Abstract
AbstractThis article provides a critical literacy approach to reading picture books that represent individuals with disabilities. It details close reading with a critical literacy stance as a scaffolded method for teachers to support students’ increased access to conversations about disability. A sample lesson plan and three prompting guides are provided to support teachers in text selection, planning and facilitation of lessons that analyze disability representation. Consistently engaging in close reading with a critical literacy stance will help students internalize the transferrable process that enables them to challenge and critique the stereotypes of disability they encounter in other texts, media, and everyday interactions.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
