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

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!  :)

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   

Seal Surfer (2001)

Seal Surfer
Written and Illustrated by Michael Foreman

Michael Foreman’s (2001) Seal Surfer is about a young boy with a physical impairment who develops a long-lasting friendship with a seal pup.  After reading this book and evaluating it using the criteria offered by the Ontario Coalition for Inclusive Education, it is evident that this is an inclusive book that can be enjoyed by all individuals. 

1. What is the focus of the book? 

The focus of the book is not on the main character’s disability.  In the story, a problem arises when the young boy almost drowns at the beach, but the text reveals that it was because of a huge wave that plunged him headfirst (not because of his impairment). 

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

Yes. Through illustrations, one can see the young boy at the beach partaking in the same activities as his able-bodied grandfather. 

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

Yes.  Despite his physical impairment, the young boy is able to do a variety of activities, such as swim and fish with his grandfather. 

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 young boy has a physical impairment, but this impairment is not explicitly explained through words.  Examining the book’s illustrations, one can see that the young boy was in crutches early on in his life, and in a wheelchair at an older age.   

I think that this book is really great!  When reading through it, you would never know that the main character is physically disabled.  I can see why the Ontario Coalition for Inclusive Education considers this book one of its “fab four inclusive picture books.”  It’s definitely a must-read! 

Dad and Me in the Morning (2003)

Dad and Me in the Morning

Written by Patricia & Pat Lakin

Illustrated by Robert G. Steele

Patricia and Pat Lakin’s (2003) Dad and Me in the Morning is a story about a young boy, Jacob, who wakes his father to watch the sunrise over the nearby lake.  After reading this book and following the criteria put forth by the Ontario Coalition for Inclusive Education, I have come to the conclusion that this is an inclusive book that should definitely be found on the shelf of every classroom library!  

1. What is the focus of the book? 

The focus of the book is not on Jacob's disability.  Although Jacob’s hearing aid is shown throughout the story, it is very subtle and one must look at illustrations really close to even notice it.  His hearing impairment has nothing to do with the storyline.  In fact, the story could be told the same way even if Jacob did not have a disability!  

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

Yes. Through illustrations, one can see Jacob on the beach happily communicating with his father through sign language and using his various senses to enjoy the sunrise.  

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

Yes. Jacob demonstrates the typical role of a little boy by being anxious to see the sunrise and exploring all that there is to see, smell, and feel at the beach.  

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

There are no labels or disability-related terminology used in the text.  

Overall, I would definitely consider Patricia and Pat Lakin’s (2003) Dad and Me in the Morning an inclusive book.  As I researched this book online, I discovered that the Ontario Coalition for Inclusive Education considers this book one of their "fab four of inclusive picture books."  Look out for my next blogs to read about the other three books!