Review of a Professional Resource: "Characterization of Developmental Disability in Children's Fiction"

Characterization of Developmental Disability in Children’s Fiction

Dyches, Tina T., and Mary A. Prater. "Characterization of Developmental Disability in Children’s Fiction." Education and Training in Developmental Disabilities 3 (2005): 202-16.

            This article discusses the use of characters with disabilities in children books and how these types of books have “evolved over time” (202). The first piece of information that the article talked about was the fact that it is very important that characters with disabilities in children’s literature should be “both positive and realistic” (202). I felt that in all three of the books I analyzed, Ian’s Walk, My Brother Sammy and Andy and His Yellow Frisbee, showed the characters in both a positive and realistic way. The books all showed realistic behaviors of how a child with autism may act. For example in Andy and His Yellow Frisbee, Andy is shown and described with a love for spinning objects, which is a common behavior of children with autism. Also in all three of the stories, the main character is shown or described as liking to do things alone and not with others. This is a common behavior as well of children with autism, which shows that all three of these books were portrayed in a very realistic matter.

The article also reports facts from a study in 1999 that compared 68 children’s books published between 1965 and 1996 involving characters with disabilities. Then the article focuses more on “analyzing the characterization of individuals with developmental disabilities, as well as related issues discussed within the plot, in children’s books with an initial publication date of 1999-2003” (203).  The study reviewed and analyzed “34 books and 11 were picture books and 23 were chapter books” (204). Out of these titles, the only one mentioned that I critically reviewed was My Brother Sammy. Also the article brings up the fact that “a majority of the books depicted males with developmental disabilities” (205). I found this fact very interesting, especially due to the fact that in all of the books I reviewed the character with the disability was indeed a male. “The ratio of male and female characters with autism spectrum disorders in the books reviewed (4.25 boys: 1 girl) closely align with the actual ratios (4-5 boys: 1 girl)” (212). This was interesting to read because I did find it odd that in all of the three books I reviewed the character with autism was male.

The article as well discusses different types of relationships that are present in these types of books. One type of relationship that was brought up a lot was relationships with siblings. In all of the three books, Ian’s Walk, My Brother Sammy and Andy and His Yellow Frisbee, there are sibling relationships shown. Also in all three of the books the sibling without the disability grow and “improve their feelings regarding their sibling with DD” (214). Also a topic of feelings of guilt is discussed in this article. “Several nondisabled characters were depicted as feeling guilty in various ways regarding their relationship with the character with DD” (211). The article also mentions that the “nondisabled characters learned to accept or began to understand the individual with DD” (211). In all three of the books the sibling(s) grew to accept their brother and learned that it is okay to have a “special” sibling. For example in My Brother Sammy, the sibling ends the story by saying “Sometimes I think I’m lucky to have a special brother because that makes me special too” (Edwards). Or in Ian’s Walk, when his sister says, “Ian sniffs all the bricks he wants, and I don’t care who’s watching” (Lears). Here Ian’s sister and Sammy’s brother have learned to accept their sibling with autism and love them unconditionally regardless.

As well as the theme of relationships, “recreation was a minor theme in the books analyzed for this study, frequently represented informal events” (211). Events listed included going for walks, which is what Ian’s Walk is all about. “Schooling and Education” was also another theme discussed in the article. “Some characters with DD were depicted as being educated in self-contained schools, such as My Brother Sammy” (211). Sammy’s brother explains this fact on the very first page of the book. He says, “My brother Sammy doesn’t got to school in the big bus with me. He waits for his bus to come and pick him up and take him to a different school instead” (Edwards).

The article lastly explains that all of the books that were analyzed for this study “qualified to be considered for the 2002 and 2004 Dolly Gray Award in Children’s literature” (214). The Dolly Gray Award recognizes high quality children’s literature that has characters with developmental disabilities. I also found out from the article that, My Brother Sammy was selected for the 2002 award. I was also happy to read that, “The most current fictional children’s books that characterize people with developmental disabilities are generally more positive than they have been in the past” (215). This makes me happy that books about such individuals are becoming more positive and used more in children’s literature. Children and adults have to realize that people with developmental disabilities are still human and just act in different ways, and by saying different does not mean a “bad different” just a “special or unique different”. Once more of these positive stories are created and read, it will allow more people to realize and accept individuals with developmental disabilities.