“When children practice asking critical questions about the text, they are developing reading and thinking skills that can lead to powerful insights into how texts work, how readers can become more aware of their place in the reading process, and where they fit into the social world that surrounds them” (Meller, 2009, p.77)
In an ever evolving educational world with increases in technology in the classroom, more student centered classrooms and blending of age levels, we have come to see advances in literature as well. Today, authors strive to instill in young readers a positive, accepting impression of characters that have differing abilities, much like authors of multicultural literature strive to influence readers' attitudes (Wopperer). Critical literacy literature consists of high-quality children’s books that prompt children to think and talk about social issues that impact their daily lives (Meller). In a broad sense, it is using books to help students view knowledge as a historical product, to challenge traditional interpretations of literature, and understand that this literature can presents a particular version of reality (Serafini). Critical literacy is becoming more prevalent in classrooms as educators are seeing the value and power literature has to shape the minds of students. Moreover, critical literature should be used for high-quality books as it increases children’s overall language competence, and the process of reading, listening, questioning, and responding to a story which provides a foundation for reflective and critical thinking. What is defining to critical literacy is the conversation that occurs around the texts that provokes questions and understanding in students.
As those with and without disabilities are being blended into the same classroom it is crucial to address this topic as a class. The use of literature to discuss disabilities can be effective in promoting awareness, understanding and acceptance of those with disabilities. As children and young adults are exposed to books that portray characters with disabilities, they can learn about their own emotions and questions towards their peers with disabilities. In addition, they can reflect on similarities between themselves and the character with the disability, and become aware of the everyday life of a child with a disability (Wopperer). Also, it helps create more positive attitudes toward these children and provides students with accurate knowledge about those with special needs (Andrews). But what is more important is that it helps those with disabilities understand themselves and cope with problems relevant to their personal situations. This literature can also assist children and young adults with special needs in developing self-esteem and a sense of purpose.
To address the issues of identity formation, reading motivation, and literacy development for all youth, we might offer young adult literature that features protagonists who are differently able (Miller). It is important to make the literature appealing while having the ability to help students connect texts to their lives, which simultaneously develops literacy achievement. Mankiw and Strasser assess that once an educator includes storybooks about tender topics in their curriculum, then these stories become a resource to address children’s misunderstandings and help them talk about events. Furthermore, remember that we do not have all the answers, so listen and respect each others’ feelings. What is most important is starting the conversation.
"Despite its power to present challenges, a difference is not a defect, and we should all be able to wear our differences without shame" (Miller, 2012, p.33).