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Disrupting Ableism: Strengths-Based Representations of Disability in Children's Picture Books

Λεπτομέρειες βιβλιογραφικής εγγραφής
Τίτλος: Disrupting Ableism: Strengths-Based Representations of Disability in Children's Picture Books
Γλώσσα: English
Συγγραφείς: Hayden, H. Emily (ORCID 0000-0001-6186-5444), Prince, Angela M. T.
Πηγή: Journal of Early Childhood Literacy. Jun 2023 23(2):236-261.
Διαθεσιμότητα: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 26
Ημερομηνία έκδοσης: 2023
Τύπος εγγράφου: Journal Articles
Reports - Research
Descriptors: Disabilities, Attitudes toward Disabilities, Picture Books, Childrens Literature, Social Bias, Misconceptions, Social Influences, Stereotypes, Bullying, Individual Characteristics, Symptoms (Individual Disorders), Learning Disabilities, Attention Deficit Hyperactivity Disorder, Autism Spectrum Disorders, Blindness, Physical Disabilities, Deafness, Hearing Impairments
DOI: 10.1177/1468798420981751
ISSN: 1468-7984
1741-2919
Περίληψη: Children's literature is a powerful influence on the social construction of perceptions and narratives, and it is critically important that all children see themselves represented in the books in their classrooms. However, strength-based views of characters with a disability are rare in children's picture books, meaning that children with a disability may not see themselves reflected in the books on their classroom shelves. Even worse, books may reinforce limiting, ableist stereotypes and myths about people with disabilities and their lives. Representing characters with disabilities in strength-based ways in children's literature, where "the person's own abilities and strengths are explicitly considered [and] empowerment of the person has a high priority", could educate able-bodied students about disability, promote attitudes of acceptance and strengthen perceptions of self-worth among students with disabilities as well as their typically-developing peers. We conducted a qualitative content analysis of 34 exemplar picture books featuring a main character with a disability. Low occurrence disabilities such as visual impairment were more frequently represented than high incidence disabilities such as a specific learning disability, but the main characters in our highest rated books modelled self-awareness, agency and acceptance. These books disrupted ableist myths about disability and provided the reader with tools to push back against both implicit and explicit stereotyping, teasing and bullying. By incorporating children's picture books with strength-based representations of disability into research and teaching for primary classroom literacy instruction, we can reinforce valuable social emotional skills that foreground respect for the humanity and dignity of all students.
Abstractor: As Provided
Entry Date: 20230101
Αριθμός Καταχώρησης: EJ1379696
Βάση Δεδομένων: ERIC
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  Data: Disrupting Ableism: Strengths-Based Representations of Disability in Children's Picture Books
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  Data: <searchLink fieldCode="AR" term="%22Hayden%2C+H%2E+Emily%22">Hayden, H. Emily</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6186-5444">0000-0001-6186-5444</externalLink>)<br /><searchLink fieldCode="AR" term="%22Prince%2C+Angela+M%2E+T%2E%22">Prince, Angela M. T.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Early+Childhood+Literacy%22"><i>Journal of Early Childhood Literacy</i></searchLink>. Jun 2023 23(2):236-261.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 26
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Disabilities%22">Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Attitudes+toward+Disabilities%22">Attitudes toward Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Picture+Books%22">Picture Books</searchLink><br /><searchLink fieldCode="DE" term="%22Childrens+Literature%22">Childrens Literature</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Bias%22">Social Bias</searchLink><br /><searchLink fieldCode="DE" term="%22Misconceptions%22">Misconceptions</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Influences%22">Social Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Stereotypes%22">Stereotypes</searchLink><br /><searchLink fieldCode="DE" term="%22Bullying%22">Bullying</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+Characteristics%22">Individual Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Symptoms+%28Individual+Disorders%29%22">Symptoms (Individual Disorders)</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Disabilities%22">Learning Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Attention+Deficit+Hyperactivity+Disorder%22">Attention Deficit Hyperactivity Disorder</searchLink><br /><searchLink fieldCode="DE" term="%22Autism+Spectrum+Disorders%22">Autism Spectrum Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Blindness%22">Blindness</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Disabilities%22">Physical Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Deafness%22">Deafness</searchLink><br /><searchLink fieldCode="DE" term="%22Hearing+Impairments%22">Hearing Impairments</searchLink>
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  Data: 10.1177/1468798420981751
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  Data: Children's literature is a powerful influence on the social construction of perceptions and narratives, and it is critically important that all children see themselves represented in the books in their classrooms. However, strength-based views of characters with a disability are rare in children's picture books, meaning that children with a disability may not see themselves reflected in the books on their classroom shelves. Even worse, books may reinforce limiting, ableist stereotypes and myths about people with disabilities and their lives. Representing characters with disabilities in strength-based ways in children's literature, where "the person's own abilities and strengths are explicitly considered [and] empowerment of the person has a high priority", could educate able-bodied students about disability, promote attitudes of acceptance and strengthen perceptions of self-worth among students with disabilities as well as their typically-developing peers. We conducted a qualitative content analysis of 34 exemplar picture books featuring a main character with a disability. Low occurrence disabilities such as visual impairment were more frequently represented than high incidence disabilities such as a specific learning disability, but the main characters in our highest rated books modelled self-awareness, agency and acceptance. These books disrupted ableist myths about disability and provided the reader with tools to push back against both implicit and explicit stereotyping, teasing and bullying. By incorporating children's picture books with strength-based representations of disability into research and teaching for primary classroom literacy instruction, we can reinforce valuable social emotional skills that foreground respect for the humanity and dignity of all students.
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      – SubjectFull: Disabilities
        Type: general
      – SubjectFull: Attitudes toward Disabilities
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      – SubjectFull: Picture Books
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