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<strong>Education</strong> <strong>and</strong> <strong>Tra<strong>in</strong><strong>in</strong>g</strong> <strong>in</strong> <strong>Developmental</strong> <strong>Disabilities</strong>, 2009, 44(3), 304–317 © <strong>Division</strong> on <strong>Developmental</strong> <strong>Disabilities</strong> Juvenile Literature <strong>and</strong> the Portrayal of <strong>Developmental</strong> <strong>Disabilities</strong> T<strong>in</strong>a Taylor Dyches, Mary Anne Prater, <strong>and</strong> Melissa Le<strong>in</strong><strong>in</strong>ger Brigham Young University Abstract: Because characters with developmental disabilities (DD) <strong>in</strong> children’s books are often the first images many children encounter, their accurate <strong>and</strong> multidimensional portrayal is critical. Therefore, the depictions of characters with DD <strong>in</strong> 41 children’s books were analyzed. These books were eligible for the biennial Dolly Gray Children’s Literature Award, <strong>and</strong> were published between 2004 <strong>and</strong> 2007. Data were analyzed for four ma<strong>in</strong> themes, namely characterization, relationships, changes <strong>in</strong> characters, <strong>and</strong> special topics. Trends across this <strong>and</strong> two previous studies (Dyches, Prater, & Cramer, 2001; Dyches & Prater, 2005) <strong>in</strong>clude a grow<strong>in</strong>g number of books published annually, <strong>in</strong>creas<strong>in</strong>g numbers of characters with DD who are culturally diverse, more positive portrayals, characters who are be<strong>in</strong>g more self-determ<strong>in</strong>ed, engag<strong>in</strong>g <strong>in</strong> more caregiv<strong>in</strong>g <strong>and</strong> teach<strong>in</strong>g roles, <strong>and</strong> enjoy<strong>in</strong>g more <strong>in</strong>clusionary recreational activities. Recommendations for future authors <strong>and</strong> educational service providers are provided. Many children’s books <strong>in</strong>clude characters with disabilities. Each of the 13 disabilities recognized <strong>in</strong> the Individuals with <strong>Disabilities</strong> <strong>Education</strong> Improvement Act of 2004 can be found <strong>in</strong> fictional works written for children. However, many of these books are written to <strong>in</strong>struct the reader about the disability rather than to <strong>in</strong>clude a character with a disability <strong>in</strong> an engag<strong>in</strong>g, well-written story (Prater & Dyches, 2008). Even though tens of thous<strong>and</strong>s of juvenile books are published annually, not all of them are considered of high quality. Quality juvenile literature is judged <strong>in</strong> terms of characterization, sett<strong>in</strong>g, plot, <strong>and</strong> theme. Characters should be real to children. They should be credible <strong>and</strong> consistent. Even though they may change <strong>and</strong> grow, the character should not be a totally different person as a result of what occurs <strong>in</strong> the story. A dynamic character is well developed, has a variety of traits mak<strong>in</strong>g him or her believable, <strong>and</strong> changes throughout the story (e.g., from shy to poised, selfless to selfish) (Lukens, 2007). A static character does not change as a result of the story’s plot. Correspondence concern<strong>in</strong>g this article should be addressed to T<strong>in</strong>a Taylor Dyches, Brigham Young University, 340-F McKay Build<strong>in</strong>g, Provo, UT 84602. Email: T<strong>in</strong>a_dyches@byu.edu 304 / <strong>Education</strong> <strong>and</strong> <strong>Tra<strong>in</strong><strong>in</strong>g</strong> <strong>in</strong> <strong>Developmental</strong> <strong>Disabilities</strong>-September 2009 In terms of other elements impact<strong>in</strong>g quality literature, the sett<strong>in</strong>g is def<strong>in</strong>ed as the geographic location <strong>and</strong> time period, as well as the cultural aspects of the environment. The plot refers to the events that take place dur<strong>in</strong>g the story <strong>and</strong> the theme is the abstract ideas embedded <strong>in</strong> the story, such as strengthen<strong>in</strong>g friendships, recogniz<strong>in</strong>g prejudice, <strong>and</strong> becom<strong>in</strong>g more <strong>in</strong>dependent (Sawyer, 2009). High quality literature also has an engag<strong>in</strong>g narrative style. “The style is reflected <strong>in</strong> the choice of words, the figures of speech, the rhythmic pattern of the language, the structure of sentences, <strong>and</strong> the use of rhetorical devices” (Sawyer, 2009, p. 87). Included <strong>in</strong> the style is the po<strong>in</strong>t of view or the perspective from which the story is told. Children’s books are usually told from the perspective of a child. In addition, high quality illustrations are evaluated <strong>in</strong> terms of artistic modes (e.g., pa<strong>in</strong>t, crayon, chalk), <strong>in</strong>tegration with the text, as well as attention to detail, texture, <strong>and</strong> color (Sawyer). Quality illustrations clarify <strong>and</strong> amplify the text, “extend<strong>in</strong>g it beyond the words or the reader’s imag<strong>in</strong>ation” (Lukens, 2007, p. 44). Given that all literature expresses values, books must be judged on the values they express (Mills, 2002). Books with characters with disabilities often endorse demean<strong>in</strong>g attitudes
TABLE 1 Dolly Gray Children’s Literature Award W<strong>in</strong>ners Title Author (Illustrator) Disability toward <strong>in</strong>dividuals with disabilities, equate low <strong>in</strong>telligence with poor moral character, present positive attitudes but <strong>in</strong> a preachy way, or compensate for the character’s disability by giv<strong>in</strong>g them more of someth<strong>in</strong>g else (e.g., heart, soul, compassion) (Mills). Books portray<strong>in</strong>g characters with disabilities should be judged, not only on the attributes of high quality literature, but on the values it promotes as expressed <strong>in</strong> the portrayal of the character with disabilities. Several authors have created guidel<strong>in</strong>es aga<strong>in</strong>st which to evaluate <strong>and</strong> select such books (e.g., Blaska, 2003; Dyches & Prater, 2000; Heim, 1994). Characters with disabilities <strong>in</strong> contemporary sett<strong>in</strong>gs should be both positive <strong>and</strong> realistic. For example, the character with disabilities should be shown to be act<strong>in</strong>g upon high expectations <strong>and</strong> choices, as well as mak<strong>in</strong>g positive contributions. The strengths, not just limitations of the character should be portrayed; <strong>and</strong> they should be shown engag<strong>in</strong>g <strong>in</strong> reciprocal relationships with others, <strong>and</strong> be<strong>in</strong>g afforded the same citizenship rights as others (Dyches & Prater, 2005). Portrayals should also be realistic <strong>in</strong> terms of physical, behavioral, <strong>and</strong> language attributes. This is not unlike the st<strong>and</strong>ard for all quality books—their portrayals should be considered “credible, consistent, multidimensional—characters who cont<strong>in</strong>ue to grow <strong>and</strong> develop” (Dyches & Prater, 2005, p. 202). Books that meet both the high st<strong>and</strong>ards for juvenile literature <strong>and</strong> high st<strong>and</strong>ards for the Year Awarded Type The Curious Incident of the Dog <strong>in</strong> the Night-Time Mark Haddon Asperger Syndrome 2004 Chapter Ian’s Walk Laurie Lears (Karen Ritz) Autism 2000 Picture Keep<strong>in</strong>g Up with Roo Sharlee Glenn (Dan Andreason) Intellectual Disability 2006 Picture Me <strong>and</strong> Rupert Goody Barbara O’Connor Intellectual Disability 2002 Chapter My Brother Sammy Becky Edwards (David Armitage) Autism 2002 Picture A Small White Scar K. A. Nuzum Down Syndrome 2008 Chapter So B. It Sarah Weeks Intellectual Disability 2006 Chapter Tru Confessions Janet Tashjian Intellectual Disability 2000 Chapter portrayal of disabilities are rare. To recognize books that do meet these criteria, the <strong>Division</strong> on <strong>Developmental</strong> <strong>Disabilities</strong> of the Council for Exceptional Children established the Dolly Gray Children’s Literature Award <strong>in</strong> 2000. This award is granted to authors <strong>and</strong> illustrators of high quality literature who portray characters with developmental disabilities <strong>in</strong> positive <strong>and</strong> appropriate ways. S<strong>in</strong>ce the establishment of the award, three picture books <strong>and</strong> five chapter books have received the award (see Table 1). Three previous studies have analyzed the portrayal of developmental disabilities <strong>in</strong> children’s literature. First, Prater (1999) reviewed 68 children’s fiction books that portrayed <strong>in</strong>dividuals with mental retardation published between 1965 <strong>and</strong> 1996. The books were <strong>in</strong>cluded <strong>in</strong> the study if they appeared <strong>in</strong> at least 2 of the 27 sources. Prater found that few stories were told from the perspective of the character with mental retardation (MR), most characters with MR did not develop, <strong>and</strong> most served as a catalyst for another character to change. Most of the characters with MR were portrayed as victims, with other characters be<strong>in</strong>g the perpetrator or protector. They were also portrayed as be<strong>in</strong>g dependent on family members, particularly sibl<strong>in</strong>gs. Many books portrayed a character without a disability ga<strong>in</strong><strong>in</strong>g greater appreciation, affection, or underst<strong>and</strong><strong>in</strong>g of the character with MR. Only a few <strong>in</strong>cluded school<strong>in</strong>g, <strong>and</strong> when they did, the characters were attend<strong>in</strong>g segregated schools. Almost all characters lived at home <strong>and</strong> when Juvenile Literature <strong>and</strong> the Portrayal of DD / 305
Page 1 and 2: Education
Page 7 and 8: Best Practices in
Page 9 and 10: plication facts to middle school st
Page 11 and 12: Multiculturalism, Religion, <strong
Page 13 and 14: disability that are conveyed throug
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Page 19: ability and qualit
Page 23 and 24: who did not clearly have a developm
Page 25 and 26: TABLE 3 Juvenile Literature with Ma
Page 27 and 28: TABLE 5 Characterizations i
Page 29 and 30: drome in The Duche
Page 31 and 32: Special Olympics). Most of the recr
Page 33 and 34: “add depth and m
Page 35 and 36: Gresham, Kern, Barreras, Thornton,
Page 37 and 38: number of cases of sin</str
Page 39 and 40: TABLE 1 Continued
Page 53 and 54: Target Behaviors A number of social
Page 55 and 56: to promote social skills in
Page 57 and 58: *Hine, J. F., & Wo
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Page 61 and 62: implemented is consistent across pe
Page 63 and 64: concludes the program with an empha
Page 65 and 66: TABLE 2 Scholar Pretest Directions:
Page 67 and 68: dren with autism. If, through these
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tism and Other <st
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Typically students with low IQs, <s
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applied the vocabulary word to a gi
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Jacob, Carl, and R
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ting them apart. J
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cannot provide this type of <strong
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Pentop Computers as Tools for Teach
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Okolo, & Courtad, 2007). Smart toys
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computer for all multiplication pro
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software immediately repeated the n
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tool. Prior to the in</stro
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was first introduc
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ecause all of the students would be
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Effectiveness of Parent and
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is well known that when parents lea
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tion Program (PTCP) for teach<stron
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(reinforcers, prom
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Figure 2. Percentage of correct res
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Figure 4. Percentage of correct res
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is not progressing
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care and domestic
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enced based on IEP goals, whereas r
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TABLE 1 Definition
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to the criteria in
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Figure 2. Percentage of occurrence
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intervention was s
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goal setting on ta
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Increasing Compreh
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plied systematic promptin</
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TABLE 2 Book Adaptations Book Dirty
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Intervention. Like baselin<
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Figure 2. Number of correct respons
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mined is that this
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Evaluating the Acc
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TABLE 1 Characteristics of children
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educators. These educators were enr
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TABLE 3 Mean ratin
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could help a teacher better underst
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