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'Not a Stereotype': A Teacher Framework for Evaluating Disability Representation in Children's Picture Books

Λεπτομέρειες βιβλιογραφικής εγγραφής
Τίτλος: 'Not a Stereotype': A Teacher Framework for Evaluating Disability Representation in Children's Picture Books
Γλώσσα: English
Συγγραφείς: H. Emily Hayden, Angela M. T. Prince
Πηγή: Reading Horizons. 2024 63(1):90-106.
Διαθεσιμότητα: 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
Ημερομηνία έκδοσης: 2024
Τύπος εγγράφου: 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
Περίληψη: 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
Σύνδεσμος πρόσβασης: https://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=3700&context=reading_horizons
Αριθμός Καταχώρησης: EJ1427363
Βάση Δεδομένων: ERIC
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  Data: 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/
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  Data: 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.
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      – SubjectFull: Childrens Literature
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      – SubjectFull: Picture Books
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      – SubjectFull: Stereotypes
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