Portrayal of Disabilities in Caldecott Books

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2006-5

Tina Taylor Brigham Young University, [email protected]

Mary Anne Prater Brigham Young University - Provo, [email protected]

Jennifer Jenson Brigham Young University - Provo

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BYU ScholarsArchive Citation Taylor, Tina; Prater, Mary Anne; and Jenson, Jennifer, "Portrayal of Disabilities in Caldecott Books" (2006). Faculty Publications. 1551. https://scholarsarchive.byu.edu/facpub/1551

This Peer-Reviewed Article is brought to you for free and open access by BYU ScholarsArchive. It has been accepted for inclusion in Faculty Publications by an authorized administrator of BYU ScholarsArchive. For more information, please contact [email protected], [email protected]. Portrayal of Disabilities in Caldecott Books

Tina T. Dyches Mary Anne Prater Jennifer Jenson

An Article Published in TEACHING Exceptional Children Plus

Volume 2, Issue 5, May 2006

Tina T. Dyches Mary Anne Prater Jennifer Jenson

Abstract

The authors read all of the books that received Caldecott Medal and Honor status awarded between 1938 and 2005 and found that 11 included a character with a disability. For each book, they analyzed characterizations of those with disabilities and generated tips for using the book to teach about disabilities. They argue that accurate portrayals of characters with disabilities, particularly the types of disabilities encountered most fre- quently by young children, are needed in award-winning picture books.

Keywords Caldecott Award, characterization, character portrayal, picture books, stereotypes

SUGGESTED CITATION: Dyches, T.T., Prater, M.A., & Jenson, J. (2006). Portrayal of disabilities in Caldecott books. TEACHING Exceptional Children Plus, 2(5) Article 2. Retrieved [date] from http://escholarship.bc.edu/education/tecplus/vol2/iss5/art2 During the 2000-2001 academic year, book published in the preceding year. Since at least 6,375,400 students with disabilities this award was established in 1938, 67 picture attended public schools in the United States, books have received the medal, and 209 addi- representing approximately 12% of the stu- tional books have been acknowledged as Cal- dent population (OSEP, 2002). Most of these decott Honor books, bringing the total num- students were identified as having specific ber of acknowledged books to 276. learning disabilities, speech or language im- The Caldecott Medal is widely recog- pairments, mental retardation, or emotional nized by educators, librarians, parents, and disturbance (Office of Special Education Pro- children, and both medal and honor books are grams [OSEP], 2002). Nearly 10% of stu- available at most libraries. These books have dents with disabilities are preschool-aged become benchmarks for judging other picture (i.e., 3-5 years old), many having develop- books; they are considered to be high quality mental delays or speech/language impair- resources for reading and teaching experi- ments (OSEP, 2002). ences. ! Most students with disabilities are Caldecott books have been analyzed served in general education buildings and for representation of gender (Albers, 1996; classrooms (OSEP, 2002). Thus, children Crabb & Bielawski, 1994; Davis & McDan- without disabilities are coming in contact iel, 1999; Dellmann-Jenkins, Florjancic, & with peers with disabilities more than in the Swadener, 1993), ethnicity (Albers, 1996; past. This changing demographic of Amer- Dellmann-Jenkins, et al., 1993), class (Albers, ica’s classrooms necessitates greater aware- 1996), and aging (Dellmann-Jenkins & Yang, ness and understanding among teachers and 1997). However, a search of the literature students alike. found no analyses of individuals with dis- One teaching tool that may help chil- abilities. dren who do not have disabilities understand Because children’s books have the po- those who do is children’s literature. Some tential to educate others about individuals evidence supports, for example, that books with disabilities, and because Caldecott books can help change student attitudes and/or are widely available and respected, we were knowledge about disabilities (Bauer, Camp- interested in determining how many Caldecott bell, & Troxel, 1985; Favazza & Odom, Medal and Honor Books include prominent 1997). However, the mere presence in a story characters with disabilities and how these of a character with a disability is insufficient. characters are portrayed. We defined disabili- Teachers must consider the literary and artis- ties as outlined in the Individuals with Dis- tic quality of these books, since a character abilities Education Improvement Act of 2004 with a disability housed in a poorly written (IDEA). Following a report of this analysis, story or portrayed with inaccurate illustrations we provide brief summaries and general has limited potential to impact readers emo- teaching tips for using these books. tionally and intellectually. ! Many awards recognize distinguished Character Analyses children’s books, the most widely recognized for picture books being the Randolf Caldecott Our analyses of all Caldecott Honor Medal. This award is given annually to the and Medal books consisted of several steps. illustrator of the most distinguished picture First, we searched seven reference books (Baskin & Harris, 1977; Baskin & Harris, were excluded from the analysis. Further, 1984; Blaska, 2003; Dyches & Prater, 2000; characters with known disabilities and who McGowan, McGowan, & Wheeler, 1994; were considered to have a minor role or who Robertson, 1992; Sweeney, 1998) to find ref- have little impact on the plot were not in- erences to Caldecott Medal and Honor books cluded (the dwarf in Saint George and the that include characters with disabilities. We Dragon; the “old blind hoss” (horse) and the then read each book in order to find even re- one-eyed “sister” (the moon) in The Rooster mote mention of a character with some im- Crows). After reading all of the Caldecott pairment. However, only characters consid- Medal and Honor books, we found only 11 ered to be an important part of the story were that included a prominent character with a considered in the analysis. At least two read- disability. ers read each book, and if they disagreed In most of these books, the disability about whether a notable character demon- is directly relevant to the plot (e.g., Crow Boy, strated a disability, they met and came to an Seven Blind Mice). However, other portrayals agreement. were not relevant to the plot (e.g., dwarfism In analyzing characters in these books, does not directly impact the story in Snow we found that some books include main char- White and the Seven Dwarfs). Also, some of acters who may not have disabilities as de- the portrayals of the disabilities are not neces- scribed in IDEA 2004, but might be described sarily accurate (e.g., curing blindness with as being different from others in some way, tears in Rapunzel), nor are all portrayals fa- such as being clumsy (Mirandy and Brother vorable to persons with disabilities (e.g., Pe- Wind), being a troublemaker (No, David!), ter’s accident not only paralyzing his body, having a minor and temporary impairment but also his spirit in Tibet: Through the Red (Louis Blériot’s use of a crutch in The Glori- Box). Using the books without guidance may ous Flight; Robert Lawson’s father who promote misconceptions about disabilities. walked with a limp in They Were Strong and While teachers are not likely to Good), having a vivid imagination (Sam, choose Caldecott books for the direct purpose Bangs, & Moonshine; Where the Wild Things of exposing children to characters with dis- Are), being immature for one’s age (King abilities, these books are prominent through- Bidgood’s in the Bathtub), having intense fas- out the United States. The Caldecott award cination with a subject (Snowflake Bentley), carries sufficient prestige to warrant desig- or having a label that historically might indi- nated shelves for these books in bookstores cate a possible disability, but no disability and libraries. To help teachers who use Cal- was evident in the book (the court jester in decott books that include characters with dis- Many Moons). However, if this uniqueness abilities, we created teaching ideas so they does not appear to impair the character to the can provide accurate information about dis- extent that special services would be needed abilities. Many other high quality books exist to address the issue (e.g., special education, which are better suited to teaching about dis- physical therapy, speech therapy, psychologi- abilities or that portray individuals with dis- cal services), we considered it to be a person- abilities as integral to the plot. Some of these ality trait rather than a disability. Anthropo- morphic characters (e.g., the shadow is described as being blind and mute in Shadow) Table 1. Booklists and Annotated Bibliographies

Accept me as I am: Best books of juvenile nonfiction on impairments and disabilities. (Friedberg, Mullins, & Sukiennik, 1985). Developmental disability in children’s literature: Issues and annotated bibliography. (Dyches & Prater, 2000). More notes from a different drummer. (Baskin & Harris, 1984). Persons with disabilities: An annotated bibliography of fiction for children and teenagers. (Robertson, 1991). Understanding abilities, disabilities, and capabilities. (Carline, Laughlin, & Saniga, 1991). Using children’s literature to learn about disabilities and illness, 2nd ed. (Blaska, 2003). Voices from the margins: An annotated bibliography of fiction on disabilities and differences for young people. (Ward, 2002).

book lists and analyses of the quality of portrayals of characters with disabilities can be Snow White and the Seven Dwarfs by found in Tables 1 and 2. the Brothers Grimm, illustrated and translated by Wanda Gág. Caldecott Honor Caldecott Books Including Prominent Book, 1939. Characters with Disabilities Plot: When a beautiful baby girl is We now provide a list of the 11 Cal- born to a young queen, the mother dies and decott books portraying characters with dis- the king remarries. The new queen is jealous abilities presented in chronological order of the child and has her taken to the woods to from oldest to most recent, including plot be killed. The seven-year old child, Snow summaries, brief analyses of the disabilities, White, is spared her life, and she takes resi- and general teaching tips for each book. dence in a cottage inhabited by seven dwarfs. While discussion questions and teaching tips The queen learns that Snow White has not are included regarding the disability portrayed been killed and plots to take her life by feed- in each book, teachers should use these sug- ing her a poisoned apple. The dwarfs return gestions within the broader context of each home and find Snow White apparently dead. book. In doing so, teachers will prevent un- Years later, the servant of a young prince jars necessary focus and isolation of issues sur- her casket, dislodging the piece of the poi- rounding the disability presented in the book. sonous apple in her throat, and Snow White is Further, teachers should follow evidence- revived. She marries the young prince, and based practices in sharing these books with they live happily ever after. their students (see van Kleeck, Stahl, & Bauer, 2003). Table 2. Analyses of Characters with Disabilities in Children’s Books

Ayala, E. C. (1999). “Poor little things” and “Brave little souls”: The portrayal of individuals with disabilities in children’s literature. Reading Research and Instruc- tion, 39(1), 103-117. Carroll, P. S., & Rosenblum, L. P. (2000). Through their eyes: Are characters with visual impairment portrayed realistically in young adult literature? Journal of Adoles- cent and Adult Literacy, 43, 620-630. Dyches, T. T., & Prater, M. A. (2005). Characterization of developmental disabilities in children’s fiction. Education and Training in Developmental Disabilities, 40(3), 202-216. Dyches, T. T., Prater, M. A., & Cramer, S. (2001). Mental retardation and autism in children’s books. Education and Training in Mental Retardation and Developmental Disabilities, 36, 230-243. Prater, M. A., Johnstun, M., & Munk, J. (2005). From Spaceman to The ADDed Touch: Using juvenile literature to teach about attention deficit disorder. TEACHING Ex- ceptional Children Plus, 1(4) Article 4. http://escholarship.bc.edu/education/tecplus/vol/iss4/4 Prater, M. A. (2003). Learning disabilities in children’s and adolescent literature: How are characters portrayed? Learning Disability Quarterly, 26, 47-62. Prater, M. A. (2000). Using juvenile literature that portrays characters with disabilities in your classroom. Intervention in School and Clinic, 35, 167-l76. Prater, M. A. (1999). Characterization of mental retardation in children and young adult literature. Education and Training in Mental Retardation and Developmental Disabilities, 34, 418-431. Prater, M. A., & Sileo, N. M. (2001). Juvenile literature that addresses HIV/AIDS: Ideas and precautions for the classroom. TEACHING Exceptional Children, 33(6), 34- 45. Smith-D’Arezzo, W. M. (2003). Diversity in children's literature: Not just a black and white issue. Children’s Literature in Education, 34(1), 75-94.

Disability analysis: The seven men ices in order to successfully participate in who live in the cottage in the woods have school activities. dwarfism, a medical or genetic condition The seven dwarfs in this story are de- characterized by disproportionate short stat- picted as friendly, kind, and hard-working ure, often accompanied with a bone disorder. miners who adore Snow White. They are il- While many people with dwarfism have nor- lustrated as gnome-like, with tall, cone- mal intelligence, normal life spans, and rea- shaped hats and waist-long beards. This fairy sonably good health, dwarfism is considered a tale depiction resembles other characteriza- disability under the Americans with Disabili- tions of people with dwarfism, such as elves, ties Act (http://www.lpaonline.org/resources_ fairies, leprechauns, nymphs, pixies, pygmies, faq.html), and students with dwarfism may and munchkins. Such characterizations are need physical therapy or other special serv- rampant in children’s literature; unfortunately, they stereotype people with dwarfism into not addressed in depth, but it is important to these roles. the plot because he falls in love with a dancer Teaching tips: Dispel some of the who appears to have a similar condition. Dur- myths about dwarfism by discussing the fol- ing his adventures, the emphasis is placed on lowing questions: his steadfast behavior as a soldier, not on the • What are the differences between these fact that he is missing a leg. terms: dwarf, little people, and midget? Teaching tip: Discuss how first im- • What books or movies include charac- pressions influence our relationships with ters with dwarfism? What are some others. Suggested questions: common portrayals of these characters? • What is a “first impression”? What was • How might someone with dwarfism the tin soldier’s first impression of the have difficulty accessing important ballet dancer? Was this impression accu- functions in the community (e.g., ATM rate? Did he ever learn the truth about machines, contact sports, library book the dancer? shelves)? What can be done to alleviate • Do your friends look like you? In which these barriers? ways are you alike/different? • How would the plot be different or the • How can you be loyal to someone who same if the men in the woods did not is different from you in some way? have dwarfism?

Crow Boy written and illustrated by The Steadfast Tin Soldier by Hans Taro Yashima. Caldecott Honor Book, Christian Anderson, illustrated by Marcia 1956. Brown. Caldecott Honor Book, 1954. ! Plot: Chibi (“tiny boy”) is found un- ! Plot: When a young boy gets a set of derneath the school floor on the first day of tin soldiers for his birthday, he notices that school, afraid of his teacher and the other stu- one is missing a leg. After the boy’s family dents. His classmates think that he can not goes to sleep, the birthday toys come to life, learn, and he does not play with them. He sits and the tin soldier sees a beautiful toy dancer at his desk and looks at things which do not who appears to also have only one leg. The interest others, such as the ceiling and the top tin soldier falls in love, experiences several of his desk. After Chibi has been in school frightening adventures, and is eventually re- several years, his sixth grade teacher notices turned to the young boy’s home. The tin sol- his unique gifts of observation and invites dier is discarded into the fire, and a gust of Chibi to perform in the talent show, imitating wind carries the dancer into the flames. They various voices of crows. His talent amazes his are consumed together, leaving only a charred classmates and adults, who feel that they have bangle from her dress and a heart-shaped treated him poorly. From that point forward lump of tin. they call him Crow Boy, and his faint smile Disability analysis: The tin soldier reveals that Chibi likes his new name. would be considered to have an orthopedic Disability analysis: Although no dis- impairment -- a missing leg. His disability is ability is mentioned, Chibi demonstrates many characteristics of autism. He has diffi- Disability analysis: Limpy is an “old culty with communication -- not once does he and knobby” horse with a lame leg. He likes speak a word -- but he can echo the sounds of wearing a bandage on this leg because it crows perfectly. His social skills are also im- makes him look like a race horse. He is not paired: he has no friends, isolates himself satisfied being a farm horse and wishes to be from others, and is afraid of his teacher and treated like other horses, particularly race classmates. He also exhibits a repertoire of horses. After entertaining the crowd, Limpy unusual behaviors: he is fascinated by visual lifts his lame leg to prove that while he may details, appears to hear different sounds from be perceived as being incompetent, he is able great distances, holds and watches insects that to contribute to others’ happiness. others fear, and brings the same lunch to Teaching Tip: Discuss the phrase, school every day. He also displays uneven “Act as if you are, and that you will become.” patterns of development: while his social and • Why did Limpy like to wear a bandage communication skills are poor, he has a on his leg? How might a bandage sym- strong sense of place, knows about flowers, bolize both inability and ability? and has strengths in drawing and handwriting. • Did Limpy become like a race horse? Teaching tip: Discuss how everyone How? has unique gifts and talents. Suggested ques- • Is it possible to achieve what we be- tions: lieve? What happens if we don’t believe • What are three of your strengths? What we can achieve something? is difficult for you? • What are Chibi’s strengths? What is difficult for Chibi? The Fool of the World and the Flying • How could having a boy like Chibi in Ship retold by Arthur Ransome, illus- your class help you discover your own trated by Uri Shulevitz. Caldecott Medal talents? Winner, 1969.

! Plot: The “Fool of the World” is a Mr. Penny’s Race Horse written and young peasant who has two “clever” brothers illustrated by Marie Hall Ets. Caldecott whom their parents favor, and the Fool is, in Honor, 1957. large part, neglected and mistreated. When the Czar sends a message that he will give his Plot: Mr. Penny enters his animals in daughter in marriage to anyone who brings the fair, except for Limpy the horse. The ani- him a flying ship, the Fool decides to find a mals are promised prizes and a ride on the flying ship. As he travels, he comes across a Ferris wheel if they win. When Limpy sees magical man who tells the Fool how to get a the horses racing on the track, he and Slop the flying ship, with the condition that the Fool goat join the race. With cheering people in the must pick up every passenger he sees along grandstands, the director of the fair asks Mr. the way. Traveling to the Czar’s palace, he Penny and his animals to stay at the fair and picks up many men who have different tal- put on a show the next few days, and the ani- ents. When they arrive at the palace, the Czar mals get a ride on the Ferris wheel. sees that they are commoners and does not want his daughter to wed a commoner, so he tells the Fool to accomplish a number of Snow White and the Seven Dwarfs by seemingly impossible tasks. With the help of the Brothers Grimm, translated by Ran- his passengers, the Fool completes all of the dall Jarrell, illustrated by Nancy Ekholm tasks, and the Czar gives his daughter to the Burkert. Caldecott Honor, 1973. Fool to wed. The Czar and the Czaritza are impressed with the Fool, the Princess falls in Plot: Snow White is a beautiful young love with him, and they marry. child, envied by her stepmother, who sends Disability analysis: Historically, a her to the forest with a huntsman to be killed. “fool” of a village was considered to be one The huntsman has pity on Snow White and who was “feebleminded,” “simpleminded,” or lets her run free. She encounters seven dwarfs an “idiot” (describing a level of mental retar- and lives with them as their housekeeper until dation) (Scheerenberger, 1983). The Fool in the jealous stepmother poisons her with an this story has a few representative characteris- apple. The dwarfs allow a king’s son to take tics of mental retardation. For example, he is Snow White away in her coffin, and when it described as being “as simple as a child, sim- is jarred, she awakens and marries the prince. pler than some children, and he never did Disability analysis: The seven men anyone a harm in his life”; his mother says have dwarfism, a physical condition which is that he is a “stupid fellow” who could not portrayed realistically in the illustrations. In care for himself. contrast to the little men, Snow White is por- Teaching tip: Discuss how simplicity trayed as long, sleek, and beautiful. This de- enhances lives of those who live simply. piction is pervasive throughout the story, even Play the Shaker song “Simple Gifts,” • when Snow White was a seven-year-old and read the book of the same title by child. Chris Raschka. Is simplicity really a Teaching tips: Explore the concept of gift? Was the simplicity of the “Fool of inclusion of diverse people by discussing the the World” a gift to him? How? following questions: • What does it mean to “come down • Why do you think seven dwarfs are liv- where we ought to be”? Who in the ing outside of the community? Do you story was able to come down from a think it is by choice, or might they have level of complexity to a level of sim- been shunned? plicity? How? • Was there a time in history when people What is the opposite of simple? Can • who were different were forced to live something be simple and complex at the outside the city limits? same time? • Do we ever refuse to allow others to Do children live simply? Do individuals • join our group just because they are dif- with mental retardation live simply? ferent? How can societal expectations, judg- ments, and standards diminish our ca- pacity for living simply? Duffy and the Devil retold by Harve Seven Blind Mice written and illus- Zemach, illustrated by Margot Zemach. trated by Ed Young. Caldecott Honor Caldecott Medal, 1974. Book, 1993.

Plot: When housekeeper Old Jone’s ! Plot: Seven blind mice encounter an eyesight fades, Squire Lovel of Trove hires a object they cannot identify. One by one each maid, Duffy, to help Old Jone. Duffy fails the mouse investigates an aspect of the object, first tasks of spinning and knitting, so she and each mouse assigns an inadequate and makes a deal with the devil to knit the incorrect label to the “something” they en- squire’s stockings. In return, Duffy must counter: a pillar, a snake, a cliff, a spear, a guess the devil’s name. Duffy tells Old Jone fan, and a rope. When the final mouse ex- of her deception, and they devise a plan to plores every part of the object, she puts all the figure out the devil’s name. When the devil pieces together and identifies it as an ele- comes to snatch Duffy away, she tells him his phant. name, and he disappears. At the same mo- ! Disability analysis: The seven mice ment, all of his knitting disappears, leaving are depicted as blind, and they use their other Squire Lovel of Trove stark naked. Duffy ex- senses to learn about their environment. claims that since all of her work has gone up Blindness seems to be used as a metaphor for in ashes, she will never knit another garment. barriers people place on themselves. The final Disability analysis: Old Jone begins to mouse did not let this barrier keep her from lose her vision, likely due to conditions re- conducting a thorough investigation of the lated to old age. She can no longer complete object before her, and she gained wisdom chores that require sharp eyesight, which from “seeing” the whole picture. means that Squire Lovel must hire a younger ! Teaching tip: Teach the concept of housekeeper. Old Jone is illustrated wearing multiple perspectives. Place a blindfold on eyeglasses throughout the book. seven students who will be the “seven blind Teaching tip: Discuss with the class mice.” Have the students use only the sense how people see and how vision works. of touch to reveal the true identity of a large • Why can age sometimes make your vi- object placed before them. Permit each stu- sion worse? dent to touch only one part of the item. Have • How do you think it would feel to sud- the first six students whisper to the teacher denly lose your vision? How might your what they think the object is. Write these an- feelings differ from having a slow loss swers on the board. Then allow the seventh of vision? student to touch the whole object, explore it • Choose a member of the class to be in depth, and tell the class what he/she thinks blindfolded and try to find his/her way it is. around the classroom. Have the child Discuss how limiting access to discuss how this made them feel. knowledge affects perceptions. Suggested • Have all members try to write a sen- questions: tence with their eyes closed. Have them • Why did our “seven blind mice” make discuss how they felt during the process. such different guesses? • Whose guess what most correct? Why? them visualize themselves at their current age. • Can you give an example of when you Guide them to see the color of their hair, eyes, have felt like you don’t have all the in- and skin; the clothes they are wearing; the formation you need in order to under- games they like to play; and the activities stand something? they engage in with their families. Then guide • How can blindness be a strength? How them to visualize themselves 10 years from can you overcome your personal weak- now. Explore their experiences with the fol- nesses? lowing questions: • Could you see the heavens like Galileo could? Starry Messenger written and illus- • Are the stars, moon, and sun still in the trated by Peter Sís. Caldecott Honor sky even when you can’t see them with Book, 1997. your eyes? • Could you visualize yourself today? • In your mind’s eye, what will you be ! Plot: Using a telescope to map the like in 10 years? heavens, Galileo Galilei made many miracu- • How can you make sure nobody stops lous discoveries, including the fact that the you from fulfilling your vision of your earth is not the center of the universe. While future? many people marveled at his discoveries and applauded him, the Church did not approve of Galileo’s challenges to tradition and, they Rapunzel by the Brothers Grimm, thought, to the Bible. Galileo was tried in the adapted and illustrated by Paul Zelinsky. Pope’s court and sentenced to house arrest for Caldecott Medal Winner, 1998. the remainder of his life. Although Galileo became blind and later died, his ideas lived on. ! Plot: A young mother-to-be craves an ! Disability analysis: Galileo’s blind- herb from a neighboring garden. When her ness is mentioned only once, at the end of the husband is caught stealing the herb, the gar- story when he is an old man. Vision, however, dener, a sorceress, demands her child in re- is an important theme in the book. There were turn. The child, named Rapunzel, is impris- stars in Galileo’s eyes, even from birth. When oned for life in a tower without doors, where he was ordered to stop believing what he she grows up sheltered from the outside could actually see, the people could see that world. Eventually a young prince discovers the “stars had left his eyes.” Yet even though how to enter the tower, and they marry. imprisoned in his home, Galileo could not be When the sorceress learns of their romance, prevented from thinking of the wonders of the she banishes Rapunzel to the wilderness, and universe. tricks the prince into climbing the tower and Teaching tip: Teach the students the causes him to fall, which blinds him. When power of visualizing and of reaching their the lovers find each other, Rapunzel’s tears of dreams. Have the students close their eyes pity and love fall on the prince’s eyes and he and picture in their minds the sun, moon, regains his vision. stars, Earth, Saturn, and Mars. Then have ! Disability analysis: Blindness is temporary in this folk tale. The prince is depicted home to Prague, Peter rediscovers stories told holding a cane and stretching out his arm to during his childhood from his father’s red feel his way. It is only after he is miraculously lacquered box. Inside the box are remnants of healed from blindness by Rapunzel’s tears the time his father, Vladimir, spent in China that the prince knows where he is and is able and Tibet in the 1950s: diary entries, draw- to find his way home. ings, beads, buttons, and stones. This box Teaching tip: While this picture book evokes many memories for Peter, who heard may be enjoyed by young children, its depth his father tell the stories when Peter was a and complexity may only be appreciated by young boy recovering from a paralyzing acci- experienced readers. Discussion for juveniles dent. and young adults could explore the following A noted filmmaker, Vladimir had gone themes: to China to make films and to teach documen- • Have you ever craved something so tary filmmaking. He became lost and traveled much that you were willing to do almost through Tibet for 14 months, experiencing a anything to get it, even if the conse- fantastic odyssey of mystical proportions. He quences would be horrible? How did grew to love the magic of the land and peo- you feel after you satisfied your crav- ple. Hearing these extravagant stories through ing? How do you think the husband felt his father’s journal, which he kept in a red when he decided to give the sorceress box, helped Peter recover the use of his arms his newborn child in exchange for some and legs. rapunzel from her garden? ! Disability analysis: While his father • What is the difference between romantic was away, Peter jumped from a high garden love and parental love? How was each wall and was paralyzed. After returning, Pe- type of love expressed by the characters ter’s father told him all the stories about Tibet in the story (e.g., the mother and fa- while Peter was confined to bed. The paraly- ther’s love for their daughter, the sor- sis, however, was temporary; Peter regained ceress’ love for Rapunzel, the prince’s the feeling in his arms and legs and was able love for Rapunzel, Rapunzel’s love for to walk again. Peter’s disability appears to be the prince)? symbolic of his loneliness for his father. • Could a terrible fall cause blindness? Teaching tip: This book can be appre- Why/why not? How was the prince’s ciated differently by various audiences, with vision restored? What treatments are opaque messages intended for more advanced available today to help restore some learners. Discussions with advanced students sight to those with vision impairments? may be centered around these questions: How effective are these treatments? • What is the significance of the “high, safe wall” that surrounded the garden where Peter and his father played? Tibet: Through the Red Box written (This also is the wall from which Peter and illustrated by Peter Sís. Caldecott jumped and was paralyzed.) Honor Book, 1999. • What type of disability do you think Peter has? How is he cured from this disability? ! Plot: When Peter Sís’ father calls him • What is the difference between paraple- gia, quadriplegia, and hemiplegia? 1999). • What is stem-cell research? What is the The disabilities portrayed in these promise of stem-cell research to those books are not necessarily the types children with orthopedic impairments? will encounter in their daily lives at school and in the community. The majority of school-aged children with disabilities have Conclusion specific learning disabilities; however, not one of the books we reviewed included a Books that have been designated as character with a learning disability. Similarly, Caldecott Medal and Honor books are recog- the majority of preschoolers with disabilities nized for their quality of illustrations; their have speech or language impairments, and depiction of individuals with disabilities is this disability was not portrayed in any of the not a factor in their selection. Our analysis of books we reviewed. Of the four disabilities the Caldecott Medal and Honor books indi- that were portrayed (orthopedic impairments, cates that these books fall short in at least four autism, mental retardation, and visual im- ways: pairments), only mental retardation is consid- 1. The number of books featuring indi- ered to be a high incidence disability. Nondis- viduals with disabilities is far below abled classmates are more likely to interact the proportion in which students with with students with mental retardation than disabilities are represented in Ameri- they are with students who have the other dis- can schools. abilities portrayed in these books. However, 2. The types of disabilities portrayed are the depiction of the character with mental re- not those which young children are tardation is unrealistic (The Fool of the World most likely to encounter. and the Flying Ship), because at the end of 3. The characters with disabilities are the tale he is magically cured from his simple unlike people with disabilities with mindedness and becomes highly respected by whom young children are likely to the people. associate. Young readers may have difficulty 4. Some of the portrayals of the charac- relating to the characters with disabilities por- ters with disabilities are inaccurate. trayed in these books because they are unlike Although Caldecott books portray a people with disabilities with whom they in- variety of cultures and ethnicities (Brown, teract at school or in the community, due to 2001; Dellmann-Jenkins, et al., 1993; Outz & reasons other than the disability. For example, Calvert, 1996), few portray individuals with one of the six books portrayed a blind scien- disabilities, particularly children with disabili- tist who lived many years ago (Galileo in ties. Given that approximately 12% of the Starry Messenger). Seven of the books were students in public schools have a disability, folk tales (both versions of Snow White and we were surprised that only 4% of Caldecott the Seven Dwarfs, Duffy and the Devil, The Medal and Honor Books include a character Fool of the World and the Flying Ship, The with a disability. This underrepresentation is Steadfast Tin Soldier, Rapunzel, and Seven even greater than the underrepresentation of Blind Mice), not realistic stories to be literally female characters in Caldecott award-winning applied. Two of the books used animals (Mr. books (Albers, 1996; Davis & McDaniel, Penny’s Race Horse and Seven Blind Mice), and another used toys to depict a disability be alarming. In context with other research, (The Steadfast Tin Soldier). In two books, the however, it becomes apparent that few picture disability may have developed as part of the books portray disabilities at all. In one study aging process (Duffy and the Devil and Starry of highly recommended children’s books, 48 Messenger), and in only two books were the were found to portray a disability, but only characters with special needs depicted as two of those were picture books (4%) (Prater, children (Crow Boy and Tibet: Through the 2000). Another study discovered only 8 of 90 Red Box). children’s books (8.9%) that portray learning Finally, inaccurate portrayals of dis- disabilities were picture books (Prater, 2003), abilities were included in some of the books. and 23 of 68 (19%) characterizing mental re- For example, in three books the disability was tardation were picture books (Prater, 1999). temporary (The Fool of the World and the Since U.S. schools are serving in- Flying Ship, Rapunzel, and Tibet: Through the creasingly diverse student populations, there Red Box), and miraculous cures occurred (The is a great need for more authors to write and Fool of the World and the Flying Ship, Ra- publishers to print picture books -- particu- punzel, and Tibet: Through the Red Box). larly high quality, award-winning books -- ! One Caldecott medal winner includes that accurately portray children who experi- a well-known role model with an orthopedic ence a wide variety of life circumstances, in- impairment, but this book was not considered cluding disabilities. Caldecott Honor and in this evaluation, because the character is not Medal books that include accurate depictions depicted as having a disability (So You Want of characters with disabilities have potential to Be President? Caldecott Medal, 2001). De- to shape children’s socialization with those picting Franklin D. Roosevelt without his who may be unlike themselves, and such wheelchair (in a standard chair or with only books may help children with disabilities to his head and torso showing), may have been normalize their situation. Teachers who use in response to an agreement he had with the Caldecott books in the classroom have an ob- press that they would not photograph his ligation to ensure that misconceptions and wheelchair or otherwise make him appear to stereotypes are not promoted, but are exposed be frail. The author of the book writes, and corrected. “Every President was different from every other and yet no woman has been President. No person of color has been President. No person who wasn’t a Protestant or a Roman Catholic has been President” (St. George, 2000, p. 12). We regret that the author missed References this opportunity to teach readers that individuals with disabilities can make great con- Albers, P. (1996). Issues of representation: tributions to society, even serving as President Caldecott gold medal winners 1984- of the United States. 1995. The New Advocate, 9, 267-285. ! Caldecott Medal and Honor books are not a representative sample of picture books Baskin, B. H., & Harris, K. H. (1977). Notes written for children. The fact that few of them from a different drummer. New York: portray individuals with disabilities may not Bowker. Baskin, B. H., & Harris, K. H. (1984). More Dyches, T. T., & Prater, M. A. (2000). Devel- notes from a different drummer. New opmental disability in children’s lit- York: Bowker. erature: Issues and annotated bibliography. PRISM Series. Reston, VA: Bauer, C. J., Campbell, N. J., & Troxel, V. Mental Retardation and Developmen- (1985). Altering attitudes toward the tal Disabilities Division of the Council mentally handicapped through print for Exceptional Children. and nonprint media. School Library Media Quarterly, 13, 110-114. Favazza, P. C., & Odom, S. L. (1997). Pro- moting positive attitudes of Blaska, J. K. (2003). Using children’s litera- kindergarten-age children toward peo- ture to learn about disabilities and ple with disabilities. Exceptional illness (2nd ed.). Troy, NY: Educator’s Children, 63, 405-418. International. McGowan, M., McGowan, T., & Wheeler, P. Brown, K. (2001). Enhancing teacher knowl- (1994). Appreciating diversity through edge using Caldecott award-winning children’s literature. Englewood, CO: literature. Reading Improvement 38(2) Teacher Ideas. 62-69. Office of Special Education Programs Crabb, P. B., & Bielawski, D. (1994). The so- (OSEP) (2002). Twenty-fourth annual cial representation of material culture report to Congress on the implementa- and gender in children’s books. Sex tion of the Individuals with Disabili- Roles, 30, 69-79. ties Education Act. Washington, DC: Author. Davis, A. P., & McDaniel, T. R. (1999). http://www.ed.gov/about/reports/annu You’ve come a long way, baby – Or al/osep/2002/section-ii.pdf have you? Research evaluating gender portrayal in recent Caldecott-winning Outz, D. T., & Calvert, W. L. (1996). Using books. Reading Teacher 52, 532-536. Caldecott medal and honor books to motivate middle school readers. 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About the authors: Tina Taylor Dyches is associate professor and Coordinator of Special Education Pro- grams at Brigham Young University. Mary Anne Prater is professor and Chairperson of the Department of Counseling Psychology and Special Education at Brigham Young University. Jennifer Jenson recently graduated from Brigham Young University with a B.S. in Elementary Education and teaches third grade in Provo School District.