"Not a Stereotype": A Teacher Framework for Evaluating Disability Representation in Children's Picture Books.
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| Title: | "Not a Stereotype": A Teacher Framework for Evaluating Disability Representation in Children's Picture Books. |
|---|---|
| Authors: | Hayden, H. Emily, Prince, Angela M. T.1 |
| Source: | Reading Horizons. 2024, Vol. 63 Issue 1, p90-106. 17p. |
| Abstract: | Researchers and educators have explored representations of people with marginalized identities in children's picturebooks for over 30 years. Disability has not been widely acknowledged as a marginalized identity nor explored as an aspect of diversity prevalent in classrooms. In the United States, over seven million students are identified with a disability, and most will spend the majority of their school day in general education classrooms. Like other diverse students, they may not see their identities mirrored in classroom literature. Picturebooks featuring main characters with a disability are rare, and some still foreground medical models, limiting individuals with narrow, ableist notions that focus on what a person cannot do rather than what they can. The authors describe the development and teacher validation of the Strong Stories Framework, a brief, research-based evaluation tool designed for teachers to use to select picturebooks that exemplify high-quality literature while foregrounding strengths-based depictions of disability. [ABSTRACT FROM AUTHOR] |
| Copyright of Reading Horizons is the property of Western Michigan University, College of Education & Human Development and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 176567715 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: "Not a Stereotype": A Teacher Framework for Evaluating Disability Representation in Children's Picture Books. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Hayden%2C+H%2E+Emily%22">Hayden, H. Emily</searchLink><br /><searchLink fieldCode="AR" term="%22Prince%2C+Angela+M%2E+T%2E%22">Prince, Angela M. T.</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Reading+Horizons%22">Reading Horizons</searchLink>. 2024, Vol. 63 Issue 1, p90-106. 17p. – Name: Abstract Label: Abstract Group: Ab Data: Researchers and educators have explored representations of people with marginalized identities in children's picturebooks for over 30 years. Disability has not been widely acknowledged as a marginalized identity nor explored as an aspect of diversity prevalent in classrooms. In the United States, over seven million students are identified with a disability, and most will spend the majority of their school day in general education classrooms. Like other diverse students, they may not see their identities mirrored in classroom literature. Picturebooks featuring main characters with a disability are rare, and some still foreground medical models, limiting individuals with narrow, ableist notions that focus on what a person cannot do rather than what they can. The authors describe the development and teacher validation of the Strong Stories Framework, a brief, research-based evaluation tool designed for teachers to use to select picturebooks that exemplify high-quality literature while foregrounding strengths-based depictions of disability. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Reading Horizons is the property of Western Michigan University, College of Education & Human Development and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=176567715 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 90 Titles: – TitleFull: "Not a Stereotype": A Teacher Framework for Evaluating Disability Representation in Children's Picture Books. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Hayden, H. Emily – PersonEntity: Name: NameFull: Prince, Angela M. T. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: 2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 00340502 Numbering: – Type: volume Value: 63 – Type: issue Value: 1 Titles: – TitleFull: Reading Horizons Type: main |
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