國立虎尾科技大學 |

Disability Identity Development in Early Childhood : = Developing a Children's Book About Disability from a Social Justice Perspective.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Disability Identity Development in Early Childhood :/
其他題名:	Developing a Children's Book About Disability from a Social Justice Perspective.
作者:	McCarrick, Jessica.
面頁冊數:	1 online resource (121 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-12, Section: A.
Contained By:	Dissertations Abstracts International84-12A.
標題:	Clinical psychology. -
電子資源:	click for full text (PQDT)
ISBN:	9798379597177

Disability Identity Development in Early Childhood : = Developing a Children's Book About Disability from a Social Justice Perspective.
McCarrick, Jessica.

Disability Identity Development in Early Childhood :Developing a Children's Book About Disability from a Social Justice Perspective. - 1 online resource (121 pages)

Source: Dissertations Abstracts International, Volume: 84-12, Section: A.

Thesis (Psy.D.)--Alliant International University, 2024.

Includes bibliographical references

There are an estimated 3,000,000 disabled children in the United States; a number that has steadily increased over the years due to a variety of factors. The most prominent way in which U.S. society understands disability is through the medical model of disability, which positions disability as a personal problem that requires an individual to seek a cure in order to integrate into society. The medical model of disability has been used as justification for disability-based discrimination, stigma, and prejudice. An alternative model for understanding disability, the social model of disability, reframes disability as a social construct, which allows for forming disability community and culture and integrating disability as a positive aspect of oneself. Young children have the developmental capacity to begin formulating their identity, which is a social process. Because of the medical model of disability's continued pervasive influence throughout society, including children's literature, there is a significant need to create interventions to foster the development of a positive disability identity for young children. The positive outcomes of multicultural bibliotherapy are well supported by research, especially when children see themselves represented in the books they are reading. The aim of the present study was to develop a children's book, Fairy Forest, to be evaluated for representation of disability from a social justice perspective, demonstrate positive, realistic representations of disability, demonstrate environmental barriers to accessibility, absence of disability stereotypes, inclusion of at least one character a child could identify as a positive role model, and developmentally appropriate for children aged 0-5 years-old. The book is about Grace, a young girl who happens to have a disability, going on a whimsical adventure with her mother to Fairy Forest. Readers follow Grace navigating her world with confidence and autonomy in both accessible and inaccessible environments, including her home, parking lots, stores, and Fairy Forest. Fairy Forest was reviewed by six professionals with at least 3 years of experience working with disabled children 0-5 years of age and one caregiver of a disabled child in the target age group. All participants reported that Fairy Forest was age appropriate, included real-life experiences of a disabled child, represented disability from a social justice perspective, and that they would recommend the book to other professionals and caregivers to read with their young children.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379597177Subjects--Topical Terms:

649607
Clinical psychology.
Subjects--Index Terms:

BibliotherapyIndex Terms--Genre/Form:

554714
Electronic books.

Disability Identity Development in Early Childhood : = Developing a Children's Book About Disability from a Social Justice Perspective.
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520 $a There are an estimated 3,000,000 disabled children in the United States; a number that has steadily increased over the years due to a variety of factors. The most prominent way in which U.S. society understands disability is through the medical model of disability, which positions disability as a personal problem that requires an individual to seek a cure in order to integrate into society. The medical model of disability has been used as justification for disability-based discrimination, stigma, and prejudice. An alternative model for understanding disability, the social model of disability, reframes disability as a social construct, which allows for forming disability community and culture and integrating disability as a positive aspect of oneself. Young children have the developmental capacity to begin formulating their identity, which is a social process. Because of the medical model of disability's continued pervasive influence throughout society, including children's literature, there is a significant need to create interventions to foster the development of a positive disability identity for young children. The positive outcomes of multicultural bibliotherapy are well supported by research, especially when children see themselves represented in the books they are reading. The aim of the present study was to develop a children's book, Fairy Forest, to be evaluated for representation of disability from a social justice perspective, demonstrate positive, realistic representations of disability, demonstrate environmental barriers to accessibility, absence of disability stereotypes, inclusion of at least one character a child could identify as a positive role model, and developmentally appropriate for children aged 0-5 years-old. The book is about Grace, a young girl who happens to have a disability, going on a whimsical adventure with her mother to Fairy Forest. Readers follow Grace navigating her world with confidence and autonomy in both accessible and inaccessible environments, including her home, parking lots, stores, and Fairy Forest. Fairy Forest was reviewed by six professionals with at least 3 years of experience working with disabled children 0-5 years of age and one caregiver of a disabled child in the target age group. All participants reported that Fairy Forest was age appropriate, included real-life experiences of a disabled child, represented disability from a social justice perspective, and that they would recommend the book to other professionals and caregivers to read with their young children.
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