The Portrayals of Individuals with Physical and Sensory Impairments in Picture Books

Autor/inn/en	Koc, Kevser; Koc, Yusuf; Ozdemir, Selda
Titel	The Portrayals of Individuals with Physical and Sensory Impairments in Picture Books
Quelle	In: International Journal of Special Education, 25 (2010) 1, S.145-161 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Childrens Literature; Role Models; Picture Books; Content Analysis; Physical Disabilities; Social Attitudes; Consciousness Raising; Individual Differences; Perceptual Impairments; Interpersonal Relationship + Suchen Sie Ihr Suchwort? 'Children''s literature'; Kinderliteratur; Identifikationsfigur; Picture book; Bilderbuch; Inhaltsanalyse; Physical handicap; Körperbehinderung; Social attidude; Soziale Einstellung; Bewusstseinsbildung; Individueller Unterschied; Perceptual handicaps; Wahrnehmungsstörung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	Professionals agree that book characters can be excellent role models for young children. Therefore, analyzing children's literature portraying impairments provides valuable information for educators, parents, siblings, extended family members and librarians. In this study, forty-six picture books are analyzed in order to determine the relationships between the characters with and without physical and sensory impairments. The role of each character and the type of their relationship are analyzed in every occasion in which characters with and without physical and sensory impairments are involved in each story. The data analysis indicates eleven different relationship categories showing positive, neutral or negative portrayals. The results of the study imply that story characters change over time through their interactions in characters with impairments. The present study concludes that children's literature contains significant promise with respect to helping children develop friendships by learning about and accepting individual differences. Interpretations of the findings were discussed and implications for practice were presented. (Contains 2 tables and 2 figures.) (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10