We'll Paint the Octopus Red (1998)

We'll Paint the Octopus Red
Written by Stephanie Stuve-Bodeen
Illustrated by Pam DeVito

Many disability-related children's books describe what it may be like to grow up with a disability or what it may be like to have a parent with a disability, but not many books are told from the perspective of an able-bodied sibling.  Being a young boy or girl and having a new sibling with a severe disability will take time getting used to.  It will take time learning that your new brother or sister may need more help, it will take time learning that he or she may need more of Mommy and Daddy's attention, and it will take time learning that he or she may not always be able to do the same things as other people.  When I came across Stuve-Bodeen (1998) book, We'll Paint the Octopus Red, I was so happy to read an inclusive disability-related story told from the perspective of a young sibling.  The book is about a six-year-old girl named Emma who learns that her new baby brother has Down syndrome.  Using the criteria put forth by the Ontario Coalition for Inclusive Education, I quickly learned that this book definitely represents disability in a positive light.

1. What is the focus of the book? 

The focus of the book is on little Emma's anticipation for her new baby brother or sister.    When Emma finds out that she will have a new sibling, she imagines all the things that they will do together: go to Grandpa's farm to feed the calves, ride in the back of the mini-van making faces at the cars that go by, fly on airplanes, and even go to Africa on a safari to see elephants and rhinos.  When Emma's father informs her that her new baby brother, Isaac, will have something called Down syndrome, Emma begins to worry that she will not be able to do all of the fun activities that she anxiously awaits.  Her father, however, quickly assures her that Isaac will be able to do everything she can, but at a slower pace and with some assistance.  Thus, the focus of the book is not on Isaac's disability, but rather Emma's anticipation to engage in a variety of activities with her new sibling.    

2. Are all of the settings in the book inclusive? 

Yes, all of the settings appear to be inclusive because none of the characters are physically disabled.  

3. Are characters portrayed in valued roles - as active and contributing individuals?  

Yes, all characters are portrayed in valued roles.  Despite baby Isaac's disability, he is described as someone who can do anything any other child can do (e.g. go to Grandpa's farm to feed the calves, ride in the back of the mini-van and make faces).  The only difference, as described by Emma and Isaac's father, is that baby Isaac may need more help and that he may do things at a slower pace.  He is still perceived as an active and contributing individual that can participate in all activities that other able-bodied children can.    

4. If labels and terminology are used, are they contemporary and empowering? 

Yes, Emma and Isaac's father describe baby Isaac's condition as "Down syndrome," which is not considered to be offensive since it is a medical term.  Six-year-old Emma refers to baby Isaac's condition as the "Down thing," but it is evident that this was intentional to show little Emma's confusion as to what Down syndrome is.  

Using the criteria above, one can see how We'll Paint the Octopus Red is indeed an inclusive children's book.  It shows how a parent can describe a disability to a child in a positive way.  It is crucial to provide children with a positive image of disability at a young age in order to allow them to grow perceiving all individuals as special and equal to one another.  What I particularly like about this book is the questions and answers section at the end of the story.  Stuve-Bodeen offers a variety of questions about Down syndrome that children may ask their parents, and she provides answers to these questions in child-friendly language.  I would definitely recommend this book for individuals wanting an inclusive story told from the perspective of an able-bodied sibling, and those wanting a story specifically about Down syndrome.  

Useful Question and Answer Section 

in We'll Paint the Octopus Red

"I Have Autism" A Child's First Look at Autism (2005)

"I Have Autism" A Child's First Look at Autism

Written by Pat Crissey

Illustrated by Noah Crissey

Ever since I started teaching 3 years ago, I have been on a search for an inclusive children's book related to autism.  As the presence of autistic students in the classroom is becoming more and more common, I want to make sure that these students feel represented in the literature that they hear and read.  I recently stumbled across a book called, "I Have Autism" A Child's First Look at Autism, written by Pat Crissey.  Judging by the title of this book, I was not sure just how inclusive this book would be as it clearly focuses on autism.  Nonetheless, I decided to use the criteria put forth by the Ontario Coalition for Inclusive Education to see how disability is portrayed and to determine whether or not this is a book that I want to introduce to my students.  

1. What is the focus of the book? 

As expected, the entire book is all about how autism affects the life of the main character, Alex.  More specifically, Alex speaks about the way in which autism controls every aspect of his life, including his behaviour.  

2. Are all of the settings in the book inclusive? 

All of the settings in the book are inclusive because Alex is not physically disabled.  

3. Are characters portrayed in valued roles - as active and contributing individuals?  

I would not consider Alex to be portrayed as an active and contributing member because the entire book describes the way in which autism affects everything he does.  Thus, he is not seen as someone with agency.

4. If labels and terminology are used, are they contemporary and empowering? 

The only disability-related term used in the book is "autistic," which is not considered to be offensive. 

After reading through this book and analyzing the text and pictures, I have come to the conclusion that "I Have Autism" A Child's First Look at Autism does not represent disability in a positive light and is thus not a very inclusive book.  Although this book was meant to help parents and teachers explain autism to young children, children may begin to have a negative perception of autism because the text gives the impression that autism takes over various aspects of one's life.  An inclusive book on autism would be one in which autism is not the focus of the book, and one in which autism is not portrayed as affecting every little bit of one's life.  I'm still searching for such a book, so if you know of one, please let me know! :) 

I also wanted to share with you all a YouTube clip that I came across that didn't really sit well with me.  It's a short clip showing a young girl with autism who talks about how a nice lady gave her the book, "I Have Autism" A Child's First Look at Autism, and it's her favourite because she is autistic.  This little girl clearly loves the book not because of it's message, but because she sees herself, or at least parts of herself, reflected in the text.  What makes this YouTube clip even more disturbing is that www.ASDlife.ca has used this little girl to help promote not only the book, but their company as well.  It may seem like I am overreacting, but if you watch the clip below, you'll know exactly what I mean!  Let me know your thoughts...

Young Girl with Autism Promoting 
"I Have Autism" A Child's First Look at Autism

    

Emily Included (2011)

Emily Included
Written by Kathleen McDonnell

A friend of mine, Kaidi, recently told me about a new disability-related children's book that is being published in October of this year.  It is called Emily Included, written by Kathleen McDonnell, and it is about a young girl with severe cerebral palsy who fights to be educated in a "regular" classroom.  Although I have not been able to get my hands on this book just yet, I am really excited to read it as the story is based on the real life of a girl named Emily Eaton.  Emily seems like quite the role model for children with (and without) disabilities!  Look out for upcoming posts on Emily Included if you are interested in learning whether this book can be classified as inclusive!  In the meantime, you can check back regularly on Kathleen McDonnell's website to read about the progress of her book.  Happy Reading! :) 

Keywords

As this blog spot was created for a current graduate course that I am taking, Issues in Digital Technology in Education, you will find that I will be experimenting with various online tools that I have never tried using before.  In my previous post, I used Popplet to display photos and ideas, and in this post, I would like to share my creation I put together using Wordle.  I have taken many of the key words that I have used in my blogs so far, and I have created a "word cloud."  I thought this word cloud would be a great way to show new readers some of the key ideas I have been talking about in my blogs thus far.  It's a really neat tool, and I think students would have fun creating word clouds either about themselves or other topics.  You should try it out!  

Using Wordle to create a word cloud depicting keywords 

that I have discussed in my blogs thus far:    

Zoom (2003)

Zoom
Written by Robert Munsch
Illustrated by Michael Martchenko

Robert Munsch's (2003) well-known book entitled Zoom comes highly recommended from Charlotte Evans, a teacher of inclusive special education at the Faculty of Education, University of Manitoba, and a researcher who studies the literacy development of Deaf children.  The book is about a young girl named Lauretta who runs into problems after replacing her old wheelchair with a "92-speed, black, silver, and red, dirt-bike wheelchair."  Using the criteria put forth by the Ontario Coalition for Inclusive Education, I have evaluated this book below.  

1. What is the focus of the book? 

While crutches, leg braces, and a wheelchair are part of Lauretta's character (see picture to the right), her disability is not the focus of the book.  The focus is on the speeding ticket she receives after obtaining a super fast wheelchair.  

2. Are all of the settings in the book inclusive? 

Yes.  All of the settings are inclusive as Lauretta is successfully able to make her way around either with her leg brace on, using crutches, or using her wheelchair.  

3. Are characters portrayed in valued roles - as active and contributing individuals?  

Yes, Lauretta is portrayed as a valued character.  She is seen as a spunky, active individual who enjoys to race in her wheelchair.  When her brother gets into an accident, Lauretta is the only one who is able to save him and rush him to the hospital with her speedy new wheelchair.    

4. If labels and terminology are used, are they contemporary and empowering? 

There are no labels or disability-related terminology used in the text.  The reader only knows that Lauretta is disabled because she needs the assistance of either a leg brace, crutches, or a wheelchair in order to walk.  

After analyzing Zoom, it is obvious that this is a humorous children's book that depicts disability in a positive light.  I have always loved Robert Munsch's books growing up, and I am so happy that he is starting to publish more books that include characters with a disability.  For those interested, you can visit Robert Munsch's website to hear Zoom read out loud by Robert Munsch himself!  Just click here!  :)

Inclusive Classroom Exhibit

As I was browsing the Internet this morning, I came across a photo album which contained pictures of an inclusive classroom exhibit.  Boise State's Department of Early Childhood Education and the Albertsons Library worked together to create an inclusive classroom exhibit that showcased inclusive children's literature in order to celebrate the National Association for the Education of Young Children's Week of the Young Child.  This event happens every year in April.  I thought this was such a great idea in order to promote inclusive literature.  The photos really inspired me to want to hold my own inclusive literature exhibit!  I have displayed some of the photos using the online tool called Popplet.  Check it out below!

Click the 'play' button on the Popplet below to see photos from Boise State's Department of Early Childhood Education and the Albertsons Library's inclusive classroom exhibit:

Boots for a Bridesmaid (2003)

Boots for a Bridesmaid
Written by Verna Allette Wilkins
Illustrated by Pamela Venus

 I got so excited when I discovered yet another book with a parent who has a disability (rather than a child).  These books are so rare, so when I find them, I will be sure to post my thoughts on them in this blog spot!  Verna Allette Wilkins (1999/2003), the author of Are We There Yet? (see previous post), has also written the children's book entitled Boots for a Bridesmaid.  This book is about a young girl named Nicky who is not happy when she finds out that she needs to wear a frilly dress for her Aunt Flora's wedding.  Using the criteria put forth by Ontario Coalition for Inclusive Education, you can see why I think this book is so inclusive of individuals with a disability.  

1. What is the focus of the book? 

The focus of the book is on Nicky, an able-bodied girl who does not want to wear a bridesmaid dress for her aunt's upcoming wedding.  The book does not focus on Nicky's disabled mother.  

2. Are all of the settings in the book inclusive? 

Yes, all of the settings in the book appear to be inclusive as Nicky's mother is never excluded.  

3. Are characters portrayed in valued roles - as active and contributing individuals?  

Yes.  Although Nicky's mother is clearly shown in a wheelchair, this does not stop her from being a caring mother.  In fact, she is seen as very supportive as she actively helps fix Nicky's bridesmaid dress, for example (see picture to the right).  

4. If labels and terminology are used, are they contemporary and empowering? 

There are no labels or disability-related terminology used in the text.  The only way the reader knows that Nicky's mother is disabled is by looking at the illustrations. 

Using the criteria above, it is evident that Boots for a Bridesmaid is an inclusive book that depicts disability in a positive light.  The disabled character is seen as a loving mother who is involved in her mother's life despite her inability to walk.  She has special talents, such as her ability to sew, and she actively makes use of these talents.  Although I obtained this book from my local library, I am going to order it on Amazon as this is one book that needs to be on my inclusive literature shelf!  

Issue of Accessibility

Throughout my undergraduate and graduate research on disability-related children's books, I've learned how difficult it is to access these books at my local library.  I've often had to travel an hour or further just to get my hands on specific titles.  I think this is very unfortunate, especially since the number of people with a disability is growing worldwide and disabilities are becoming increasingly more present in our classrooms (United Nations, 2009).  If children are to feel valued in schools, they need to see themselves reflected in the books that they read and hear about.  A possible reason for the issue of accessibility is that not enough disability-related children's books are being published.  An article entitled, "Newbery Books Lack Characters with Disabilities, Study Says," by Debra Lau (2011) stated:

Although there have been more kids with disabilities portrayed in Newbery Medal-winning titles in recent years, there still remains a huge discrepancy between the number of characters in Newbery Award-winning books and how many children in the general population attend special education classes, says a new report.

If more publishing companies were to publish more disability-related children's books and if more of these books were to be awarded, then perhaps it would not be so difficult to get a hold of such books.  Fortunately, Amazon offers many of the titles that you will be reading about in this blog spot at a discounted price.  Although I would not consider all of the disability-related books inclusive, these books are still available for all to access and read through.  In my upcoming blogs, I will be sure to share my thoughts on all of the disability-related books offered on Amazon so that all my readers will be able to read these books for themselves.

If you would like to read Debra Lau's (2011) complete article, 

which also comments on the issue of inclusivity, you can read it here! 

Are We There Yet? (1995)

Are We There Yet
Written by Verna Allette Wilkins
Illustrated by Pamela Venus

Verna Allette Wilkins' (1995) Are We There Yet? is about a disabled father who takes his twin children on a day trip to a leisure park.  I particularly like this story as it is difficult to find children's books that include a parent with a disability rather than a child.  Although this book is fairly outdated, I still think it deserves to be on every classroom shelf as the author has truly depicted disability in a positive light.  Using the criteria put for forth by the Ontario Coalition for Inclusive Education, I have evaluated this book below.    


1. What is the focus of the book? 
The focus of the book is not on disability.  It is simply about two twin children, both able-bodied, who are eager to arrive at the leisure park with their disabled father.  

2. Are all of the settings in the book inclusive? 

Yes, they certainly are!  I have actually never seen a children's book that has illustrated inclusive environments as well as this book has.  Just look at the picture (on the right) and see the way in which the kitchen is inclusive of the father's needs (i.e lowered counter with all items accessible). 

3. Are characters portrayed in valued roles - as active and contributing individuals?  

Yes.  Despite the fact that the father is in a wheelchair, this does not stop him from being an involved father.  Text and illustrations portray the father as an active dad who does many things for his two young children, such as prepare meals for them and take them on fun day trips to the amusement park

4. If labels and terminology are used, are they contemporary and empowering? 

There are no labels or disability-related terminology used in the text.  The illustrations clearly show that the father is in a wheelchair, but the text makes no reference to his disability at all.  

Overall, it is no surprise that I consider this book very inclusive.  It really shows the way in which a disability does not change a person for who they are, nor does it stop them from living life.      

Don't Laugh at Me (2002) - Lesson Plans

Don't Laugh at Me
Written by Steve Seskin and Allan Shamblin
Illustrated by Glin Dibley

I hope all of the wonderful mothers out there had a great Mother's Day weekend!  After treating my beautiful mom to a day at the spa yesterday and then taking her out with the family for some Greek food, I decided to research some more disability-related children's books.  Entering various keywords in Google search, I unintentionally came across multiple links to lesson plans that are based on Steve Seskin and Allan Shamblin's (2002) book Don't Laugh at Me (see previous blog for my thoughts on this powerful book).  I quickly skimmed through each of these great lesson plans, and thought I'd share them with you all.  The lesson plans are geared to different age groups, but each one can easily be modified to fit any grade.  Below are links to the lesson plans along with titles and brief descriptions of each one.  

1) "Don't Laugh at Me" - http://learningtogive.org/lessons/unit187/lesson1.html

In this lesson plan, learners will define and identify stereotypical and discriminatory behaviors and practices. They will describe a social action plan to make the school a welcome and secure learning environment for all learners. (Learning to Give, n.d.)

2) "Don't Laugh at Me" - http://www.operationrespect.org/pdf/guide.pdf 

In this detailed teachers guide (intended for grades 2-5), teachers will introduce and enrich ongoing efforts that nurture children’s emotional, social, and ethical development, such as character education, conflict resolution, and teaching tolerance programs. (Operation Respect, 2000)

3) "Don't Laugh at Me" - http://www.operationrespect.org/pdf/guide2.pdf 

In this detailed teachers guide (intended for grades 6-8), teachers will introduce and enrich ongoing efforts that nurture children’s emotional, social, and ethical development, such as character education, conflict resolution, and teaching tolerance programs. (Operation Respect, 2000)

If anybody gets a chance to try out any of these lessons, let me know how it goes!  I'd love to hear your thoughts!  

Don't Laugh at Me (2002)

Don't Laugh at Me
Written by Steve Seskin and Allan Shamblin
Illustrated by Glin Dibley

Steve Seskin and Allan Shamblin's (2002) well-known book Don't Laugh at Me is a book with an accompanying song that was created to help stop bullying amongst youth.  Although this book makes reference to various groups of marginalized people, it specifically talks about people with disabilities (people in wheelchairs, people who are visually-impaired, people who are deaf, etc.).  I have been especially excited to post my thoughts on this book because it is one of my favourites!  I can't help but shed a tear when reading the book and listening to the song.  The message is so powerful... it gives me goosebumps!  Using the criteria established by the Ontario Coalition for Inclusive Education, I have evaluated this book below.     


1. What is the focus of the book? 

Although the focus of this book is on differences, including disabilities, it is told from the perspective of individuals with these differences.  The repeating message is, "Don't laugh at me. Don't call me names.  Don't get your pleasure from my pain.  In God's eyes we're all the same.  Someday we'll all have perfect wings."  

  

2. Are all of the settings in the book inclusive? 

Although not all of the settings in the book appear to be inclusive (for example, the boy with the learning disability is the only one who is not participating in class), the illustrator in the book purposely chose to exaggerate each of his illustrations in order to encourage discussion about differences amongst youth.

   

3. Are characters portrayed in valued roles - as active and contributing individuals?  

The characters are not portrayed in valued roles (for example, the child who is different is the one who is chosen last on the playground), but the authors intentionally chose to portray each character in this way to make readers (and listeners) aware of the unfortunate way in which people with differences are excluded from society.  

4. If labels and terminology are used, are they contemporary and empowering? 

Disability-related terms and labels are not contemporary or empowering (for example, the child with a learning disability is referred to as a "slow learner"), but once again, the authors intentionally chose to do this to make readers aware of the insulting names they call people with disabilities.    

Overall, I really think this book is inclusive of all children in the classroom as it makes reference to people in all shapes and sizes, able-bodied or disabled.  It teaches individuals that we are all different in some way or another, and that none of us are perfect.  It encourages youth to accept their peers for who they are, and not to bully them because of their differences.  How can one think that this book does not have a wonderful message?  It is important, however, not to introduce children to this book without discussion.  In order for children to recognize the significance of this book, teachers and parents need to talk to their children about the text and illustrations and encourage discussion about how we all are different in one way or another.  I particularly like this book because it is accomodating of people who are visual, auditory, and musical learners.  

Don't Laugh at Me sung by Mark Willis   

Lemon the Duck (2008)

Lemon the Duck

Written by Laura Backman


Illustrated by Laurence Cleyet-Merie

Laura Backman's (2008) Lemon the Duck tells the story of how a group of students help a disabled duck to walk by accepting him, loving him, and caring for him.  I stumbled across this book on YouTube when I was researching disability-related children's books on the Internet.  This book was identified as a "top-rated children's picture book about disabilities" by www.mommypicks.com.  Although I enjoyed listening to a woman tell this story (see YouTube clip below), I questioned whether or not the book itself is as inclusive as it's said to be.  This story is all about Lemon the Duck's inability to walk, and therefore the focus is on his disability.  Using the criteria offered by the Ontario Coalition for Inclusive Education, try evaluating this book similar to the way in which I have evaluated other books in previous blogs!  Do you think this book is inclusive?  Does it portray disability in a positive light?

Listen to Lemon the Duck by clicking on the YouTube clip below, 
and then post your comments below!

Brian's Bird (2003)

Brian's Bird
Written by Patricia A. Davis
Illustrated by Layne Johnson

Patricia A. Davis’ Brian’s Bird (2003) is about a boy with a visual impairment, Brian, and his pet bird named 'Scratchy.'  Although this children's book may initially appear to be inclusive, when using the criteria put forth by Ontario Coalition for Inclusive Education, one can see that this book portrays disability in an overall negative light.  It is unfortunate that the Ontario Coalition for Inclusive Education considers this book one of its "fab four of inclusive picture books."  

1. What is the focus of the book? 

Although the focus of the book is not entirely on Brian's disability, his visual impairment is a part of the main problem.  In the story, Brian's pet bird flies away.  Despite the fact that his older brother is blamed for keeping the door open, Brian's disability plays a major role in the conflict because he is forced to find the bird even though he is unable to see.  

2. Are all of the settings in the book inclusive? 

Yes.  All of the settings are inclusive because Brian is successfully able to make his way around his home with the assistance of a stick (see picture to the right).     

3. Are characters portrayed in valued roles - as active and contributing individuals?  

Although Brian is seen as an active young boy who enjoys playing with his pet bird and teaching it to talk, he is ultimately portrayed as inferior to his able-bodied brother.  For example, when reading the book, one learns that Brian's brother always teases him, beats him in a race, and forces him to find his bird when it escapes (despite not being able to see).  The characters' roles are therefore imbalanced. 

4. If labels and terminology are used, are they contemporary and empowering? 

There are no labels or disability-related terminology used in the text, except when the author informs the reader that Brian is "blind."  Although this term is considered socially-acceptable, many individuals prefer being called "visually-impaired."

Overall, I do not consider this book an inclusive one.  Children who read Brian’s Bird (2003) may have a negative perception of those with visual impairments due to the way in which the main character, Brian, is presented in the story.  Accordingly, this is not a disability-related book that I would recommend for teachers, and others interested, to share with young children.