Analyzing Representations of Individuals with Disabilities in Picture Books

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Reading Teacher Revisions 3.19.21 (1).pdf (421.65 KB)

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https://ila.onlinelibrary.wiley.com/doi/10.1002/trtr.2017

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https://doi.org/10.1002/trtr.2017
 http://hdl.handle.net/11603/26631

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UMBC Education Department

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Author/Creator ORCID

https://orcid.org/0000-0003-4006-9697

Date

2021-04-27

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journal articles
postprints
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Citation of Original Publication

Tondreau, A. & Rabinowitz, L. (2021). Analyzing Representations of Individuals with Disabilities in Picture Books. The Reading Teacher, 75(1), 61-71. https://doi.org/10.1002/trtr.2017 Tondreau, A. & Rabinowitz, L. (2021).

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This is the peer reviewed version of the following article: Tondreau, A. & Rabinowitz, L. (2021). Analyzing Representations of Individuals with Disabilities in Picture Books. The Reading Teacher, 75(1), 61-71. https://doi.org/10.1002/trtr.2017 Tondreau, A. & Rabinowitz, L. (2021)., which has been published in final form at https://doi.org/10.1002/trtr.2017. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. This article may not be enhanced, enriched or otherwise transformed into a derivative work, without express permission from Wiley or by statutory rights under applicable legislation. Copyright notices must not be removed, obscured or modified. The article must be linked to Wiley’s version of record on Wiley Online Library and any embedding, framing or otherwise making available the article or pages thereof by third parties from platforms, services and websites other than Wiley Online Library must be prohibited.
Access to this item will begin on 04-27-2023

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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.