Fostering Inclusion of Disabled Youth through Young Adult Literature: Action Research with Wonder

  • Judith A. Hayn
  • Karina R. Clemmons
  • Heather A. Olvey

Abstract

It is imperative that we insist that meaningful inclusion of students with disabilities is an issue upon which schools, administrators, and teachers must continue to improve. The authors believe that secondary classrooms are excellent platforms to discuss issues of disability in an attempt to bridge students to the place of empathy and understanding. This study shows that exposing preservice teachers to literature about people with disabilities has the potential to transform their practice.

References

Andrews, S. E. (1998). Using inclusion literature to promote positive attitudes toward disabilities. Journal of Adolescent and Adult Literacy, 41(6), 420-426.

Artiles, A. J., Harris-Murri, N., & Rostenberg, D. (2006). Inclusion as social justice: Critical notes on discourses, assumptions, and the road ahead. Theory into Practice, 45(3), 260-268. https://doi.org/10.1207/s15430421tip4503_8

Ball, K., & Green, R. L. (2014). An investigation of the attitudes of school leaders toward the inclusion of students with disabilities in the general education setting. National Forum of Applied Educational Research Journal, 21(1&2), 57-76.

Blasingame, J. (2007). Books that don't bore 'em. New York: Scholastic.

Cameron, L., & Rutland, A. (2006). Extended contact through story reading inschool: Reducing children's prejudice toward the disabled. Journal of Social Issues, 62(3), 469-488. https://doi.org/10.1111/j.1540-4560.2006.00469.x

Cart, M. (2006). Necessary noise: Stories about our families as they really are. New York, NY: Harper Teen.

Christenbury, L. (2006). Making the journey: Being and becoming a teacher of English language arts. Portsmouth, NH: Heinemann.

Clemmons, K. R., Hayn, J. A., & Olvey, H. A. (2014). Increasing awareness of cybersafety & teacher responsibility with YA lit: Action research with Want to Go Private? Florida English Journal, 50(1), 21-36.

Davis, J., Cook, R., & Ostenson, J. (2015). Empowering stereotyped readers through self-directed learning. English Journal, 105(1), 42-47.

Garrison, H. (2008). Adolescents' perceptions of the sociocultural construct of disability when responding to literature: "Of mice and men." (Doctoral dissertation). ProQuest. (Order No. 3302114)

Hayn, J. A., Hazlett, L. A., & Sweeney, W. J. (2009). Facilitating inclusion: Young adult literature as a tool. English Leadership Quarterly, 31(4), 8-11.

Hayn, J. A., Clemmons, K. R., & Garner, L. (2013). Transforming perceptions of English Language Learners: Action research with Mexican WhiteBoy. The SIGNAL Journal, 36(2), 12-14.

Hedges, S. H., Hume, K., Kirby, A.V., Pace, S., & Sreckovic, M. A. (2014). "Falling through the cracks": Challenges for high school students with autism spectrum disorder. High School Journal, 98(1), 64-82. https://doi.org/10.1353/hsj.2014.0014

Henderson, J. (2009). Disabilities, attitudes, and young adult literature: Teaching Freak the Mighty in a regular education language arts class. English Leadership Quarterly, 31(4), 12-14.

Hill, C. (2009). Birthing dialogues: Using The First Part Last in a health class. The ALAN Review 37(1), 29-34. https://doi.org/10.21061/alan.v37i1.a.4

Humphrey, N., & Symes, W. (2010). Perceptions of social support and experience of bullying among pupils with autism spectrum disorders in mainstream secondary schools. European Journal of Special Needs Education, 25(1), 77–91. https://doi.org/10.1080/08856250903450855

Juliani, Marcus. (2013). Treacher Collins Syndrome [Prezi presentation]. Retrieved from https://prezi.com/xvyv2qsj1feo/treacher-collins-syndrome/

Kennedy, T. M., & Menten, T. (2010). Reading, writing, and thinking about disability issues: Five activities for the classroom. The English Journal, 100(2), 61-67.

Longmore, P. K., & Goldberger, D. (2000). The league of the physically handicapped and the Great Depression: A case study in the new disability history. The Journal of American History, 87(3), 888-922. https://doi.org/10.2307/2675276

Marsh, S. T. (2008). Effects of labeling: Teacher perceptions and attitudes toward students with special needs (Doctoral dissertation). ProQuest. (Order no. 3274999)

McLeskey, J., Waldron, N. L. (2011). Educational programs for elementary students with learning disabilities: Can they be both effective and inclusive? Learning Disabilities Research and Practice, 26(1), 46-57. https://doi.org/10.1111/j.1540-5826.2010.00324.x

Nachowitz, M. (2015). How Sara got her voice back: The importance of tentativeness. English Journal, 105(1), 35-41.

NPR Staff. (2013). How one unkind moment gave way to Wonder. All Things Considered. Retrieved from: http://www.npr.org/2013/09/12/221005752/how-one-unkind-moment-gave-way-to-wonder

Palacio, R. J. (2012). Wonder. New York, NY: Knopf.

Reid, E. P. (2010). The outcast comes in: Grappling with physical disability in the Literacy classroom. The English Journal, 100(2), 105-108.

Malo-Juvera, V. (2014). Speak: The effect of literary instruction on adolescents' rape myth acceptance. Research in the Teaching of English, 48(4), 407-427.

Stringer, E. T. (2013). Action Research (4th ed.). Los Angeles, CA: Sage.

U.S. Department of Education (2011). Individuals with Disabilities Education Act (IDEA) data. Washington, DC: Author.

Wilhelm, J.D. (2010). Next steps in the journey: Literacy and neuroplasticity: Transforming our perspectives and ourselves. Voices from the Middle, 17(4), 37-40.

Published
2016-01-11