Realistic+Fiction-+Author+Laurie+Lears

= = **__Laurie Lears in Promoting Inclusive Classrooms__** As I become closer to graduation, I vision myself inside the classroom. It is important that I am able to adjust to diversity within my classroom. “Imagine looking around your world and not seeing a reflection of yourself, not seeing your own image in pictures not hearing stories that reflect your life” (Favazza). Many children with disabilities feel this way. “What message you are missing when you do not see yourself reflected in your world? You are missing the message that “I am important”, “I do belong”, “This is my world, too”” (Favazza). Lately, I have been thinking about adjusting to students with disabilities and understanding their disabilities and daily life challenges in order to effectively teach. This appeared on my mind since stumbling upon five books by author Laurie Lears. She wrote four young children’s books on disabilities and one on open adoption. The disabilities included autism, stuttering, cerebral palsy, and epilepsy. This well-written collection could offer a venue for teachers to open their classroom to understanding disabilities rather than believing false fallacies. The books will bring a sense of belonging for all students within the classroom. Too often students with disabilities are not represented within their classroom environment and do not feel as they belong (Favazza). Her crafty writing and relatable stories could help students and teachers alike bring a community of students together as one. The representation of each disability is presented with no hidden fallacies, besides some points in the autism book may be challenged, since researchers have been finding more information each year about autism. In the preliminary of each book, Lears presents an explanation of the disability written by a medical director or a national accredited website. This presents the reader knowledge of the condition if no previous knowledge is known. Lears writes each book with the sole purpose to promote awareness of each disability while crafting a story for children to enjoy. Each story is relatable and easy to follow the character that is faced with the disability. Lears’ shows the importance that the characters are just like you and I. The readers learn students with disabilities how can still be a part of society despite their obstacles. It may be limited to what and how they can serve, but their life is just as important as ours. Lears also conveys the message that disabilities are not something to be afraid of and it is common for children to be faced with a disability, and how we embrace them is important. It will benefit the child with disabilities to be represented in order to feel accepted in their environment and promote a good sense of self-concept which leads to good self-esteem (Favazza). My favorite book was “Nathan’s Wish (A Story about Cerebral Palsy).” Lears offered a unique story about Nathan with cerebral palsy that visits Ms. Sandy’s Raptor Rehabilitation Center each day because of his interests in animals. In the story Lears presents an owl, Fire that has a broken wing that Ms. Sandy is trying to rehabilitate. After a few weeks, Ms. Sandy has a test trial to see if Fire’s fate will be good or bad as Fire is let into the cage. Fire flies until suddenly he comes crashing down. As this moment, Ms. Sandy realizes that Fire will never be able to fly again and is saddened. Nathan standing close by turns away with tears in his eyes. Nathan knows the feeling of wishing to be able to achieve something, but knowing it can never happen. Eventually, Fire comes to life again by finding new purpose to life by nurturing and taking care of three orphan owls. Nathan uses this lesson and decides that his purpose is to help out at the rehabilitation center, but in different ways than he originally thought. Nathan helps out by cleaning the cages, answering phones, and getting the mail for Ms. Sandy. Lears shows how Nathan can be included in daily life activities despite his handicap, which can be reflected inside a classroom. There will always be ways to include a person who may be in a wheelchair. The other book that was touching to me was Ian’s Walk (A Story about Autism). Today, autism is more and more common, especially in boys, affecting 1 in 70 boys (Autism Speaks) and her choice of using a young boy represent this statistic. In the book, a family of three children, two older girls, and a young boy, Ian are faced with the daily challenges of Ian’s autism. During the book, Ian’s sisters ask to take Ian to the park. The walk to the park is long and drawn out as the girls explain all of Ian’s differences compared to a normal child. Ian walks into a restaurant just to watch the fan go round and round, he doesn’t notice the fire truck whistles, but tilts his head and listens to another sound unknown to his sisters, instead of smelling the flowers he would rather smell the bricks on the wall, and he would rather put his head against the stone than feed the ducks at the pond. The sisters see all these things as hassles or embarrassments to deal with. However, Ian becomes lost and once found the sisters come to realize that despite his differences these are the reasons they love Ian. Therefore, on their walk home the sisters go home “Ian’s way”. My mom, Dorene, is a special education teacherand has had autistic students. She tells me that they do not like loud noises. If a loud noise is present, the student cringes and covers his ears. She goes on telling me that some autistic children even have headphones to wear for the sole purpose to block out loud noises. She told me that last week; her autistic student had to wear his headphones during the jazz concert the students attended. Despite this misrepresentation, families and teachers alike are faced with these challenges. Lears shows in this book that autism can be something different, but we must embrace these differences. His sisters showed Ian love and patience throughout the book. Students would be able to recognize that despite their differences, autistic children are just like them. It would be beneficial for students to realize that what makes a person different is what makes a person unique. Not every student is the same, and the teacher should help the students realize in order to make an inclusive classroom. Lears’ last book about a disability was “Ben Has Something to Say (A Story about Stuttering)”. Not a common problem we see in society, but it is affecting people throughout the world. In the story, Ben speaks to his Dad because he does not make fun of him for stuttering. Upon visiting an auto shop with his dad over days, Ben does not speak to the owner, but befriends the owner’s dog. One night, the auto shop gets robbed and the owner wants to take the dog to the pound for to him the dog is useless. Ben, whom never spoke a word to the owner, finally speaks up and yells he will keep him. Ben speaking up allows him to keep the dog in the end. Lears shows her readers that Ben is embarrassed about his voice, but speaks up when it is important, despite any fears he may have. Students can learn from this book to not ridicule a student if they deal with any type of speech impediment. As I read the article, “Relations Between Classroom Context, Physical Disability and Preschool Children’s Inclusion Decisions,” it reminded me of Lears’ book about Epilespy. Lears’ book talks about Becky “The Brave” that faces seizures, but nothing else is wrong with her. Becky does not want a seizure to happen at school due to the fact she thinks no one will be her friend if they know about her epilespy. The article refers to children classifying students in wheelchairs, hearing aids, walkers, etc. to be disabled, but did not recognize a student with Down syndrome as having any disability (Diamond). Lears portrays how none of the students know about her disability until the day Becky has a seizure in class. Hence, Becky thinks all the kids will not want to be her friend because of her difference. However, instead her classmates embrace it by making her cards to come back to school. Lears has offered a lesson that could be taught about including everyone despite if a disability is known or not. In the end, Becky was accepted, unlike her own predictions, and it offers a story for children to relate to on acceptance. The book “Megan’s Birthday Tree (A Story about Open Adoption),” doesn’t quite fit into the category of disabilities inside the classroom. I’m not suggesting adoption is a disability. However, it isn’t an issue that should be ignored. It would be classified more as a social or emotional issue. In the article, “Teaching Adopted Students with Disabilities: What Teachers Need to Know,” it explains the negative impacts that regular adoptions have on children, especially adopted later in life (Meese). The article explains that children become depressed, sad, or feel low self-worth as they are moving from one place to another and always wanting to know about their birth parents (Meese). It stated even if adopted into a health family, children face emotional issues(Meese). Therefore, Lears’ story can show the importance and relevance of adoption, and the positive impacts of open adoptions. “Megan’s Birthday Tree” is another great story of a young girl Megan that was adopted from birth. Megan shares her views of the adoption and her love for her adoption parents, but also her real mother too. The strong relationship shows positive effects that open adoption has had on Megan’s life. Megan is able to understand that her mother could not support a baby at the time, but will always love Megan. Lears shows the mother’s love for her daughter through the birthday tree. Her real mother sends a picture of the tree each year for Megan’s birthday to represent the growing of the tree as Megan growing in life. The message for children is that adoptions does not mean that a child is not wanted, but that families are created based on love. Anyone can be a family as long as there is love and healthy relationships. Lears’ books would be valuable inside a teacher’s classroom. It would be suggested to have a specific section for the books. The teacher could explain the importance of the books and eventually use them to read aloud to the class at some point during the school year. To me, it would be beneficial near the beginning of the year, especially if the classroom has a child with a disability. However, this could be a touchy subject and must be okay with the child’s parents and the child itself. I think it is always good to assure the child whom is inclusive would feel comfortable at all times. I mean isn’t that the point of inclusive classrooms? We want the child to feel a part of a community. The reading could potentially hinder the experience and make the experience less enjoyable by singling out their disability. This would be a precaution to take as a teacher. Dorene went on to tell me that her autistic boy does not like to be different and would rather not be recognized for his difference. However, I truly think it would be beneficial to represent students with disabilities by having books and other materials too. It can also benefit students without disabilities too, to understand that not everyone in the world is like themselves. As the studies have shown, “normal students” will chose to include children with disabilities based on the context of the activity (Diamond). Most will ask another student without a disability due to the fact that they are not sure if the student will be able to perform the activity (Diamond). Lears realizes this and helps convey the message that students with disabilities belong too. If students aren’t educated about such disabilities, then they will assume people that are in wheelchairs, who act “funny”, or talk funny, do not belong. Lears’ books are just one avenue to educating and offering a sense of belonging for students with and without disabilities alike. So, as I still ponder myself inside my classroom, I have learned more about myself and creating an inclusive classroom. Lears’ books have taught me about the commonalities of these disabilities and what the students face every day. I plan on using Lears’ book inside my classroom because I want to represent all my students through literature and other materials. Even if I may not have a student with a disability, I want my students to be educated and know what kinds of disabilities people face in the world. I will be expanding their knowledge and offering a diverse learning environment inside the classroom. The students will become a diverse learning community accepting people for whom they are.

Published by Courtney Copus. Grand Valley State University February 22, 2011.

__Web Resources:__ Stuttering Foundation of America. [|http://www.stuttersfa.org] United Cerebral Palsy. [] Autism Speaks. []

Works Cited:

Diamond, Karen. “Relations between classroom context, physical disability and preschool children's inclusion decisions.” Journal of applied developmental psychology. 01/01/2009. Volume: 30. Issue: 2. @http://www.sciencedirect.com.ezproxy.gvsu.edu/science?_ob=MImg&_imagekey=B6W52-4TVR6YD-1-1&_cdi=6558&_user=1528902&_pii=S0193397308001305&_origin=search&_coverDate=04%2F30%2F2009&_sk=999699997&view=c&wchp=dGLbVzz-zSkzS&md5=0053573e7fc79efe8cdf9538474d0f6b&ie=/sdarticle.pdf

Favazza, Paddy C. “Representing Young Children with Disabilities in Classroom Environments.” Young Exceptional Children. 01/01/2000. Volume: 3 Issue: 3. @http://yec.sagepub.com.ezproxy.gvsu.edu/content/3/3/2.full.pdf+html

Meese, Ruth Lyn. “Teaching Adopted Students with Disabilities.” Intervention in school and clinic. 03/01/1999. Volume: 34 Issue: 4. http://web.ebscohost.com.ezproxy.gvsu.edu/ehost/pdfviewer/pdfviewer?hid=17&sid=7b12b368-4485-4d29-adc4-498333d6a9e8%40sessionmgr4&vid=1