Students with autism spectrum disorders (ASD) may exhibit behaviors that can negatively affect peer relationships. A process for raising awareness about this exceptionality to their peers can build a foundation for authentic inclusion in the classroom environment. This article suggests that deliberately planned interventions using picture books to create peer awareness can be implemented through a step-by-step decision-making process. Criteria is provided regarding the process of book choice and related instructional considerations to assist educators in making essential decisions about the implementation of peer awareness for young students with ASD.

Engaging the lens of classroom management, this research explores how teachers have been represented in children’s picture books as classroom managers. Picture books from the A-Zoo 7th Edition (2005) serve as a foundational data set to explore how the personification of teachers and the reality of the teaching experience are mirrored over time. Charteris’s heuristic of epistemological shudders (2014) —identifying a paradox which opens up possibilities for meaning making—was utilized alongside Krippendorff’s (1989) content analysis framework. Findings inform how the representation of teachers has portrayed a postmodern, deconstructive worldview regarding classroom management and professional representation, inviting further study into society’s ongoing perceptions of the teacher.

In our modern culture, we sometimes imagine that stories are kids' stuff: little illustrations, while abstract ideas are the real thing. So Jesus' stories, people say, were just "earthly stories with a heavenly meaning", but that's rubbish! Stories are far more powerful than that. Stories create worlds. Tell the story differently and you change the world. And that's what Jesus aimed to do. People in Jesus' world knew that stories meant business; that stories were a way of getting to grips with reality. (Wright,

Engaging the lens of classroom management, this research explores how teachers have been represented in children’s picture books as classroom managers. Picture books from the A-Zoo 7th Edition (2005) serve as a foundational data set to explore how the personification of teachers and the reality of the teaching experience are mirrored over time. Charteris’s heuristic of epistemological shudders (2014) —identifying a paradox which opens up possibilities for meaning making—was utilized alongside Krippendorff’s (1989) content analysis framework. Findings inform how the representation of teachers has portrayed a postmodern, deconstructive worldview regarding classroom management and professional representation, inviting further study into society’s ongoing perceptions of the teacher.