Education and Training in Developmental Disabilities - Division on ...

employment was discussed, it centered on
sheltered workshops.
In the second study, Dyches, Prater, &
Cramer (2001) analyzed the characterization
of mental retardation <strong>and</strong> autism <strong>in</strong> 12 picture
<strong>and</strong> chapter books published <strong>in</strong> 1997 <strong>and</strong>
1998. Efforts were made to locate all books
published dur<strong>in</strong>g those years. They concluded
that more characters with mental retardation
or autism were portrayed as be<strong>in</strong>g educated
<strong>in</strong> more <strong>in</strong>clusive sett<strong>in</strong>gs <strong>and</strong> mak<strong>in</strong>g choices
for themselves than Prater (1999) had discovered.
Most of the portrayals were male <strong>and</strong>
all of the illustrations depicted characters
as European-American. Proportionately, more
books were picture books than <strong>in</strong> the Prater
study. In terms of relationships, results were
similar to the previous study. Many characters
were protected from victimization <strong>and</strong> dependent
on others. Characters with MR or autism
were beg<strong>in</strong>n<strong>in</strong>g, however, to emerge as protectors,
teachers, <strong>and</strong> caregivers.
Dyches <strong>and</strong> Prater (2005) <strong>in</strong> the third study
exam<strong>in</strong>ed 34 picture <strong>and</strong> chapter books portray<strong>in</strong>g
developmental disabilities published
between 1999 <strong>and</strong> 2003. They reported similar
results from the Dyches et al. (2001) study. A
strong majority of portrayals of characters
with developmental disabilities (DD) were realistic
<strong>and</strong> positive. However, males with DD
were overrepresented. When compared to the
previous study, more books (a) depicted autism
spectrum disorders, (b) <strong>in</strong>cluded characters
from diverse cultures, <strong>and</strong> (c) portrayed
characters with DD grow<strong>in</strong>g <strong>and</strong> develop<strong>in</strong>g
<strong>in</strong> realistic ways. In addition, there were fewer
characterizations of Down syndrome <strong>and</strong> the
most common primary relationship for the
character with DD shifted from sibl<strong>in</strong>gs to
peers. Also, the characters with DD were receiv<strong>in</strong>g
more appropriate educational services,
but their recreational activities were not
aligned with best practices.
In their conclusion, Dyches <strong>and</strong> Prater
(2005) called for authors to add depth <strong>and</strong>
multidimensionality to characters with DD.
“These characters should be shown mak<strong>in</strong>g
deliberate choices that significantly impact
their lives <strong>and</strong> the lives of others; serv<strong>in</strong>g more
as protectors, teachers, <strong>and</strong> caregivers of others;
<strong>and</strong> engag<strong>in</strong>g <strong>in</strong> <strong>in</strong>clusionary recreational
activities.” (p. 215). The purpose of this study
was to analyze the general characterization of
<strong>in</strong>dividuals with DD <strong>in</strong> juvenile literature published
<strong>in</strong>itially <strong>in</strong> 2004–2007 <strong>and</strong> compare
these results with two previous studies.
Method
We exam<strong>in</strong>ed 41 juvenile books us<strong>in</strong>g a qualitative,
descriptive design, <strong>and</strong> compared
these characterizations with those described
<strong>in</strong> two earlier studies (Dyches & Prater, 2005;
Dyches et al., 2001). The design, method, <strong>and</strong>
purpose are simply descriptive (see S<strong>and</strong>elowski,
2000).
Book Selection
306 / <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
To be <strong>in</strong>cluded <strong>in</strong> the study, the books were
required to meet four criteria. They must have
(a) <strong>in</strong>cluded a ma<strong>in</strong> or support<strong>in</strong>g human
character with a developmental disability;
(b) been recognized as a picture or chapter
book written for children or young adults, <strong>in</strong>
story format, <strong>in</strong>clud<strong>in</strong>g biographies written
<strong>in</strong> story format; (c) been published <strong>in</strong>itially <strong>in</strong>
English between 2004 <strong>and</strong> 2007; <strong>and</strong> (d) been
published by a commercial publisher rather
than through vanity press.
The first step was to identify children’s
books that <strong>in</strong>clude characters with disabilities.
The authors consulted with children’s literature
librarians <strong>and</strong> used search terms such as
developmental disability, mental retardation, <strong>in</strong>tellectual
disability, Down syndrome, multiple disability,
autism, <strong>and</strong> Asperger Syndrome to locate
books <strong>in</strong> relevant issues of Children’s Books <strong>in</strong>
Pr<strong>in</strong>t (R.R. Bowker’s Database Publish<strong>in</strong>g
Group, 2007) <strong>and</strong> from various pr<strong>in</strong>t <strong>and</strong> electronic
book lists.
Next, each book was reviewed to determ<strong>in</strong>e
if the ma<strong>in</strong> or support<strong>in</strong>g character had a
developmental disability. For this study, developmental
disability was def<strong>in</strong>ed as a condition
which occurs before a person is 22 years of age
that limits him/her <strong>in</strong> at least three of seven
major life activities (e.g., receptive <strong>and</strong> expressive
language, self-care, <strong>and</strong> economic selfsufficiency),
<strong>and</strong> <strong>in</strong>cludes conditions such as
<strong>in</strong>tellectual disabilities, autism, Asperger Syndrome,
Down syndrome, fetal alcohol spectrum
disorder, <strong>and</strong> multiple disabilities. More
than 70 children’s books were found which
did not qualify for the study, because they
<strong>in</strong>cluded non-human characters, <strong>in</strong>dividuals