Using Diverse Picturebooks for Inclusive Practices and Transformative Pedagogies

Rhoda Myra Garces-Bacsal, Najwa Mohammed Alhosani, Hala Elhoweris, Hind Tuaib Al Ghufli, Najla Mohamed AlOwais, Emmanuel S. Baja, Ruanni Tupas

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Research studies indicate how most teachers lack the capacity to identify diverse books that portray characters with special needs or exceptionalities that can be used in the classroom to promote empathy and kindness towards those who are typically perceived as "the other." This lack of awareness is alarming since diverse books are found to promote inclusive practices and show students how to be more accepting of individual differences. Based on a research study that examines the use of diverse picturebooks among students enrolled in a teacher-training institute in the UAE, a database of diverse picturebooks that depict an awareness of special needs and the "others" in society have been analyzed and featured in this chapter. Strategies such as discussion questions and activities linking the titles to inclusive practices were shared using the critical multicultural analysis framework. The authors contend that teachers need to effectively use said resources to help implement more inclusive approaches in the classroom and practice transformative and culturally responsive instruction.

Original languageEnglish
Title of host publicationRethinking Inclusion and Transformation in Special Education
PublisherIGI Global
Pages72-90
Number of pages19
ISBN (Electronic)9781668446812
ISBN (Print)9781668446805
DOIs
Publication statusPublished - Jun 24 2022

ASJC Scopus subject areas

  • General Social Sciences

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