Characterization of Mental Retardation and Autism in ...

Educatuin and Training in Mental Retardation and Developmental Disabilities, 2001, 36(3), 230-243 © Division on Mental Retardation and Developmental Disabilities

Characterization of Mental Retardation and Autism in Children's Books Mary Anne Prater

Tina Taylor Dyches

University of Hawaii at Manoa

Brigham Young University

Sharon F. Cramer Buffalo State College Abstract: Although many authors have identiJied guidelines in the evaluation and subsequent selection of contetmporary children's literature few have studied how individuals with mental retardation and autism (MR/A) are depicted in childrens literature. Dyches and Prater (2000) took a unique approach in creating evaluation guidelines based not only upon general literary standards, but also with regardper the portrayal of individuals with disabilities (Turnbull, Turubull, Shank, & heal, 1999). Based on the Dyches and Prater guidelines, characteizations and plots in eligible (hildren's books published during 1997 and 1998 were evaluated. Twelve books are discussed in detail, in terms oJ each guideline. 7he results showed that there was inconsistency in the books, in terms oJ the thews Ihat emerged: (a) characterizationand positive portrayal, (b) relationships, (c) changes in characters without MR/A, and (d) changes in characters with MR/A .Special topics that were present in the books are also discused: schooling, recreation, and residence. The charactersin the books were portrayed as making more choices in their lives, and were educated in mare inclusive settings, than characters in books in an earlier study by Prater (1998). 7he conclusion highlights the use qf this study as the basis of an internationalawardforchildren's literature that includes characterswith mental retardation and/or autism. Classical literature is full of stereotypical portrayals of individuals with disabilities (Elliott & Byrd, 1982; Tliurer, 1980). Captain Hook, the liunchback of Notre Dame, and the evil anid deformed witches portrayed throughout tile Grimm folk tales are oily a few examples. Historically, authors of fiction included characters with disabilities in their stories for two primary reasons. First, they used disabilities to represent the character's inner traits. Pillocchio's nose, which grew with each lie he told, symbolized his lack of integrity. Second, authors use(d characters with disabilities as a catalyst for another character's change. Scrooge finally changed his "Bah-hiiimbug" attitude toward life after learning that Tiny Tim re-

Coonespondence concerning this article should he addressed to Tina Taylor Dyches, Counseling Psych &Special Education, Brigham Young Univer sity, 328 MCKB, PO Box 25093, Provo, UT 846025093.

mained cheerful and optimistic despite being "crippled." Although these examples represent literature written over 100 years ago, most children are familiar with the characters. Yet, these portrayals are unacceptable when analyzed by today's stan(lards. Many in contemporary society, and particularly those in the field of disabilities, have become more understanding and accepting of individuals with disabilities than the contemporaries of the authors of these stories. This acceptance is reflected in at least three ways. Today individuals with disabilities experience increased: (a) accessibility to buildings, programs, activities, transportatioin, communication tools, and employment; (b) inclusion in schools and communities; and (c) acceptance as a person first, who (secondarily) has a disability. Several authors have identified guidelines to use in the evaluation and subsequent selection of contemporary children's literature that best reflect these attitudinal changes in

230 / Education and Training in Mental Retardation and Developmental Disabilities-September 2001

our society (Blaska, 1996; Heim, 1994; Moore, 1984; Myles, Ormsbee, Downing, Walker, & Hudsoni, 1992; Prater, 1998). Dyches and Prater (2000) took a unique approach in creating guidelines based riot only uponi general literary standards, but also whil regard for the portrayal of individuals with disabilities. Based ol the Dyches anld Prater guidelites, characterizations in contemporary children's literatire shiould be positive and realistic in the portrayal of personis wilh tmental retardation/ autismil (MR/A). Positive portrayals are those which (a) envision high expectations for tile charatcter with disabilities, (b) enilanice positive conitribuitionis, (c) build on strengths, (d) show the person actirg on choices, (e) depict expandinig reciprocal relationships with othcrs, arid (f) ensuite the charactcr wi ti disabilities is afforded the same citizenship rights as others (Ta rnbtill, Tut.inbull, Shank, & teal, 1I999). Fu rthi, e lnalitv litelrat.' re, whether portraying characters with or without disabilities, should titcl(le characters classified as credible, consistent, mIlidtidrirensional, and ever growing (Dyches & Prater, 2000). Given that many classical stories familiar to manly childreni portray characters wi li disaibilities stereotypiclily, we were i *terested in examinin)g how characters with mcntal retardation and autismtl are portrayed in contemporarv children's literartire. ltt a review of the literature, we located oinly onle stiudy that an-

alyzed systemiatically the portrayal of characters with disabilities ini childrcin's books. Prater (1999) evaluated 68 child(ren's books that inchl(leed chiaracters wi Iirmental retati-dation (MR). Resuilts indicated that (a) few of the stories were told Iroinm thle perspective or point of view of the character wi tb MR; (h) most of' the characters witli MR were static, mecaning their chara(ter did riot develop th rotighiout the course of the plot; and (c) most characters with MR were use(d as at catalyst for a chara(ter withiout (lisabilities to change.

The books examined by Prater (1999) were published betveent 1965 and 1996. We were interested in analyzing more recently ptlb lished children's books an(l to include hooks that portrayed individuals with autisimi. The purpose of this stridv, therefore, was to analyze the characterization of individtuals with mental retardatioii andl autism (MR/A), as well as

related isstues discussed within the plot, in children's hooks with an initial publication date of 1997 or 1998.

Method The first step was to identify children and adolescent books that incltided characters with mental retardation and autism. Withi the assistance of a children's literature librariani, (Children'sBooks in Pfint and electronic book lists were used to identifv childreni's books published initially in 1997 or 1998 using the key words "mental retardation" and "autism." Three criteria were applied for books to be included in the study. The book mtist have (a) included a main or supporting character with mental retaidation or atitisni, (b) been fiction (niot nonfihction or biographical), and (c) publishe(d initialiv in 1997 or 1998. This search restiltc(i in 12 books, six picture books and six chapter books.

The first two authots then read each book laking notes with respect to the portrayal of the iidiidiuals with MR/A and their relationships with others. Also, notes were taken regarding topics in the field of MR/A. Readers thel comripared notes. Consensius had to be achieved with regard to the anialysis of each characterization before the collective analysis

hebame palt. of the results.

Results

A list of the hooks including the title, author, illistrai.or (if appropriate), publisher, year publishied, and aippropriate reading/interest levels appear in Table 1. In additioni, the analysis of each hook by personal characteristics, level, realistic depictionj, positive portrayal, character developmtent, and point of view are listed in T'able 2. A review of the twelve books revealed fotr specific themes: (a) characterization of the individual with MR/A, (b) relationships between ihie character with MR/A and others, (c) changes in characters without MR/A, and (d) changes iyi characters with MR/A. Furtiter, topics related to MR/A were identified. Each theme and topic will be disctissed in detail, with representative examples from the various books.

Characterization in Children's Books

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TABLE I Books Reviewed

7'ite Big Brother Dustin

The Boy Who Swain in the Stars Emily in love 'he Hangashore Heartless Hero Ian's Walk Radianice Descending Trevor Trevor Tru Confessions Under the Shadow of Wings We'll Paint the Octopus Red The Wild Kid

Author (Illustrator, ij appropriate)

Reading/Interest Levels

Alden R. C.arter (Dan Yoting & Car ol Carter) Derrik Eichelberger

1997

Albert Whitmani

K-2

1998

Mad Dog

K-2

Susan Coldinan-Rubin Geolf Butler Judv Baer lairie Lears (Karen Ritz) Paula Fox Diane Twachtman-Cullen (Deidre Sassa,no) Janet Taslijian Sara Harrell Banks

1997 1998 1997 1998 1997 1998

Browndeer (Harcourt) Tund(ira Bethany Houise Albert Whitman Random House Starfish

5-9 4-6 7-12 K-2 5-9 2-4

1997 1997

Heniry Holt & Scholastic Simon &Schuster

47 4-7

Stephanie Swuve-Bodeen (Pam DeVito) Harry Mazer

1998

Woodbine

K-2

1998

Sinion &Schuster

4-f

Tlhemes in Mental Retardation/Autism Characterization

Characterizations of the individuals with MR/A were analyzed in terms of the (a) level (main or supporting), (b) personal characteristics, (c) realistic depiction, (d) positive portrayal, (e) character development (dynamiic or static), (f) point of view from which the story was told, arid (g) family characteristics. Level (Main or Supporting). The level of characterization was dletermined as being main or supportitig in 14 characters with MR/A foudi in the 12 books. Only one hook, Emily in Love, included more thani one character with MR/A (n - 3). I'hus, 14 characters were portrayed in the 12 books. Of ihese 14 portrayals, 50% (n = 7) were identified as the inain character with the remaining seveti characters classified as supporting characters. The character of oie book, We'll Paint the Octlopus Red, is worth mentioning as a unlique character. The character with MR/A is an unborn infant (already diagnosed with Down syndrome) who is portrayed in the future tense until the end of thie story wheni he is born.

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'ublisher

Year

Personal characteriticys The age range of main characters with MR/A appeared to be from preschool to age 16, with 11 boys and otne girl. All of the characters were depicted either in illustration or text as being Caucasiaii. Nine of the 12 books (75%) addressed characteristics of persons withi mental retardation and three (25%) addressed thosc with autism. Some of the authors identified and labeled characters specifically as having Down syndrome, mental retardation, developmental disability, or autism-. Others were less specific, depicting the character with a disability with adjectives such as "slow," "different," or having "special needs." Three authors did not use a diagnostic label or special term to identify the main character. In two of these three books (Trevor Tievor and 7'Te Boy Vvho Swaam in the Stars), characters were described with terms that showed that they were different from other children, but in the other book (Big Brother Dustin) the disability or differences of the main character were not mentioned explicitly. Of the 11 characters portrayed as having mental retardation, seven (64%) were por-

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trayed as having Down svndromile. The support levels that the characters with menital retardaion or developmental disabilities needed ranged from limited sulpport (e.g., E.mily in Love, Ihe Hangashore) to pervasive support (e.g., Ian's Walk). Realistic depiction.

Most of the portrayals of

the characters with MR/A are realistic in that they demoistrated skills and knowledge consistent with their projected ability levels (n = 9, 64%). For example, in lans Walk, lan is a boy with autisiml whose sensory differenices are dramatically emphasized. Such sensory perceptions are typical for many individuals with autism, although Ian's portrayal may represent extreme reactions to sensory stimuli. Other portrayals dlinimiish the emphasis on disability characteristics, althoughl when mentioned, they are shown accurately. In Big Brother Dustin, for instance, the term "Down syndrome" is not ever used to describe Dustin, although the photographs clearly indicate thc existence of this disability. Dustir's cognitive difficulties are subtly portrayed, as he does not initially understanid why he cannot name his newborn sister "Honeybun," when it is an endearing term he has heard used by his parents. Some depictions of the character with MR/A are hyperbolic in the representation of specific skills. Although the character may be presented realistically tiroughout most of the story, the juxtaposifion of these "realistic" skills with high-level skills makes the depiction only partially realistic. In T'etor Trevor, the child with autism miraculously wins the school's "puzzlemania" contest with his newly discovered puzzle skills: With scant seconds to go, Trevor picked up the last puzzle piece and held it high, pausing briefly, as if to savor the precious moment. Slowly lie lowered his arm and, with perfect timing, dropped the puzzle piece into iLs space just as the bell went off The competition was over. (Twachtman-Cullen, 1998, p. 3 8). Few readers, whether children or adults, are likely to find this moment fully believable. Similarlv, "super skills" are demonstrated in 7'he Wild Kid, when Sammy, a boy with Down syndrome, escapes froni his captor by climb-

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ing barefoot up a challenging cliff, ending up on the skinnly branchies of a small tree. After Sammy's rescue, the State Forest Manager said, "Nobody hut an experienced rock climber could get that high on the shieer rock face" (Mazer, 1998, p. 93). Neither the readcis, nor the townspeople portraye(t in the book, are likely to find such a dangerous climb fully credible. Potilive portradal. Thc portravals of characters with MR/A are generally positive in the books reviewed for this stidy. Portrayals were characterized ais positive if they (a) emphasize strenigthis rathelr than weaknesses, (b) represent high expectations of thie character with MR/A, (c) enhance positive contributions, (d) show the character acting on his/her choices, and (e) are given full citizensiip in the home and communiity. Ten of the 14 characters (71%) were portrayed positively. Characterizations were described as neutral if some of the attributes of positive characterizations were present, and if these characterizationis rarely existed, they were described as being negative.

Althoughi most of thIe books menitioned or allided to the strengths of the characters with MR/A, some were clearly focused on the characters' strengths. The characterization of Edldie, in I',- Confissions, was by far the most positive of all the books reviewed. Although his weaknesses were mentioned, they were presented as eccentricities or blessings: "I really envy the way his mind works," says his sister, Tru, "it doesrI't get cluttered up with too much information like mine does. Eddie has no choice but. to simplify. .\Mon says he's lucky that way" (Taslljiat, 1997, p. 64). Setting highi expectations was a minor theme among the books reviewed. These expectations were set by adults such as Mrs. Grayley in T'rvor 7treor, who expected Trevor to do well in the puzzle contest. High expectations werc also set by the characters with MR/A themselves, such as the desire of the young bov in the fairy tale, Ike Boy who Swam in the Stars; this main character expected to be able to transcend his earthly world. lie met his expectatiotis of "swimming in the stars" with the help of family and frieids. Few characters with MR/A are presented as positively contr ibiuting to home or society, beyoid the contributiois that they- made tin-

Education and Training in Mental Retardation and Developmental Disabilities-September 2001

knowingly. As will be discussed later, the mere presence of a character with MR/A often leads to the psychological development of other characters in the story. Certainly this is a positive contribution, but depiction of willful contributions by persons with disabilities is rare among the books reviewed. Examples of willful contributions include Dustin, in Big Brother Dustin, who makes a contribution to his family by naming his newborn sister. John, in 7'he Hangashoro, makes a valuable contribution to his church community by welcoming the parishioners without judgment. Again, the depiction of characters who are allowed to make their own choices and act upon them is uncommon within the books reviewed. Ihe most notable exatmple of this positive chatracteristic is found in Elmily in l.ove. Emily is presented with a dilemma of working overtime at ihe store, or meeting a boy with whom she is infatuated. After great deliberation, she chooses to work, thereby earning her first paycheck and learning that she is able to make her own choices. Some characters with MR/A are depicted in several books as having full citizenship in their families and communities. Sometimes this citizenship is found in one place and not the other, as in RadianceDescending,at the point in the story when Jacob is accepted as a community member by the townspeople, but not accepted as a brother by his sibling, Paul. The reverse is also true, when Ben is accepted by his family in Heartless Hero, but is prevented from being accepted by the community by his attendance at a special school. Yet other characters appear to be accepted in home and comminity, such as Eddie, in Tru Confessions, who is invited to parties, goes to the mall and other community locations, while being aiccepted as a full-fledged member of his family. Character development. Characters may be categorized as static or dynamic. Dynamic characters develop or grow; static characters do not. Of the 14 characters portrayed in the 12 books, seven (50%) were identified as dynamic and the remaining seven were classified as static. Character development of individuals with MR/A may be very subtle. For example, at the final moment in the book, Ian, in Jan's Walk, "just for a flash" looks at his sister and

smniles. Additionally, Trevor, in Trevor Trleor, smiles shyly, "basking in the warmth of his classmates' admiration." (Twachtman-Cullen, 1998, p. 40). Other changes may be more dramatic. In Fmily in Low, for example, Emily finally recognizes that she has been treating Donny (a classmate with Down syndromne) like others have treated her. Emily's friend, Molly, however, does not make this coinnectioni and continues her dislike for Donny. I'oint oJviea. Most of the stories were told from the point of view of a character without MR/A (n = 8, 67%). Only three books (Big Brathm I)ustin, Emily in Love and 7'he Wild Kid) contained characterizations written solely from the perspective of tihe character with mental retardationi. The remaining book, 7he Hangashore was told from the point of niew of several characters, incliding john, who has Down syndrome.

Family characteristics. The familv make-up in the hooks was varied. Books depicted traditional families (e.g., mother an( tather at home) and non-traditional families (e.g., single mother - divorced or widowed). Siblings were also included in some of the families portrayed. Some made no mention of siblings (The Hangashore) while others had one, and one hook had two siblings (Ian' lWalk). Five of

the 11 (46%) depictions of families depicted two parents and at least one sibling living with the claracter with MR/A; this was the most commoni depiction. Relationships Among Characters With and Without MR/A An analysis of the books resuilted in seven primary themes regarding the relationships between the characters with and without MR/A: (a) primary relationship; (b) victim, perpetrator and/or protector; (c) dependent and caregiver; (d) friendshlip; (e) pupil and instructor; (f) fear of association; and (g) feelings of guilt. Pnimar relationship. The strongest relationiships between the character with MR/A and a "significant other" were noted. This does not

directly imply that the relationships were reciprocal, nor positive, only that the character with MR/A and another character shared a

considerable amount of time. The most common primary relationship was found between


the character with MR/A and his/her sibling, usually the sister (n = 4, 33%). Primary relationships were also found between the character with MR/A and his/her parents (n = 3, 25%). Two of these relationships were with both parents, and one depicted a primary relationship with the father of the character with MR/A (The Hangashore). Primary relationships with peers were also found in three of the books (25%). Two of the three peers were not labeled as having any disabilities. However, one of the peers was a social outcast because of his size and timid natuire (Heartless Hero), and the other peer was a runaway from a residential center for troubled children (The Wild Kid). The peers in the other primary relationship were depicted as having mild mental retardation (Lmily in Love). No primary relationships were found, however, between the character with MR/A and a "typical" peer. Other books depicted primary relationships between the character with MR/A and his teacher (Trevor Trevor) and cousin (Under the.Shadow of Wings). Victim, perpetrator, and/or protector. Most of the books portrayed characters with MR/A as victims, with other characters acting as either perpetrators or protectors (n = 10, 83%). Victimization often occurred in the form of name-calling and teasing, but even included physical abuse (e.g., pushing, kicking, restraining). For example, in Heartless Hero, a few preadolescents torment Ben, who has Down syndrome, and his timid friend, Thomas. On more than one occasion the bullies tease, name-call and throw pebbles at Ben and Thomas, bringing the boys to tears. Ben's older sister, Lexi, tries to protect her brother. She reasons, "a child with Down syndrome was at a complete disadvantage and virtually helpless to handle a bully" (Baer, 1997, p. 64). Ben and Thomas are not alone in this story, in that many others are bullied, including his sister and his father. However, other characters are portrayed as standing up for themselves, while Ben is not. The perpetrators of victimization are mainly non-disabled peers, but a few books reveal that characters with MR/A can also be perpetrators. Toward the conclusion of Emily in Love, Emily discovers that she has been treating Donny, a classmate with Down syndrome, in a way which is painfully similar to the ways

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she and her other friends with mental retardation had been treated by their non-disabled peers: "I've been treating him the same way [the perpetrator] does, Emily realized with a jolt. The thought filled Emily with a surprising gush of sadness, and there were tears in her eyes when she went home" (Goldman-Rubin, 1997, p. 120). This realization sparks a tranisformation for the character. In some books, a character without MR/A tries to protect an individual with MR/A. The character with the strongest relationship to the character with MR/A is often the protector. For example, Eddie's sister, Tru, in I'm Confessions, protects him from name-calling, teasing, and tormenting by reprimanding the perpetrators or removing Eddie from the scene of conflict. Rarely are the characters with MR/A portrayed as protectors. However, such a characterization is present in Emily in Love, where Emily protects a co-worker who also has special needs from the verbal abuse of another girl with special needs. In Big Brother Dustin, Dustin, who has Down syndrome, is portrayed as protecting his baby sister fromn swallowing a small toy. In an extreme case of victimization (The Wild Kid), Sammy, a 12-year old boy with Down syndrome, is held hostage by Kevin, a run-away who lives on his own in the forest. In an unpredicted twist of fate, Sammy becomes the protector of his harsh captor when he rescues Kevin from drowning. This critical incident creates a sense of confidence in Sammy, who then allows himself to escape from his predicament. Dependent and caregiver. The theme of dependency/care-giving was also found in the books analyzed for this study. When dependency is portrayed, the caregiver is often the character with the primary relatonship with the character with MR/A. Levels of care-giving range from limited to pervasive support. For example, in Emily in Love, Emily's sister-in-law provides social and informational support about teenage issues. An example of providing pervasive support is illustrated in Ian's sister in lan's Walk, who needs to watch, direct, and protect him every minute of their walk to the park. Only one book portrays a character with MR/A caring for an individual without MR/A. Dustin, in Big Brother Dustin, is shown in the


"scrapbook section" of the picture book, assisting his mother in feeding and diapering his new baby sister. Some books portray the character with MR/A as being protected from growing lip (e.g., being "babied") or front the influences of the "real" world. For example, in Emily in Love, Emily's friend (who also has mild mental retardation) often remarks that Emily's parens like to "baby" her by not letting her wear age-appropriate clothing and make up, although the other 14-year-old girls are allowed to do so. An example of protection from the influences of the real woild is illustrated in Heartless Hero when Ben's father gladly recognizes that Ben's attendance at a special school protects him from neiglhborhiood bullies. Friendship. Friendship uas a minor theme found in the books reviewed for this study. Most of the friendships cxist between the character with MR/A and a friend with special needs. Thomas, Ben's friend in Heartless Hero, seems to be about the same age as Ben, although Thomas is very shy and, thus, victimized like Ben. Although Emily wants to make friends with those who do not have disabilities in Emily in Love, her non-disabled peers, as portrayed by the author, are not interested in forming a relationship with her. In the end, Emily learns that having a friendship that is genuine is more important than having friends without disabilities, or even having a fiiend with disatbilities who is not genuine. Some of the friendships portrayedl are tangential to other relationships. For example, Obie, in Under the Shadow of Wings, has a strong relationship with his cousin Tatnall. Thev often play with a mutual friend, Bubba, but Obie is never portrayed playing alone with Bubba. It appears that Bubba and Tatnall are close friends, and Obie is a tag-along friend. Pupil and instructor. A few of the books portray pupil/instructor relationships between characters with and without MR/A. Generally, this pupil/instructor relatiotnship is not the traditional characterization of school teacher and student. In fact, only one book portrays a schoolteacher as a prominent character. In several other books, teaching is conducted by a sibling, peer, parent, or family member, and includes teaching of skills (e.g., tying shoes, applyng makeup) and knowledge

(e.g., information about babies, rules of conduct). Two books portray characters with MR/A as instructors. In 7he Wild Kid, Sammy teaches his captor, Kevin, how to swim, and Emily in Enmily in Love teaches a co-worker who has special needs how to cut carrots for their job at the deli. Although no books portray characters with MR/A teaching characters without special needs, in The Hangashore the Magistrate of his Newfoundland island learns a lesson from John, a I;-year old boy with Down syndrome. It is clear that the lessons John might teaclh are not of skills or knowledge, but lessonis that impart new attitudes and improved treatmenit of others. Iear qf a-sociation. Five stories show characters being afiaid, embarrassed, or discouraged fromi associating with the character with MR/A. TIhis fear of association is found amiong adults, peers, siblings, family tmembers, and even characters with MR/A. In the books reviewed, some adults discourage their children from associating with the character with MR/A. In Under the Shadow of Wings, for example, Tatnall wishes to befriend a new girl in the neighborhood, but the girl's mother prohibits her from playing with Tatnall because Obie (Tatnall's cousin who is "different") would be present. An extreme case of fear of association is founid in Radiance Descending Paul is overwhelmed with feelings of embarrassment, jealotisy, and hatred toward his voulger brother, Jacob, who has Down syndrome. These highly negative feelings cause Paul to actively avoid being seen withJacob, and deny to his friends that he and Jacob are brothers. In an ullusual case of fear of association, Emily (Emily in Love), who has mild mental retardation, is afraid of being seen at the Farm Store, a (deli for the vocational training of students with special needs. Emily is trying to impress Hunit, a non-disabled peer, with whom she is infatuated. Realizing that she does not "look retarded," she thinks that associaion with her co-workers at the store will reveal her true identity to Hunt and therefore prevent her froml becoming his girlfriend. Feelings of guilt. In a few books, characters without MR/A reveal feelings of guilt regarding their relationship with the character with MR/A. I'hese feelings exist as a result of blam-


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ing themselves for causing the disability, not providing care, or maltreating the character with MR/A. In 7iu Confessions, Tru, the non-disabled twin sister of Eddie, reveals in her journal that she wonders if she caused Eddie's disability. After learning about baby sharks that tlevour one another while in the womb, Tru wonders, "Maybe I'm some kind of mutant shark person who thrashed and fought in the womb, trying to kill my twin, but instead just ended up handicapping him" (Tashjian, 1997, p. 81). Tatnall, Obie's cousin in Under the Shadow of Wings, also expresses feelings of guilt for giving the measles to Obic, but having recovered while Obie became disabled. Trm and Tatnall also express feelings of guilt for not providing adequate care or protection to their sibling and cousin. Iatnall even wonders if she had in some way caused Obie's death because she had not provided the protection he needed at a critical time in his life. She thinks to herself; "I'd understood Obie some, I'd taken care of him as best I could, I'd been his friend. But I hadn't been able to take care of him when he needed me most. I don't think I'll ever forgive myself for letting Obie down" (Banks, 1997, p. 142). Although many perpetrators inflict emotional and sometimes physical pain upon the character with MR/A, rarely are tihese characters described as feelinig guilty. Two examples show perpetrators showing remorse. Magistrate Mercer in The Hangashore attempts to send John, who has Down syndrome, away to an institution. After he experiences a change of heart, the Magistrate apologizes to John, indicating a sense of expanded understanding of Johln's capabilities, and his own remorse about his previous feelings. Emily, in Enily iN Love, also feels guilty about the way she treated her friend, Donny, who has Down syndrome. Her guilt serves as the basis for new behavior, as she then rectifies her relationship with him. Changes in Characters Without MR/A A prominent theme in these 12 books involved the use of a person with MR/A as a catalyst for a character withoit disabilities to change. Changes occur in the characters with-

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out MR/A by the development of more positive feelings about the individual with MR/A. These changes are often elicited by a significant event or tlhe development of a significant relationship. Further, some characters did not show significant attitudinal change toward the character with MR/A. Improved feelings toward the person with MR/A. Most of the books portrayed a character gaining greater appreciation, affection, or understanding of the character with MR/A. Significant events in the plot often served as the means by which these changes were wrought. For example, when Julie loses sight of Ian in the park in Ians Walk, she forces herself to think like her brother in order to find him. Relieved from her panic when she finds Ian, she allows him to walk home at his leisurely pace, while he engages in behaviors that previously annoyed her. Her new insights enable her to view his behaviors in a different way, as a result of her experience of seeing things from his perspective. The six-year-old sister in We'll Paint the Octopus Red gains a greater appreciation for her newborn brother following a lengthy discussion with her father. When the sister learns that her brother will have this "Down thing," she immediately becomes discouraged at the low cxpectations associated with the disability. Her father helps her to revise her thinking, and teaches her "as long as we were patient wvith Isaac, and helped him when he needed it, there probably wasn't anything he couldn't do" (Stuve-Bodeen & DeVito, 1998, n.p.). The sister's attitude changes and she reestablishes her expectations for her brother, so that the expectations are again as high as they were prior to learning of his disability. Maintenance offeelings toward the person with MR/A. Some characters in the books reviewed did not change their feelings toward those with MR/A. These characters include those who victimized, those who have ill feelings, and also those who have positive feelings toward characters with MR/A. Some characters who victimized those with MR/A did not change their feelings toward them. In Heartless Hero, for example, the boys who victinized Ben and his shy friend, Thomas, are caught in the act of teasing and throwing rocks at the boys. Although they promise not to do it again, no remorse or


change of heart is depicted. The other bullies in the story (who victimized students without disabilities) are not shown to have changed their feelings toward their victims either. Paul, the older brother of Jacob in Radiance Descending, greatly resents having a brother with Down syndrome throughout the story. He is depicted as never really changing his attitude towardJacob, although in the last few sentences of the book, he realizes that changes in his life are about to occur, changes which allude to greater acceptance of his brother. Some characters do not change their attitudes toward the character with MR/A -changes are not necessary since they had positive feelings in the first place. Although Tru, in 7ru Confessions, wants to cure her brother of his developmental delay, she does not demonstrate ill feelings toward him; rather, she accepts and even celebrates the uniqueness of "Eddie." When Tru learns that she cannot cure her brother, she begins to realize that her "fascination with Eddie's condition has more to do with me than with him" (Tashjian, 1997, p. 134). Similarly, Tatnall, in Under the Shadow of Wings accepts her cousin, Obie, throughout the story; her feelings toward him do not change, although her feelings about herself change as she realizes that her life can progress without her providing constant care for Obie. Changes in Characters With MR/A Although many of the characters without MR/A demonstrate worthwhile changes, most of the characters with MR/A do not show such advances. The individuals with MR/A classified as dynamic characters by definition changed, although these changes may appear to be minute. These changes may be attributed to experiencing a significant event, or desiring the change. Change due to a significant event. The most change any character made was depicted in the fairy tale, The Boy Who Swam in the Stars. This young boy desires more than anything to "swim in the star.' To help him reach this dream, his parents make a special feathered jacket that would allow him to fly. Upon returning, the young boy recounts his experience to his parents, in detailed language that

they had not previously heard him speak. Amazed and excited, his parents realize that their son needs to get away occasionally. As a result, they agree to allow him to live both in his world and theirs. Change sought by characterwith MR/A. A few characters with MR/A were depicted as desiring or seeking change. Throughout the story, Eddie, in Tnt Confessions, appears to be happy with himself until he gets lost in the mall and has a panic attack. Tru finds him wailing "like a wounded buffalo in that Kevin Costner movie. Eddie looks at himself in the shop mirror and says "I don't want to be different ... I want to be the same. The same as everybody else" (Tashjian, 1997, p.lll). Although this change does not occur, his level of selfawareness does evolve. Emily in Emily in Love also seeks change. After being educated at a special school, Emily attends a general high school and learns that she is not like the other 14-year-old girls. She wants to wear make-up and trendy clothes and have friends who do not have special needs. Some of these changes do take place, as her parents reluctantly allow her to "grow up" and become like her non-disabled peers. Topics in Mental Retardation/Autism The books were also examined in terms of special topics in mental retardation and autism that were included as part of the story. The major categories included: (a) schooling and education, (b) recreation, and (c) residence. Schooling and Fducation Several books describe elements of school life for the character with MR/A. The types of school settings vary along a continuum of placements; however, most settings are de, picted as either self-contained units or special schools, In one of the two books that take place in the time most distant from the present, Obie, in the World War II era Under the Shadow of Wings, had been educated in the neighborhood school, but "hejust couldn't fit in. He had a hard time reading and if he got sleepy in class, he'd just take a nap. The teachers got tired of him wandering around the room, rolling the maps up and down" (Banks,


1997, p. 14). He then failed to succeed with a private tutor, and eventually was kept at home. When Obie matures and becomes more difficult to handle, his mother decides to send him away to a residential school, where he would receive instruction in basic life skills. This choice of a residential school was a frequent one during the era when the story takes place. At the other end of the continmum are the depictions of the present, and the option of full inclusion is chosen for two characters, for Trevor in Trevor Trevor, and Eddie in 'tI Conjessions. Although Trevor is educated with his non-disabled second-grade peers, he has difficulty fitting in. His classmates taunt him relentlessly, until they discover that Trevor has talents that will benefit them. Eddie's sister, Tru, mentions, "We're in different classes because we're twins, not because of Eddie's disability. Our school has the special-needs kids in regular classrooms with a resource person to help them keep up. The school board calls it 'inclusion.' As far as I'm concerned, the more Eddie gets included, the better" (Tashjian, 1997, p. 23). Not only the characters with disabilities, but also other characters in the books, are able to see benefits of inclus1on. Recreation

Recreation is a minor theme in the books analyzed for this study, both for the characters with MR/A and those without disabilities. When recreational activities are mentioned, they typically represent informal events (e.g., flying kites, playing in the sandbox, going to the movies), althouigh some formal activities (e.g., Special Olympics, school recess) are mentioned. Most of the recreational activities mentioned are group-based and involve nondisabled peers, but some are solitary activities (e.g., playing on the computer, swimming). Residence The books that depict characters with MR/A in residential settings show primary residences being the family home. Only one character was shown to live in a residence other than home; however, the story took place more than fifty years ago. Obie in Under the Shadow of Wings, lived with his mother, but eventually

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was sent away to a residential school, In The Hangashore,another book depicting the World War 11 era, the Magistrate threatened to send John away to an institution, but this never took place. Discussion The books in this study were evaluated to determine what messages are being sent to readers of children's literature that includes characters with mental retardation or autism. Specifically, four topics were evaluated: (a) characterization of the individual with MR/A and his/her family, (b) relationships between the character with MR/A and others, (c) changes in characters without MR/A, and (d) changes in characters with MR/A. Four topics related to MR/A were also evaluated. Characierization A wide range of characterizations of MR/A was identified in this study. One-half of the portrayals represent main characters (n = 7), yet only four books are written solely or partiallv from the perspective of the person with MR/A. This might be partially a reflection of the number of picture books used in our analysis. Picture books are less likely to be written from the first person point of view and/or to provide insight into a character's thouights. Seventy-five percent of the books presented characters with mental retardation. Most of these portrayals were boys (n = 9, 82%). Such overrepresentation is considered problematic, as the reported ratio is 1.5 male to I female (American Psychiatric Association, 1994). This may give readers an unrealistic idea that girls do not have mental retardation, or that when they have this disability, it only mildly affects them (as portrayed in Emily in Love). Further, of the nine books that portrayed a child with mental retardation, 67% depicted Down syndrome. This may reflect a common perception among the general public that equates Down syndrome with mental retardation, while neglecting the other manifestations of mental retardation that are more common. Characters with autism were depicted in 25% of the books. The characters with autism in these books are all boys (n = 3). This is not


unisual, in that the reporte(l ratio of males to females is 4 to I (Amnerican P'sychiatric Association, 1994). All of the illustrations portrav the characters with MR/A as being white (non-Hispanic), which also gives readers unrealistic perceptions regarding the presencc of MR/A amoig ethnic groups. Given United Srtes population estimates of white stidenits with mental retardation (54.1%) and autisimi (66.4%) (U. S. Department of Educationi, 2000), the o,tfissioti of chaiacters in childrern's books reviewed in this stidy who are Black, Hispaniic, or anothier race/ethniicity is sttiking. According to recent data from the U. S. Department of Education (2000), stt(lenits who are Black or Hispanic comprise 43.2% of the students with mental retardation and 30.3% of those with attistin. The nimber of picture books that include characters with mental retardaboti hias increased over time. Phater (1999) analyzed 68 recommended books that were published between 1965 anld 1996 and that portrayed personis with mcntal retardation. Only 13 (19%) were picture books. In our stuidy, 50% of the books portraying MR/A published in 1997 and 1998 were pictire books. Pictire books are written gencrally for young children. T hus, they may be the first intimate exposttre "typical" children have to persons with dlisabilities. Ihe ntimber of' books with appropriate portrayals nee(ds to continue to increase. Most of the portrayals were classified as realistic. Of those that were considered to have sotne elements of realism, there appears a stark contrast between theit typical fuictioning and an event that allows them to supeCsede their functioning level. Altho:ugih such "splinter skills" may be present in some individ(uals withi autism (e.g., puzzle skills), rarely are they found in individuals with mental retardation. The use of splinter skills to "win over" non-disabled peers in a dramatic fashion may not be considered realistic. A unique atn(d positive (lirection in childrcn 's literature (liscovered by both this study and the stuidy by Prater (1999) is the inclusiotn of claracters with disabililies who are depicted doing "normal" things with little or no attention given to the chal-acter's disability. The best example is BigBrotherl)u(lin.As mentioned previously, the photographs of Dustin

indicate he has Down syndrome. Yet, no mention of his disability is made in the text or in author's notes. This appears to be done deliberately, so as to portray Dustin as a child similar to other childrcn. Bv portraying Dustin integrated in(o maitistream society, readers "are able to see what individuals with disabilities . . . can do and how they are like themselves yet different" while not directly mentioning the disability (Blaska, 1996, p. 55). UJnfortinately, vert few books of this natiure are being published. The positive portrayal of children and adolescents with MR/A (e.g., Eddie in 7ru Confesuions) is likely to be one with which sonme siblings of individuals with disabilities reading this book can identify. As tnany siblings withoit disabilities are likely to positively view the capacities of their siblings with disabilites (Cramer et al., 1998), Tru's slant on her brother's mind woild resonate for them. Only fifty percent of the characterizations identified were considered dynamic. Applying qualitvy lieratuire standards, this is a small percentige. However, authors who portray characters with MR/A as dytiamic also risk being criticized for unrealistic portrayals. In fact, the most dynatnic character in the books analyzed, the boy in 7he Boy Who Swam to Ihe Stars, was also classified as unrealistic. It is possible, however, to develop a character with MR/A who is both realistic and dynamnic. A good example is Emily in Emily in Love Her thoughts, actions, and interactiotis were realistic for an individdual with mild cognitive disabilities. Yet, at the end of the story she gained life-changinig insight regarding her treatment of a peer. This tpe of book provides examples of personal growth for readers with and withouit (lisabilities to emulate. Relationships

The relationships between characters with MR/A and otilers were consistent with the report of an earlier studv by Prater (1999). Characters with MR/A (a) are protected by others from victimization, (b) are dependent upon others, (c) are the pupil of an infonnal instructor, (d) have few friendships, anid (e) elicit fear of association in othiers. However, this evaluation indicates that characters with MR/A are etnerging in helping roles more


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than in the past. They are beginning to be depicted as protectors, teachers, and caregivers. Additional themes of guilt, "babying," and characters with MR/A being perpetrators were found in this evaluation. In other words, they are no longer stereotyped as either "all bad" or "all good." The benefits of the more realistic portrayal of characters with disabilities extends both to readers with and withoul. disabilities. For children to read about characters like these, with complex experiences an(l outlooks, can provide opportunities for self-reflection, and stimulate persoial insights. Changes in Characters i/lhoul AIR/A This evaluation yielded results similar to Prater (1999) regarding the changes in characters without MR/A. Manv, lut nol all, of the non-disabled characters improved their feelings regarding the character with MR/A. These changes were primarily a result of a significant event or a developing rclatioiship. The books that portrayed such chaniges illustrate how family members of individuals with disabilities are often evolving in their feelings aboul their relatives, and/or disabilities. For readers of these books, these changes are helpful illustrations of the emerging enmotmois and thoughts that are likely to he part of a life-long relationship with any family member, and particularly one with a disability. Changes in Charac/ers WVilh AIR/A Changes in characters with MR/A were also found. These changes were rarely sought by the character, but resulted from a significant event or a relationship. The characters that developed their transformative growth as a result of both introspection and interactions with others are depicted as being more like non-disabled individiuals than different. This shift in the literature is a positive one. 7opics in MR/A When compared with an earlier analvsis of children's literature, authors appear to he writing and publishing more appropriate portrayals of individuals with MR, in particuilar. In her analysis of recommended )ooks pul-

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lished between 1965 and 1996, Prater (1999) concluded that almost all of them were outof-date when compared with best practice in the field. Generally speaking, the current study did not find that to be the case. In particilar, proportionately the characters were educated more often in inclusive settings, and interacted more reciprocally with characters without disabilities. The contrast between the books set in the past and thosc taking place in the present thighlight changes in attitudes toward, and circumstances surrounding, individuals with dis abilities. For contemporary children whose experiences have been in inclusive settings, the books set in the past may serve to stimulate conversation aboit these differences. For children whose siblings or relatives are still in separate settings, the attitudes of the charactcrs that are reflecting on inclusive settings may serve to inspire interest in promoting change themselves. Conclusions As an outgrowth of this investigation regarding the portrayal of characters with MR/A, the 12 books analyzed in this study also became the books considered for the newly adopted biennial Dolly Gray Children's Literature Award. The Council for Exceptional Children's Division on Mental Retardation and Developmental Disabilities (MRDD) and Special Needs Project, a worldwide leader in the distribution of books related to disability, sponsor the Dolly Gray Award. One award is granted to a picture book and another to a chapter book. The books selected for the 2000 award were Ian 's Walk and Tru Confessions as a result of their positive portrayal of characters with MR/A, and their literary and illustrative quality. Because there are many books from which to choose, the results of this evaluation, in conjunction with the recommendations from the Dolly Gray Award selection committee and consolidated book reviews (Dyches & Prater, 2000) should provide parents and education professionals with a framework forjudging the quality of a given book that includes characters with MR/A. Because children's books are often the first exposure non-disabled peers have to individ-


uals with MR/A, there is a continuing need for rmore children's books that include characters with MR/A as an integrated and accepte(l part of society. Characters with MR/A can be portrayed in mnore helping roles, rather than the recipients of care and protection. Further, there is a nleed for characters that have a disability, but the disability is not relevarit to the stort and is portrayed only as one of maniy character traits. I1 is expected that the next set of books to be reviewed for the Dolly Gray Awardr (those published in 1999 and 2000) will serve to illustrate ways in which

some, if nol all, of these needs will be addressed by contempotrar authors. References American Psychiatric .ssociation (1994). Diagnostic and statistical manual of mental disorders (4th Fd.). Wvashington, DC: Author. Bacer, J. (1997). Heartles Hero. Minneapolis, MN: Bethany House. Baniks, S. H. (1997). Under the shadow of wings. New York, NY: Simon & Schuster. Blaska,j. K. (1996). Using childenm's literature to learn about disabilities and illness. Moothead, MN: Practical Press. Butler, G. (1998). The Hangashore. Toronto, Ontario: Tund(ra. Carter, A. I.., Yotng, D., & Carter, C. (1997). Big brotherDustin. Morton Grove, II.: Whitman. Childrm's books in pint. (1999). New York: R. R. Bowker. (Cramer, S. F., Erzkus, A., Mayweather, K., Pope, K., Roeder, J., & Tone, T. (1998). Connecting with siblings. Teaching Exceptional Children, 34(1), 4651. IDywhes, T. T., &Prater, M. A. (2000). Developmental disability in children's hterature: Issues and annotated bibliography. Reston, VA: The Division on Mental Retardationi and Developmental Disabilities of the Council for Exceptionial Children. Eichelberger, D. (1998). 7Theboy who swam in the stars. Santa Barbara, CA: Madl Dog Publishing.

Elliott, T. R., & Byrd, E. K (1982). Media and disability. RehabilitationLiterature, 43, 348-355. Fox, P. (1997). Radiance descending New York: DK Publishing.

Goldman-Rubin, S. (1997). Emily in love. San Diego, CA: Harcoirt Inc. Heirn, A. B. (1994). Beyond the stereotypes: Charactcrl with mentil disabilities in children's books. School Libmary,ournal, 40, 139-142. [ears, L., & Ritz, K (1998). lan's walk Morton Grove, IL.: Whitman. Mazer, H. (1998). The wild kid. New York, NY: Simon & Schuster.

Moote, C. A. (1984). Portrayals of the disabled in books and basals. Reading Horizons, 24, 274-278. Myles, B. S., Ormsbee, C. K, Downing,J. A., Walker, B. L.., & Hudson, F. G. (1992). Selecting childrei's literatuire for and about students with learning differences: Guidelines. Intervention in School and Clinic, 27, 215-220. Prater, M. A. (1998). Portraval of characters with disabilities in contemporary children's literature. In S. Kosanke, N. A. Mower, &M. E. Tobin (Eds.), Literatue and Hawaii's ehildrm: Sharing tra ition, story, and language (pp. 126-133). Honolulu, HI: Children's Literature Hawaii. Prate,, M. A. (1999). Characterization of mental retardation in children's and adolescent literatare. Education and Training in Mental Retardation and Developmental Disabilities, 34, 418-431. Stuve-Bodeen, S., &DeVito, P. (1998). We'llpaint the ontopus red. Bethesda, MD: Woodbine House. Tashian,J (1997). Tnu confessions. NewYork: Scholastic. Thurmr, S. (1980). Disability and monstrosity: A look at literary distortions of hanidicapping coiditions. Rehabilitation literature,41, 12-15. Turnbull, A., Turnhull, R., Shank, M., & Leal, D. (1999). Exceptional lives: Special education in today's schools. Upper Saddle River, Nj: Merrill. Twachtman-Cullen, D. (1998). Trev-r Trevor. Cromwell, C:" Starfish Specialty. U. S. D)epartm(ern of Education. (2000). The Twenty' .ondt annuaHl port to CongTres on the implementation of th, Individuals with Disabilities Education Act. Washington, DC: U.S. Government Printing Office.


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TITLE: Characterization of mental retardation and autism in children’s books SOURCE: Education and Training in Mental Retardation and Developmental Disabilities 36 no3 S 2001 WN: 0124403479001 The magazine publisher is the copyright holder of this article and it is reproduced with permission. Further reproduction of this article in violation of the copyright is prohibited. To contact the publisher: http://www.cec.sped.org/.

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