Literacy Matters Vol. 23 Winter 2023

their peers with disabilities such as ADHD, dyslexia, expressive language, writing, or math disorders struggle the way they do and how to support them in coping with their challenges. In general, when a disability-related issue presents itself in an educational setting, bibliotherapy literature should be selected that is similar to the student’s situation. Work with this literature can be applied throughout the day for selected periods of time and include independent reading time as needed. Educators guide book discussions and other related follow-up activities toward developing understanding and empathy for IwD initiating a shift in awareness about conscious or subconscious judgment and/or bias toward IwD among classmates. Educators also allow IwD and siblings of IwD to be heard and understood. using strategies suggested in this article or others. As one of the author’s former students with dyslexia shared after reading and discussing a book about a character with dyslexia with their peers: ” I really could relate and understand myself and my peers’ reactions better. It makes me want to try harder to be the best I can be . And I hope my peers understand me better now, too. ”

an IwD. They can also place themselves in the shoes of an IwD by writing from the perspective of the IwD in the story. Moreover, students can make pamphlets about a disability they learned about to inform others in the school and the community about ways to act with empathy and authentic caring toward IwDs. Conclusion This selection of bibliotherapy books about SwDs is to help include them better in fair, equitable interactions with their peers and to understand their own disabilities better. Additional resources provide two classic anthologies (Crosetto et al., 2009; Prater & Dyches, 2008). Those interested in finding other books on disabilities that won the national American Library Association Schneider Family Book Award can check out the association’s website (https://www.ala.org/awardsgrants/schneider-family book-award). Furthermore, the PBS Misunderstood Minds website (https://www.pbs.org/wgbh/misunderstoodminds/). provides helpful resources to assist students in understanding their learning disability or to help classmates gain a better understanding of why References Andrews, S. E. (1998). Using inclusion literature to promote positive attitudes toward disabilities. Journal of Adolescent & Adult Literacy , 41 (6), 420-426.

Literacy Matters Feature Article

Jackman, K., Kreuze, E. J., Caceres, B. A., & Schnall, R. (2020). Bullying and peer victimization of minority youth: intersections of sexual identity and race/ ethnicity. Journal of School Health , 90 (5), 368-377.

Crosetto, A., Garcia, R., & Horan, M. (2009). Disabilities and disorders in literature for youth .

Hoppe, K. (2022). “Our brokenness kind of connects us”: Exploring social justice topics through read-alouds in a ninth-grade classroom (Doctoral dissertation).

A selective annotated bibliography for K-12. Scarecrow Press.

Kleekamp, M. C. & Zapata, A. (2019). Interrogating depictions of disability in children’s picture books. The Reading Teacher 72 (5). 589-587.

Curwood, J. S. (2013). Redefining normal: A critical analysis of (dis)ability in young adult literature. Children’s Literature in Education, 44( 1), 15–28. https://doi. org/10.1007/s10583-012-9177-0

Malhotra, B. (2019). Art therapy with puppet making to promote emotional empathy for an adolescent with autism. Art Therapy , 36 (4), 183-191.

Daniels, H. (2002). Literature circles: Voice and choice in book clubs and reading groups. Stenhouse Publishers.

Marable, M. A., Leavitt-Noble, K., & Grande, M. (2010). Book talks in special education methods courses: Using literature to influence, inspire, and prepare teacher candidates. Teacher Education and Special Education, 33 (2), 143-154 https://doi.org/10.1177/0888406409360013 McCulliss, D. & Chamberlain, D. (2013). Bibliotherapy for youth and adolescents- School-based application and research. Journal of Poetry Therapy 26(1), 13-40. DOI: 10.1080/08893675.2013.764052 Mehdizadeh, M., & Khosravi, Z. (2019). An inquiry into the effectiveness of bibliotherapy for children with intellectual disability. International Journal of Developmental Disabilities , 65 (4), 285-292.

Duckworth, K. (2013). Mental illness: Facts and numbers . Retrieved from http://www.nami.org/factsheets/mentalillness_factsheet.pdf.

Friend, M. (2018). Special education. Contemporary perspectives for school professionals . Pearson.

Gage, N. A., Katsiyannis, A., Rose, C., & Adams, S. E. (2021). Disproportionate bullying victimization and perpetration by disability status, race, and gender: A national analysis. Advances in Neurodevelopmental Disorders , 5 (3), 256-268.

Herrera, L. J. P., & Kidwell, T. (2018). Literature Circles 2.0: Updating a Classic Strategy for the 21st Century. Multicultural Education , 25 (2), 17-21.

Molton, D. E. (2020). A Case Study: Teachers’ Perceptions of Read Aloud Bibliotherapy in the Classroom (Doctoral dissertation, Grand Canyon University).

Hong, J. S., Peguero, A. A., & Espelage, D. L. (2018). Experiences in bullying and/or peer victimization of vulnerable, marginalized, and oppressed children and adolescents: An introduction to the special issue. American Journal of Orthopsychiatry, 88 (4), 399-401. http://dx.doi.org/10.1037/ort0000330

Prater, M.A. & Dyches, T. T. (2008). Teaching about disabilities through literature . Libraries Unlimited.

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