scholarly journals Inclusive education through children's literature: reading to interiorize differences

2018 ◽  
Vol 2 (1) ◽  
pp. 27-46
Author(s):  
Lorena Pulido Mantas ◽  
◽  
Susana Ruiz-Seisdedos ◽  
Keyword(s):  
Children's Literature ◽  
Inclusive Education ◽  
Children’S Literature ◽  
Literature Reading

scholarly journals Perspectives on Inclusive Education: Need for Muslim Children’s Literature

Religions ◽  
2020 ◽  
Vol 11 (9) ◽  
pp. 450
Author(s):  
Antum A. Panjwani
Keyword(s):  
Public Schools ◽  
Children's Literature ◽  
Teacher Development ◽  
Inclusive Education ◽  
Teaching And Learning ◽  
Children’S Literature ◽  
Development Programs ◽  
Muslim Students ◽  
Unique Position ◽  
Curricular Resources

Muslim students and communities in Western sociopolitical and educational contexts confront substantive challenges of racisms, Islamophobia, and under- and misrepresentations in media as well as in literature. Creating a robust repertoire of curricular resources for teaching and learning, teacher development programs, and schooling in general offers a promise of developing classroom practices, which in turn promotes an inclusive discourse that recognizes the unique position and presence of a Muslim child. The present article examines the prospects of developing such a curriculum called Muslim Children’s Literature for inclusive schooling and teacher development programs in the context of public education in Ontario, Canada. It is situated in the larger umbrella of creating specific theory and methodology for education that lend exposure to Muslim cultures and civilizations. Development of such a literature as curricular resources addresses the questions of Muslim identities through curriculum perceptions so as to initiate critical conversations around various educational challenges that the development and dissemination of Muslim curricular resources faces today. I make a case for developing Muslim Children’s Literature to combat the challenges of having limited repertoire to engage with Muslim students in public schools and teacher candidates in teacher development programs. With the description of the necessity of such a literature, this article outlines characteristics of the proposed genre of Muslim Children’s Literature, as well as the unique position of a Muslim child in the current educational scenarios. A brief peek into select fiction on Muslim themes available in English internationally that can be used as curricular resources at elementary and secondary level serves towards reinforcing the definition of Muslim Children’s Literature. Further, these offer a sample that may be promoted under the proposed genre of Muslim Children’s Literature.

A literatura infantil adaptada na educação inclusiva: alternativas de inclusão para o aluno autista numa perspectiva sociocomunitária

1969 ◽  
Author(s):  
Bianca Scalon Peres de Paula
Keyword(s):  
Social Interaction ◽  
Children's Literature ◽  
Social Behavior ◽  
Social History ◽  
Inclusive Education ◽  
Children’S Literature ◽  
The Other ◽  
School Life ◽  
Social Situations ◽  
Medios De Comunicacion

RESUMOA escolarização da criança autista apresenta dificuldades, estando comprometida pelas dificuldades na interação social, expressão de sentimentos e pensamentos. A construção de um material de literatura infantil adaptado pode facilitar a interação social e a expressão contextualizada de si. A literatura infantil favorece a reflexão sobre a maneira de agir diante das situações sociais, possibilitando elencar atitudes próprias ao contexto. Desenvolvemos uma história social, suportada num livro multissensorial, que tem como mote o cotidiano escolar. Há também uma diversificação de suportes para a história: um CD com a história narrada, um texto com a escrita simplificada e outro com a história contada em comunicação aumentativa; atendendo às diferentes necessidades dos sujeitos. Espera-se que, com o uso desse material, que está em experimentação, amplie-se a possiblidade de interação entre professor-aluno e entre o aluno e seus pares, facilitando o processo de significação de conceitos e comportamentos sociais. Afirma-se a urgência de entender as especificidades da educação da pessoa autista, tanto na escola como fora dela, respeitando-a no seu direito de pertencer a uma comunidade.PALAVRAS-CHAVE: Autismo. Inclusão. Literatura infantil. Literatura adaptada. Educaçãosociocomunitária. Children's literature adapted in inclusive education: alternatives for inclusion in the autistic student in socio-communitarian perspectiveABSTRACTThe schooling of autistic child has difficulty, being hampered by difficulties in social interaction, expression of feelings and thoughts. The construction of a material adapted children's literature can facilitate social interaction and contextual expression of oneself. Children's literature encourages reflection on how to act in social situations, allowing the context to list own attitudes. We developed a social history, backed by a multisensory book with the motto everyday school life. There is also a diversity of media for the story: a CD with narrated story, a text written with the simplified and the other with the story told in augmentative communication; meeting the different needs of individuals. It is expected that with the use of this material, which is in trial, magnify the possibility of interaction between teacher and student and between students and their peers, facilitating the process of meaning of concepts and social behavior. Affirms the urgent need to understand the specifics of education of autistic person, both in and outside school, respecting their right to belong to a community.KEYWORDS: Autism. Inclusion. Children's literature. Literature adapted. Socio-communitarian education. La literatura infantil adaptada a la educación inclusiva: alternativas para la inclusión del estudiante autista en la perspectiva socio-comunitariaRESUMENLa escolarización de los niños con autismo tiene dificultades, siendo obstaculizada por dificultades en la interacción social, la expresión de sentimientos y pensamientos. La construcción de un material de literatura para niños adaptada puede facilitar la interacción social y la expresión contextual de uno mismo. La literatura infantil estimula la reflexión sobre cómo actuar en situaciones sociales, lo que permite el marco a la lista de actitudes propias del contexto. Hemos desarrollado una historia social, respaldada por un libro multisensorial que lleva como lema la vida escolar cotidiana. También hay una diversidad de medios de comunicación para la historia: un CD con la historia narrada, un texto escrito de forma más simplificada y el otro con la historia narrada en la comunicación aumentativa; la satisfacción de las diferentes necesidades de los individuos. Se espera que con el uso de este material, que está en experimentación, que amplía la posibilidad de interacción entre el profesor y el alumno y entre alumnos y sus compañeros, lo que facilita el proceso de significado de los conceptos y del comportamiento social. Afirma la necesidad urgente de comprender las especificidades de la educación de la persona autista, tanto dentro como fuera de la escuela, respetando su derecho a pertenecer a una comunidad.PALABRAS CLAVE: Autismo. Inclusión. Literatura infantil y juvenil. Literatura adaptada. Laeducación Socio comunitaria.

scholarly journals Development of Children's Literature Reading Materials to Support SDN 028228 Binjai Student Literacy Activities

2021 ◽  
Vol 3 (1) ◽  
pp. 101-107
Author(s):  
Meta Melisa Br Ginting ◽  
Mutsyuhito Solin ◽  
Wisman Hadi
Keyword(s):  
Children's Literature ◽  
Research And Development ◽  
Classroom Teacher ◽  
Children’S Literature ◽  
Literacy Activities ◽  
Reading Material ◽  
Literature Reading ◽  
Reading Materials ◽  
Support Students ◽  
North Sumatra

This research is motivated by the lack of availability of reading materials for children's literature, reading materials that are not suitable for the age of growth and development of children's psychology, then students have an interest in reading, and reading habits are not yet entrenched, so it is necessary to develop varied reading materials and support students in activities. literacy. Children's literature reading materials are needed at SDN 028228 Binjai to support students' literacy activities. This study aims to determine the results of the development of children's literature reading materials in the form of comics to support literacy activities of SDN 028228 Binjai students. The research method used was research and development (Research and Development) by Borg and Gall. The results showed that (1) The reading material development process was carried out in several stages, namely preliminary studies, initial product development and product testing. (2) The results of the reading material feasibility test show that (a) the result of the material expert's validation on the reading material as a whole is 83.3% with the criteria of "very good". (b) the results of the validation by design experts on the reading material as a whole obtained data 88.3% with "very good" criteria. (c) the results of the overall classroom teacher assessment of the reading material obtained an average of 91% with the criteria "very good" (3) The results of the effectiveness of the development of reading materials show that (a) the results of individual trials on reading materials obtained an average of 79.6% with the criteria "good ", The results of small group trials on reading materials obtained an average of 88.2% with the criteria" very good ", limited field test results on reading materials obtained an average of 90.1% with the criteria" very good ". (b) the results of the quality of using children's literature in the form of comics to support students' literacy activities were obtained an average of 88.65% (posttest), while before the use of children's literature in the form of comics, the average was 68.40% (pretest). The difference in value is 20.25% which means that children's literature reading material in the form of comics can improve the results of students' literacy activities from before. The implications of this research are (1) children's literary reading materials to support students 'literacy activities can increase students' knowledge of North Sumatra folklore; (2) the results of this study can enrich the treasury of science in order to increase creativity in the development of reading materials, especially those related to the development of children's literature reading materials in North Sumatra.

scholarly journals Mediated Reading of Children’s Literature as Paradigmatic Scenario to Develop Emotional Competence

2018 ◽  
Vol 33 (0) ◽  
Author(s):  
Enrique Riquelme ◽  
Felipe Munita
Keyword(s):  
Children's Literature ◽  
Formal Education ◽  
Theoretical Study ◽  
Life Experience ◽  
Emotional Experience ◽  
Children’S Literature ◽  
Social And Emotional Development ◽  
Social And Emotional ◽  
Literature Reading ◽  
Adult Reader

ABSTRACT In the reading, we explore specific scenarios that set the context for the emotional experience, named paradigmatic scenarios. In this essay, the authors highlight the contributions of children’s literature reading in their social and emotional development through a process called mediated reading. In this process, the adult reader operates as a mediator of emotional experience of “fictional” characters in the narrative, the story and those real processes that characterize children’s context and life experience. This theoretical study ends by discussing the scope of children’s literature reading process mediation as a tool that contributes school inclusion, and allows interaction between cognitive and affective aspects in formal education.

scholarly journals Changing Stereotypes With Regard to Special Needs Through Children’s Literature

wisdom ◽  
2016 ◽  
Vol 2 (7) ◽  
pp. 156
Author(s):  
Lilith BAGHDASARYAN ◽  
Armenuhi AVAGYAN ◽  
Karine SARGSYAN
Keyword(s):  
Children's Literature ◽  
Special Needs ◽  
Inclusive Education ◽  
Children’S Literature ◽  
Children's Book ◽  
The People ◽  
History Of ◽  
First Time ◽  
At Home

We had the idea of this research, when we learned, that the children’s book about special needs: R.J. Palacio “Wonder” was translated into Armenian for the first time. Books on this topic have not been written yet by Armenian authors. The point is that during Soviet years the working assumption was that all the people were “like each other”, perfect, beautiful, without problems, without disorders; all those, who did not meet those criteria (who had visual, auditory, physical, mental, even speech and communication limitations), grew up and spent their lives in special boarding institutions, segregated from their families and society. Being ashamed of their children, who were not ideal, the parents kept them at home, hidden from acquaintances, neighbours, sometimes even from relatives. Attitudes have begun to change since then, and inclusive education has been a goal in Armenia since 2001. Despite the 15-year history of efforts at inclusive education, acceptance of people with special needs is still not evident in all corners of Armenian society. One of the most prevalent shortcomings is the stereotyping of people with special needs. We decided to use the reading of the book R.J. Palacio “Wonder” for the purpose of helping people confront their attitudes and stereotypes about disabilities as they explored the lives in this unique book.

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