Inclusion Literature & Inclusion Literature & BibliotherapyBibliotherapy

Marina LouariMarina Louari

Marita PaparousiMarita Paparousi

mlouari@uth.grmlouari@uth.gr mpaparou@uth.grmpaparou@uth.gr

School community must include all students, despite School community must include all students, despite different abilities, ethnicity or socioeconomic statusdifferent abilities, ethnicity or socioeconomic status

Positive attitudes toward disabilities are a fundamental Positive attitudes toward disabilities are a fundamental factor for providing an inclusion programmefactor for providing an inclusion programme

Children’s books can be a useful tool for teachers’ Children’s books can be a useful tool for teachers’ attempts to increase children’s acceptance of attempts to increase children’s acceptance of previously segregated students previously segregated students

A lot of research has been conducted in order to A lot of research has been conducted in order to investigate children’s attitudes towards disabilities. investigate children’s attitudes towards disabilities. The results are ambiguous:The results are ambiguous:

Positive impactPositive impact (Roberts (Roberts & & LindsellLindsell, 1997; , 1997; ChadbourneChadbourne, , 1997; 1997; CluniesClunies- - RossRoss & & OO’’MearaMeara, 1989; , 1989; McGregorMcGregor & & ForlinForlin, 2005), 2005)

No impactNo impact ( (HastingHasting & & GrahamGraham, 1995; , 1995; HowellHowell, 1996; , 1996; McGregorMcGregor & & ForlinForlin, 2005), 2005)

However, an intervention programme is However, an intervention programme is implemented in order to:implemented in order to:

increase awareness of disabilitiesincrease awareness of disabilities remove prejudices remove prejudices provide opportunities for social interaction between provide opportunities for social interaction between

students with and without disabilities, (students with and without disabilities, (HastingHasting & & GrahamGraham, 1995; , 1995; HowellHowell, 1996, , 1996, McGregorMcGregor & & ForlinForlin, , 2005)2005)

attitudes turn to be more favourable (attitudes turn to be more favourable (CluniesClunies – – RossRoss & & OO’’MearaMeara, 1989, , 1989, McGregorMcGregor & & ForlinForlin, 2005). , 2005).

Children’s literature can be used in order to:Children’s literature can be used in order to:

help children to understand or handle difficult situationshelp children to understand or handle difficult situations increase children’s literacy through authentic textsincrease children’s literacy through authentic texts present themes which until now have been considered present themes which until now have been considered

taboos, but nowadays these themes are the beginning taboos, but nowadays these themes are the beginning of a thoughtful dialogue and contemplation on current of a thoughtful dialogue and contemplation on current issuesissues

children can find out that there are other children with children can find out that there are other children with who have shared the same problems, feelings and who have shared the same problems, feelings and thoughtsthoughts

get in touch with reality, which they might know from get in touch with reality, which they might know from the media, but the approach through literature is more the media, but the approach through literature is more affectiveaffective

Teachers and researchers use children’s books in Teachers and researchers use children’s books in order to sensitize students towards disability or for order to sensitize students towards disability or for

bibliotherapybibliotherapy

Inclusion Literature refers to children’s literature books Inclusion Literature refers to children’s literature books which are about disabilitieswhich are about disabilities

Bibliotherapy is a technique of reading and discussing Bibliotherapy is a technique of reading and discussing books that can help students solve or cope with books that can help students solve or cope with emotional or developmental problemsemotional or developmental problems

Baskin and Harris (1984) have stated, Baskin and Harris (1984) have stated, children’s literature can prove an essential children’s literature can prove an essential method because:method because:

It can be implemented immediately and at no costIt can be implemented immediately and at no cost

Teachers can incorporate it into their school Teachers can incorporate it into their school programmeprogramme

It is a basic subject of the National CurriculumIt is a basic subject of the National Curriculum

Reading literature can promote identification with Reading literature can promote identification with characters of the story, modelling appropriate characters of the story, modelling appropriate behaviours and interaction with othersbehaviours and interaction with others

Stories can be adjusted to children’s personal needsStories can be adjusted to children’s personal needs

A book must meet the following requirements A book must meet the following requirements in order to be implemented an intervention in order to be implemented an intervention programme (Blaska, 2005) :programme (Blaska, 2005) :

Promoting empathy, not sympathyPromoting empathy, not sympathy Depicting acceptance, not ridiculeDepicting acceptance, not ridicule Emphasizing successEmphasizing success Promoting positive images of persons with disabilitiesPromoting positive images of persons with disabilities Assisting children in gaining accurate understandingAssisting children in gaining accurate understanding Demonstrating respect for persons with disabilitiesDemonstrating respect for persons with disabilities Promoting the attitude “one of us” not “one of them”Promoting the attitude “one of us” not “one of them” Using language which stresses the person first, Using language which stresses the person first,

disability-second philosophydisability-second philosophy Describing the disability or the person with disability Describing the disability or the person with disability

in a realistic wayin a realistic way

The Literature bookThe Literature book must depict disability in a must depict disability in a

positive and realistic way. That means: positive and realistic way. That means:

persons with disabilitiespersons with disabilities must have high expectationsmust have high expectations develop mutual relationshipsdevelop mutual relationships have the right of choice have the right of choice share the same rights with othersshare the same rights with others

the plotthe plot must not focus on disability but on similarities, which exist must not focus on disability but on similarities, which exist

between children with and without disabilitiesbetween children with and without disabilities emphasize the use of their abilities and capabilitiesemphasize the use of their abilities and capabilities

In order to be implemented this programme in In order to be implemented this programme in our class, the our class, the followingfollowing steps should take place: steps should take place:

Discussion about the plot of the story (Who, Where, Discussion about the plot of the story (Who, Where, When, Why)When, Why)

Discussion about disabilityDiscussion about disability Retelling the story and correlating it with children’s Retelling the story and correlating it with children’s

previous experiencesprevious experiences Focusing on similarities between hero with disability Focusing on similarities between hero with disability

and the readerand the reader Conversation about adjusted technology (if it is Conversation about adjusted technology (if it is

necessary)necessary) Conversation about reader’s expectationsConversation about reader’s expectations

The aim of this programme was:The aim of this programme was:

The assessment of eleven-year-old students’ knowledge The assessment of eleven-year-old students’ knowledge about the characteristics of a child with Syndrome Down.about the characteristics of a child with Syndrome Down.

The investigation of students’ attitudes towards a peer The investigation of students’ attitudes towards a peer (or a classmate) with Syndrome Down.(or a classmate) with Syndrome Down.

The use of a children’s Literature book in order to The use of a children’s Literature book in order to improve students’ knowledge about disabilities and try to improve students’ knowledge about disabilities and try to change their way of thinking toward a peer (or change their way of thinking toward a peer (or classmate) with Syndrome Down.classmate) with Syndrome Down.

Sample: 73 eleven-year old students (33 boys – 40 girls)

MaterialMaterial::

A QuestionnaireA Questionnaire(20 questions measure attitudes and (20 questions measure attitudes and knowledge)knowledge)

A Literature bookA Literature book(A sister with special needs, Klaude Helft)(A sister with special needs, Klaude Helft)

Classroom writing activitiesClassroom writing activities

All of us we have virtues and faults, but our All of us we have virtues and faults, but our friends love us. I try to think and write my friends love us. I try to think and write my faults and my virtuesfaults and my virtues..

Faults………………………………………………………………………………………………

…………

Virtues………………………………………..………………….

If you are good with others If you are good with others then you have good friendsthen you have good friends..

What can I do, in order to be a good friend?What can I do, in order to be a good friend?

What I want to do with my friend …..What I want to do with my friend …..

When When I am unhappy my friend …..I am unhappy my friend …..

What I don’t want my friends do ….What I don’t want my friends do ….

The best which I have done for my friend is ….The best which I have done for my friend is ….

The worst which I have done for my friend is The worst which I have done for my friend is

….….

I would have been better friend if ….I would have been better friend if ….

Think and write a catalogue of words, which we use for persons who speak,

see, move or think in a different way than others.

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

You are Nelli’s schoolmate. Write a letter to her mother and describe your first day at school.

You are friends with NelliYou are friends with Nelli.. What do you What do you want to do together? Is there something want to do together? Is there something which you want to avoid?which you want to avoid?

I want or I would I want or I would likelike ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

I would not likeI would not like

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Description of the interventionDescription of the intervention

The questionnaire was administered by the students The questionnaire was administered by the students (pre-test)(pre-test)

A conversation was contacted, based on the title and the A conversation was contacted, based on the title and the illustration of the book illustration of the book

Students were asked to guess the plot and talk about Students were asked to guess the plot and talk about their expectationstheir expectations

During reading, the researcher asked questionsDuring reading, the researcher asked questions After reading, students were engaged in discussionsAfter reading, students were engaged in discussions Reflective writing activities connect the reader and the Reflective writing activities connect the reader and the

texttext The same questionnaire was administered again (post-The same questionnaire was administered again (post-

test)test)

The results have shown some important The results have shown some important

findings:findings: Deficiency in knowledgeDeficiency in knowledge

Students cannot understand the behavior of a child Students cannot understand the behavior of a child with special needswith special needs

Typical behaviors of a child with Syndrome Down, have Typical behaviors of a child with Syndrome Down, have been considered inappropriate and disapproving. been considered inappropriate and disapproving.

This misconception has driven students in frustration of This misconception has driven students in frustration of their expectationstheir expectations

The methodic and well designed contact can The methodic and well designed contact can boost acceptance and improve attitudesboost acceptance and improve attitudes

Limited peer relationship may lead not only to Limited peer relationship may lead not only to emotional but also to behavioral problemsemotional but also to behavioral problems

A child with Syndrome Down may have a lot of A child with Syndrome Down may have a lot of friends at schoolfriends at school

But, out of school setting, he or she isn’t social But, out of school setting, he or she isn’t social active and doesn’t interact with his or her peers active and doesn’t interact with his or her peers

Children with disabilities are usually alone and Children with disabilities are usually alone and more often dropped out.more often dropped out.

Future research:Future research:

The role of the text in children’s awareness and The role of the text in children’s awareness and understanding about disabilityunderstanding about disability

Children’s attitudes towards a real person with Children’s attitudes towards a real person with disabilitiesdisabilities

Limitations:Limitations:

The number of the sample was restrictedThe number of the sample was restricted

The time of the intervention was not enough, so we The time of the intervention was not enough, so we could not analyze the theme in detailcould not analyze the theme in detail

The pre and post tests were given in a short timeThe pre and post tests were given in a short time Students usually answer more positively when they do Students usually answer more positively when they do

not know the person not know the person

The given information and the related book activities The given information and the related book activities about disabilities are not enough to change students’ about disabilities are not enough to change students’

attitudesattitudes

However,However,

This intervention was a significant attempt, as This intervention was a significant attempt, as regards school children’s awareness of regards school children’s awareness of disabilitydisability

Students were interested in taking part in Students were interested in taking part in another programme in order to have the another programme in order to have the opportunity to collaborate and interact with a opportunity to collaborate and interact with a child with a disabilitychild with a disability..

Thank youThank you