People+With+Disabilities+Children's+Literature

**Children's Literature

Stuve-Bodeen, S., & Devito, P. (1998). __We’ll Paint the Octopus Red.__ Bethesda, M.D.: Woodbine House Inc. **


  **__We'll Paint the Octopus Red __ **


**Summary:** Emma is a 5 year old girl whose father has just informed her that she is going to have a new baby brother named Isaac. At first she is not happy about her sibling because she does not want to share her parents. However, her father begins discussing the things that she will be able to do with her brother such as: read or play kickball when he is older. They can also visit the grandparents and feed the calves, go for rides in the mini-van or attend the local art festival and paint an octopus red. This makes Emma excited. Then her father explains that Isaac has Down Syndrome. Emma is afraid that he will not be able to do these things with her. Her father tells her that even though it may take Isaac longer to learn to do some things than most kids he will still be able to do all that they had planned. He will just need love and patience.

Questions for Discussion: ** 1. What is Down Syndrome? 2. What causes Down Syndrome? 3. How are people affected with Down Syndrome? How do they get it? 4. How can Emma help Isaac do some of the things they planned like: kick a ball, feed a calf or fly on a plane? 5.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> What are some of the characteristics of Downs? <span style="font-size: 10pt; line-height: 115%; font-family: 'Times New Roman','serif';">Reading/ Journal Writing: Purpose: To introduce students to Down Syndrome. To help students understand what a person with this disability must face. To help student gain experience with logging their thoughts into a journal and the correct way to record this information. ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 10pt; line-height: 115%; font-family: 'Times New Roman','serif';">Begin by grouping students together for a read aloud. Read the story, stopping along the way to ask questions and define terminology that students may not understand. Ask questions to check for comprehension of facts and details. ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 10pt; line-height: 115%; font-family: 'Times New Roman','serif';">Have a group discussion about Down Syndrome and allow children to ask questions about the disability. Explain to the students that people with Downs can still do things that other people do. Ask the students to think of something that is different about them from everyone else. Explain that our differences are what make us special. ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-size: 10pt; line-height: 115%; font-family: 'Times New Roman','serif';">Next, have them journal their difference and how it does (or does not) affect their life.
 * Analysis**: This story shows the thoughts of a family whose newest member has been born with Down Syndrome. The story’s main focus is on discussions between Emma and her father. The first discussion regards the presence of a new child in the family and Emma’s fear because of him. However, her father helps her see all the wonderful things she can do with her new brother. She also gains a sense of pride when she realizes she is the big sister. The second conversation focuses on the discovery of the baby having Down Syndrome. In this conversation, the father helps Emma to see that over time people affected by Down Syndrome can still learn to do things that others can do. I would have liked to have seen this story extended a little further to see some of the issues the family may face.
 * <span style="font-size: 10pt; line-height: 115%; font-family: 'Times New Roman','serif';">
 * <span style="font-size: 10pt; line-height: 115%; font-family: 'Times New Roman','serif';">Activities: **


 * Submitted by Jennifer Swanson**

<span style="display: block; font-family: 'Times New Roman',Times,serif; text-align: left;"><span style="font-size: 10pt; line-height: 115%; font-family: 'Times New Roman','serif';"> <span style="display: block; font-size: 10pt; line-height: 115%; font-family: 'Times New Roman','serif'; text-align: left;"> <span style="display: block; font-family: 'Times New Roman',Times,serif; text-align: left;"> <span style="font-size: 10pt; line-height: 115%; font-family: 'Times New Roman','serif';">

<span style="font-size: 168%; font-family: 'Times New Roman',Times,serif;"><span style="font-size: 10pt; line-height: 115%; font-family: 'Times New Roman','serif';">**<span style="color: rgb(0, 0, 255);">__Amy The Story of a Deaf Child__
 * Walker, L.A. (author), & Abramson, M. (1985). __AMY The Story of a Deaf Child.__ United States: Penguin Books USA Inc.** <span style="font-size: 10pt; color: rgb(0, 0, 255); line-height: 115%; font-family: 'Times New Roman',Times,serif;">

Summary:** AMY tells the story of a child who is deaf. Her mother and father are also deaf but, her brother John can hear. Throughout the book Amy discusses how she lives her life. For instance, there are special lights that flash different pulses <span style="font-size: 10pt; line-height: 115%; font-family: 'Times New Roman','serif';">to alert of visitors at the door or a telephone call. They own a teletypewriter-telephone on which you type to talk to the person on the other end (they must have one too). She wears a special hearing aid in school to help her hear the teacher and other students. However, she mostly understands what is said through lip-reading and communicates through some speech and sign language.


 * Analysis:** Despite, not hearing Amy still leads a normal life. She has a pet rabbit and a cat named Checkers. She enjoys raising plants with her mother and father. She loves school and her favorite subjects are reading and PE. She spends time with her friends and teaches them to sign in return for skateboarding lessons. She sings in the glee club at school and choir at church. This story shows that people with disabilities can still lead active normal lives.

1.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> How does Amy communicate with others? 2.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> Why is it important for people to face Amy and speak in a normal tone when talking to her? 3.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> This is an older story and technology has changed the world so much since it was written (1985). Can you name some new technologies people who are deaf can use to communicate with people? 4.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> What are some of the things that Amy enjoys doing that you also do? <span style="font-size: 10pt; line-height: 115%; font-family: 'Times New Roman','serif';"><span style="font-size: 140%; font-family: 'Times New Roman',Times,serif;"> **Activities:** This book can be used in either a group reading setting or children could read it individually. This is a wonderful way to introduce what being deaf is like and American Sign Language. One activity to do would be to print the letters of the alphabet (and words) in sign language. Then as we do spelling words or introduce a new word or letter we could also learn the sign for it and practice it. Children could make the sign in addition to speaking it. The following is a link to a site where you can print out sign language flash cards: [|http://www.enchantedlearning.com/language/asl/flashcards] [|/]
 * Questions for Discussion:**
 * Submitted by Jennifer Swanson**


 * Westridge Young Writers Workshop. (1994). __Kids Explore the Gifts of Children with Special Needs__. Santa Fey, NM: John Muir Publications.**


 * __ Kids Explore the Gifts of Children with Special Needs __**[[image:index.aspx.jpg width="112" height="150" align="right" link="http://www.syndetics.com/index.aspx?type=xw12&isbn=9781562611569/SC.GIF&client=jackp"]]


 * Summary:** This book is a wonderful collection of stories about children with Special Needs.It is written by the special needs children, their families, friends, and other experts about the various disabilities that are covered. It features real photographs of these children and their families and friends. Rather than be a list of complaints or reasons why their disabilities hold them back, this book is a celebration of their successes, in the children's own words. This book represents all genders, abilities, and ethnicity. Community and family support is depicted in a truthful and endearing way. These children are shown completing normal everyday tasks, on their own. It shows that special needs doesn't mean that they can't achieve whatever they want to. The special needs children, in their own stories, are the heroes of this book. Their struggles, triumphs, and point of view are depicted throughout the book.


 * Analysis:** The focus of this book is to portray the truth of what special needs can mean to a child. It is a fair and helpful book, for anyone to read. The stories in this book are real and show how different isn't necessarily worse or better, but is just different. It also shows that achievement can be measured in many ways and that it is what you think about YOURSELF that matters most in this world.

1. What do you think of when you hear the words "special needs"? 2. Have you ever known someone who could be described as "special needs"? 3. If so, what did you notice the most about them? 4. If not, what are some of the interests/fears you have about people who are different? 5. What are ways children are successful? How are you successful?
 * Questions for Discussion:**

This book is a GREAT resource for a project/ journal entry/ discussion on diversity (in so many ways). Also, I think this is a MUST HAVE for a classroom library, for any age. Even if they can't read the text, children can look at the pictures and ask questions, which is the beginning of a good conversation to have as a class. Also, use it as a template for a "Everybody's Special" book that your class can put together about themselves. By celebrating everyone's individuality, you can take some of the stigma of being "different" away.
 * Activities:**


 * Submitted by Amanda Phifer**


 * Millman, Issac (2003). __Moses Goes to the Circus__. Douglas and McIntyre Ltd.**


 * __ Moses Goes to the Circus __** [[image:B832.jpg width="150" height="150" align="right" link="http://media.us.macmillan.com/jackets/258H/9780374350642.jpg"]]
 * Summary:** This is a wonderful book in a series of books by this author about the main character, Moses, who is deaf. This story is about Moses and his family going to the circus, but not just any circus. This is a special circus called, "Circus of the Senses". This circus is designed for the deaf, hard of hearing, and blind. There are all of the standard circus acts, trapeze artists, acrobats, animals, and concessions. Throughout the book, Moses "signs" to us what he is seeing, as well as the text tells us what he's saying.


 * Analysis:** I really love this book. it is the third in the Moses series and until now, I had never heard of them. sign language is such as amazing tool to teach children, and the story helps to teach the children, and the teacher, sign language. It also shows that even people with impairments can experience normal everyday activities and appreciate them. Moses family is supportive, as shown by their interest in a special circus rather than going to the "regular" circus.

1. How is Moses different from the rest of his family? 2. What does deaf or hard of hearing mean? 3. Have you ever heard of sign language, if so, how? 4. How is the circus different for Moses? The same? 5. What sign language did you learn?
 * Question for Discussion:**

I suppose the best thing to do with this book is to get the other books in the series and read them all to the children. Then you can do one of 2 things: let the children pick their favorite story, or assign different stories to different groups and have them analyze the sign language used in the story. Then you can have them "read" the story, acting out the sign language, or, use those sign language vocabulary words to make up their own story.
 * Activities:**


 * Submitted by Amanda Phifer**



Luchsinger, D. F., & Olson, J. (2007). Playing by the rules: a story about autism. Maryland: Woodbine House Inc. ** <span style="display: block; font-family: 'Times New Roman',Times,serif; text-align: left;"><span style="font-family: 'Times New Roman',Times,serif;"> <span style="color: rgb(0, 0, 255);">**__Playing by the Rules: A Story about Autism__**


 * Summary**: Josh and his older sister Jody are playing Animal Sounds Bingo. As always, Josh wins; he has memorized the order of all the animal's sound on the CD for the game. When Great Aunt Tilda drops by to visit the family and comes to sit on the couch close to Josh, he gets up and leaves before she even settles down. Josh is thrown off; he was unfamiliar with this strange lady sitting in the house. Jody, on the other hand has no problem with Aunt Tilda. Jody actually likes the attention she can get from adults (but Josh is the one who usually gets the spotlight when he's in the room). Jody pulls out another game for her and Aunt Tilda to play, Cavityland. As they are playing the game, Josh interrupts them with a strip of Velcro with pictures on it. This was a technique for Josh to communicate when he was uncomfortable to speak. Josh kept entering and leaving the room, making Aunt Tilda worried with Josh's activity in the other room, so she kept checking up on him. There are rules that Josh and Jody have to follow at home (like no soft drinks, candy, or making a loud racket), and even though Aunt Tilda was trying to be firm with the both of them, she eventually gave in (giving them candy, soda, and making a loud racket after winning the board game).


 * Analysis**: The focus of this story is to portray the effects of having an autistic child in the family and situations that will most likely occur; situations as simple as having a visitor/guest in the house. Because Josh was unfamiliar with this new person, he didn't like the sudden change, so he responded how he knew best. By the end, Josh and Jody had come to like their Aunt Tilda.


 * Questions for Discussion:**
 * 1.** What is Autism? Does Josh portray these symptoms?
 * 2.** What does it tell us about Josh's memory with the Animal Sounds Bingo CD?
 * 3.** Why does Josh act the way he does when Aunt Tilda comes?
 * 4.** What different kind of ways did Josh use to communicate?
 * 5.** Does Josh get used to Aunt Tilda by the end of the story?

** Activities: ** After reading the story aloud, the students can write up a list of what they like and don't like for people to do when interacting with them, "playing by their rules." This can also be used to make rules for the whole class at the beginning of the school year. Like the picture Velcro strip (PECS) Josh had, the students can help pick out pictures for the teacher to use instead of yelling over the class noise. Example: A Blue sheet with peace sign on it to represent calm/quiet down, etc.


 * Submitted by Joua Yang**


 * Murrell, D. (2007). Friends Learn about Tobin. Arlington, Texas: Future Horizons Inc.**


 * __ Friends Learn About Tobin __**[[image:btob03.jpg width="202" height="155" align="right" link="http://www.autismbookstore.com/Merchant2/graphics/00000008/btob03.jpg"]]


 * Summary**: Though Tobin is an engine that looks just like friends, he was built differently. Friends who do not know Tobin so well questioned his behavior. Behaviors such as: Tobin blew smoke to cover himself so that the new train could not see him, he did not like the others staring, Tobin expects words to mean exactly what they say, he does everything else the other trains do, but sometimes it gets too much for him so he gets a break more often, and Tobin does not like changes or when things are out of place. Tobin has a great memory though. If directions to a certain station are unsure, Tobin is the engine to ask. Tobin is surrounded by great friends who are helpful and understanding of Tobin’s condition. They are very compassionate when things are difficult for Tobin to handle. They accept him in all his ways and Tobin accepts them.


 * Analysis**: The focus of this story is the kind and compassionate friends surrounding Tobin. Even when new comers question Tobin’s behavior, his friends explain sensitively why he is how he is. They do not treat him any differently from all the other train engines. “A little help from your friends goes a long way!”

1. Would you like it if you were new at a school and everyone stared at you? 2. Don’t we all need a break sometime? 3. If you never heard the expression before and someone says, “FLY! Tobin, FLY!” would you think it means fly like a bird with wings? 4. We do not always like changes ourselves do we? 5. Are Tobin's challenges very similar to those with Autism?
 * Questions for Discussion:**

Provide different geometrical shapes and sizes, colors and paper for the students to design their own train engines. Compare the students’ engines, pointing out that all though they are made with different shapes, sizes, colors, and materials, the vital part of being an engine is still there. If the engines were made neatly enough, you can write out each child’s name on the train, laminate them, and use them name tags for the class. Take the geometrical shapes and create a math worksheet for the students to complete.
 * Activities:**

[|EngineNameTag.pdf]


 * Submitted by Joua Yang**

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 * Lears, Laurie (2003).** **Ian's Walk: A Story about Autism. Albert Whitman.**

<span style="color: rgb(0, 0, 255);">__**Ian's Walk: A Story about Autism**__


 * Synopsis:** This book is great for small children because it speaks at a level to which they can easily comprehend. The story, __Ian’s Walk__ gives children insight into the life of a child dealing with Autism, and how the family is there to help. In this story, two sisters, Tara and Julie take their younger brother Ian to the park. Ian, who has Autism, does things a little differently than what Julie is used to and eventually she gets frustrated with his actions. After Ian wonders off, it is up to the sisters to reflect on Ian’s habitual actions to lead them to his location. Through the progression of the story, the sisters share the things that they do to help their brother Ian cope with his disability. The main theme in this story is that all children are equal and that we should see our similarities instead of our differences within one another.


 * Analysis:** I would recommend this story for children from Kindergarten through Third grades. This story gives children great insight into the lives of children with Autism and the range of emotions that someone with Autism experiences, as well as those around him/her. This story is great for young children to read because it makes them aware of the mannerisms common to someone with Autism

1.** What are some similarities between the way Ian acted, and the way you yourself might act? Describe them.
 * Questions for Discussion:
 * 2.** Describe some of the things that Ian's sisters did to help him cope?
 * 3.** If you were Ian's sisters, what are some things you could have done to prevent the situation?
 * 4.** What are some of the frustrations that the two sisters experienced with their brother Ian?
 * 5.** After reading this story, what are some things you have learned about Autism?

This story would be a great Read Aloud book for students. After reading this story to the class a follow up discussion is necessary to make sure students have a clear understanding of Autism and what it entails. Following the group discussion, have students briefly log in a journal the things that they have in common with Ian. This activity is to help children recognize their similarities within one another.
 * Activities:**


 * Submitted by Meredith Huffman**

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<span style="color: rgb(0, 0, 255); font-family: 'Times New Roman',Times,serif;">
 * Brown, Tricia (1995). Someone Special, Just Like You. Henry Holt and Co.**
 * Someone** **Special, Just Like You** [[image:6a00c11414c3a65af500ccff8f021d4064-500pi.jpg width="200" height="179" align="right" link="http://a5.vox.com/6a00c11414c3a65af500ccff8f021d4064-500pi"]]
 * Synopsis:** In the book __Someone Special, Just Like You__, the author takes you to four different preschools that are specifically for children with handicaps. The handicaps include children with hearing and/or visual impairments, as well as children with physical and/or mental disabilities. This story is great for children because it promotes children to look within and not focus their attention to the disability of a person. The text stresses the commonalities between children and as the title suggests, everyone is special.


 * Analysis:** I would recommend this story for students in Kindergarten through First grade. This book is essential for helping children understand that a disability does not define a person. The author puts an emphasis on the positive message in this story which is for children to understand that everyone is special; and all children, no matter the physical or mental disability, enjoy the same things as other kids.


 * Questions for Discussion:**
 * 1.** What is the first thing that comes to your mind when you think of the word "handicap"? (Ask before, and then again after to see if the childrens perspectives have changed after reading the story.)
 * 2.** What are some of the handicaps that the children in this story had?
 * 3.** Can any of you relate to the children? Do you know anyone who has similar handicaps?
 * 4.** What are some of the similarities between the children in the story and yourself?
 * 5.** What are some activities that you could do with the children in the story?

A great activity to do with the conclusion of this story would be to have children get in a circle and go around the room and say something about them that is unique, and something about them that they have in common with a peer in the classroom. This activity is to help children understand that it is ok to be different, yet at the same time it allows students to see the commonalities within one another and the related experiences that they share.
 * Activities:**


 * Submitted by Meredith Huffman**