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All children-including those with disabilities-need to see themselves and their experiences reflected in the lessons, materials, and surroundings of their learning environments (NAEYC 2019). Such inclusion is not only an ideal for educational settings, but also an imperative to meet legal requirements and ethical standards. When planned, implemented, and individualized to meet children's strengths and needs, inclusive practices can lead to positive outcomes for all children in the form of increased access, membership, participation, friendships, and support (DEC/NAEYC 2009).
One research-based practice for supporting these outcomes is to read texts that positively and accurately depict disabilities and to facilitate conversations that encourage children's acceptance and understanding of human differences (Ostrosky et al. 2015). While reading aloud is a common practice in early childhood settings to promote children's language and literacy skills, it can also provide other learning opportunities for children during the years in which they are forming foundational ideas and beliefs about their own-and others'-identities.
In this piece, updated guidance is presented regarding how to evaluate children's texts about disabilities. It also highlights a sampling of high-quality books along with conversation prompts and extension activities that early childhood educators can use in their settings.
Why We Should Talk About Disability
From a young age, children are developing their awareness of disability through direct and indirect experiences and from families, teachers, and society (Favazza, Ostrosky, & Mouzourou 2016). (See "Teaching Young Children About Disability," by Sue Mankiw, on page 22 for a broader discussion.) Exposure to individuals with disabilities can vary greatly. As a result, children may develop misconceptions, including that disabilities are only caused by accidents or that children with disabilities are "babies" who cannot do anything for themselves (Diamond & Huang 2005). When disabilities are not represented or discussed in the classroom environment and curriculum, children without disabilities may maintain their beliefs in these myths. Additionally, they may grow up without recognizing that everyone, including people with disabilities, has worth and a role in the fabric of a community.
Engaging with books about disabilities, or disability literature, is one way to counter this. Teachers can use a variety of texts and connected activities to introduce children to disabilities and to create an appreciation and understanding of them. Texts can shine a light on...