Checking for Inclusiveness

Studying the representation of disability in children's literature in both my undergraduate and graduate program in Education, I have come across multiple scholars that have offered a criteria for evaluating books that include children with disabilities.  Although many authors claim that their books are "inclusive" of children with either physical or mental disabilities, when using a criteria to actually evaluate these books, one is likely to find otherwise.  In my own research on the portrayal of disability in children's literature, I have found the Ontario Coalition for Inclusive Education's (2004) criteria particularly useful.  The Ontario Coalition for Inclusive Education is comprised of a team of various organizations that work together to promote inclusive education particularly for the disabled community.  The Coalition has suggested that one ask four important questions when evaluating a disability-related children's book:

1. What is the focus of the book?
Readers shouldn’t feel that the moral of the story has anything to do with disability, nor should their description of the book concentrate on impairment. Instead, they should be able to describe an interesting series of events, in which a character with a disability may have been involved. 

2. Are all of the settings in the book inclusive?
Everyone should live at home, attending neighbourhood schools, workplaces and recreational sites, along with their peers.

3. Are characters portrayed in valued roles - as active and contributing individuals?
Stereotypes should be avoided; instead everyone should be viewed as individuals with unique gifts and talents, as well as challenges. Those with disabilities should hold culturally valued positions and be engaged in age-appropriate activities. 

4. If labels and terminology are used, are they contemporary and empowering?
Labels like handicapped or mentally challenged are outdated and offensive; look for man, girl, student, or disabled, instead. People aren’t confined to a wheelchair, but they may use one; they aren’t afflicted with MS, but they may be living with it.

When examining children's books, it is important to look at both pictures and words.  Accordingly, in my blog spot, I will answer the above four questions by analyzing the illustrations and text in various disability-related children's books to help determine which books are actually inclusive of individuals with disabilities.  I hope that teachers, like myself, will find my blogs helpful in creating a library of inclusive children's literature.