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• W1585301869 abstract "To determine how mental retardation and related issues are portrayed in juvenile literature, sixty-eight children's and adolescent books that included characters with mental retardation were analyzed. The majority of the characters were considered supportive (n = 47, 61%), rather than the main character of the book. In addition, most of the characters were static (n = 42, 54 %), meaning the character was believable, but did not change throughout the course of the story. Few of the books were written from the perspective of the character with mental retardation (n = 9, 13%). In addition to analysis of the character with mental retardation, themes relating to the relationship among characters with and without mental retardation and character changes within the individuals with mental retardation were examined. The books were also evaluated in terms of topics in the field of mental retardation (e.g., schooling, employment, residence) included as part of the story. Classical literature often identifies characters Troxel, 1985; Favazza & Odom, 1997; Lewis & with disabilities as evil, pitiful, or overly virtu- Johnson, 1982; Salend & Moe, 1983). ous. The literary characters, Tiny Tim, Cap Several authors have suggested criteria for tain Hook, Longjohn Silver, and Quasimodo, selecting appropriate portrayals of individuals for example, conjure up images of disabilities with disabilities in literature. Prater (1998), in well-known literature. These particular for example, combined and adapted criteria characterizations have continued over time from others (Heim, 1994; Moore, 1984; Myles, and generally reflect past society's images of Ormsbee, Downing, Walker, & Hudson, disabilities. Given recent improved access and 1992), and presented the following seven visibility of individuals with disabilities in guidelines: (a) characters with disabilities schools and communities, one would expect should be described in nondiscriminatory more recent literature portrayals to view char- terms; (b) characters with disabilities should acters with disabilities, including those with be depicted in integrated activities with those mental retardation, more positively. without disabilities; (c) characters with disabil Contemporary portrayals of disabilities in ities should be coping realistically with their children's and adolescent literature are of par- disability; (d) characters with and without dis ticular concern given that the use of fictional abilities should interact in a reciprocal man literature to teach children and youth about neL (e) differences between characters with disabling conditions has been advocated in and without disabilities should be emphasized the field (e.g., Andrews, 1998; Blaska & Lynch, only if necessary; (f) characters with disabili 1998; Dobo, 1982; Hopkins, 1980). Some evi- ties should not merely be used as a vehicle" @default.
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• W1585301869 date "1999-01-01" @default.
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• W1585301869 title "Characterization of Mental Retardation in Children's and Adolescent Literature." @default.
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