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Special Education and Teaching Commons™
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Full-Text Articles in Special Education and Teaching
I’M Not A Writer, I’M An Alpaca: Preferences And Perspectives Of Emergent Writers, Shaya Helbig
I’M Not A Writer, I’M An Alpaca: Preferences And Perspectives Of Emergent Writers, Shaya Helbig
Waldo Library Student Exhibits
This case study explored preschool children’s perspectives and preferences in writing. While the voices of children are valued in research, often it is the voice of the adult researcher that emerges through their interpretations of the children’s perspectives (Harcourt & Sargent, 2011). In addition, research focusing on children’s interest in writing is limited (Rowe & Neitzel, 2010). The focal study held three focus group sessions, framed by Write, Draw, Show, and Tell (Noonan et al., 2016) with four preschool-aged children in order to better understand their preferences in writing materials, and their perceptions and understanding of writing. Data sources included …
“Not A Stereotype”: A Teacher Framework For Evaluating Disability Representation In Children’S Picture Books, H. Emily Hayden, Angela M.T. Prince
“Not A Stereotype”: A Teacher Framework For Evaluating Disability Representation In Children’S Picture Books, H. Emily Hayden, Angela M.T. Prince
Reading Horizons: A Journal of Literacy and Language Arts
Researchers and educators have explored representations of people with marginalized identities in children’s picturebooks for over 30 years. Disability has not been widely acknowledged as a marginalized identity nor explored as an aspect of diversity prevalent in classrooms. In the United States, over seven million students are identified with a disability, and most will spend the majority of their school day in general education classrooms. Like other diverse students, they may not see their identities mirrored in classroom literature. Picturebooks featuring main characters with a disability are rare, and some still foreground medical models, limiting individuals with narrow, ableist notions …