Authors Cynthia Lord and Lynda Mullaly Hunt and educators Alyson Beecher and Gigi McAllister present the topic of using inclusive literature in schools and classrooms.
More alike than different ncte presentation 2015 (1)
1. More Alike Than Different
Using Inclusive Literature to Foster
Understanding, Responsibility and Compassion
2. Smore: http://bit.ly/1jcSTBC
We hope you leave today with…
*an understanding of the importance of using inclusive
literature in your schools and classrooms.
*Some practical strategies to help you select, evaluate
and implement inclusive literature.
*ways to extend and deepen student understanding of the
literature and individuals with disabilities.
8. Things people said. . .
• “Boys talk late.”
• “He’s not hearing well.”
• “Don’t look for problems.”
• “He doesn’t need to talk—his sister does all his talking for him.”
• “You’re not giving him enough attention.”
11. “(There is no) right type of Asperger’s. People with Asperger’s are
as varied as Norwegians and
trombone players.”
Mark Haddon, author of A Curious Incident of the Dog in the
Nighttime
14. “I can remember the frustration of not being able to talk. I
knew what I wanted to say, but I could not get the words out,
so I would just scream.”
–Temple Grandin
15. "It seems that for success in science or art, a dash of autism
is essential."
—Hans Asperger
18. Siblings
• Huge pressure on siblings to
be good, kind, and
understanding.
– “You’re such a good sister.”
– “He’s so lucky to have you.”
– “You can show him how to do
this.”
19. “I was so scared I was the only person
who felt this way.”
--Grace, age 10, with a brother with autism
63. Integrating Inclusive Literature Into Your School or
Classroom
*Should be done regularly so it becomes a natural part of your classroom.
*Use picture books or novels as read alouds and have a discussion.
*Book groups or clubs focused around inclusive literature.
*Know your students and connect them just the right book..
64. From open, honest dialogue comes empathy and
compassion.
*Discussion makes disabilities seem less scary
*Gives children permission to ask questions.
*Use the correct terminology when talking about disabilities.
65. Possible Discussion Prompts
*Have you ever heard of the word (specific disability)? What do you know about it?
*What do you think would be hard about having (disability).
*How are the characters treating (character with a disability)? Why?
*Does anyone have a personal connection or experience they would like to share?
*How do you think the character felt when…?
*How did it make you feel when…?
*What is something that is difficult for you to do?
66. Alyson Beecher
Pasadena Unified School District
Literacy Specialist
www.kidlitfrenzy.com
beecher.alyson@gmail.com
@alybee930
67.
68. We Need Diverse Books....
….and we need diverse books to also represent
individuals with a disability
69. Disabilities in Kid Lit
● Why is it important for children to be exposed to books
featuring a variety of characters with special needs?
● How can teachers find and select appropriate books for
their classrooms?
● What can teachers do to promote books featuring
characters with disabilities?
70. The Importance of Seeing Characters with
Disabilities in Children’s Books
● It is powerful for a child to see himself or herself in a book and/or to see a
sibling with a disability in a book.
● By seeing a child or a family member with a disability in a book, children feel
like they are not alone.
● It is easier for children to discuss the situation in the book before discussing it
in the classroom.
71. Selecting Quality Books With Characters With
Disabilities
● Is the disability portrayed in the book realistic and without overt stereotypes?
● Is the disability portrayed positively?
● Is the book well written or do you feel that the author has a message to share
and is trying to make a point?
● Are the illustrations well done or are they garish and unpleasant?
72. Read Alouds Featuring Characters with Disabilities
● Picking a book for a read aloud
● Going slow to go fast
● Providing opportunities to understand the challenges an
individual encounters as a result of their disability
73. Schneider Family Book Award
American Library Association
Honors an author or illustrator for a book that embodies an artistic
expression of the disability experience for child and adolescent audiences.
74.
75. Schneider Family Book Award
Criteria:
May be fiction, biography, or other form of nonfiction.
Must portray the emotional, mental, or physical disability as part of a full life, not as
something to be pitied.
Representation of characters with disabilities should be realistic, avoiding exaggeration or
stereotypes.
Person with disability should be integral to the presentation, not merely a passive
bystander.
The theme must be appropriate for and respectful of the intended audience age.
Information on a disability must be accurate
76. Schneider Family Book Award
Style
Should be well written
Should be engaging with distinctive use of language for plot and character
development and setting delineation.
Book should be judged on its own merit as a self-contained entity, not as part of
a series, and irrespective of supportive materials such as a CD or other
supplemental material.
77. Schneider Family Book Award
Illustration and Design
Text and images should complement or enhance each other, with differentiated
contrast between text, pictures, and background.
Format and typeface must be of age appropriate size, clearly readable, and free
of typographical errors.
Layout should be easy to follow, enhancing the flow of the story or information.
Preference will be given to books that can be made available in accessible
formats
78. Schneider Family Book Award
Blog Posts to check out:
Schneider Family Book Award 10th Anniversary Blog Tour
http://www.kidlitfrenzy.com/kid-lit-frenzy/2014/7/4/schneider-family-book-award-
10th-anniversary-blog-tour-giveaway
Demystifying the Schneider Family Book Award
https://nerdybookclub.wordpress.com/2014/01/31/demystifying-the-schneider-
family-book-award-by-alyson-beecher/
