Using Children's Literature

to Create Acceptance in

Inclusive Classrooms

Michael Rozalski, Ph.D.,

Ben Andrus and Rachel Kaplan

Binghamton University

New York State Council for Exceptional

Children Saratoga Springs, NY

November 2015

Today’s Session

In this presentation, we will:1. Define bibliotherapy, identify its general

goals and procedures,

2. Discuss how to select books appropriate books,

3. Identify children's literature appropriate for use with students from K-10th grade,

4. Identify specific resources that teachers and parents can use in the classroom or at home to develop cultural acceptance of students with life experiences that are considered "non-traditional" (e.g., related to gender identity and "non-traditional" family structures).

Why Conduct this Project?Gay, Lesbian & Straight Education Network (GLSEN glsen.org)

National School Climate Survey

86% of LGBT youth report being harassed at school

◦ Compare this to 27.3% of all students being bullied at school as reported by the National Center for Educational Statistics in 2013.

Safety

◦ 64% felt unsafe at school due to sexual orientation

◦ 44% felt unsafe at school due to gender identification

◦ One-third of the suicide attempts that actually result in death are due to a crisis in sexual identity

◦ If the family of the LGBT youth does not accept them, they are eight times more likely to commit suicide than other teens.

Violence

◦ 44% experienced physical harassment

◦ 22% experienced stronger violence

◦ 61% of LGBT youth never reported the attacks Of those that did report the attacks, 31% said the school made no effort to respond

Educational Impact

◦ 32% did not go to school for at least one day because of feeling unsafe

◦ LGBT youth miss more than five times as much school as other students because of bullying

Bibliotherapy:

Overview Definition◦ Bibliotheraphy is “a projective indirect

intervention that uses literature for personal growth” (Schechtman & Or 1996, p.139).

Goal

◦ Teach students to empathize with the characters in the books and relate their feelings and problems with those that the characters are experiencing.

Bibliotherapy:

Research

Some research has suggested that

bibliotherapy has value as an

educational and therapeutic tool (Scogin, Jamison & Davis, 1990; Shechtman & Or, 1996;

Wollersheim & Wilson, 1991)

Students changed their reported

perceptions of students with disabilities

in their classroom after a semester-long

class highlighting disability awareness

issues (Schechtman & Or, 1996)

Bibliotherapy:

Procedures Different authors have suggested specific methodology

(e.g., Heath et al. ,2005; Jack & Ronan, 2008; Prater et al. ,2006) but the general routine for delivering bibliotherapy instruction requires teachers to follow a five-step process:

1. Identify a specific problem that a student is facing.

2. Identify potential books that contain characters who struggle with a similar issue.

3. Review the books to determine whether texts are appropriate for student.

4. Develop "bibliotherapy" lessons using the most appropriate book(s).

5. Teach.

Bibliotherapy:

How to Select BooksDetermine:

1. Readability for Intended Audience http://www.readabilityformulas.com/free-readability-

calculators.php

2. Age/Grade Appropriate Content Do the quality of the story telling and illustrations equal that of

the average age appropriate book?

3. Presentation of Characters Does the book address stereotypical gender roles?

Are the characters portrayed as facing challenging circumstances?

4. Context Does the story address societal, family or personal acceptance?

5. Response to Evaluation/Critiques Has the book been reviewed?

Is it seen as controversial?

Was it well received or acknowledged by a particular advocacy

Families- Variety is the

Spice… And Tango Makes Three by Justin Richardson and Peter

Parnell, illustrator Henry Cole

◦ Based on a true story that occurred at the penguin house at the Central Park Zoo, two male penguins named Roy and Silo cuddle and behave like mates. The zookeepers decide to give the couple a fertilized egg, they welcome the baby penguin as their own.

All Families are Different by Sol Gordon, illustrator Vivien Cohen

The Family Book by Todd Parr

Asha’s Mums by Rosamund Elwin and Michele Paulse, illustrator Dawn Lee

Heather has Two Mommies by Leslea Newman, illustrator Diana Souza

Emma and Meesha My Boy: A Two Mom Story by KaitlynConsidine, illustrator Binny Hobbs

Molly’s Family by Nancy Garden, illustrator Sharon Wooding

Families- Difficult

Transitions…New Family Members

Everett Anderson’s Nine Month Long by Lucille

Clifton, illustrator Ann Grifalconi

◦ After his Mom remarries, Everett reluctantly adjust to the news of a new

sister.

Big Sister Now: A Story about Me and Our New Baby by

Annette Sheldon, illustrated by Karen Maizel, (APA’s Magination

Press)

Elana’s Ears or How I Became the Best Big Sister in the

World by Gloria Roth Lowell, illustrator Karen Stormer

Brooks, (APA’s Magination Press)

◦ Lacey, the family dog, narrates this story as she gets, “a new sister.”

Elana has trouble hearing so Lacey learns to adapt to the change by

being Elana’s ears.

Foster and Adopted Children

Our Gracie Aunt by Jacqueline Woodson, illustrator Jon J.

Muth

Zachary’s New Home: A Story for Foster and Adopted

Picture Books: General Stories of Acceptance

Red: A Crayon’s Story by Michael Hall◦ The crayon with a “red” sleeve cannot draw red, but instead produces blue. Red struggles

for acceptance until “Berry” recognized that “blue” is Red’s true nature. Finally, the other colors recognized that, “He was blue. And everyone was talking.” Hazelnut- I always said he was blue. Olive- My son is brilliant! Scarlet- He’s really reaching for the sky.

(p. 35-36).

Jacob’s New Dress by Sarah and Ian Hoffman, illustrated by Chris Case◦ Jacob likes to play dress-up at school and is encouraged by his teacher to be a firefighter

or policeman, but he sticks to his princess outfit.. At home, he makes a “dress-thing,” but in school, a bully named Christopher takes it from him. Jacob’s Mom then helps him sew a dress that he can wear the next day; Jacob has never been more comfortable is school and when a bunch of kids laugh at him, he feels, “his dress surrounding him. Like armor. Soft, cottony, magic armor.” and continues playing.

The Sissy Duckling by Harvey Fierstein, illustrated by Henry Cole◦ Elmer, because he bakes cakes and puts on puppet shows, is not accepted by his

schoolmates, including bully Drake Duckling, and Papa Duck. Papa Duck goes so far to say that “Elmer is a sissy” and that “He’s no son of mine.” Elmer doesn’t want to make anyone angry so he runs away and finds a house in a hollow tree. When Papa Duck is shot, he becomes the hero when Elmer rescues his father and nurses him back to health.

The Boy With Pink Hair by Perez Hilton, illustrated by Jen Hill◦ The Boy with Pink Hair, “was born that way.” He likes to bake and his parents don’t force

him to play games he doesn’t like. When he starts elementary school, a “Boy with a Bad Attitude” makes fun of him. He befriends a “Girl with Ponytails” who joins him in his tree house to enjoy lunch. When the stove isn’t working at the school open house, the principal has the Boy with Pink Hair make sandwiches and treats for the event. The book ends,

Chapter Books: Transgender Expression through

Theater Gracefully Grayson by Ami Polonsky◦ Grayson, a 6th-grade student in Mr. Finnegan’s Humanities

class is quietly struggling with the knowledge that he longs to be a girl. Since her parents were killed in a car crash, she lives with Uncle Evan, who is very understanding. Aunt Sally and his older cousin Jack are not. Mr. Finn allows Grayson to play the part of Persephone in the spring play and watches as Grayson loses old friends and makes new ones, most of the lead cast, particularly Paige. Despite excessive bullying by classmates, Grayson decides to be herself after being inspired by Mr. Finn’s final letter to her after Mr. Finn has been forced to leave the school.

George by Alex Gino◦ George knows he is a girl, Melissa. With the help of her

friend Kelly, Melissa plays Charlotte in the 4th-grade class’ rendition of “Charlotte’s Web,” and dresses as a girl to go to the zoo with Kelly’s uncle. Melissa’s brother and mother struggle to accept George as herself but come to understand and accept Melissa’s uniqueness.

Creating Safe Environments for LGBT

Youth1. Individual Relationships

Communication: Build strong connections and keep the lines of communication open. Because some LGBT youth feel rejected, it is important for them to know that their families, friends, schools, and communities support them.

Privacy: Be careful not to disclose or discuss issues around being LGBT with parents or anyone else.

2. School Policies: Schools can send a message that no one should be treated

differently because they are, or are perceived to be, LGBT. Sexual orientation and gender identity protection can be added to school policies.

Support Groups: Create gay-straight alliances (GSAs). GSAs help create safer schools. Schools must allow these groups if they have other “non-curricular” clubs. Learn more about the right to form a GSA under the Equal Access Act.

3. Community All youth can thrive when they feel supported. Parents, schools, and

communities play a role in helping LGBT youth feel physically and emotionally safe.

Resources from: http://www.stopbullying.gov/at-risk/groups/lgbt/index.html

Memoirs: Transitioning Gender

Rethinking Normal: A Memoir in Transition by Katie Rain Hill with Ariel Schrag◦ Katie tells the story of her transition from Luke to Katie,

highlighting the acceptance she felt from her mother. Many of her friends and other family members were less supportive but she finds a haven at the Dennis R. Neill Equality Center (www.okeq.org) in Oklahoma. Katie describes how her transition MTF (male to female) alienated some friends but brought her closer to Arin Andrews who was transitioning from FTM. At college, Katie struggles with her love and relationship with Arinwhen she meets and starts dating Todd.

Some Assembly Required by Arin Andrews

Tomboy: A Graphic Memoir by Liz Prince◦ Liz has been a tomboy and has hated dresses since she can

remember. She grows up with this awkwardly and often alone, moving from Boston to Santa Fe. Often bullied until meeting Phyllis, a fellow cigarette-smoking skater. They become best friends until Todd arrives and begins to date Phyllis. Liz continues to narrate her experience until the epilogue, where at age 31, she is asked by a newspaper boy, “How about you sir?” She declines and happily says, “I’ve still got it.”

Working With Parents

Uncomfortable With the Topic

Introduce the topic in an age

appropriate way

Do not frame the issue as right vs

wrong simply acknowledge existence

Understand potential points of

arguments

Obtain necessary permission

Working With Parents of

Transgender Youth

Parents need support and

understanding

Often times they are confused and

need suggestions of professionals

Bullying is Bullying

Supporting Materials and

SourcesResources for Educators and School Administrators

Advocates for Youth (AFY): LGBTQ Resources for Professionals

American Psychological Association (APA) Resources Healthy Lesbian, Gay and Bisexual Students Project

Just the Facts: A Primer for Principals, Educators, and School Personnel

Understanding Sexual Orientation and Gender Identity

Gay-Straight Alliance (GSA) Network: Transforming Schools

Gay, Lesbian & Straight Education Network (GLSEN): Educator Resources

StopBullying.gov: Information for Educators and Other School Professionals

Technology and Youth Violence: Electronic Aggression from CDC's National Center for Injury Prevention and Control

The Trevor Project: Education and Resources for Adults

Supporting Materials and

SourcesSelected References (full references available upon request)

o Haeseler, L. A. (2009). Biblio-therapeutic book creations by pre-service student teachers: Helping elementary school children cope. Journal of Instructional Psychology, 36(2), 113-118. Retrieved from http://search.ebscohost.com.proxy.binghamton.edu/login.aspx?direct=true&db=eue&AN=508067867&site=ehost-live

o Hansen, L. E. 1. (2015). Encouraging pre-service teachers to address issues of sexual orientation in their classrooms. Multicultural Education, 22(2), 51-55. Retrieved from http://search.ebscohost.com.proxy.binghamton.edu/login.aspx?direct=true&db=eue&AN=101407087&site=ehost-live

o Maguth, B. M. 1., & Taylor, N. (2014). Bringing LGBTQ topics into the social studies classroom. Social Studies, 105(1), 23-28. doi:10.1080/00377996.2013.788471

o Martino, W. (2013). An invaluable resource for supporting transgender, transsexual, and gender-nonconforming students in school communities: A review of supporting transgender and transsexual students in K–12 schools. Journal of LGBT Youth, 10(1), 169-172. doi:10.1080/19361653.2012.717836

o Prater, M. A. (2003). Learning disabilities in children’s and adolescent literature: How are characters portrayed? Learning Disabilities Quarterly, 26(1), 47-63.

o Rozalski, M. E., Stewart, A., & Miller, J. (2010). Bibliotherapy: Using children's literature to reach students experiencing difficult situations. Kappa Delta Pi Record, 47(1), 33-37.

o Ryan, C. L., Patraw, J. M., & Bednar, M. (2013). Discussing princess boys and pregnant men: Teaching about gender diversity and transgender experiences within an elementary school curriculum. Journal of LGBT Youth, 10(1), 83-105. doi:10.1080/19361653.2012.718540

o Shechtman, Z. & Or, A. (1996). Applying counseling methods to challenge teacher beliefs with regard to classroom diversity and mainstreaming: An empirical study. Teaching and Teacher Education, 12(2), 137-147.

o Slesaransky-Poe, G., Ruzzi, L., Dimedio, C., & Stanley, J. (2013). Is this the right elementary school for my gender nonconforming child? Journal of LGBT Youth, 10(1), 29-44. doi:10.1080/19361653.2012.718521

o Sokoll, T. (2013). Representations of trans* youth in young adult literature: A report and a suggestion. Young Adult Library Services, 11(4), 23-26. Retrieved from http://search.ebscohost.com.proxy.binghamton.edu/login.aspx?direct=true&db=eue&AN=89132685&site=ehost-live

o Williams, V. K., ginger.williams@wichita.edu, & Deyoe, N., nancy.deyoe@wichita.edu. (2015). LGBTQ