Meeting the Needs
With Picture Books
http://etown.kyschools.us/sch_HHES/classrooms/library.htm
Lisa Haycraft
Media Specialist at
Helmwood Heights Elementary
What the research says:
• “Finding books that are disabilitypositive may take some digging, but it
is worth the effort. Truly inclusive
books serve to dispel stereotypes,
prevent bullying and support students
who are labeled “disabled”.”
Experts Say:
• “The reason to include socially
inclusive books in the classroom is to
educate everybody about everyone,”
said Patrick Schwarz, a diversity-inlearning professor at National-Louis
University in Chicago and author of
From Disability to Possibility.
http://www.tolerance.org/magazine/number-36-fall-2009/inclusion-bookshelf
Books and Activities
•
The Crayon Box That Talked by
S. DeRolf
Before reading, have kids pick one crayon
of their choice and draw a picture.
After about 5 min., have them get
their whole box of crayons out to draw
another picture. Ask them, which
picture do you like the best? Why?
Which picture would you like to hang
up? Most all kids will pick the one with
many colors. Say, “What a boring
world it would be if we were all alike,
like the picture drawn with only one
crayon”. “Diversity in the world makes
it wonderful”. Then read the book.
•
We All Sing With the Same
Voice by J. Phillip Miller
After listening the the book (song) on CD
once, play CD again. Students hold
hand in a circle, one steps out then
back in on each line, singing if they
can. Then when it says “My name is
you” all are in the circle again. And all
are in the circle together holding
hands during the chorus.
http://www.tolerance.org/activity/whatcan-we-learn-box-crayons
Books and Activities
• Don’t Laugh at Me by S.
Seskin
During listening to the lyrics of this
song or the words in this book,
have kids draw what they hear
and see in their mind. Have them
visualize and draw. After
reading, discuss how they should
not laugh at those that are
different from them. Can show
the video of this book at
http://lessonplansos.blogsp
ot.com/2011/08/dontlaugh-at-me.html
• Friends at School by R.
Bunnett
After reading, have the children sit
in a circle and explain that you’re
going to make a spider web. Give
the first child the end of a ball of
string. He or she holds the end
with one hand and with the other
rolls the ball to another child.
Continue from child to child.
Remind them to hold on. At the
end discuss how we are all
connected and the importance of
being kind to everyone.
http://www.randomactsofkindness.or
g/Educators/School-ActivityIdeas/Activities-for-Preschool/
Books and Activities
• Big Al and Shrimpy by A.
Clements
After reading, compare and contrast
friends. Give kids a paper with a
line drawn down the middle to
divide it in half. Have them draw
one friend on one side and a
different friend on another.
Have them share by telling what
their friends look like, how they
act, things they like to do. The
kids can complete this sentence:
“My two friends are the same
because ________and my two
friends are different
because________.
• A Book of Friends by D.
Ross
After reading, lead a discussion
about what it means to be a
good friend. Have the kids
describe some of the ways to
be a good friend. Good
friends give each other
compliments (saying
something nice to make them
feel good). Have kids turn and
give their partner (friend) a
compliment.
http://schools.cms.k12.nc.us/beverlywoodsES/Documents/
Deccaring/pdf
www.bcpss.org/bbcswebdav/xid-1230545_4
Books and Activities
• A,B,C for You and Me by
M. Girnis
After reading and discussing
downs-syndrome, have
students place a marshmallow
on their tongue to get an idea
of what it would be like if
they had difficulty speaking
and being understood. Have
them tell a partner their
favorite thing to eat. This will
show them what it is like to
not have the range of motion
with their tongue.
• A Birthday for Ben by K.
Gaynor
After reading, discuss deafness
or hard of hearing and
hearing aids and talk about
how children can still
communicate. Have each
student practice the signs
(sign language) seen in the
illustrations in the book which
were illustrated by a deaf
artist and are true to life.
http://www.dssri.org/awareness.html
Books and Activities
• Hi! I’m Ben…and I’ve Got a
Secret by J. Bouwkamp
After reading, discuss with kids the
proper way to talk to people with
a disability is to treat them the
same way you would treat anyone
else. Role play various scenarios in
which your child meets someone
with a disability (child with one
arm on baseball field, older
person in a wheelchair) Emphasize
the proper way to respond in each
situation.
http://www.ehow.com/how_7788605_teachkids-disability-awareness.html
• Hooway for Wodney Wat
by H. Lester
After reading, discuss how some
master sounds of letters,
especially the “r” sound faster
than others. Ask why doesn’t
Rodney want to play with the
others? Have children explain
how Rodney must feel. Ask
children if they have ever felt
the same way. To show how
difficult it is to speak sometimes,
play with tongue twisters.
Practice saying the words faster
and faster.
http://www.rif.org/assets/Document
s/StorySamplers/Tolerance.pdf
Books and Activities
• We Can Do It by L. Dwight
Before Reading, discuss how
everyone is unique and have
similarities and differences.
Tell kids they will be learning
about some children who may
look a little different, but
they play and like the same
things. Read the book. After
reading, have students see
what it would be like to be
blind. (See handout)
• Understanding Sam and
Asperger Syndrome by C.
Van Niekerk
After reading, have kids practice
and role play the 10 helpful
tips in the back of the book
on how to be a friend and
interact with someone who
has Aspergers.
http://www.pointpark.edu/Academics/Schools
/SchoolofArtsandSciences/Departments/Edu
cation/ProjectChildrenLEAD/Curriculum/Less
onPlans/PhysicalDifferences/Physicaldiff3
Books and Activities
• Just Because by R. Elliot
After reading, have the students
make two lists (you write them on
chart paper or board) One list will
be all the wonderful things about
Clemmie that make her special
(personality, curly hair), the
other list will be the things that
make her different (wheelchair,
doesn’t talk). The kids will see
the list that make her special and
that her brother focuses on in
the book is much longer.
Video of Author talking about book:
http://www.youtube.com/watch?v=vdAcq5TfJyo
http://www.differentdoodles.com/2
012/01/10/every-little-opportunity/
• Miss Bindergarten Gets
Ready for Kindergarten by
Slate and Wolff
After reading, take students on a
picture walk through the
illustrations again looking at how
“Lenny the Lion” who is in a wheel
chair is included naturally in all
the adventures and is supported
by his friends and teacher who
never mention or direct their
attention to his disability.
Books and Activities
• My Brother Charlie by H.
Robinson Peete
• My Brother Sammy (Is
Special) by B. Edwards
After reading, have kids draw or
tell about each of their
family members doing
something they are good at.
Have them share with other
kids. Emphasize that family
members are different, like
friends are different, and the
differences make us unique.
Before reading, discuss: What is your
favorite thing to play? What are your
brother/sister/cousins/friends
favorite things to play? Do you always
like to play the same things? What is
your favorite color? What is your
favorite food? Discuss the similarities
and differences between the class. Is
it okay that we like different things?
Is it okay to be different?
After reading, kids could draw a picture of
their family. Some families are big,
some families are small, but we all love
each other. Post everyones' family
pictures so students can see the
similarities and differences between
families.
http://6elementssje.blogspot.com/2010/11/
element-five-raising-awareness-my.html
Video of author discussing book:
http://www.jollymom.com/2010/0
5/my-brother-charlie-storyabout-autism.html
http://bridgidschildrensliteratur
eblog.blogspot.com/
Books and Activities
• My Friend Isabelle by E.
Woloson
After reading, list the things that
are different between Charlie
and Isabelle. Ask how do they
play together with these
differences. List the ways that
they are the same. These are
why they have so much fun. Make
scenarios of how you could play
with someone if you were
different from them. Explain
that Isabelle is a child with a
condition called Down Syndrome.
She doesn’t look or act just like
Charlie, but she can do the same
things he does, with more time.
http://pages.towson.edu/cholmes/si
milarities/lesson.htm
• Susan Laughs by J. Willis
After reading, teach kids what it is
like to have a physical limitation.
Set out play-dough and tools like
popsicle sticks and spoons. Tell
them to keep one hand in their
pocket as they make a sculpture
such as a ball, box, or truck.
When finished talk to them about
how difficult it was for them to
use only one hand. Explain that
some people who don’t have two
hands or legs have to make an
extra effort to do the things we
do, but they can still do them!
Remember how Susan had fun
doing all the things you can do!
http://www.ehow.co.uk/list_6397871_disability
-awareness-crafts-kids.html Also has lesson
about painting blind to help teach disability
awareness
Books and Activities
• Earnest the Moose Who
Didn’t Fit In by C. Rayner
After reading, give each child a
different sized square, then
have one larger square. Talk
about how we are all
different, but we all can
“fit in”
• Elmer by D. McKee
After reading, Use gray or brown
card stock paper. Cut
elephant template for each
student, have them decorate
by sponge paint or already cut
out tissue paper square and
triangle shapes, glue on. Can
glue popsicle sticks to the
back. Then have an Elmer
display (parade), on the floor
or table, so students can see
how different they all are…It
is fun to be different!
Adapted from:
http://www.teachpreschool.org/2010/08/b
ook-and-activity-for-elmer-the-elephant/
Books and Activities
• I’m Here by P. Reynolds
This book is about a boy with
autism. After reading and
discussing, have kids make
paper airplanes or have them
already made. Have them
throw them to a partner and
practice starting a friendship.
What would you say? How
would you try to make the
other child feel? Role play.
• I’m Not by P. Smallcomb
After reading, encourage kids to
get to know each other by
bringing in magnifying glasses,
and mirrors. Let children
spend time looking at
themselves and each other,
finding about their faces,
hair, eyes. Encourage them to
discuss how they are alike and
how they are different both
physically and in the things
they like to do. Talk about
ways people can be different
and still be friends.
Video of book:
http://www.theresabook.com/2012/0
3/the-year-of-the-picture-book-imhere-by-peter-h-reynolds/
http://www.scholastic.com/teacher
s/article/how-create-caringclassroom-community
Books and Activities
•
It’s Okay to be Different by
T. Parr
After reading, model and have
students perform fingerplay to
teach how it is fun to be
different. (See handout)
http://www.livebinders.com/play/play/5168
•
Leo the Late Bloomer by R.
Kraus
After reading, make flowers to show
individual strengths. Cut out 3inch circles and 5 petals for each
student. Plus 1 for Leo as a
demonstration, put Leo’s name and
the students names on the
circles. List on the petals what
each thing Leo could do after he
“bloomed”. Glue the petals to
Leo’s circle. Write on the
students petals what they can do!
After the petals are glued to the
circle, display the flowers to show
that everyone has strenghs and
grows at their own pace.
http://www.dcmp.org/guides/10070.pdf
Books and Activities
•
No Two Alike by K. Baker
After reading, have some washable
stamp pads and white paper
available for the children to make
fingerprints on. Take a look at
them using magnifying glasses.
Ask the children what they notice
about the fingerprints. Are they
different? The same? What else
to they notice? Explain to the
children that no two people have
the exact same fingerprint.
http://www.2care2teach4kids.com/
preschool/themes/all%20about%20
me.htm
•
Swimmy by Leo Lionni
After reading, pass out one goldfish
(all the same color (yellow) except
one multi-colored one). Tell kids
to not eat it yet. Ask them what
they noticed. Discuss how they
feel about someone getting one
that is different. Ask the child
who got the different one how
they feel. Discuss how we all
want to be treated with love even
though we are different. May
need to pass out one to each child
to eat before doing activity.
Books and Videos
• Hands Are Not For Hitting
by E. Verdick
During reading the second time,
have kids act out the good
things they can do with their
hands as the characters in
the book are doing it. If
needed, have the kids act out
the suggestions for
redirecting frustrated energy
in the back of the book.
• Press Here by H. Tullet
During reading, have children
follow the directions in the
book as the book tells them.
“Press the red dot” Shake
the book gently” Have them
follow these directions as if
they were holding the book or
have enough copies for the
kids to do it themselves.
•
Books and Activities
Shout! Shout It Out! By D.
Fleming
If you have a 1 year old, you might try working
on their receptive vocabulary by asking
them to point to the objects in the book
(such as train, plane, cow).
--If you have a 2 year old, you might want
to focus on colors and teaching your child
to differentiate them.
--If you have a 3 - 4 year old, you might
want to use this book to work on letter
recognition and letter-sound associations.
--If you have a 5 - 7 year old, you might
want to focus on the last page of the book
where all of the words are listed without
pictures; try to see if your child has
learned a few of the words in the book
from sight, or encourage them to sound
out the words.
•
The OK Book by A. Krause
Rosenthal and T. Lichtenheld
After reading, discuss with kids how
they don’t have to be the best at
things. They can try everything
and be ok at it. Have them draw
what they are ok at on the
handout or have them draw a
picture and use an index card
with OK on it like in the book to
look like they are the “ok kid”
doing the action. Sentence at the
top can say “I am ok at _______”.
(See handout)
http://landofonceuponatime.blogspot.com/2011/0
8/library-daze-3-easy-strategies-to.html
http://www.helpreaderslovereading.co
m/2009/03/ok-book-by-amy-krouserosenthal.html
Books and Activities
• Someone Special, Just Like
You by T. Brown
• Plant a Kiss by A. Krouse
Rosenthal
After reading, have kids do one
or more of the lessons from
the website below. (See
handout)
After reading, make a “kissing
tree”. The tree trunk could
be the child’s arm and hand,
then when dry put lipstick on
the child’s lips and have them
kiss each branch. Discuss how
no one will have one exactly
the same, because we have
different prints, but we can
all give out love!
http://www.adainformation.org/do
c/lp_disabilityetiquette.pdf
View video of book;
http://www.youtube.com/wa
tch?v=7FRFZHgABn8
Teaching Tolerance
• “With teaching tolerance lesson plans, how these activities
are presented is not as important as is the connections that
are made by teaching children tolerance. When students
learn and understand that while we are different, we are all
the same, peace and harmony become attainable goals.”
From:
http://www.brighthubeducation.com/elementary-school-activities/69159find-someone-who-game-for-promoting-tolerance/
Educational Websites for
Inclusive Education
•
http://www.bookshare.org/ Accessible books and Periodicals for
readers with print disabilities
•
http://www.brighthub.com/education/special/articles/110870.aspx
Great points about inclusion in children’s literature, other books
suggested for different age levels
http://www.tolerance.org/ Classroom activities, teacher kits, can
search by keyword
http://www.ehow.com/info_7932952 _preschool-children-learn-
•
•
disabled-people.html Preschool activities that help children learn
about disabled people
• http://www.our-kids.org/Books/kidbook4.htm More books
for preschoolers about disabilities
Resources
Sharp, Peggy. What’s New In Children’s Literature and How to Use it in Your Program. Washington:
Bureau of Education & Research, 2012. Print
http://pages.towson.edu/cholmes/similarities/child.htm
http://www.dssri.org/awareness.html
http://lessonplansos.blogspot.com/2011/08/dont-laugh-at-me.html
www.bcpss.org/bbcswebdav/xid-1230545_4
http://www.randomactsofkindness.org/Educators/School-Activity-Ideas/Activities-for-Preschool/
http://www.tolerance.org/magazine/number-36-fall-2009/inclusion-bookshelf
http://www.ehow.com/how_7788605_teach-kids-disability-awareness.html
http://www.rif.org/assets/Documents/StorySamplers/Tolerance.pdf
http://www.pointpark.edu/Academics/Schools/SchoolofArtsandSciences/Departments/Education
/ProjectChildrenLEAD/Curriculum/LessonPlans/PhysicalDifferences/Physicaldiff3
Resources
http://www.differentdoodles.com/2012/01/10/every-little-opportunity/
http://6elementssje.blogspot.com/2010/11/element-five-raising-awareness-my.html
http://bridgidschildrensliteratureblog.blogspot.com/
http://pages.towson.edu/cholmes/similarities/lesson.htm
http://www.ehow.co.uk/list_6397871_disability-awareness-crafts-kids.html
http://www.teachpreschool.org/2010/08/book-and-activity-for-elmer-the-elephant/
http://www.scholastic.com/teachers/article/how-create-caring-classroom-community
http://www.livebinders.com/play/play/5168
http://www.dcmp.org/guides/10070.pdf
http://www.2care2teach4kids.com/preschool/themes/all%20about%20me.htm
http://www.tolerance.org/activity/what-can-we-learn-box-crayons
Resources
http://landofonceuponatime.blogspot.com/2011/08/library-daze-3-easy-strategies-to.html
http://www.helpreaderslovereading.com/2009/03/ok-book-by-amy-krouse-rosenthal.html
http://www.adainformation.org/doc/lp_disabilityetiquette.pdf