Improving typically developing children’s acceptance toward children with autism via teaching with picture books

Lian, Fuxin; Zhang, Zhenzhen; Ma, Weina; Wang, Mian; Lin, Yixin

doi:10.1080/20473869.2020.1786325

Cited by 3 publications

(5 citation statements)

References 17 publications

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“…Research is also needed to determine what messages children's books about autism send to their intended audience: children (Lian et al, 2020). Different children may experience the same book in different ways, and the messages that autistic and non-autistic children perceive about neurodiversity may not be the messages we think they will perceive.…”

Section: Discussionmentioning

confidence: 99%

“…As defined by Baumer and Freuh (2021), “Neurodiversity describes the idea that people experience and interact with the world around them in many different ways; there is no one ‘right’ way of thinking, learning, and behaving, and differences are not viewed as deficits” (p. 1). Children's books that feature autistic characters may serve both as mirrors, reflecting and affirming young autistic readers' views of themselves as neurodivergent people, and as windows, increasing non‐autistic readers' understanding of autism and neurodiversity (Bishop, 1990; Lian et al, 2020). Indeed, as autism touches the lives of more and more people (Maenner et al, 2023), educators and clinicians are increasingly using children's books about autism as a tool to promote neurodiversity (Azano et al, 2017; Barrio et al, 2021; Dyches et al, 2006; Gilmore & Howard, 2016; Kelley et al, 2015; Lemoine & Schneider, 2021).…”

Section: Introductionmentioning

confidence: 99%

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A commentary on children's books about autism: What messages do they send about neurodiversity?

Venker,

Lorang

2023

Autism Research

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The past three decades have seen an exponential increase in the publication of children's books about autism. This increased availability of children's books is exciting because they have the power to promote understanding, acceptance, and appreciation of neurodiversity. However, growing concerns have been raised by both autistic and non‐autistic people that some children's books about autism may work against neurodiversity, rather than promoting it. This Commentary discusses the strikingly different ways in which children's books about autism portray key concepts related to neurodiversity, including autistic differences, agency, abilities, and communication. We present concrete examples (including books by autistic authors); highlight the views of autistic and non‐autistic parents of autistic children; and discuss how different books may leave readers with different impressions of autism and neurodiversity. Given the vastly different themes that emerge across different books, we conclude that it is important for educators, families, and other members of the autism community to make informed and individualized choices about what books they use for what purpose. We emphasize the need for systematic, high‐quality research on children's books about autism, including content analyses and studies that determine what messages these books send to their intended audience: children. It is vital that autistic people continue to shape this conversation, contributing unique insights that inform research priorities and the methodological approaches used to investigate them.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A commentary on children's books about autism: What messages do they send about neurodiversity?

Venker,

Lorang

2023

Autism Research

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“…The results regarding RQ2 show that the qualitative research method has been in great demand for the study of arts education for children with disabilities in the last ten years, followed by mix methods. ( Katušić & Burić, 2021), (Østergaard, 2019), (Nguyen Viet, et al, 2022), (Madrid-Manrique, 2020), (Erina et al, 2019), (Mehr et al, 2013), (Lian et al, 2020), (Bacon & Bennett, 2013), (Petsilas et al, 2019), (Carpio et al, 2017), (Shaughnessy, 2022), (Grosvenor & Pataki, 2017) 12…”

Section: Figure 5 Types Of Research Methodology Used In the Articlesmentioning

confidence: 99%

“…These programmes may be designed to provide additional opportunities for students with disabilities to engage in arts education, or to provide access to resources and expertise that may not be available within the school setting. (Kamenets et al, 2021), (Theodotou, 2019), (Blaisdell et al, 2019), (Flowers et al, 2015) (Flowers et al, 2015), (Craw, 2015), (Rihter & Potočnik, 2022), (Theodotou, 2019), (Santos & Lima-Rodrigues, 2016), (Cole et al, 2021), (Haerani et al, 2020), (Petsilas et al, 2019), (Kantor & Lei, 2020), (Mehr et al, 2013) (Feliu-Torruella et al, 2021), (Martinec et al, 2022), (Theodotou, 2020), (Blaisdell et al, 2019), (Lian et al, 2020), (Erina et al, 2019) 6…”

Section: Communitybased Programmesmentioning

confidence: 99%

Arts Education for Children with Disabilities: A Systematic Literature Review

Mareza,

Mustadi,

Dewi

et al. 2024

CEPSj

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Research, testimonies and descriptions of successful projects and initiatives have shown the benefits of well-planned inclusive arts education for students with disabilities. The group of students with disabilities is diverse. The only thing they have in common is a disability that prevents them from taking advantage of the general curriculum without specialised support. Teaching students with disabilities is a requirement for all teachers, regardless of their subject-matter expertise. The goal of this research is to provide a thorough knowledge map of the intellectual framework of the field of study of arts education for students with disabilities. Using the PRISMA method to analyse articles published between 2012 and 2022, a systematic literature review methodology was used. An overview of the study’s articles, authors, top journals and research themes is given. The findings indicate the existence of three themes in the research of arts education for children with disabilities. In summary, this paper reviews key findings from the research analyses and suggests future research trajectories for the arts education area.

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“…Özel gereksinimli çocuklar ile ilgili olarak, resimli çocuk kitaplarında özel gereksinimli karakterlerin özelliklerini inceleyen çalışmalar (Arıkan, Tomris, Yılmaz Bursa ve Tuna, 2021;Blaska, 2004;Gaffney ve Wilkins, 2016;Gonen, Dursun, Topcu Bilir, Tarman ve Nur, 2015;Kaymaz, 2017;Kırkgöz ve Diken, 2019;Koc, Koc ve Ozdemir, 2010;Leininger, Dyches, Prater ve Heath, 2010;Öztürk, Afacan ve Demirtaş İlhan, 2022;Pennell, Wollak ve Koppenhaver, 2017) ile kapsayıcı bir sınıf ortamı oluşturmak için eğitim ortamlarında özel gereksinimli karakterler içeren kitapların kullanımına yönelik çalışmalar bulunmaktadır (Erdoğan ve Baş, 2018;Lian, Zhang, Ma, Wang ve Lin, 2020;Sigmon, Tackett ve Azano, 2016). Kitapların incenlediği çalışmalarda ulusal alan yazın bağlamında Türkçe resimli kitaplarda geçmişe oranla daha iyi bir terminoloji kullanıldığı, ancak kitapların çoğunluğunun çeviri olduğu ve daha çok gereksinime odaklandığı görülmektedir.…”

unclassified

Kapsayıcı Resimli Çocuk Kitaplarının Okul Öncesi Eğitimde Kullanılması

Eroğlu

2022

Temel Eğitim Araştırmaları Dergisi

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Eğitimde kapsayıcı terimi özel gereksinim, cinsiyet, dil, din, etnik köken, sosyo-ekonomik düzey, hastalık gibi herhangi bir nedenden dolayı eğitime dahil olamayan veya dahil olduğu halde sınıftaki öğrenme süreçlerine katılmayan tüm çocukları eğitim ve öğrenme süreçlerine dahil etmek anlamında kullanılmaktadır. Erken çocukluk eğitimi programlarının ve eğitim ortamlarının kapsayıcı olması ve eğitimcilerin çocukların kültürel, dilsel ya da bireysel deneyimlerini anlaması tüm çocukların gelişiminde fark yaratmaktadır. Bu nedenle son yıllarda kapsayıcı bir bakış açısıyla eğitim ortamlarının nasıl zenginleştirileceği önemli bir araştırma konusu olmuştur. Çocukların başka insanların yaşamlarını ve deneyimlerini inceleyerek kendilerini ve başkalarını daha iyi anlamalarını sağlayan resimli çocuk kitapları ise bireysel farklılıklara ilişkin ilk algılarının oluşmasında eğitim ortamlarındaki en önemli faktörlerden biri görülmektedir. Bu nedenle bu derlemede, erken çocukluk döneminde kullanılan kapsayıcı resimli çocuk kitaplarının özellikleri ve eğitim ortamlarında nasıl kullanılacağı incelenirken; kapsayıcılık özel gereksinimli çocuklar, farklı kültürlerden gelen çocuklar ve toplumsal cinsiyet eşitliği bağlamında ele alınmıştır.

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Improving typically developing children’s acceptance toward children with autism via teaching with picture books

Cited by 3 publications

References 17 publications

A commentary on children's books about autism: What messages do they send about neurodiversity?

A commentary on children's books about autism: What messages do they send about neurodiversity?

Arts Education for Children with Disabilities: A Systematic Literature Review

Kapsayıcı Resimli Çocuk Kitaplarının Okul Öncesi Eğitimde Kullanılması

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