Diverse Classroom Libraries
A Prism Conceptual Framework Towards Identifying, Analyzing, and Selecting Diverse Children's Texts
What criteria should be used to determine if a book should be included in a classroom library?
Perspective
Texts should have a disabled person as the main character
- Pick books that have a main character with a disability instead of a main character that has a friend or sibling with a disability.
- It is important for students with disabilities to see themselves as a main character and not a side or background character. When the character with a disability is a side character, the book shifts from being about the person and the disability to how the disability affects the outside world. This takes away the importance of representing the disability (Crawford, 2016).
Terminology
Uses the correct terminology when discussing different disabilities
- When talking about certain disabilities, make sure the book uses proper terminology. Words like disabled and disability are appropriate to use and should be used. Terms that are associated with certain disabilities should be used over vague words.
- Example: if a book has a main character with cerebral palsy, it should explain the character has a physical disability which is its proper terminology, instead of saying the character has special needs.
- The book should use explicit language and terms that are culturally and contemporarily sound (National Youth Leadership Network, & Kids As Self Advocates, 2006).
Stereotypes
Avoids stereotypes and representation of disabilities as a obstacle one needs to overcome
- Avoid books that make having a disability a hurdle that must be overcome in order to be happy. Instead, find books that show positive ways to live with a disability without the undertone that disabilities bring people down.
- A book that explains ways to assist living with a disability is fine as long as it doesn’t cast a negative light on disabilities in general.
- It is also important to avoid books that lean into stereotypes.
- Example: stereotypes like pitying people with disabilities or that people with disabilities can’t do anything by themselves is important to avoid. These stereotypes will make students with disabilities feel misrepresented or like they need to fit these stereotypes while students who don’t know about disabilities will think these stereotypes apply to all people with disabilities (Denvenney, 2004).
- Example: stereotypes like pitying people with disabilities or that people with disabilities can’t do anything by themselves is important to avoid. These stereotypes will make students with disabilities feel misrepresented or like they need to fit these stereotypes while students who don’t know about disabilities will think these stereotypes apply to all people with disabilities (Denvenney, 2004).
Avoid books that represent disabilities as an annoyance for other people
- Some books like to focus on how a person's disability affects others. Often these types of books are representing the disabled community in a negative light. They portray having a friend or family member with a disability as an annoyance others must accommodate for.
- If one chooses to use a book that focuses on a person having a friend or family member with a disability, make sure the disability is discussed in a positive manner. The book should talk about all the great qualities the person with a disability possesses.
Positive Examples
A Day with No Words by This story follows the day of a young boy who is nonverbal autistic. The book is written from the inner dialogue of the boy. The story follows how the boy communicates, the fun activities he likes to do, how voices sound to him, and how to deal with people who don’t understand. The book uses proper terminology that corresponds with his disability. Also, the book avoids both the perspective that disabilities are an annoyance to others and that they must be overcome by its inhibitor.
Moses Goes to a Concert by A deaf boy named Moses and his deaf classmates take a trip to a concert. Readers learn how deaf people can experience and play music. The book provides factual information about the deaf community and how they live their lives. It also contains sign language depictions that correspond with the text for students to learn. It highlights and educates about the deaf community instead of pitying or finding an annoyance with them.
Susan Laughs by This book highlights all the activities a girl named Susan can do and the emotions she has. At the end of the book, it is revealed that Susan uses a wheelchair. The book humanizes people with disabilities, since at times society can dehumanize those with disabilities. It highlights all the great qualities Susan possesses and shows she is just like everyone else. This book is an example of stories that include a disabled person, but the whole plot isn’t centered around the disability. Also, the book refrains from using a tone of shame or annoyance on the behalf of others.
Negative Example
Arnie and the New Kid by An abled-bodied boy, Arnie, teases a fellow student, Phillip, who is in a wheelchair, but he gets a taste of his own medicine when he injures himself. Through his injuries, Arnie learns how difficult it can be for people like Phillip, and he learns to be compassionate. This book depicts multiple instances where Arnie is picking on Phillip for issues related to his disability. Students could mimic this bullying and use it in a malicious way towards disabled students. Also, Arnie only gets to know Phillip once he is going through similar circumstances. This shows students to use people when one needs something or when one is going through a similar situation. In the end, Arnie still doesn’t treat Phillip fully as an equal, but he treats him slightly better than before. The characters are also animals and not humans.
