Academic Journal
'Not a Stereotype': A Teacher Framework for Evaluating Disability Representation in Children's Picture Books
| Title: | 'Not a Stereotype': A Teacher Framework for Evaluating Disability Representation in Children's Picture Books |
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| Language: | English |
| Authors: | H. Emily Hayden, Angela M. T. Prince |
| Source: | Reading Horizons. 2024 63(1):90-106. |
| Availability: | Western Michigan University, College of Education. 1903 West Michigan Avenue, Kalamazoo, MI 49008. Tel: 269-387-3498; Fax: 269-387-6272; Web site: https://scholarworks.wmich.edu/reading_horizons/ |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Disabilities, Childrens Literature, Picture Books, Stereotypes, Disadvantaged, Self Concept, Students with Disabilities, Student Diversity, Evaluation Methods, Reading Material Selection, Guidelines, Inclusion, Decision Making, Elementary School Teachers |
| ISSN: | 0034-0502 2642-8857 |
| Abstract: | Researchers and educators have explored representations of people with marginalized identities in children's picturebooks for over 30 years. Disability has not been widely acknowledged as a marginalized identity nor explored as an aspect of diversity prevalent in classrooms. In the United States, over seven million students are identified with a disability, and most will spend the majority of their school day in general education classrooms. Like other diverse students, they may not see their identities mirrored in classroom literature. Picturebooks featuring main characters with a disability are rare, and some still foreground medical models, limiting individuals with narrow, ableist notions that focus on what a person cannot do rather than what they can. The authors describe the development and teacher validation of the Strong Stories Framework, a brief, research-based evaluation tool designed for teachers to use to select picturebooks that exemplify high-quality literature while foregrounding strengths-based depictions of disability. |
| Abstractor: | As Provided |
| Entry Date: | 20240101 |
| Access URL: | https://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=3700&context=reading_horizons |
| Accession Number: | EJ1427363 |
| Database: | ERIC |
| ISSN: | 0034-0502 2642-8857 |
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