TY - CHAP
T1 - Using Diverse Picturebooks for Inclusive Practices and Transformative Pedagogies
AU - Garces-Bacsal, Rhoda Myra
AU - Alhosani, Najwa Mohammed
AU - Elhoweris, Hala
AU - Al Ghufli, Hind Tuaib
AU - AlOwais, Najla Mohamed
AU - Baja, Emmanuel S.
AU - Tupas, Ruanni
N1 - Publisher Copyright:
© 2022, IGI Global. All rights reserved.
PY - 2022/6/24
Y1 - 2022/6/24
N2 - 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.
AB - 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.
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U2 - 10.4018/978-1-6684-4680-5.ch005
DO - 10.4018/978-1-6684-4680-5.ch005
M3 - Chapter
AN - SCOPUS:85136945759
SN - 9781668446805
SP - 72
EP - 90
BT - Rethinking Inclusion and Transformation in Special Education
PB - IGI Global
ER -