Literacy Matters Vol. 23 Winter 2023

Using Children’s and Adolescent Literature to Foster Fair and Equitable Integration of Individuals with Disabilities in Our Classrooms

by Elke Schneider

to shift mindsets and interactions with SwD among readers (Curwood, 2013; Kleekamp & Zapata, 2019; Nganga, 2020; Sotirovska, & Vaughn, 2022; Tondreau & Rabinowitz, 2021). Literature examples for the following disabilities were chosen for bibliotherapy readings to help foster fair and equitable interactions with SwD based on a better understanding of their challenges, assets, and similarities with peers without a disability because they are highly frequent in general education classrooms (Friend, 2018): a) dyslexia which causes significant difficulties with the processing and comprehending of print, and that affects to some degree about every 10th student in a class (Friend, 2018); b) attention deficit (hyperactivity) ( AD(H)D ) disorder that makes it difficult for students to focus and follow directions and socialize properly, c) autism spectrum disorder (ASD) including Asperger Syndrome, that lead to difficulties interacting and communicating in socially appropriate ways, d) hearing and vision impairments , and e) bipolar disorder of individuals with extreme mood-swings that can disrupt learning for everyone in the classroom (Friend, 2018). The latter is included because of the significant rise in this mental health issue in school-age children (Duckworth, 2013). The selected 30 pieces of bibliotherapy literature include fiction and non-fiction, recent and classic novels, and picture books on the topic for early childhood/elementary level students and teens. The selection purposefully includes a variety of voices and illustration media to provide readers with a range of options. For instance, IwD voices appear in first person, peers introduce IwD with authentic photos, animal characters display disabilities, and unique book illustration techniques help readers understand perceptive differences of certain IwD. Books are grouped according to younger and older readers, and for each book, the main disability aspect is listed as a topic to make finding appropriate books easy. In order to ensure a realistic presentation of IwD in the selected books, the author screened each book for authentic representations of strengths and challenges of IwD, of natural interactions of other characters with the IwD, as well as signs of stereotyping using research support (Curwood, 2013; Kleekamp & Zapata, 2019; Nganga, 2020; Sotirovska, & Vaughn, 2022; Tondreau & Rabinowitz, 2021). Additionally, the author aimed at publications from book authors who have had a personal connection with the disability addressed in the book. Furthermore, many of the chosen books received the American Library Association Schneider Family Award for children’s and teen books for portraying disabilities in realistic ways.

In today’s diverse classrooms, it is crucial to help students understand the realities of diverse, minority-representing classmates, including students with disabilities (SwD) who frequently are included in mainstream classrooms (Friend, 2018). Inappropriate reactions towards them are not only prevalent but are on the rise in schools (Hong et al., 2018; Jackman et al., 2020). For instance, according to a 2021 national study, SwD are 32 percent more likely to be bullied than their peers without a disability (Gage et al., 2021). Among SwD are those with easily recognizable disabilities such as physical impairments, cognitive, socio emotional, or behavioral differences but also students with more hidden learning disabilities in reading (dyslexia), mathematics (dyscalculia), or handwriting (dysgraphia) are often the target of discrimination (Gage et al., 2021). Therefore, it is paramount for educators to help prevent unfair and inequitable actions toward SwD. To this end, the following books offer bibliotherapy resources to break down discriminatory perceptions of SwD and prepare classmates to engage with SwD in appropriate, diversity-sensitive ways. Bibliotherapy is an effective approach for this because it allows individuals to develop understanding, compassion, and empathy for unfamiliar or uncomfortable situations in their own lives or those of others by reading and critically reflecting on books that display such situations (Andrews, 1998; DeFries & Sunden, 2019; McCulliss & Chamberlain, 2013; Mehdizadeh, & Khosravi, 2019, Taft, et al., 2016). Teachers play a critical role in fostering a shift of perception of and engagement with presented problematic situations, in our case, equitable interactions with SwD (Molton, 2020; Zepeda, 2020). Research shows that reflective discussions with students about characters with disabilities in children’s/adolescent literature is a powerful tool to shift perceptions and prevent bullying and other means of disrespectful behavior toward SwD (Prater et al., 2006; Trent & Richards, 2018; Wilkins et al., 2016). Research also documents that explicit training to conduct bibliotherapy with students is highly beneficial and greatly valued by both K-12 preservice and inservice teachers (Hoppe, 2020; Marable et al., 2010; Molton, 2020; Nganga, 2020; Tondreau & Barnes, 2021; Wilson, 2019; Zepeda, 2020). When selecting literature to foster inclusive interactions among students with and without disabilities, it is essential to screen books for realistic presentations of challenges along with strengths of story characters with various disabilities and also biases or stereo-tying of SwD. If the latter is present, discussions must address these realizations

Literacy Matters Feature Article

Literacy Matters | Volume 22 • Winter 2023 | 13 |

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