TE 448 Reflection

Taking the course Issues of Diversity in Children's and Adolescent Literature has really opened my eyes to issues of diversity that will be important to consider when thinking about what types of literature to include in my future classroom. While I feel I have always been aware of the importance of including a wide range of diverse texts in the classroom, this class has made me more confident in my descisions about being able to judge which books are positive representations of diversity, and which ones reinforce negative stereotypes or reflect different underrepresented groups in a negative way. After reading the articles assigned in class I have developed a greater awareness and appreciation for the importance of including diverse literature into the curriculum and finding a place for it in the classroom. It is important for all children to feel like they are represented. Children should be able to find a text that has characters like them so that they do not feel like they are alone, and can see that other people have struggles similar to their own. It is also important for students to have positive representations of others that are different from them. By inlcuding texts into the curriculum that represent a variety of different cultures and backgrounds, students may be more willing to accept others that are different from them and come to see their similarities. Diverse literature can work as both a mirror and a window when it comes to children's acceptance of diversity. I am more aware now of the power that the images presented to children have on their forming beliefs about people who are different from them, and it is important to counter act the negative images by providing them with positive examples. After reading several books focusing on different issues of diversity and coming up with questions regarding their representation of a particular underrepresented group, I feel that I have gained important insight that will help me judge the quality of other books that may appear in my classroom. It is an important role of the teacher to provide students with literature that will help them form opinions that lead to acceptance and understanding, and remove texts that reinforce negative stereotypes. TE 448 was a positive experience for me, and the knowledge that I gained will be very beneficial to me when choosing which books to include as a future teacher in my classroom.

Final Project Reflection

I chose to do my final project on children’s literature that focuses on characters with developmental disabilities. This topic is especially important to me because my mother is a special education teacher, and as a future teacher I will also have many students with special needs in my classroom. From doing this project I was able to see how children with developmental disabilities are represented in literature. All three books that I used in my final project feature characters that are portrayed as being “different” from their siblings or peers. While all the books focused on developmental issues that are somewhat different, including autism and Down syndrome, the messages that each book presented were very similar.

The main focus of the books was not on the developmental disability itself, or how these people are different, but how important it is to accept people for who they are, recognizing their similarities and seeing the good in their differences. Some of the books, such as “Ian’s Walk” and “My Brother Sammy,” begin by pointing out these characters differences in order to express the frustration that some people, such as siblings, may encounter when forming relationships with people who have special needs. The struggle of others to come to understand and accept their peers with developmental disabilities is a common theme throughout all the texts. By the end of the book, however, the message is clear that it is important to try and understand the differences and accept that person for who they are. Many times throughout the texts other characters struggle to accept that a person with developmental disabilities may not do things the way everyone else does. These characters sometimes express feelings of frustration and embarrassment with these character’s actions. These are realistic feelings that one might have when accepting someone with developmental disabilities into their life, but once those people are able to accept others differences and try to see things from their perspective, they see the benefit of having that person in their life. In “Ian’s Walk” and “My Brother Sammy,” siblings come to accept each other for their differences and realize how much they care about having that person in their life. In “Me and Rupert Goody,” Jennalee comes to realize the special influence that an outsider, Rupert, has had on her life and the life of her Uncle Beau. Each book sends a positive message of understanding and acceptance.

Trying to find children’s books that include characters with developmental disabilities was somewhat difficult. I wanted to find books that included positive representations of characters with these disabilities and in my search I found out about the Dolly Gray Award. This award is given to authors and illustrators that positively portray characters with developmental disabilities. Each of the books I chose to read had received this award, and even still I was unable to find many of them at the local library. I finally was able to find the three I reviewed at the library in my home town. The fact that it was so difficult to find books that included characters with developmental disabilities, even award winners, opened my eyes even further to the importance of including diverse literature in the classroom. Every student deserves to be represented in the classroom, especially when they are a part of a group that is commonly over looked. Whether students with developmental disabilities are present in the classroom or not, it is always important to relay messages of understanding and acceptance of all people.

Critical Review

Bousquin, Marilyn. "Ian's Walk: A Story About Autism." The Horn Book Magazine 74.n3 (May-June 1998): 334(1).

After reading a few children’s books that include characters with developmental disabilities and reviewing their quality as pieces of diverse literature, I wanted to see how other important resources viewed the books. I found one review of “Ian’s Walk” to be very insightful. Marilyn Bousquin of The Horn Book Magazine explained that while the book is not directly about autism, it describes the relationship between Ian, and autistic boy, and his older sister, Julia. Bousquin gives a description of how Julie accounts for her brother’s actions by explaining in a “sensitive yet short-fused voice” how Ian does things “differently.” This term could be offensive to others who do not like to portray people with developmental disabilities as “different.” She also states that the author never explains what autism is beyond “Ian’s brain doesn’t work like other people’s.” This is an important fact for someone who is looking for a book that would help explain specific facts about autism to others. Bousquin provides the reader of her review with examples from the books text that allows the reader to see how autism and people with autism are presented in the book. She also gives a helpful description of the style of the illustrations and the meaning behind their presentation, explaining that “Low-key watercolor illustrations casually offset Ian’s idiosyncrasies with Julie’s frustration and impatience; the pictures appear as spontaneous and unselfconscious as a snapshot in a family album.” After reading the book, “Ian’s Walk,” and the review published in The Horn Book Magazine, I feel that the review gave a thoughtful explanation of how the book presented issues of autism, while providing helpful criticism that would allow people to decide if this book could be useful to them in their search for quality books on this topic.

The Horn Book Magazine provides many helpful reviews of children's books. More information can be found at www.hbook.com

Book Review: "My Brother Sammy"

Edwards, Becky. My Brother Sammy. Brookfield, CT: The Millbrook Press, Inc. 1999.

My Brother Sammy tells a story of the relationship between two brothers from the older brother’s point of view. Sammy has autism, and does not always do things the way his brother wishes he would. His brother shares different emotions that Sammy makes him feel in different circumstances, for example he explains “I wish, in and embarrassed sort of way, that he would just join in our games.” Throughout the story he expresses emotions of being sad, lonely, and frustrated when sharing his experiences with Sammy. His mother explains to him that Sammy is "special" and he responds by saying that he does not want a special brother. Sammy responds by pointing to his brother and calling him special. This helps him see his brother Sammy in a new way and begins to participate in activities with Sammy the way he enjoys doing them. The mother accommodates for both of their needs by allowing them to ride to school together instead of taking separate buses, and encourages the older brother to participate in Sammy’s interests. In the end the older brother feels that having a special brother makes him special too!

Edwards has created a lovely book that helps address the issues that siblings may encounter when accepting a sibling with developmental disabilities. Edwards has experience working with children with special needs which allows her to realistically express feelings that a sibling may struggle with and ways that they may come to accept others that are different from them. It may have been helpful to explain that the character Sammy has autism, rather than just explain him as “special,” however, the overall message of acceptance is positive and could be helpful in encouraging acceptance and understanding in others. My Brother Sammy was awarded the Dolly Grey Children’s Literature Award for its positive representation of characters with developmental disabilities.

Book Review: " Ian's Walk"

Lears, Laurie. Ian's Walk, A Story about Autism. Morton Grove, IL: Albert Whitman and Company, 1998.

Ian's Walk is a story that follows two sisters and their brother, Ian, as they go for a walk to the park. The book focuses mainly on the relationship between Ian and his sister Julie. Julie seems to be at times frustrated with Ian's differences and having a brother that demands a lot of attention. As the trio walks to the park, Julie points out the differences about Ian that can sometimes be embarrassing and difficult to explain. Along the way, she explains that "Ian smells things differently," or "hears things differently." While at the park, Julie is in charge of watching Ian when he suddenly is no where to be found. Julie and her sister search nervously for Ian. Julie tries to think like he does, and eventually finds him in his favorite spot near the bells. After Julie's close encounter with losing Ian she realizes how much she cares about her brother and begins to accept and understand his differences. They decide to walk home the way Ian likes to, and try to see things his way by not only accepting but also participating in the quirky habits that Ian enjoys, such as watching the ceiling fan at the local diner.

Ian's walk would be a helpful book to use in order to bring awareness to siblings, or other children about children with autism. In the beginning, Julie struggles with Ian's differences, but as the book continues, Julie begins to see that it is Ian's differences that makes him special, and accepts Ian for the special person he is. Julie's struggles and frustrations in the beginning of the book are something that many children may relate to when living with siblings that have developmental disabilities, and may help them to see the positive things about having a special sibling like Ian. The author also provides a note about autism in the beginning of her book that explains the challenges of having a sibling with autism and the difficulty one can have when trying to explain autism to others. This note is a great forward to the book, and would be helpful for parents of autistic children, or anyone that is having difficulty explaining or understanding the responsibility, and important life lessons that can come out of having a child with autism in their lives. Laurie Lears has written many good books focusing on children with developmental disabilities, such as Nathan’s Wish, however, Ian's Walk was awarded the Dolly Gray Children's Literature Award. This award is presented to children's literature that positively portrays characters with developmental disabilities.

Book Review: "Me and Rupert Goody"

O'Connor, Barbara. Me and Rupert Goody. New York, NY: Frances Foster Books, 1999.

Me and Rupert Goody is a book about Jennalee, who lives with in southern North Carolina's Smoky Mountains with her very large family. Jennalee's only escape from her chaotic home life is working with Uncle Beau in his general store. Jennalee enjoys helping Uncle Beau stock the shelves and he is always attentive and understanding of her troubles at home. Beau is not her real uncle, but they have a special friendship that is turned upside down when a young African American boy who is cognitively impaired comes to town proclaiming that Uncle Beau is his father. Jennalee does not welcome Rupert right away, worried that he will take her spot in Uncle Beau's life, but after the town begins to object to Rupert because he is African American, Jennalee begins to realize how Rupert has become an important part of her life as well as Uncle Beau's and she comes to Rupert's Defense. Jennalee transforms from being stubborn and jealous of Rupert to having an accepting friendship.

The story focuses greatly on the life of Jennalee, and the developmental disabilities of Rupert are only secondary to the story as she is introduced to him and struggles to finally accept Rupert into her life. While developmental disabilities are not the main issue in the story, and race is also brought into the picture, Me and Rupert Goody is a well written book that helps bring awareness about people with developmental disabilities as Jennalee finds a way to reach acceptance of Rupert, teaching positive lessons about tolerance, belonging, and even love. Me and Rupert Goody is the second chapter book to be recognized by the Dolly Gray Children's Literature Award. This award is given to quality literature that positively portrays characters with developmental disabilities. While Barbara O'Connor does not always tackle the topic of developmental disabilities in her works, in Me and Rupert Goody, she gives a realistic portrayal of a young person’s exposure to someone with disabilities and the positive but sometimes difficult steps taken toward acceptance.

"Boy Meets Boy"

While reading "Boy Meets Boy," by David Levithan, many questions came to mind. Though our questioning the text papers had to focus on questions of diversity, there were other things about the text that posed questions as I read. Because the topic of homosexuality is such a touchy subject in schools, I often thought about if I would feel comfortable using this book in my classroom as a future teacher. I couldn't help but think about whether the issues were really age appropriate. Though children struggle with establishing an identity at an early age, I don't remember personally thinking about my identity in a sexual way while I was in elementary school. I thought it may have been a little unrealistic for the character to have such strong sexaul feelings at such a young age (kindergarten), and that parents of middle school students may not think this is age appropriate material. I do feel however, that it is important for all students to have representation in the classroom and after our class discussion, I feel that Levithan was not intending to make the book completely realstic placing it between the genre of realistic fiction and fantasy. The world these characters live in is not reality, but a representation of how youth may be able to express themselves if the pressures and norms of society weren't so strongly enforced. I feel that this book may be difficult to include in the classroom, and may face some criticism, but it is important to provide all students representation and characters that they can identify with. Like Levithan said, "silencing books silences the readers who need them most." The homosexual youth needs representation as much, and probably more, than other students in order to build a sense of acceptance and belonging. While the topic of homosexuality is controversial in schools, I agree with Levithan when he explains, "being gay is not an issue, it is an identity. It is not something that you can agree or disagree with. It is a fact, and must be defended as a fact."