Disrupting ableism: Strengths-based representations of disability in children’s picture books

dc.contributor.author Hayden, H. Emily
dc.contributor.author Prince, Angela
dc.contributor.author Hayden, Emily
dc.contributor.department School of Education
dc.date 2021-01-04T22:18:42.000
dc.date.accessioned 2021-02-25T18:34:42Z
dc.date.available 2021-02-25T18:34:42Z
dc.date.copyright Wed Jan 01 00:00:00 UTC 2020
dc.date.issued 2020-12-25
dc.description.abstract <p>Children’s literature is a powerful influence on the social construction of perceptions and narratives, and it is critically important that all children see themselves represented in the books in their classrooms. However, strength-based views of characters with a disability are rare in children’s picture books, meaning that children with a disability may not see themselves reflected in the books on their classroom shelves. Even worse, books may reinforce limiting, ableist stereotypes and myths about people with disabilities and their lives. Representing characters with disabilities in strength-based ways in children’s literature, where “the person’s own abilities and strengths are explicitly considered [and] empowerment of the person has a high priority”, could educate able-bodied students about disability, promote attitudes of acceptance and strengthen perceptions of self-worth among students with disabilities as well as their typically-developing peers. We conducted a qualitative content analysis of 34 exemplar picture books featuring a main character with a disability. Low occurrence disabilities such as visual impairment were more frequently represented than high incidence disabilities such as a specific learning disability, but the main characters in our highest rated books modelled self-awareness, agency and acceptance. These books disrupted ableist myths about disability and provided the reader with tools to push back against both implicit and explicit stereotyping, teasing and bullying. By incorporating children’s picture books with strength-based representations of disability into research and teaching for primary classroom literacy instruction, we can reinforce valuable social emotional skills that foreground respect for the humanity and dignity of all students.</p>
dc.description.comments <p>This is a manuscript of an article published as Hayden, H. Emily, and Angela M.T. Prince. "Disrupting ableism: Strengths-based representations of disability in children’s picture books." <em>Journal of Early Childhood Literacy</em> (2020): 1468798420981751. DOI: <a href="https://doi.org/10.1177%2F1468798420981751" target="_blank">10.1177%2F1468798420981751</a>. Reprinted by permission of SAGE Publications.</p>
dc.format.mimetype application/pdf
dc.identifier archive/lib.dr.iastate.edu/edu_pubs/186/
dc.identifier.articleid 1185
dc.identifier.contextkey 20927596
dc.identifier.s3bucket isulib-bepress-aws-west
dc.identifier.submissionpath edu_pubs/186
dc.identifier.uri https://dr.lib.iastate.edu/handle/20.500.12876/94159
dc.language.iso en
dc.source.bitstream archive/lib.dr.iastate.edu/edu_pubs/186/2020_HaydenEmily_DisruptingAbleism.pdf|||Fri Jan 14 21:44:38 UTC 2022
dc.source.uri 10.1177%2F1468798420981751
dc.subject.disciplines Accessibility
dc.subject.disciplines Disability and Equity in Education
dc.subject.disciplines Early Childhood Education
dc.subject.keywords Early literacy instruction
dc.subject.keywords critical literacy events
dc.subject.keywords identity
dc.subject.keywords literacy practices
dc.subject.keywords picture books
dc.subject.keywords democratic practices
dc.subject.keywords story book interactions
dc.subject.keywords shared reading
dc.subject.keywords disability
dc.subject.keywords content analysis
dc.title Disrupting ableism: Strengths-based representations of disability in children’s picture books
dc.type article
dc.type.genre article
dspace.entity.type Publication
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relation.isAuthorOfPublication 36542e23-ffbb-4791-85d8-48e9b496f6df
relation.isOrgUnitOfPublication 385cf52e-6bde-4882-ae38-cd86c9b11fce
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