McKay School of Education

Increasing numbers of students in U.S. schools are at greater risk of school failure because of social, economic, and family stress factors. Teachers can use literature as bibliotherapy for both children and adolescents to create a safe distance, allowing them to deal with sensitive issues related to these problems, as well as to teach social skills that can then help prevent school failure. In this article, the authors present a 10-step process for implementing bibliotherapy in the classroom and provide a sample of juvenile books that could be used in bibliotherapy.

ABSTRACT
Based on the Dyches and Prater (2000) guidelines, characterizations and plots in 34 eligible children's books published during 1999-2003 were evaluated; 36 characterizations are discussed in detail in terms of each guideline. Results showed that, compared to a previous study (Dyches, Prater, & Cramer, 2001), characters with developmental disabilities made more deliberate choices, were educated in more inclusive settings, were more accepted in their communities, and served in more helping roles; and more commonly the disability was only one of many character traits. Also a wide age spectrum was portrayed, and several characterizations represented people from minority races or cultures. Over half of the characters with DD had autism spectrum disorders, and almost half of those characters had Asperger syndrome.

The authors read all of the books that received Caldecott Medal and Honor status awarded between 1938 and 2005 and found that 11 included a character with a disability. For each book, they analyzed characterizations of those with disabilities and generated tips for using the book to teach about disabilities. They argue that accurate portrayals of characters with disabilities, particularly the types of disabilities encountered most frequently by young children, are needed in award-winning picture books.

Our lives are full of lists. From David Letterman to college or professional sports rankings, lists of the top 10 or top 25 are readily available. In fact, the authors of this article conducted a quick Google search using the phrase top 25 and found Web sites devoted to the top 25 highest-grossing films, innovations, executives, podcasts, lighthouses, cities for doing business in America, and many more. Even books of lists, for example, The New Book of Lists (Wallechinsky and Wallace, 2005), are available.
The authors of this article have collectively read and researched the portrayal of disabilities in juvenile literature for nearly 25 years. We have therefore generated our list of the top 25 children's and young adults' books that portray characters with disabilities. To select our list, we applied the Dyches and Prater (2000) guidelines on evaluating books that have high literary and artistic quality as well as multidimensional portrayals of characters with disabilities. These guidelines include analysis of the following:
* Literary quality (e.g., engaging theme or concept woven throughout the story, thoroughly developed plot, credible and multidimensional characters).
* Illustrative quality (e.g., illustrations interpret and extend the story; illustrations are of high quality, including design, layout, and style; Tunnell & Jacobs, 2007).
* Characterization of the characters with disabilities (Dyches & Prater, 2000). This guideline includes elements that are consistent with current knowledge and practices in the field: (a) accurate portrayal of the disability; (b) exemplary practices (e.g., characters are contributors in inclusive settings, with an emphasis on acceptance rather than on rejection and on similarities rather than on differences); (c) realistic sibling relationships, if depicted; (d) appropriate emotional reactions (e.g., respect rather than pity, acceptance rather than ridicule); and (e) accurate illustrations of the disability or assistive devices being used.
This article briefly describes each of the books on our top 25 list to help readers make informed decisions when selecting books that depict characters with disabilities. This list includes 14 chapter books and 11 picture books. The books span a wide range of publication dates--the oldest was first published in 1955, and the most recent appeared in 2006. They depict most of the 13 disabilities recognized by the Individuals With Disabilities Education Improvement Act (IDEA, 2004).
Five of the books received the prestigious Newbery Medal or Honor award, and one is a Caldecott Honor Book. Five additional books earned either the Dolly Gray or Schneider Family Awards. These two awards specifically honor juvenile books that portray disabilities (see box, "Major Book Awards"). Although 14 of the selected books did not win noteworthy awards, they deserve attention for their literary and artistic qualities, as well as their appropriate and realistic portrayals of disabilities.
The following discussion presents the top 25 books in alphabetical order, not he order. Table 1 indicates the type of disability portrayed, major awards earned, type of book, and grade levels for each of the 25 books. Table 2 presents 10 additional books that almost made the list. The box "Additional Resources" categorizes articles that provide details about selecting appropriate books and Web sites with additional lists of juvenile books portraying characters with disabilities.

Based on the Dyches and Prater (2000) guidelines, characterizations and plots in 34 eligible children's books published during 1999-2003 were evaluated; 36 characterizations are discussed in detail in terms of each guideline. Results showed that, compared to a previous study (Dyches, Prater, & Cramer, 2001), characters with developmental disabilities made more deliberate choices, were educated in more inclusive settings, were more accepted in their communities, and served in more helping roles; and more commonly the disability was only one of many character traits. Also a wide age spectrum was portrayed, and several characterizations represented people from minority races or cultures. Over half of the characters with DD had autism spectrum disorders, and almost half of those characters had Asperger syndrome.

The consequences of bullying are both widespread and severe. It disrupts learning, threatens school safety, and poses long-term emotional repercussions for bullies, victims, and bystanders. Although multiple strategies have targeted bullying, bullying must be understood within a social contextual framework beyond the bully-victim dyad.

Increasing numbers of students in U.S. schools are at greater risk of school failure because of social, economic, and family stress factors. Teachers can use literature as bibliotherapy for both children and adolescents to create a safe distance, allowing them to deal with sensitive issues related to these problems, as well as to teach social skills that can then help prevent school failure. In this article, the authors present a 10-step process for implementing bibliotherapy in the classroom and provide a sample of juvenile books that could be used in bibliotherapy.

Abstract: Newbery books represent quality literature that has a profound social-emotional impact on its readers, yet these books have not been systematically evaluated for their portrayal of characters with disabilities. Thirty-one Newbery Award and Honor books from 1975–2009 were identified and portrayed 41 main or supporting characters with disabilities. These books were evaluated using the Rating Scale for Quality Characterizations of Individuals with Disabilities in Children's Literature. Results indicate the representation of ...

Bullying, a serious issue in today's schools, negatively impacts children. This article summarizes research and emphasizes the need for effective tools, such as bibliotherapy, to deter bullying. To assist professionals in selecting books for bibliotherapy, 38 bully-themed children's K-3 picture books ranked 1-4 by The Horn Book Guide (HBG) from January 1, 2004 through January 1, 2010 were analyzed. Comparisons were made between the selected books' portrayals of bullying and aspects of bullying, and bully prevention ...

Researchers suggest that video-based interventions can provide increased opportunity for students with disabilities to acquire important academic and functional skills; however, little research exists regarding video-based interventions on the academic skills of students with autism and intellectual disability. We used a multiple-baseline-across-participants design to investigate the effects of video self-modeling (VSM) on the mathematics skill acquisition of adolescents with autism. Four adolescent male students viewed videos of themselves on an iPad solving mathematical problems to estimate the amount of money used to pay for a given item and the amount to receive in change. Findings support a functional relationship between VSM and performance on math skills for each participant. Subsequently, the VSM was systematically faded during maintenance sessions, with little deterioration of skill. Follow-up data probes were interpreted to conclude that student characteristics may affect ...

Newbery books represent quality literature that has a profound social-emotional impact on its readers, yet these books have not been systematically evaluated for their portrayal of characters with disabilities. Thirty-one Newbery Award and Honor books from 1975–2009 were identified and portrayed 41 main or supporting characters with disabilities. These books were evaluated using the Rating Scale for Quality Characterizations of Individuals with Disabilities in Children’s Literature. Results indicate the representation of Newbery characters with disabilities is not proportionate to the current U.S. population of students with disabilities. Further, racial representation portrayed in these books is not representative of the diverse students receiving special education services. Trend analyses indicate that overall the portrayal of characters with disabilities is increasingly positive. School personnel are encouraged to select appropriate books for their instructional or bibliotherapeu...

Obsessive-compulsive disorder (OCD) is a neurobiological condition affecting 1 of every 200 school-age children. OCD greatly affects students’ academic, behavioral, and social functioning, and it can lead to additional problem such as depression. To effectively collaborate with other individuals providing appropriate support to students with OCD, teachers need to understand this disorder, particularly its manifestations in school settings. This article addresses typical manifestations of OCD in school settings and provides general and specific accommodations for teachers to implement in their classrooms.

In this article we present our top 25 children and young adult books that portray disabilities, including chapter and picture books. These books were selected based on literary and artistic qualities, as well as realistic and appropriate portrayals of disabilities. We provide a brief synopsis of each book, as well as identify the type of disabilities portrayed and the appropriate reading/interest levels.

This case study describes services for students with disabilities at Karuna Home in Bylakuppe, Karnataka, India, a residential facility established to address the needs of individuals whose parents are primarily Tibetan immigrants. Interview, observation, and document review data collected over three months were used to describe and explain sociocultural and educational aspects of the school. Findings indicate that service providers embrace Tibetan Buddhist beliefs about individual worth and charitable service that can benefit the children and their caregivers in this life and the next, and that karma and other factors play roles in disability. Areas of concern and needed professional development are described, including effective assessment of academic and behavioral needs, improved planning and instruction using data-based objectives, and reliable monitoring of student progress toward intended learning and behavioral outcomes. Study findings can inform others who endeavor to provide similar services to individuals with disabilities in small or unique populations.

Research suggests a compelling correlation between teacher behavior and effective learning environments. Focusing on the evidence-based teaching skill of offering behavior-specific praise (BSP), the researchers worked with three elementary-level general educators in a tiered model of training generally known as response to intervention (RtI). Although RtI commonly provides targeted instructional support to students, this study used the RtI framework to provide professional development instruction to teachers. The researchers also tracked the behavior of three students identified by the teachers as having behavioral difficulties, who became the focus of each teacher's BSP. Results showed increases in rates of BSP following the Tier 2 and Tier 3 interventions (video self-monitoring and peer coaching), but not following the Tier 1 intervention (school-wide in-service training). Averages for all three students' on-task behavior increased with increased teacher BSP.

Given that the numbers of culturally and/or linguistically diverse students being educated in U.S. public schools are growing immensely, teacher educators must take responsibility for preparing teacher candidates to work in today's diverse classrooms. This can be difficult, however, if teacher educators are not culturally responsive in their curricular content and pedagogy. Teacher educators could benefit from engaging in professional development in this area. In this article, we discuss the professional literature on culturally responsive higher education training. We focus on the intended outcomes of professional development, including faculty knowledge, skills, and dispositions, as well as activities to promote cultural responsiveness among teacher education faculty.