Hostname: page-component-cd9895bd7-jkksz Total loading time: 0 Render date: 2024-12-23T11:31:20.793Z Has data issue: false hasContentIssue false
  • English
  • Français

Children's Books that Promote Understanding of Difference, Diversity and Disability

Published online by Cambridge University Press:  23 November 2016

Linda Gilmore  and
Glenn Howard
Linda Gilmore*
Affiliation:
Faculty of Education, Queensland University of Technology, Brisbane, Australia
Glenn Howard
Affiliation:
Faculty of Health, Queensland University of Technology, Brisbane, Australia
*
address correspondence about this article to: Linda Gilmore, Faculty of Education, Queensland University of Technology, Victoria Park Road, Kelvin Grove QLD 4059Australia Email: [email protected]
Get access

Abstract

An important goal of inclusive education is to create an environment in which individual differences are appreciated, and where all children are valued. Books are an important way in which children learn about themselves, others and the world around them. Children's literature can potentially promote awareness of individual differences and similarities, acceptance of self and others, and information that counteracts ignorance, misperceptions and stereotypes about disability. This awareness, acceptance and knowledge should ultimately contribute to greater understanding, empathy and respect for diversity. In this article, we review over 50 children's books that may be of value for assisting children of different ages to understand and appreciate individual differences and disabilities. Most of the reviews were contributed by postgraduate psychology students who were enrolled in a disability unit at Queensland University of Technology.

Keywords

children's booksbibliotherapydisabilityindividual differencesawarenessacceptance
Type
Review Article
Information
Journal of Psychologists and Counsellors in Schools , Volume 26 , Special Issue 2: Developmental Disabilities , December 2016 , pp. 218 - 251
Copyright
Copyright © The Author(s) 2016 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

References

Adomat, D. S. (2014). Exploring issues of disability in children's literature discussions. Disability Studies Quarterly, 34, accessed at http://dsq-sds.org/article/view/3865/3655.Google Scholar
Blaska, J. K. (2003). Using children's literature to learn about disabilities and illness: For parents and professionals working with young children, 2nd edition. Troy, NY: Educator's International Press.Google Scholar
Braid, C., & Finch, B. (2015). “Ah, I know why …”: Children developing understandings through engaging with a picture book. Literacy, 49, 115–122.Google Scholar
Brown, W. H., Odom, S. L., & McConnell, S. R. (2008). Social competence of young children: Risk, disability and intervention. Baltimore: Paul H. Brooks Publishing Co.Google Scholar
Chamberlain, B., Kasari, C., & Rotheram-Fuller, D. (2007). Involvement or isolation? The social networks of children with autism in regular classrooms. Journal of Autism and Developmental Disorders, 37, 230–242. doi: 10.1007/s10803-006-0164-4 Google Scholar
Cook, K.E., Earles-Vollrath, T., & Ganz, J. B. (2006). Bibliotherapy. Intervention in School and Clinic, 42, 91–100. doi: 10.1177/10534512060420020801 Google Scholar
de Boer, A., Pil, S. J., Minnaert, A., & Post, W. (2014). Evaluating the effectiveness of an intervention program to influence attitudes of students towards peers with disabilities. Journal of Autism and Developmental Disorders, 44, 572–583. doi: 10.1007/s10803-013-1908-6 Google Scholar
Diamond, K. E., Hestenes, L. L., Carpenter, F. S., & Innes, F K. (1997). Relationships between enrolment in an inclusive class and preschool children's ideas about people with disabilities. Topics in Early Childhood Special Education, 17, 520–536. doi: 10.1177/027112149701700409 CrossRefGoogle Scholar
Dyson, L. L. (2005). Kindergarten children's understanding of and attitudes toward people with disabilities. Topics in Early Childhood Special Education, 25, 95–105. doi: 10.1177/02711214050250020601 Google Scholar
Haeseler, L. A. (2008). Biblio-therapeutic book creations by pre-service student teachers: Helping elementary school children cope. Journal of Instructional Psychology, 36, 113–118. doi:Google Scholar
Hurst, C., Corning, K., & Ferrante, R. (2012). Children's acceptance of others with disability: The influence of a disability-simulation program. Journal of Genetic Counseling, 21, 873–883. doi: 10.1007/s10897-012-9516-8 Google Scholar
Ison, N., McIntyre, S., Rothery, S., Smithers-Sheedy, H., Goldsmith, S., Parsonage, S., & Foy, L. (2010). ‘Just like you’: A disability awareness programme for children that enhanced knowledge, attitudes and acceptance: Pilot study findings. Developmental Neurorehabilitation, 13, 360–368. doi: 10.3109/17518423.2010.496764 Google Scholar
Kagan, J. (1984). The nature of the child. New York: Basic Books.Google Scholar
Lea, B. (2015). Children's books about special needs used as a mediating tool, the perceptions of inclusion classroom teachers in mainstream schools. Higher Education Studies, 5, 51–62. doi: 10.5539/hes.v5n1p51 Google Scholar
Lindsay, S., & Edwards, A. (2013). A systematic review of disability awareness interventions for children and youth. Disability & Rehabilitation, 35, 623–646. doi: 10.3109/09638288.2012.702850 Google Scholar
Mendel, M. R., Harris, J., & Carson, N. (2016). Bringing bibliotherapy for children into clinical practice. Journal of the American Academy of Child & Adolescent Psychiatry, 55, 535–538. doi: 10.1016/j.jaac.2016.06.008 CrossRefGoogle Scholar
Moore, D., & Nettelbeck, T. (2013). Effects of short-term disability awareness training on attitudes of adolescent schoolboys toward persons with a disability. Journal of Intellectual & Developmental Disability, 38, 223–231. doi: 10.3109/13668250.2013.790532 Google Scholar
Norton, D., & Norton, S. (2010). Through the eyes of a child: An introduction to children's literature (8th ed.). Boston, MA: Prentice-Hall.Google Scholar
Ostrosky, M. M., Mouzourou, C., Dorsey, E. A., Favazza, P., & Leboeuf, L., M. (2013). Pick a book, any book: Using children's books to support positive attitudes toward peers with disabilities. Young Exceptional Children, 18, 30–43.Google Scholar
Parsons, L. (2013). An examination of fourth graders’ aesthetic engagement with literary characgers. Reading Psychology, 34, 1–25. doi: 10.1080/02702711.2011.56676 Google Scholar
Prater, M. A., & Dyches, T. T. (2008). Teaching about disabilities through children's literature. Westport, CT: Libraries Unlimited/Teacher Ideas Press.Google Scholar
Putnam, J., Markovchick, K., Johnson, D. W., & Johnson, R.T. (1996). Cooperative learning and peer acceptance of students with learning disabilities. Journal of Social Psychology 16, 741–752.Google Scholar
Rillotta, F., & Nettelbeck, T. (2007). Effects of an awareness program on attitudes of students without an intellectual disability towards persons with an intellectual disability. Journal of Intellectual & Developmental Disability, 32, 19–27. doi: 10.1080/13668250701194042 CrossRefGoogle ScholarPubMed
Sipe, L. R. (2008). Storytime: Children's literary understanding in the classroom. New York: Teachers College Press.Google Scholar
Stern, D. (1985). The interpersonal world of the infant. New York: Basic Books.Google Scholar
Stipek, D. J., Gralinski, H., & Kopp, C. B. (1990). Self-concept development in the toddler years. Developmental Psychology, 26, 972–977. doi: 10.1037/0012-1649.26.6.972 CrossRefGoogle Scholar
Symes, W., & Humphrey, N. (2010). Peer-group indicators of social inclusion among pupils with autistic spectrum disorders (ASD) in mainstream secondary schools: A comparative study. School Psychology International, 31, 478–494. doi: 10.1177/0143034310382496 Google Scholar
Taheri, A., Perry, A., & Minnes, P. (2016). Examining the social participation of children and adolescents with Intellectual Disabilities and Autism Spectrum Disorder in relation to peers. Journal of Intellectual Disability Research, 60, 435–443. doi: 10.1111/jir.12289 Google Scholar
Webster, A. A., & Carter, M. (2013). A descriptive examination of the types of relationships formed between children with developmental disability and their closest peers in inclusive school settings. Journal of Intellectual & Developmental Disability, 38, 1–11. doi: 10.3109/13668250.2012.743650 Google Scholar
Wilkins, J., Howe, K., Seiloff, M., Rowan, S., & Lilly, E. (2016). Exploring elementary students’ perceptions of disabilities using children's literature. British Journal of Special Education, 43, 233–249. doi: 10.1111/1467-8578.12138 Google Scholar

Children's Books

Anderson, R. (1989). The bus people. London: Red Fox.Google Scholar
Andreae, G. (1999). Giraffes can't dance. London: Orchard Books.Google Scholar
Anonymous (ns). Hazel the hedgehog. Bath, UK: North Parade Publishing.Google Scholar
Baskin, N. R. (2009). Anything but typical. New York: Simon & Schuster.Google Scholar
Bishop, B. (2011). My friend with autism. Future Horizons.Google Scholar
Blabey, A. (2015). Thelma the unicorn. Australia: Scholastic.Google Scholar
Blabey, A. (2015). I need a hug. Australia: Scholastic.Google Scholar
Blake, Q. (2014). The five of us. London: Tate Publishing.Google Scholar
Brawley, H. (2001). Percival the plain little caterpillar. Sydney: The Book Publishing Company.Google Scholar
Bright, P. (2005). Nobody laughs at a lion. NSW, Australia: Koala Books.Google Scholar
Buehrens, A., & Buehrens, C. (1991). Adam and the magic marble. Duarte, CA: Hope Press.Google Scholar
Carle, E. (2002). “Slowly slowly slowly” said the sloth. New York: Penguin Putnam.Google Scholar
Chen, C-Y. (2006). The featherless chicken. Alhambra, CA: Heryin Books.Google Scholar
Clement, R. (2012). Feathers for Phoebe. Australia: Harper Collins.Google Scholar
Damon, E. (1995). All kinds of people. UK: Tango Books.Google Scholar
Draper, S. (2010). Out of my mind. New York: Simon & Schuster.Google Scholar
Dudley, B. R. (2014). Siggy's parade: Helping kids with disabilities find their strengths. Far Hills, NJ: New Horizon Press.Google Scholar
Edwards, B., & Armitage, D. (1999) My brother Sammy. New York: Sky Pony Press.Google Scholar
Elliott, R. (2010). Just because. Oxford: Lion Children's Books.Google Scholar
Ely, L. (2004). Looking after Louis. Park Ridge, IL: Albert Whitman & Co.Google Scholar
Ferris, J. (2004). Of sound mind. Waterville, Maine: Thorndike Press.Google Scholar
Fox, M. (1997). Whoever you are. Sydney, NSW: Harcourt.Google Scholar
Geppert, A. (2015). Meep. Brisbane: Tiny Owl Workshop.Google Scholar
Haddon, M. (2003). The curious incident of the dog in the night-time. London: Jonathan Cape.Google Scholar
Hallinan, P. K. (2005). A rainbow of friends. Nashville, Tennessee: Ideals Children's Books.Google Scholar
Huff, T. (2013). It's hard not to stare: Helping children understand disabilities. Pickering, Ontario: Castle Quay Books.Google Scholar
Jackson, L. (2002). Freaks, geeks and Asperger Syndrome: A User Guide to Adolescence. London: Jessica Kingsley.Google Scholar
Kaminski, H. A-W. (2012). The ability gang. CreateSpace Independent Publishing Platform.Google Scholar
Killeen, G. (1999). Cherry Pie. Sydney: Random House.Google Scholar
Knowles, S. (1988). Edward the emu. Australia: Harper Collins.Google Scholar
Kraus, R. (1971). Leo the late bloomer. New York: Windmill Books.Google Scholar
Lang, G. (2001). Looking out for Sarah. Charlesbridge.Google Scholar
Lazar, T. (2016). Normal Norman. New York: Sterling Children's Books.Google Scholar
Liu, C. (2010). Arlene on the scene. Austin, TX: Emerald Book Company.Google Scholar
Lord, C. (2006). Rules. New York: Scholastic.Google Scholar
Macguire, A. (2000). Special people, special ways. Arlington, TX: Future Horizons.Google Scholar
McKee, D. (2015). Elmer. London: Andersen Press.Google Scholar
McKenna, M. (2013). The octopuppy. Scholastic.Google Scholar
Palacio, R. J. (2012). Wonder. London: Bodley Head.Google Scholar
Peets, R. & Sanchez, G. (2012). It's OK to be different: An amazing school day. Morgantown, KY: Heart to Heart Publishing.Google Scholar
Petrillo, G. (ns). Keep your ear on the ball. Gardiner, Maine: Tilbury House Publishers.Google Scholar
Philbrick, R. (1993). Freak the mighty. New York: Scholastic.Google Scholar
Polacco, P. (2010). The junkyard wonders. New York: Philomel Books.Google Scholar
Rabinowitz, A. (2014). A Boy and a jaguar. New York: Houghton Mifflin Harcourt.Google Scholar
Ransom, J. F. (2016). There's a cat in our class! Washington, DC: Magination Press.Google Scholar
Rowe, P. W. (2010). Josh and the little wizard. Brisbane, QLD: 3e Innovative.Google Scholar
Rubio, G.H. (1998). Icy Sparks. New York: Penguin.Google Scholar
Rudolph, S., & Royer, D. (2015). All my stripes: A Story for children with autism. Washington, DC: Magination Press.Google Scholar
Senisi, E. B. (2002). All kinds of friends, even green. Bethesda, MD: Woodbine House.Google Scholar
Shriver, M. (2001). What's wrong with Timmy? USA: Warner Books.Google Scholar
Stower, A. (2004). Two left feet. London: Bloomsbury Children's Books.Google Scholar
Stuve-Bodeen, S. (1998). We'll paint the octopus red. Bethesda, MD: Woodbine House.Google Scholar
Thomas, P. (2001). Don't call me special. London: Hodder Children's Books.Google Scholar
Wild, M., & Denton, T. (2010). Leo the littlest seahorse. Melbourne, VIC: Penguin.Google Scholar
Willis, J., & Ross, T. (2011). Susan laughs. London: Andersen Press.Google Scholar
Winn, D. M. (2010). The higgledy-piggledy pigeon. USA: Cardboard Box Adventures.Google Scholar
Woloson, E. (2003). My friend Isabelle. Bethesda, MD: Woodbine House.Google Scholar