A Checklist to Evaluate Children's Books that Address Disability as
Part of Diversity
*Circle T for each statement that is true and F for each statement that is False. A positively evaluated
book should have 7 out of 9 statements circled T.
1) Check the Illustrations:
Are there Stereotypes: There are no stereotypes promoted in this book. T F
Look for Stereotypes. A stereotype is an over-simplified generalization about a particular group, race,
or sex, which usually carries derogatory implications. Some common stereotypes suggested by
Derman-Sparks and the Anti-Bias Curriculum Task Force (1989) include Native-Americans as being
naked and savage or “Primitive” crafts persons; or African-Americans as being happy-go-lucky,
watermelon-eating Sambos or fat, eye-rolling “mammys.” Children’s books should not help support
or perpetuate any stereotypes. Consequently, books that represent children with disabilities should do
so in ways that do not promote stereotypes. For example, look for books that show children with
disabilities in the same classes as their non-disabled peers, participating in the same activities as their
peers.
Look for Tokenism: All of the children are depicted as genuine individuals with distinctive
features. T F
Look for Tokenism. The term tokenism was originally created in order to address the issue of how
minorities are represented in books. For example, in evaluating tokenism in a book, one would look
to see if all minority faces appeared stereotypically alike or if they are depicted as genuine individuals
with distinctive features. In the same respect, it is desirable that children with disabilities be
represented in books as genuine individuals with distinctive features. It is appropriate to have a child
with a physical disability in a wheelchair or using another type of adaptive device as long as the
reader also views the child as being a distinctive individual with his/her own personality and
characteristics.
Who’s Doing What: The children with disabilities have leadership and action roles.T F
Who’s Doing What? The illustrations should depict children with disabilities in leadership and action
roles. The children with disabilities should not only be active observers while the children without
disabilities are always the “doers.”
2) Check the Story Line:
Standards for Success: The children with disabilities are accepted for their own individual
behaviors. T F
Standard for Success. To gain acceptance and approval, the child with a disability should not have
to exhibit extraordinary qualities, such as exceptional memory or math skills. The child should
not have to walk or run with his friends to be accepted by them.
Resolution of Problems: The people with disabilities help resolve the problem. T F
Resolution of Problems. Look at how the problems in the story are presented, conceived and
resolved. The person with the disability should not be considered part of the “the problem.” When
appropriate, the reasons for the disabilities should be explained to the child.
Role of the person with a Disability: The same story could be told if the main character did not
have a disability. T F
Role of Person With a Disability. The achievements of the person with a disability should be based
on his/her own initiative and intelligence. This story should be able to be told in the same way even if
the main character did not have a disability.
3) Look at the Lifestyles:
The illustrations offer genuine insights into another person.T F
If the person with the disability is depicted as “different,” no negative value judgments should be
implied. The illustrations and text should offer genuine insights into another person.
4) Weigh the Relationships Between People:
The children with disabilities function in essentially leadership roles. T F
The people without disabilities should not possess all of the power, take all of the leadership roles,
and make all of the important decisions. The children with disabilities should not only function in
supportive or, subservient roles. Neither should the reverse be true. There should be a clear balance of
roles.
5) Consider the Effects on a Child’s Self-Image:
There is one or more persons with whom a child with a disability can readily identify as a positive
and constructive role model. T F
Norms should not be established which limit any child’s aspirations and self-concept. By
continuously bombarding a child with a disability with images of “typical” children as the ultimate in
beauty, cleanliness, and virtue, we are harming the child’s self-image. In each story, there should be
at least one or more persons with whom a child with a disability can readily identify as a positive and
constructive role model.
6) Consider the Author or Illustrator’s Background:
The author’s background strengthen the value of his/her work. T F
Analyze the biographical material on the jacket flap or the back of the book. Look for qualities that
the author or illustrator may have that would help them understand and contribute knowledgeably to a
specific theme or topic.
7) What is the Author’s Perspective?
The authors perspective strengthens the value of his/her written work. T F
No author can be entirely objective. All authors write from a cultural as well as from a personal
context. Children’s books in the past have traditionally come from authors who were white, non
disabled, and who were members of the middle class, with the result being a single ethnocentric
perspective dominated children’s literature in the United States (Derman-Sparks & the A.B.C. Task
Force, 1989). With any book in question, read carefully to determine whether the direction of the
author’s perspective substantially weakens or strengthens the value of his/her written work.
8) Watch for Loaded Words
This book has no loaded words (I.E.“Slow”) T F
A word is loaded when it has offensive overtones. Examples of loaded adjectives specific to children
with disabilities are “slow,” “retarded,” “lazy,” “docile,” “backwards,” “crazy,” “feeble-minded,”
“cripple,” “idiot,” “deaf,” “dumb,” and sometimes “special.”
9) Look at the Copyright and Target Age
The copyright and target age is appropriate for the intended audience? T F
There are not many books written about children with disabilities. The limited number that are
available are dated and use language that is not “people first” (a child with autism, instead of an
autistic child) or may now be considered offensive, such as the current term “retarded.” Most newer
books use “people first” language, however, make sure to check all books for people first language
because some authors may not be as familiar with the importance of its use.
Some books state that they are intended for very young children, but in fact they are not written for
children as young as the authors claim. Before reading a book to a class make sure it is
developmentally appropriate for the children to whom you are going to read it.
Adapted from:
Council on Interracial Books for Children (1980). Guidelines for selecting bias-free and storybooks.
Derman-Sparks, L., & the ABC Task Force. (1989). Anti-bias curriculum: Tools for empowering
young children. Washington, D.C.: National Association for the Education of Young Children.
Your Path: Circle of Inclusion Home Page Accommodation, Accessibility, & Awareness Children's
Books Review Guide Section 1 Nine Ways to Evaluate Children's Books
Copyright © 2002, University of Kansas, Circle of Inclusion Project. Permission for reproduction of
these materials for non-profit use with proper citation is granted. Please send your comments and
questions to questions@circleofinclusion.org
http://www.circleofinclusion.org/english/books/section1/cklistblk.html
http://www.circleofinclusion.org/english/books/section1/a.html
Images and Encounters Profile
For each item below, indicate whether you believe the criteria are evidenced in the STORYLINE,
LANGUAGE, or ILLUSTRATIONS. Circle YES if the criterion was addressed positively, circle NO
if the criterion was addressed negatively, and circle NP if the criterion was not present in the story
line, illustrations, or language. YES responses are preferred responses. The reviewer is cautioned to
be aware of the NO responses when reading and/or discussing the books, as these responses may
influence your use and adaptation of the book. For example, a NO response to item 7 may result in a
discussion of behaviors and feelings with the parent and/or teacher modeling respect for all persons.
1) Promotes empathy not pity. YES NO NP
Look to see if the book creates an overall feeling of understanding for the child and his/her disability.
The book should not make the reader feel sorry for the child with a disability.
2) Depicts acceptance not ridicule. YES NO NP
The book should in no way “make fun” of a child with a disability. The student with the disability
should be depicted as more similar than different from the other children.
3) Emphasizes success rather than, or in addition to, failure. YES NO
The book should point out several of the individual’s talents and strengths.
NP
4) Promotes positive images of persons with disabilities. YES NO NP
The person with a disability should be represented as a strong, independent person, whom any other
child could look up to or admire.
5) Addresses abilities and disabilities. YES NO NP
Make sure that the book not only talks about the child’s disability, but also talks about the child as a
person with many talents.
6) Assists children in gaining accurate understanding of the disability. YES NO NP
Make sure that the book provides accurate information written appropriately for young children.
7) Demonstrates respect for persons with disabilities. YES NO NP
The book should not offend anyone who has or knows anyone with this type of disability.
8) Promotes attitude of “one of us” not “one of them.” YES NO NP
The book should discuss how the child with the disability is just like any other child, with his/her own
unique strengths and weaknesses.
9) Depicts valued occupations for persons with disabilities. YES NO NP
When appropriate, the book shows people with disabilities in jobs that are important.
10) Uses language which stresses person first, disability second philosophy YES NO NP
(e.g. Jody who is blind). Any book written about a child with a disability should use people first
language.
11) Describes the disability or persons with disabilities as realistic YES NO NP
(i.e. not subhuman or not superhuman, ie “SuperCrip”).
The book should accurately represent the child with a disability. The child should not have to “fit in”
because of any superhero type skill or talent. He/she should be considered special for his/her own
abilities, just like any other child.
12) Depicts persons with disabilities in integrated settings and/ or activities. YES NO NP
The book should not show people with disabilities working or in school only with other people with
disabilities. It should depict persons with disabilities out in the community working or playing with
typical friends.
13) Illustrates characters in a realistic manner. YES NO NP
If the book uses illustration rather than pictures, make sure that all of the children with disabilities are
not drawn exactly the same. Avoid books that depict all children with a certain type of disability
represented the same (i.e. all children with cerebral palsy in wheelchairs).
14) Uses similar art styles for persons with and without disabilities. YES NO NP
The children with disabilities should be drawn to look more alike than different than their typical
peers.
15) Illustrates accuracy in technical detail of equipment. YES NO NP
Very clear and accurate pictures. If the book uses illustrations rather than pictures, make sure that
any adaptive equipment is drawn accurately.
Adapted from:
Blaska, J. (1996). Using children’s literature to learn about disabilities and illness. Moorhead, MN:
Practical Press. Reprinted with permission.
New addition:
Blaska, J. (2003). Using children’s literature to learn about disabilities and illness (2nd ed.). Troy,
NY: Educator’s International Press, Inc.
Blaska,Copyright © 2002, University of Kansas, Circle of Inclusion Project. Permission for
reproduction of these materials for non-profit use with proper citation is granted. Please send your
comments and questions to questions@circleofinclusion.org
http://www.circleofinclusion.org/english/books/section2/profileblk.html
http://www.circleofinclusion.org/english/books/section2/a.html
The Six Pitfalls of Disability Fiction
1. Portraying the character with an impairment as "other" than human
Otherwordly in a negative or positive sense—extremely "evil" or "good"
Likening the character to vegetable matter
Forging links between the character and animals
2. Portraying the character with an impairment as "extra-ordinary"
The character's ordinary humanity is not described but is represented either as a
negative or positive stereotype
3. The "second fiddle" phenomenon
The character with an impairment is neither the central character within the narrative
nor fully developed, merely serving to bring the central character/s to a better
understanding of themselves or disability
4. Lack of realism and accuracy in the portrayal of the impairment
The author neglects to properly research a particular impairment resulting in
inaccuracy of portrayal
5. The outsider
The character with an impairment is portrayed as a figure of alienation and social
isolation
6. Happy endings?
The author fails to see a happy and fulfilled life being a possibility for a character with
an impairment
Excerpt from:
Disability Studies Quarterly
Winter 2004, Volume 24, No. 1
www.dsq-sds.org
Copyright 2004 by the Society for Disability Studies
An Examination into the Portrayal of Deaf Characters and Deaf Issues
in Picture Books for Children
By Isabel Brittain, M. A. (Children's Literature)
London, UK