of education of students. The integration of this literature is critical to include in libraries and reading materials for students within the classroom environments.  An empirical review was conducted by Dyches, Prater and Jenson (2006) of Caldecott Medal and Honor award winning books from 1938 to 2005 to determine the emphasis of disability within the books reviewed. The review looked at 276 books that were both written and picture books. Only 11 books out of the 276 reviewed were considered acceptable. They based this rating on: main characters with disabilities, characters with disabilities affecting the plot of the stories, and correct representations of disabilities addressed within the books reviewed (Dyches, Prater, & Jenson, 2006). The research further found that books which received the award exhibited: disabilities incorrectly, disabilities that children would not meet in a daily setting, and main characters portrayed with disabilities would not be those students would come across in a daily setting (Dyches et al, 2006).  Wopperer suggest that “literature that portrays characters with disabilities helps children and young adults become aware of, understand, and finally accept either peers with disabilities” (2011, pg 28). In his research, Wopperer recorded the experiences of a young child with cerebral palsy and the trials she introduces that students with disabilities face on a day-to-day basis within the classroom environment. The handicapped characters of eighteenth- and nineteenth-century books were described as "delicate," "pale," "thin," "puny," "deformed," "frail," but their handicaps made them closer to God, and they were unfailingly cheerful, easily amused, eager, gentle and unselfish (Little, 1986). In many of these stories the handicapped characters are protagonists only in the sense that they are at the center of the story going on around them. Their role is a passive one, to inspire or influence the real actors in the story's plot. Once again the titles are indicative: //Child-Angel// (1866) and //Ministering Children// (1867) are both collections of stories about children who help handicapped characters and profit from the experience. In early books that involved characters with disabilities, the specialness of the handicapped characters is meant to lure the reader into the character because of their handicap. The characters roles within the stories were entwined in with their physical and mental disabilities. The supporting characters were seldom disabled, and if they were, their role rarely done more than attempt to refocus the reader to the central character and their role of the healthy protagonist. In other words, their worth was underrated and not of great importance to the main plot and storyline. To the author and the reader the healthy characters were what really mattered.  Today the emphasis in literature with a focus on disability is eliminating the stereotypes and stigmas attached to disabled people, and focusing on their achievements as well as their frustrations (Little, 1986). These characters are rarely passive. Even where the focus is on one of the other family members, as it is in //My Brother Steven is Retarded// (1977) or //I Have a Sister My Sister is Deaf//, readers learn about the handicapped character's life as well as how it affects the narrator. Both Steven and the deaf sister do more than inspire good deeds (Little, 1986). It is particularly important that children be exposed to positive role models and messages in print and non-print materials from a young age. For example, picture books for young children lack representation of the deaf population in general, but specifically lack deaf characters portrayed from a cultural perspective (Golos & Moses, 2011). Children begin to develop a sense of self between the ages of 3 and 5 years (Bowles, 1993), and by the age of 3 they may be influenced by biases and stereotypes about gender, race, culture, physical abilities, and other aspects of individual identity (Derman-Sparks & Edwards, 2010). In recent years, there has been a growing acceptance of a cultural model of deafness. This includes greater recognition and acceptance of Deaf culture and the Deaf community. Yet children's literature, and the research examining it, seems to lag behind in this area (Golos & Moses, 2011). The majority of deaf and hearing children often grow up being exposed only to a disability or medical perspective of deafness (Lane, Hoffmeister, & Bahan, 1996), in which deafness entails going to the doctor, wearing hearing aids, or even getting cochlear implants (Golos & Moses, 2011). I can personally attest to the fact that children’s literature does not usually display positive attitudes from a perspective other than medical in regards to children’s literature. I base my opinion on the fact I have a student that is severely hearing impaired and finding a book that portrays his disability in a positive light without referencing sign language in some degree is difficult. Although he is severely hearing impaired, sign language is not an option. Therefore, books like //Dina the deaf dinosaur// do not relate to him. In contrast, in the book //Prudence and a sign of friendship//, the tale is humorous and realistic when it concerns young children without disabilities trying to conform to children with disabilities.  In the book //Abby gets a cochlear implant//, new issues are addressed that are becoming more present in mainstreamed classrooms concerning students with these new types of technology. This is a welcome difference to most books that do not address new forms of technology in a sense that it shows illustrations and the processes involved. An additional book which shows the strength, fears, and life of an individual who was hearing impaired is //A Novel: T4// by LeZotte. Set in 1939 this story chronicles the threat that individuals with any form of disability would encounter during Hitler’s reign. With a heavy amount of historical information //T4// provides students with the experiences of a youth with a disability in a time of little understanding or acceptance of disabilities. This historical context could be used in a classroom to explore various cultures and historical views on disabilities. In addition to the above disabilities other types of disabilities in books were also reviewed including ADHD (Attention Deficit Hyperactivity Disorder) and Autism Spectrum Disorder (ASD). //The Lightening Thief// addressed ADHD in a fantasy fictional manner in which the main character’s ADHD diagnosis was an asset. In //Rainy//, ADHD is addressed from a girl’s point of view in a humorous manner and tackles the problems of friends and peers dealing with young children with this disability are tackled. Issues such as this involve mainstreaming of this population and the issues that peers face with students with this type of disability. An additional book that addressed mainstreaming of a special education student and the impact it has on their life is //Sparks// by McNamee. In this book the main character faces the many challenges of going from a self contained classroom to a mainstreamed setting. The reader see’s how the student must go through changes of friends, grades, expectations and more. This book would be a strong read for students who would be changing classes in semesters or an inclusion classroom to create awareness.  ASD was also reviewed in books such as //The Boy Who Ate Stars//. This book in my opinion demonstrates a patronizing, inhuman view from the narrator about a young boy that she doesn’t understand but is intrigued by. It looks at Autism as an inability to communicate. This is false. Many students with ASD can communicate but have issues with pragmatic skills and socialization issues. I would not recommend it or buy it for my classroom. In contrast, the book //Playing by the Rules: A Story about Autism,// addresses some of the issues involving Autism without being demeaning. Another recent book that portrays autism is //Al Capone Does My Shirts by Choldenko.// Set in 1935, this book does not come out and explain to the reader what Autism is or that the main character has this disability; rather the reader is allowed to see what difficulties families faced in the era of institutions. This book would create a strong introduction to what Autism was believed to be in the 30s compared to how it is preserved today. Choldenko walks the fine line of past understanding and current day understanding in terms of the character.  It is important when considering books for a classroom or a library to include different views on different types of disabilities. Unless different books with broad perspectives are available for children to view, then their perspectives are not as broad as they should be in relation to the various disabilities that exist today in young children and the problems these children encounter daily. The selection of books, which use characters with disabilities, in a classroom, falls on the awareness of the Library Media Specialist and the teacher to ensure they select accurate and respectful portrayals.

=Bibliography = Bowles, D. (1993). Biracial identity: Children born to African American and White couples. //Clinical Social Work Journal// //, 21//, 417-428. Derman-Sparks, L., & Edwards, J. O. (2010). //Anti-bias education for young children and ourselves.// Washington, D.C. : National Association for the Education of Young Children. <span style="font-family: 'Times New Roman','serif';">Dyches, T. T., Prater, M. A., & Jenson, J. (2006). Portrayal of disabilites in Caldecott books. //Teaching Exceptional Children Plus// //, 2// (5), Article 2. <span style="font-family: 'Times New Roman','serif';">Golos, D. B., & Moses, A. M. (2011). Representations of deaf characters in children's picture books. //American Annals of the Deaf// //, 156// (3), pp. 270-282. <span style="font-family: 'Times New Roman','serif';">Little, G. D. (1986). Handicapped characters in children's literature: Yesterday and today. //Children's Literature Association Quarterly// //, 10// (4), pp. 181-184. <span style="font-family: 'Times New Roman','serif';">Lynch-Brown, C., Tomlinson, C. M., & Short, K. G. (2011). //Essentials of Children's Literature// (7th Edition ed.). Boston, Massachusetts : Pearson. <span style="font-family: 'Times New Roman','serif';">Wopperer, E. (2011). Inclusive literature in the library and the classroom. //Knowledge Quest// //, 39// (3), 26-34.

**<span style="font-family: 'Times New Roman','serif';">Annotated Bibliography ** <span style="font-family: 'Times New Roman','serif';">Adams, S. (2006). //The Boy Who Ate Stars.// Chicago, Illinois: Simon & Schuster. <span style="font-family: 'Times New Roman','serif';"> This book was found at Half Price Books. The narrator of the book looks back when she was twelve and she moves into a new apartment building and meets a young boy with Autism. It is a view from someone who has never been around someone with Autism and the facets of the disability.

<span style="color: #262626; font-family: 'Times New Roman','serif'; font-size: 16px;">Addabo, C. (2005). //Dina the deaf dinosaur// (P. A. Valentine, illus.). Stamford, CT: Hannacroix Creek Books. <span style="color: #262626; font-family: 'Times New Roman','serif'; font-size: 16px;"> This book was found at Barnes and Noble Bookstore. The authors own childhood (deaf and a sign language teacher) comes into play with this book. Dina the Deaf Dinosaur tells the story of a deaf dinosaur who runs away from her home because her parents wouldn’t let her learn sign language.

<span style="color: #262626; font-family: 'Times New Roman','serif'; font-size: 16px;">Burk, C. (2005). //Prudence Parker and a sign of friendship// (L. Riethmeier, illus.). Austin, TX: Dandy Lion Publishing. <span style="color: #262626; font-family: 'Times New Roman','serif'; font-size: 16px;"> This book was found at Books-A-Million. Prudence is seven years old and tries to befriend a deaf girl named Haley. Haley attempts to teach Prudence sign language.

<span style="font-family: 'Times New Roman','serif';">Choldenko, G. (2006). //Al Capone Does My Shirts//. Penguin Publishing: New York. <span style="font-family: 'times new roman','serif';"> Set in 1935, this quirky realistic novel chronicles the Flannagan family move to Alcatraz Island. A heavy focus of the book follows the daily adventures of twelve year old Moose and his sister Natalie with her unknown condition (today this would be considered autism). Moose and his family must deal with the daily push by society to institutionalize Natalie and the daily challenges they have to help Natalie. With much of the story written from the point of view Moose the reader experiences the troubles a family in the 30s would go through with a child with a disability.

<span style="font-family: 'Times New Roman','serif';">Deans, S. (2005). //Rainy .// New York, New York: Holt. <span style="font-family: 'Times New Roman','serif';"> This book was found at Half Price Books. It involves a young girl named Rainy who doesn’t want ot go to camp and be separated from her dog. She soon discovers she likes camp because her friens accept her extreme energy due to her ADHD.

<span style="font-family: 'Times New Roman','serif';">LeZotte, A. C. (2008). //A Novel: T4//. Houghton Mifflin: New York. <span style="font-family: 'times new roman','serif';"> Set in 1939, this free verse novel tells the story of Paula a deaf thirteen year old girl in fear of her life due to Hitler’s T4; a group set out to kill any individual with disability. Though written in verse the novel elegantly tells the story of Paula’s life from deafness to hiding to the cruelty of T4; she explains how she became deaf and how the Nazi’s chose who was to die or as she coined “Fit for Life.” Though written in prose the novel carries a heavy amount of historical information and provides the reader with an emotional attachment.

<span style="font-family: 'Times New Roman','serif';">Luchsinger, D. F. (2007 ). //Playing by the Rules: A Story about Autism .// Bethesda, Maryland: Woodbine House. <span style="font-family: 'times new roman','serif';"> This book was found at Haf Price Books. The book deals with Autism and addressing the disability for younger readers. It is a lighthearted book and shows the problems of not following the ‘rules’ for a young child with Autism and how switching anyhting in his routine is upsetting. Others learn to adjust and show kindness.

<span style="font-family: 'Times New Roman','serif';">McNamee, G. (2002). //Sparks.// Random House: New York. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Last year Todd was at the top of his class (a special needs class) and this year he struggles as he is mainstreamed into a regular classroom. Narrated from Todd the reader learns of Todd’s fears of his new placement which means new friends or attempting to make them, new challenges (being called retarded), and for the first time encountering an F and the possibility of being placed back in his old classroom. Filled with wit and fear the reader is allowed to experience the trials of a special needs students navigating the world of mainstream.

<span style="font-family: 'Times New Roman','serif';">Riordan, R. (2005). //The Lightning Thief.// New York, New York: Hyperion Books. <span style="font-family: 'Times New Roman','serif';"> This book was found at Half Price Books. It involves a boy named Percy who discovers that his dyslexia and ADHD actually have a purpose because it enables him to read ancient Greek and have killer battlefield reflexes.

<span style="color: #262626; font-family: 'Times New Roman','serif'; font-size: 16px;">Riski, M. C. (2008). //Abby gets a cochlear implant// (S. Dupree, illus.). Ottsville, PA: Cassidy Publishing. <span style="color: #262626; font-family: 'Times New Roman','serif'; font-size: 16px;"> This book was found at Half Price Books. This is a picture book that illustrates the process of a child getting a cochlear implant. It describes some of the processes involved that children undergo to ready for this process.

Response from Mary Cook <span style="color: #262626; font-family: 'Times New Roman','serif'; font-size: 16px;">Sandra and Kyla- Thank you for your very inspiring report. I was happy to see that we indeed had several of the books in our library you mentioned. It is extremely challenging to find appropriate books on this topic. I like how you included one that you did not like and the reasons for this. Many students do not have enough insight on persons with disabilities and this makes it all the more difficult for them to accept and understand. There is also a good book we use as a class set called //Swimming Against the Tide: Joni Eareckson Tada-//the book is about a teen who has a diving accident and becomes paralyzed. I felt it showed students that disabilities are not always a result of something you are born with. Again thank you for the insight and the inspiration to include more books like these in out library.