By the Book: Using Literature to Discuss Disability With Children and Teens

In our increasingly diverse schools, teachers have a responsibility and an opportunity to help students see themselves and others through the lens of literature. There are few resources available to help teachers make decisions about what literature to choose and how to use that literature in relati...

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Bibliographic Details
Published in:Teaching exceptional children 2016-01, Vol.48 (3), p.151-158
Main Authors: Artman-Meeker, Kathleen, Grant, Thomas O., Yang, Xueyan
Format: Article
Language:English
Subjects:
Adolescent Literature
Adolescents
Attitudes toward Disabilities
Autism
Autobiographies
Awards
Bias
Bullying
Caregivers
Children
Children & youth
Childrens Literature
Classrooms
Consciousness Raising
Cultural Pluralism
Decision making
Developmental Disabilities
Disabilities
Discussion (Teaching Technique)
Early Childhood Education
Educational Responsibility
Elementary Education
Families & family life
Family (Sociological Unit)
Family Role
Friendship
Graduate students
Guides
Individual Characteristics
Intellectual disabilities
Intellectual Disability
Interpersonal Competence
Middle School Students
Middle Schools
Multiculturalism & pluralism
Parents
Parents & parenting
Reading Material Selection
Reading Materials
Secondary Education
Siblings
Single parents
Social Attitudes
Student Diversity
Teaching Methods
Thinking Skills
Verbal communication
Young Children
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Summary:In our increasingly diverse schools, teachers have a responsibility and an opportunity to help students see themselves and others through the lens of literature. There are few resources available to help teachers make decisions about what literature to choose and how to use that literature in relation to disability in the classroom. This article presents a series of questions that teachers can ask themselves when evaluating literature, and provides sample discussion guides and activities for using books in early childhood, elementary, and secondary settings.
ISSN:0040-0599
2163-5684
DOI:10.1177/0040059915618195