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ERIC Number: EJ1086084
Record Type: Journal
Publication Date: 2016
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0009-4056
EISSN: N/A
Increasing Understanding and Social Acceptance of Individuals with Disabilities through Exploration of Comics Literature
McGrail, Ewa; Rieger, Alicja
Childhood Education, v92 n1 p36-49 2016
Research supports the inclusion of children with disabilities in general education classrooms as a way to boost academic and social development, not only for children with disabilities, but also for typically developing children. A wide variety of perspectives and abilities in the classroom builds empathy, understanding, and creativity--all critical skills for children and adults learning, living, and working in increasingly diverse communities. Instead of deficit thinking about individuals with disabilities (considering them only in terms of what they cannot do), current best practices around the world call for a strengths-based approach. All children have the right to a quality education, and separate facilities do not guarantee equitable treatment. In this article, the authors explore the benefits of a classroom study of comics literature featuring characters with disabilities in terms of classroom behavior, learning, and social skills building. In outlining specific classroom activities and linking them to learning objectives, the authors show that comics literature and disability awareness/advocacy can be easily incorporated into existing curricula to support positive classroom experiences and overall learning.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A