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Depicting Disabilities in Children's Literature

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First, A Little Background Information

Just Ask! Be Different, Be Brave Be You By Sonia Sotomayor takes students on a stroll through a garden of various children that have different abilities. A few disabilities that are highlighted in this book are autism, diabetes, ADHD, and dyslexia. Students that are highlighted throughout this book share a little about their disability and then another student makes a connection. Throughout the book there is an underlying theme of connectedness; although people might be different, they have more in common than they think. 

A Boy Called Bat by Elana K. Arnold is about a young boy named Bixby Alexander Tan, but is often referred to as Bat. Bat is not like the other kids, he has autism spectrum disorder. Bat follows a schedule and has a routine each day- one day his mother was late coming home from her veterinarian job. Bat was extremely worried, but it turns out that she was late because she was trying to save a pregnant skunk and her knits. Luckily she was able to save one of the knits and brought it home to help it become strong enough to be released to the wild animal rescue center. Bat immediately become excited about helping take care of the baby skunk. Bat and his sister named the skunk Thor. As Thor got bigger Bat knew that they would have to be releasing him to the wild animal rescue center. This made him very sad. He then decided to make it his mission to convince his mom to let the family keep the baby skunk until he was old enough to go into the wild. 

My Thoughts
Just Ask! Be Different, Be Brave, Be You

Just Ask! Be Different, Be Brave Be You By Sonia Sotomayor is a book that talks about different disabilities and how it is okay to “just ask” if you don’t understand. This book also has a feeling of connectedness as the reader moves throughout the book seeing that although people may have varying abilities they can also have a lot of things in common. For example, the book shows many kids with different needs and abilities- but they all have one thing in common. They ask questions instead of assuming things about one another. The author, Sonia Sotomayor, wrote this book using her personal narrative of having diabetes and her peers always wondering why she had to check her blood sugar and give herself shots of insulin. She uses her #OWNVOICE to send readers the message that is better to ask than make assumptions about people, like the assumptions that were made about her when she would have to give herself insulin shots. Sotomayor normalizes disabilities as she talks briefly about her experience with diabetes as well as other common disabilities that students may see in school, such as autism.  As a reader, I felt that she used children's disabilities in this book to be more a celebration of what some may call diverse abilities. 

 

I really loved this book because it is a great conversation starter about diversity and acceptance in the classroom- especially when students in your classroom are represented in this book. I think that this book is a great building block for helping establish and maintain an accepting and positive classroom environment and community. Additionally, it helps students begin making connections between the characters in the book that they meet and their classmates, which can help with understanding their peers a little bit better. This book made me think back to Lamnick and Kelly’s book Reading to Make A Difference. In chapter 7, it reads “young children are the most accepting humans on Earth” (pg. 117). I firmly believe this statement. Children are very accepting and open to ideas. However, sometimes the influence of adults in the children's’ lives can impact how they see a situation or how they interact in specific settings. By establishing the classroom as a safe place for students while exposing them to diverse children's literature will help them maintain this level of acceptance among their peers. This book as well as many others that I have talked about in previous blog posts are great conversation starters to get students to begin having these important conversations about diversity and acceptance in the classroom. 

A Boy Called Bat

A Boy Called Bat by Elana K. Arnold is a great example of a book that I would use to begin talking to students about disabilities, such as Autism, with students. Autism Spectrum Disorder (ASD) diagnosis is becoming more and more common among today's youth. In most classrooms, but not all, there will be at least one student on the spectrum. I loved how the author uses very clear and straight-forward characteristics to describe the main character, Bat, who has ASD. She touches on how a disruption in a routine can imbalance a student's equilibrium as well as other common characteristics such as taking things very literally. In an ASD course that I am currently taking in my graduate program, we have discussed characteristics associated with ASD. During these conversations, I have learned that students with ASD typically “act out” or become especially irritated when their emotions become deregulated. When this occurs they begin to demonstrate “autistic behaviors”. These “autistic behaviors” are coping mechanisms to help people with ASD regulate their emotions and regain a sense of balance. On pages twelve through fourteen of the book the reader gets a glimpse of what is going through Bat’s brain when his schedule/routine is disrupted because his mother is late getting home from work. He becomes extremely worried and even suggests calling the police to his sister. When she gets home he is relieved but is more concerned about if she remembered to stop at the grocery store and get more vanilla yogurt. When she replies that she did not he begins to demonstrate “autistic behaviors” by squinting his eyes and making his hands into fists while squeezing them tightly by his side. At this point in the story Bat’s emotions are not regulated and he is using a coping mechanism to help regulate them. His mother responds very calmly and explains why she was late and unable to stop at the grocery store he began to calm down and fixate on the baby animal that his mother brought home from her clinic. Some readers, especially those with ASD, will be able to make at lease one connection at this point in the story. Every human becomes mad and/or angry at some point and will often "act out" when this occurs. Readers with ASD could also make the connection of using similar coping mechanisms (clinching their hands together into fists and squinting their eyes). This representation within the text humanizes what ASD could like for an individual, as we know that ASD looks different for everybody. 

 

I really loved this book because it helps readers begin to understand what it might look like to walk in a person who has ASD’s shoes. I also really liked the story of friendship between Thor the skunk and Bat that Arnold created in this text. It reminded me of a quote that is displayed on the page that Chapter 7 of Laminack and Kelly’s book Reading to Make A Difference begins. The quote written by Brain Tracy reads “The greatest gift that you can give to others is the gift of unconditional love and acceptance”. I think that this quote is extremely applicable to this book. Bat displays unconditional love for Thor the skunk throughout this text. Bat cares for Thor as if he was a real child; he carries him in a neck sling, feeds him his bottle, and cuddles with him. Bat and Thor have a special bond and accept each other for who they are. Animals are amazing like that- they accept their owners for who they are and love them unconditionally. By the end of the story, Bat has created this special bond with Thor the skunk and he jumps through many obstacles and hoops to convince his mom to let the family care for the skunk until it can be released into the wild. At the very end when Bat’s mom agrees to let him keep the skunk for a little while longer it made me think of the saying “if you love something set it free”. Although Bat will not have to say goodbye to Thor the skunk just yet, but eventually when Thor is big and strong enough to survive in the wild he will have to set his friend free. I have become invested to find out what happens in the next book, Bat and the Waiting Game. 

The Schneider Family Book Award

For my viewers who may be unfamiliar with this ALA (American Library Association) award, the Schneider Family book award honors an author or illustrator for a book that embodies an artistic expression of the disability experience for children and adolescent audiences.

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Click Here to visit the book's official website!  
 

Click Here to Explore PA History site on Horace Pippin

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Click Here to learn more about Horace Pippin
 

Click Here to view a article some of Horace Pippin’s Work:

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Who Am I? Portrait Example
A Brief Summary

A Splash of Red: The Life and Art of Horace Pippin by Jen Bryant is a story about Horace Pippin’s life journey and perseverance. Horace loved to draw as a child and would use any materials that were available to him. When hardship struck his family Horace continued to draw whenever he could. When Horace went to fight in World War 1 he suffered an injury to his drawing arm- making it extremely difficult to lift. This injury did not stop Horace from creating artwork- he got creative in the ways that he created his new artwork so that he could continue drawing and creating artwork. 

A Closer Look

A Splash of Red: The Life and Art of Horace Pippin is a narrative of Horace Pippin, a self-taught African American artist who painted an abundance of different themes, including some pieces about his war experience. Horace Pippin's drawing arm was injured in World War 1, making it very difficult for him to paint after his recovery. This book is a great tool to talk to students about perseverance and the importance of never giving up on something that they are passionate about. Horace is a great example for students to look up to as he persevered in his situation by finding a way to continue to do what he loved, drawing. Most students will be able to make a connection to Horace when thinking about a time that they had to persevere in a situation. Being able to make connections to the text is one of the many reasons that students will enjoy reading this text!

Next Steps for Instruction

This book is a great tool to teach students about perseverance, identity, and acceptance. When reading the story students will understand that Horace was injured in the war which caused some difficulty when trying to figure out how he could continue to produce artwork. Even with a injured drawing arm Horace finds a way to continue to draw. This does not happen until Horace accepts that he will not be able to draw using the strategies he used to use before the injury. He accepts that he has to approach drawing in a different way- but that does not mean that his work cannot still be exceptional. In terms of identity, the book talks about Horace's life from childhood to adulthood and to obstacles and celebrations that he had along the way. The author does a great job of humanizing the struggle that people go through after suffering an injury, which is an invitation for students to develop empathy for Horace. 

 

Experiences contribute to an individual's identity and shape them into who they are. This creates the opportunity to have students create a "Who Am I" portrait. I think that this would be a great tool to help students begin thinking about connections that they might be able to make with Horace and their peers. During this activity students will be able to use their #OWNVOICES to share about themselves and their experiences. 

 

Lastly, I would use this book to talk to students about the important themes previously mentioned as well as use this text to think about character emotions. In the scene below Horace is given new art supplies after sending one of his princes into a magazine company. I think that this scene extends the invitation to student to begin thinking about how Horace might feel once he received these supplies after they had learned that he had previously only used supplies that he could find. Students will be able to make a connection to a time when they received something positive that they were not expecting- this could be as small as a cookie to as big as a new toy. I would then create a Jam Board with students to begin brainstorming ideas as well as scribe anything that students may notice or wonder about the scene. Lastly, I would conclude this lesson by recapping what our class has talked about as well as extending the invitations to student to share about a time that they persevered in a situation and how it made them feel afterwards.

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Meet the Authors
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Elana K. Arnold

Elana Arnold is the author of A Boy Called Bat!

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Sonia Sotomayor

Sonia Sotomayor is the author of Just Ask! Be Brave, Be Different, Be You

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Jen Bryant

Jen Bryant is the author of A Splash of Red: The Life and Art of Horace Pippin

Meet the Illustrators
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Charles Santoso

Charles Santoso is the illustrator of A Boy Called Bat!

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Rafeal López

Rafeal López is the illustrator of Just Ask! Be Brave, Be Different, Be You

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Melissa Sweet

Melissa Sweet is the illustrator of A Splash of Red: The Life and Art of Horace Pippin

Sources

Arnold, E (2017). A Boy Called Bat. Harper Collins Publisher.

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Laminak, L. L. & Kelly, K. (2019). Reading to Make a Difference: Using literature to help students speak freely, think deeply, and take action. Portsmouth, NH: Heinemann 

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Sotomayor, S 2019. Just Ask: Be Different, Be Brave, Be You. Penguin Random House Publishing.  

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