Professional Resource Critique

Teaching Students About Learning Disabilities Through Children’s Literature

Prater, Mary Anne. "Teaching Students About Learning Disabilities Through             Children's Literature." Intervention In School And Clinic 42(2006): 14-24.

Overall the article Teaching Students About Learning Disabilities Through Children’s Literature was an excellent professional resource. It focused on the key and necessary elements in deciphering whether a book focused on Learning disabilities is quality. Some of the areas that the article explored in-depth were the theme, characterization, setting, plot, point of view and literary style. One of the more important area’s to key in on when selecting a book is characterization; the most palpable things in a book are the characters.  Another important key in selecting a book are the illustrations, “high quality picture books consist of both text of literary quality and illustrations of artistic excellence” (Prater, 17). Text and images have the ability to elevate or demolish the ideas and connotation of a disability. Therefore, the selection process for a book should be done by evaluating the areas mentioned above as well as intensely observing the illustrations.  Another positive thing that this article did was informing readers on how books highlighting disabilities should be taught on different levels.  It is important that they are taught because instruction “allows readers to look within themselves to understand feelings, relationships and experiences at a deeper level and also to bond with characters, even though they may be separated by space, time culture, language or ability” (Prater, 20). Instruction is also a way to promote awareness, self-reflection and accountability. The article also makes a valid point that when readers are able to live vicariously through others, in most cases they develop understanding. In regards to the insider/outsider debate, It is important to know that the authors of this article are scholars in the area of disabilities with emphasis on children’s literature. One of the things that I felt the article lacked was the exploration of other disabilities beyond LD. This article basically explored learning disabilities within literature. I felt as though a lot of the statements were general and could be cross-categorized amongst multiple disabilities but it was denoted to just Learning Disabled. Another area of concern that I had, was that all the books focusing on disabilities where meant to be taught. There was no mention of reading these books for leisure this would provide reasoning for the reluctance of teachers to house these type of books in their libraries. If in fact teachers are not knowledgeable on a certain area regarding disabilities they may be reluctant to have a book, which might arouse questions. Overall, this article had an extensive amount of valid information and I feel it was a great resource that truly aided in the critique of my books.