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Using Diverse Picturebooks for Inclusive Practices and Transformative Pedagogies
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Author(s): Rhoda Myra Garces-Bacsal (United Arab Emirates University, UAE), Najwa Mohammed Alhosani (United Arab Emirates University, UAE), Hala Elhoweris (United Arab Emirates University, UAE), Hind Tuaib Al Ghufli (United Arab Emirates University, UAE), Najla Mohamed AlOwais (United Arab Emirates University, UAE), Emmanuel S. Baja (University of the Philippines, Manila, Philippines)and Ruanni Tupas (University College London, UK)
Copyright: 2022
Pages: 21
Source title:
Rethinking Inclusion and Transformation in Special Education
Source Author(s)/Editor(s): Maria Efstratopoulou (United Arab Emirates University, UAE)
DOI: 10.4018/978-1-6684-4680-5.ch005
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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.
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