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Analyzing Representations of Individuals with Disabilities in Picture Books
Author(s) -
Tondreau Amy,
Rabinowitz Laurie
Publication year - 2021
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1002/trtr.2017
Subject(s) - psychology , reading (process) , literacy , facilitation , representation (politics) , selection (genetic algorithm) , inclusion (mineral) , mathematics education , critical literacy , plan (archaeology) , reading comprehension , pedagogy , developmental psychology , linguistics , social psychology , computer science , philosophy , archaeology , neuroscience , artificial intelligence , politics , political science , law , history
Abstract This article provides a critical literacy approach to reading picture books that represent individuals with disabilities. It details close reading with a critical literacy stance as a scaffolded method for teachers to support students’ increased access to conversations about disability. A sample lesson plan and three prompting guides are provided to support teachers in text selection, planning and facilitation of lessons that analyze disability representation. Consistently engaging in close reading with a critical literacy stance will help students internalize the transferrable process that enables them to challenge and critique the stereotypes of disability they encounter in other texts, media, and everyday interactions.