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1. In groups, students will make videos to inform other people in our school (students and teachers) about what we learned throughout this text-set. For example, one group may create a video about respectful disability language, while another group may choose to create a video about assistive technologies that are used by people with disabilities. Then, these videos will be shown on the morning announcements.

2. Students will write positive affirmation notes and post them around the school to inspire others to take action or stand up for what is right. For example, 'be a leader' or 'you have a voice'.

3. As a whole class, students will brainstorm injustices they have seen in our community or on the news. For example, no elevator at the zoo. After brainstorming, they will write a letter requesting the appropriate person to fix this injustice.

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1. Students will complete a graphic organizer as a whole class in response to the texts and videos. On one half of a white sheet of paper, we will write how the people we learned about felt and were treated (i.e. made fun of, thought less of, ashamed). Then, on the other side of the paper, we will write how we should treat children with disabilities (i.e. just like anyone else, not staring at them, ask them how they want to be treated).

2. After readings the texts, students will choose one book to use in completing a Book-Head-Heart reflection. Students will use a larger chart paper to write their responses on.

3.  Students will decide one way they would like to change as a result of this text-set. For example, not stare at someone in a wheelchair or ask someone with a disability before helping them. Then, each student will audio-record their idea to share with the class.

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1.  After reading the books, students will choose one activist that we read about to create a cultural x-ray. I will provide students with a big chart paper with an outline of a person's body and a heart on the inside of the body. Then, students will write outside characteristics on the outside of the body and personality traits on the inside of the heart.

2. Using what they know from the books, supportive texts, and videos, students will work in groups and use Visme to create a digital timeline of the Disability Rights Movement.

3.  Students will brainstorm issues that still exist today for people with disabilities. Once students have thought of an issue, they will create/add a tile in the class Padlet.

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1. Using what students know from the books, supportive texts, and videos, students will engage in a whole class discussion surrounding respectful disability language.

2.  Students will collect information in small groups on one assistive device that is used by people with disabilities. For example, wheel chairs, braille, or screen readers. To collect information, they can use any of the books, supportive texts, and videos included in this multimodal text set. Additionally, the librarian will be in the classroom to aid students in finding other books or online resources to gather information.

3. Students will use the information they gathered and create a Glogster. The Glogster will act as a digital poster that highlights one assistive device that is used by people with disabilities. In the Glogster, students can include facts about how the assistive device is used and why the device is used.

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This wonderfully illustrated text explains why people march. With illustrations of historical moments when people have stood up for something, children will learn that people are more powerful together.

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Editorial Reviews

★ 07/06/2020

In her author-illustrator debut, Allen presents an accessible introduction to political protest: "Marching is something people do together when they want to resist injustice." Spare prose informs on the necessity of rallying and communal allyship, with graceful allusions to significant historical events from 1776 to the present. Allen describes multiple modes of engagement, saliently reminding readers that they can make a difference not only through in-person gatherings but also through making art and "by/ standing up/ or sitting down/ or taking a knee." Inclusive ink and watercolor drawings elegantly attend the subject matter, portraying in gentle washes people of various skin tones, abilities, religions, sexual orientations, and more who are "stronger together." An excellent supplement for enlightening young readers about activism and encouraging its praxis. Back matter includes a guide to the movements, marches, and key figures included visually throughout, with concise descriptions of each. Ages 4-8. (Sept.)

Publishers Weekly

A warm, inviting introduction to protests and demonstrations, nicely pitched to the youngest of readers and ideal for starting conversations about current events."

Booklist (starred review)

A warm, inviting introduction to protests and demonstrations, nicely pitched to the youngest of readers and ideal for starting conversations about current events." %COMM_CONTRIB%Booklist (starred review)

09/25/2020

K-Gr 4-Debut author-illustrator Allen illuminates the motivations for protest marches. Contemporary issues are highlighted (systemic racism and police brutality, climate change, Black Lives Matter, the March for Our Lives) as well as historical protests (the women's suffrage movement, the Delano grape boycott). The watercolor drawings depict a diverse group of people, not only in terms of racial, ethnic, and visible religious diversity but also in sexual orientation and ability. One double-page spread highlights how people resist, including call-and-response chants, an Ida B. Wells quote rising out of a typewriter, Pete Seeger sailing on the sloop Clearwater, and young artists painting a mural. Allen shows that advocacy does not have an age limit. Children are portrayed as activists, protesting together or with their families. The text notes, "Sometimes from feelings of fear or anger or injustice comes the hope for change." The nuanced and varied facial expressions on every page make for a powerful focus for social and emotional learning lessons. A final double-page spread features a city street filled with protesters, using light and colors that project hope and power. A "Movements, Marches & Key Figures in the Art" section identifies the individuals and movements pictured throughout the book, which includes page numbers. VERDICT A must-have for any collection looking for age-appropriate books to answer questions about current events and social justice issues.-Courtney Lewis, St. Catherine's Sch., Richmond, VA

School Library Journal

2020-07-14
Simple, direct statements are paired with watercolor illustrations to highlight some of the rallying causes for organized marches throughout the history of the United States.

The text and art begin with two marches that will reemerge as metaphor later in the book: a long line of ants marching to and from a piece of watermelon, and members of a blue-and-gold-clad marching band following their leader's baton. As the band recedes on the verso, across the gutter an extremely diverse group of people similar to the crowds marching across the book's cover advances toward readers on recto. Here the text repeats the book's title. Next, negative space surrounds a small group of women and children-obviously from an earlier time-holding a protest sign. The text explains that sometimes people march "to resist injustice." The facing page shows a contemporary family gazing with chagrin at a polluted beach; they will march because they "notice a need for change." The text continues to offer simple explanations of why people march, eventually moving to other peaceful means of resistance, including signs, boycotts, strikes, sit-ins, and "taking a knee." Hardship in the form of physical and psychic exhaustion is mentioned, but police and other legally sanctioned violence against protest is not-the general mood is uplifting encouragement to young, potential activists. This timely book combines rudimentary facts about peaceful resistance with art that depicts organized actions from the 19th century through today, and endnotes reveal more specifics about each illustration, including historic figures represented.

Effectively argues that "People are more powerful together." (Informational picture book. 4-8)

Kirkus Reviews

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With a spare, inspiring text and gorgeous watercolor illustrations, this is a timeless and important book for activists of all ages. This hardcover picture book is perfect for sharing and for gifting. Sometimes people march to resist injustice, to stand in solidarity, to...

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This animated video explains how stereotypes impact the way we see people with disabilities. It furthers the conversation by stating proper etiquette for interacting with people with disabilities.

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Disability Etiquette - Respectful Ways To Interact with People With Disabilities

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This online article explains what life was like for people with disabilities in the 1960's and how they changed history.

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Prior to passing laws, anyone that had a physical disability that was in a wheelchair could not do something as simple as crossing the street without major problems hitting the curb. There wasn't a way to take a bus, get into an office building or any public building without major problems. Those with physical as well as mental disabilities were discriminated against for jobs, even if they were the most qualified. Society considered people with disabilities to be 'second class' citizens.

Using the Civil Rights movement as a guideline, Ed Roberts began the Disability Rights movement in 1962 when he was lifted from a wheelchair and carried up the stairs of the University of California at Berkeley. The members of the movement were forced to sue the government to prove that they had the rights and the abilities to receive education, be employed and have access to public and private buildings.

It is important to understand that also during this time, Black Americans as well as women were being discriminated against. The topics were in the news but not many people had thought about those with disabilities having difficulties. Roberts began a movement at UC Berkeley that included the Physically Disabled Students' Program that offered 24 hour help to any student that needed assistance attending school or even getting around.

By 1972 Roberts took his programs out of the school environment and into the general lives of those that were disabled with the founding of the Center for Independent Living. This was a non-profit organization designed to assist University graduates with a disability in the San Francisco Bay area to find jobs, living areas and other needs. This program, like the Berkeley program, was run and operated by people with disabilities and was so successful that today, there are over 300 centers around the United States.

Roberts and his group were joined by others with disabilities as they continued to protest and fight to achieve the same status and have the same chances that those without disabilities had. It took until 1992 when the Americans With Disabilities Act was finally passed. This new law made it a crime to discriminate against anyone with a disability as well as a requirement for all public and private buildings to accommodate the needs of those with disabilities.

Some of the examples of change that came about included: sidewalks and door entries had to have ramps for wheelchair access, buses would now have 'lifts' to accommodate a wheelchair, visually impaired people now had verbal and brail access for street crossing areas and elevators, revolving doors and stair areas now had to have separate areas for wheelchairs, schools had to make accommodations for those children that experienced physical and mental challenges due to disabilities.

Before the law, studies had shown that almost two thirds of those with disabilities were unemployed and a majority of the children with disabilities did not receive an education. The success of the movement protected those that experience both physical and mental disabilities and brought this group together to fight for their own rights.

The Disability Rights movement in the United States acted as an example for other countries to add accessibility and respect to their own citizens and make the kind of changes that are needed to allow those with disabilities to lead productive lives.

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The fight for the rights for people that experienced disabilities began around 1962. This movement was a protest to make sure that people with disabilities had the same equal opportunities, safety and physical access to architecture, transportation, education, housing, employment and independent living that people without disabilities had.

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[Supportive Text 2] New Library is a 41.5 Million Masterpiece. But About Those Stairs.

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[Supportive Text 2] New Library is a 41.5 Million Masterpiece. But About Those Stairs.

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This article informs viewers of an issue with a new library in NYC. This library does not have accessibility to people who cannot use stairs. The librarians solution? They can retrieve books for people who cannot use stairs. This made people mad.

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"It's chaos," said one of the children's librarians.

Credit... Hiroko Masuike/The New York Times

It has been heralded as an architectural triumph: A new $41.5 million public library in Long Island City that ascends over multiple landings and terraces, providing stunning Manhattan views to patrons as they browse books and explore.

But several of the terraces at the Hunters Point Library are inaccessible to people who cannot climb to them. A staircase and bleacher seating in the children's section, judged too risky for small children, has been closed off. And the five-story, vertically designed building only has one elevator, creating bottlenecks at times.

The accessibility issues, some of which have been angrily called out in social media posts and elsewhere online since the library's Sept. 24 opening, have left officials with the Queens Public Library hurrying to find solutions and the architects exploring ways to retrofit the building.

It has also raised the question of how the pricey public building, nearly two decades in the works, made it through the lengthy planning process without more consideration for accessibility.

Some of the issues are a result of the building's popularity.

New Yorkers - as well as tourists - are visiting the library, the most expensive Queens Public Library branch ever built, to admire the views. So are architecture buffs, eager to see a structure that a New York Times review praised as "among the finest and most uplifting public buildings New York has produced so far this century."

Some of the accessibility problems, though, are rooted in the design itself.

The placement of the adult fiction section on three terracelike levels between the library's first and second floors was the first issue patrons noticed. A few complained that they couldn't access the fiction books, because those levels were only accessible by stairs, Gothamist reported.

Queens Library officials responded that librarians could simply retrieve those books for disabled patrons, a solution in compliance with the Americans with Disabilities Act, and noted that the first of the four terraces did have elevator access.

But on social media and among advocates for the disabled, that rationale got panned.

"To me, that is the response of somebody who never had the experience of going somewhere and not being able to fully participate," said Christine Yearwood, founder of the disability rights group, Up-Stand. "Part of what universal design is about is allowing everyone to independently enjoy spaces. Having to ask someone else to help you is, at worst, demeaning, and at best, a limiting experience."

The disputed shelves are now bare; the library, responding to the criticism, has moved the 2,900 adult fiction books to an accessible area on the second floor, and is now figuring out how to use the vacated space.

Chris McVoy, a senior partner at Steven Holl Architects, the firm that designed the building, said that too much emphasis was being placed on the inaccessibility of the terraces, which he called a "small wrinkle in an incredibly successful project." Concepts of accessibility, he added, have changed in the years since the building was designed in 2010.

"To be honest, we hadn't thought, 'O.K. we have to provide an exactly equivalent browsing experience,'" he said. "This will be a new standard for libraries, and that's great. But that doesn't mean it's a flaw in the design. It's an evolution."

But the decision to build only a single elevator is also causing grumbles. The congestion is compounded by the placement of the main stroller parking area on a second floor landing, which is insufficient for the dozens of strollers sometimes seeking a spot.

"It's crazy right now," said Nikki Rheaume, one of three children's librarians, as she tried to navigate a crush of strollers around the second floor elevator last Wednesday, when dozens of strollers descended on the building. "It's chaos."

It was 10:30 a.m. - toddler story time - and a rush of caregivers, having just come upstairs to park, were attempting to go back down for the program.

The closure of the children's wing stairs is adding congestion to the elevator. Patrons who want to travel between the children's levels must now either use the elevator, or take a circuitous route around the library, up and down flights of stairs.

In his 2010 renderings for the children's wing, Steven Holl, the project's lead architect, had sketched images of children reading on bleacher-like seats that spanned from the lower level of the wing to the upper one, adjoined by an interior staircase.

But library officials, in a walk-through before the building opened, instead saw a potential liability for small children who could jump and fall on them. They have closed off the stairs and the top five bleachers until fixes can be made, said Elisabeth de Bourbon, a spokeswoman for the Queens Library.

Wood panels now block the staircase entrances and protective glass barriers have been added to the tallest bleachers. The bottom three bleachers remain open, however, and a security guard who usually stands there keeps an eye on them.

Vedesh Persaud, 32, who was visiting the children's wing with his wife and their toddler daughter, Arya, praised the new library, as did most patrons.

"The curves of the space are pretty amazing," he said. "It does give you a sense of openness."

But his wife, Ravina, said she was surprised that the architects had overlooked the potential hazard of the children's stairs.

"I'm sure that they didn't have kids," she said, "because as a parent, you know these things."

Mr. McVoy said that the building would adapt and the stairs would reopen, perhaps after adding gates.

"What the lawyers believe is safe or not is a constantly evolving thing in this society," he said. "Five years ago, they wouldn't have even thought to block off that area, or even two years ago."

How the planning process for the building did not include more of a consideration for accessibility has left critics puzzled and frustrated.

Planning for a library in Long Island City has been underway since 2001, when the old industrial neighborhood was being reborn. Library, city and community officials fought for years to secure funding and navigate bureaucratic hurdles to complete it.

Over time, the leadership of Queens Library system has changed several times, so everyone involved in the original planning is gone, officials said. Neither Mr. McVoy nor the Queens Library spokeswoman could recall a public hearing about the library's design, though the community had been involved in aspects of the library's creation.

When Dennis M. Walcott, a former New York City schools chancellor, took over the helm of the Queens Library system in 2016, the branch was just an empty shell on the Long Island City waterfront. By that point, Mr. Walcott said in an interview, the focus was on finishing the building, not in rethinking its details.

Now more than a month old, the library is navigating what Ms. de Bourbon called "significant growing pains" as staff learn how to adapt to the realities of running a branch library in a vertical work of art. There have been several other small problems as well. There is already more cracking than is typical in the terrazzo concrete floors because the contractor didn't provide sufficient "control joints," but that is only a visual, not a structural issue, Mr. McVoy said. Several small leaks, first reported on by the New York Post, have been repaired.

Starting this month, librarians said, there will be two, back-to-back story times in the mornings, to help alleviate the stroller bottleneck and waiting lists of children. A small lift may be added to the stepped terraces so the books can be returned to them as Mr. Holl envisioned.

"It's a gorgeous building, and people are reveling in both the aesthetic nature of it and the functional use of the building," Mr. Walcott said. "Our goal now is to make sure it is responding to the needs of the public."

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New Library Is a $41.5 Million Masterpiece. But About Those Stairs.

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"It's chaos," said one of the children's librarians. It has been heralded as an architectural triumph: A new $41.5 million public library in Long Island City that ascends over multiple landings and terraces, providing stunning Manhattan views to patrons as they browse books and explore.

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[Supportive Text 2] What Does it Mean to Stand for Something?

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[Supportive Text 2] What Does it Mean to Stand for Something?

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This Wonderopolis article explains what it means to stand up for something. The author informs children the various ways in which they can 'take a stand'.

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On June 1, 1996, the largest demonstration for children in U.S. history took place in Washington, D.C. Over 300,000 people met that day at the Lincoln Memorial. It was the first-ever Stand for Children Day.

Since then, many people around the United States have recognized June 1 as Stand for Children Day. On this date, they plan special events to children's issues.

Those who attended the first Stand for Children Day sent a clear message. They wanted to improve the lives of American children through better education. They were inspired by the civil rights Rosa Parks. She once said, "If I can sit down for justice, you can stand up for children."

Do you WONDER what she meant? In 1955, Rosa Parks refused to give up her seat on a public bus. At that time, segregation laws required Black people to give up their seats for White passengers.

By sitting, Parks took a stand against segregation. This sparked the Montgomery Bus . She became an important of the civil rights movement.

But what exactly does it mean to stand for something? It means to hold firmly to an opinion or belief. To stand for something means you give it your support. That means Rosa Parks stood for something by sitting down!

Certain words have feelings associated with them. Many see sitting as a action. Some see it as the opposite of doing something. Standing is more active. When you stand, you take action. That's why standing is connected to supporting a cause.

For example, many fans at a baseball game will sit in their seats to enjoy the game. If someone hits a home run, though, most people will stand and cheer.

Likewise, when actors in a play give great performances, they get a standing . This means the audience stands up to applaud. Thus, rising to your feet can mean appreciation or support for something.

If you support better public education, then you can stand for children. But there are also thousands of other causes around the world looking for supporters.

A cause is a charitable movement that seeks to encourage support for an issue. The causes you will come across in your life reflect the many passions of people all over the world.

Support can take many forms. Some people donate their money. Other people volunteer their time and talents to projects important to them.

Of course, you can also support a cause with your actions. As the world learned from Rosa Parks, sometimes actions speak louder than words.

Many causes relate to health problems that need cures or research. Other causes may be social, such as equal justice for all people. They may also be environmental, such as recycling to conserve precious natural resources.

Whatever you are passionate about, there's sure to be a cause that you can support. You never know when your actions might make the world a better place!

C3.D2.Civ.12, C3.D2.Civ.14, C3.D2.His.2, CCRA.L.3, CCRA.L.6, CCRA.R.1, CCRA.R.2, CCRA.R.4, CCRA.R.10, CCRA.SL.1, CCRA.W.4

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What Does It Mean To Stand For Something?

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On June 1, 1996, the largest demonstration for children in U.S. history took place in Washington, D.C. Over 300,000 people met that day at the Lincoln Memorial. It was the first-ever Stand for Children Day. Since then, many people around the United States have recognized June 1 as Stand for Children Day.

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[Supportive Text 1] Trick or Treat for All

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[Supportive Text 1] Trick or Treat for All

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This Time for Kids Article explains that many Halloween costumes are not suitable for everyone. As a result, Target has come out with costumes made for children in wheelchairs and children with sensory sensitivity.

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Skip to main content

Large retail stores are already gearing up for Halloween. But many of the costumes they sell aren't suitable for everyone. Children with disabilities often have a hard time finding costumes that fit their needs.

One big brand is doing its part to change that. Last week, Target announced that it will be offering four new Halloween costumes. They are made just for kids with disabilities.

Two costumes are designed for children who use wheelchairs. One is a princess dress. The other is a pirate outfit. Both come with a matching wheelchair cover. One turns the chair into a carriage, the other a pirate ship. The covers "can easily be cut to fit a variety of wheelchair sizes," according to the Target website. Target may be the first large retailer to make costumes that are wheelchair-friendly.

The store is also offering costumes for kids with sensory sensitivity. Target's unicorn and shark outfits don't have seams or tags. These can be itchy for kids with sensitive skin. These small changes could make a big difference for many people. "Design details can have a huge impact," a Target spokesperson told the Independent.

On Twitter, people are welcoming Target's effort. "I wish more companies embraced people with #disabilities," one user posted. "Thank you for knowing people with disabilities are your customer[s] too." Many hope Target's actions will inspire other companies to be more inclusive.

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Large retail stores are already gearing up for Halloween. But many of the costumes they sell aren't suitable for everyone. Children with disabilities often have a hard time finding costumes that fit their needs. One big brand is doing its...

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This video is presented by Steven, a young boy who has muscular atrophy. Steven points out a lot of challenges he faces due to his wheelchair. However, Steven says that he cannot live his life like a negative nelly.

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Meet Steven. He's 14 and has spinal muscular atrophy. He shares his struggles and successes in this video.

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[Supportive Text 2] Kids with Special Needs

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[Supportive Text 2] Kids with Special Needs

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This article explains what it means when someone has 'special needs' and what life is like for them.

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Kids Who Might Need Extra Help

Isn't every kid special? We think so. But what do we mean when we say "kids with special needs"? This means any kid who might need extra help because of a medical, emotional, or learning problem. These kids have special needs because they might need medicine, therapy, or extra help in school - stuff other kids don't typically need or only need once in a while.

Maybe you know of kids in your school who need a wheelchair or use braces when they walk. Those kids have special needs. They not only need the equipment that helps them get around, but they might need to have ramps or elevators available. They also might need to get a special bus to school - one that lifts them up into the bus so they don't have to get up the steps.

Kids who have illnesses, such as epilepsy or diabetes, would have special needs, too. They might need medicine or other help as they go about their day. Kids with sight problems might use special apps, tablets, or computers to read. Those with hearing or speech problems would have special needs, too. A kid who has hearing trouble might need hearing aids to hear and speech therapy, too, since it can be hard to say words correctly when you can't hear very well.

Kids with learning problems often have special needs. Kids with Down syndrome might go to a regular school and might even be in your class. But they have special needs when it comes to learning, so an aide (someone to help) might come with them to class.

You might be able to spot a few kids with special needs, but you probably don't notice all of them. A kid could have a problem that isn't noticeable unless you know the person well. For example, someone could have trouble with anxiety (worry), but you wouldn't know it unless the kid told you about it. Privately, their parents, teachers, and counselors may be working to help them worry less.

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What's Life Like for a Kid With Special Needs?

Life can be extra-challenging for a kid with special needs. It might be harder to do everyday stuff - like learning to read or, if a person has physical handicaps, just getting around school or the mall. The good news is that parents, doctors, nurses, therapists, teachers, and others can help. The goal is to help kids be as independent as possible.

Other kids also can be a big help. How? By being a friend. Kids who need a wheelchair or have other health problems want friends just like you do. But meeting people and making friends can be tough. Some kids might tease them or make fun of them. Be sure to tell a teacher if you see someone being bullied or teased. That's a very lonely feeling.

Also try to be helpful if you know someone with special needs. Ask if they would like help with carrying their books or opening a door. Ask them to join you and your friends at lunch. It's important not to be "overly helpful" when no help is needed. Why? Because just like you, kids with special needs like to be as independent as they can be.

Being friendly to kids with special needs is one of the best ways to be helpful. As you get to know them, they may help you understand what it's like to be in their shoes. And you'll be helping fill a very special need, one that everybody has - the need for good friends.

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Isn't every kid special? We think so. But what do we mean when we say "kids with special needs"? This means any kid who might need extra help because of a medical, emotional, or learning problem.

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[Supportive Text 1] What's it like to have Down Syndrome?

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[Supportive Text 1] What's it like to have Down Syndrome?

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This amazing and heartfelt article explains what it is like to have Down Syndrome. She tells the reader her worries, judgments she faces, and emotions she has.

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This music video was used as a commercial for the Paralympics in 2016. The song is 'Yes I Can'. Throughout the video, people with disabilities are shown completing various tasks.

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We're The Superhumans | Rio Paralympics 2016 Trailer

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This Time for Kids article describes Judy Heumann's experiences growing up as someone with disabilities. Additionally, the article introduces children to the Americans for Disabilities Act (ADA).

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In 1952, Judy Heumann went to register for kindergarten. But the principal stepped in. He told Heumann's mom that her daughter was not allowed to attend the school.

That was because Heumann had a disability. As a child, she had polio, a disease that can affect the spinal cord. It left her with limited use of her arms and hands, and with paralyzed legs. She used a wheelchair to get around.

Heumann went on to get an education. She became a teacher and an activist. But because of her disability, she had to fight for access at every turn.

"It's totally different today," she says.

That's thanks in large part to the Americans with Disabilities Act (ADA). This civil-rights legislation was signed into law 30 years ago this month, on July 26, 1990. It was designed to protect people with disabilities against discrimination. It helps make sure that they can participate fully in different activities.

Under the ADA, schools and workplaces are now required to have ramps, elevators, designated parking spots, and curb cuts. (Curb cuts are small ramps built into a curb or sidewalk.) These places must also accommodate people with a range of disabilities, including people who are blind or deaf.

The Making of the ADA

The ADA was decades in the making. In the years before it passed, activists worked hard. They held many demonstrations. One was a 28-day sit-in. It took place at a federal government building in 1977. Heumann helped organize the event.

As lawmakers debated the measures, activists stuck together. Their unity ensured that the ADA would eventually protect people with all kinds of disabilities.

The results today are powerful: Many public buses have lifts for wheelchairs. Disabled children attend school alongside their nondisabled peers. Employers are generally aware that people with disabilities have civil rights that cannot be violated.

As President George H.W. Bush said in 1990, at the law's signing ceremony, "It will guarantee fair and just access to the fruits of American life, which we all must be able to enjoy."

The ADA was an important step. But activists say there is still more work to do so that people with disabilities are treated fairly. A new generation of activists is pushing the disability rights movement in new directions. For example, they want to address racial justice issues.

"It leaves us with this next call to action," says activist Keri Gray. "How can we continue to uplift this piece of legislation, and how can we think about what else needs to come after it?"

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In 1952, Judy Heumann went to register for kindergarten. But the principal stepped in. He told Heumann's mom that her daughter was not allowed to attend the school. That was because Heumann had a disability. As a child, she had polio, a disease that can affect the spinal cord.

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[Supportive Text 1] How Do People Who Are Blind Use Computers and Other Technology?

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[Supportive Text 1] How Do People Who Are Blind Use Computers and Other Technology?

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This article informs children that people who are blind and visually impaired can use computers and phones like sighted people can. However, blind people must use something called assistive technology. The article explains to children the many different forms of assistive technologies that exist.

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We live in a highly . Most of us are constantly using our phones, laptops, computers, and tablets. We use these devices to learn, to play games, to do work, to read, and to communicate and with each other.

But what if you're ? Are you able to participate in our ?

Absolutely! People who are and visually impaired can, and do, use computers, phones, and other electronic devices just as much as people. People who are just have different ways of accessing these devices. people use what's called technology, including screen readers, refreshable braille displays, and screen magnification to with high-tech products.

technology is any hardware or software used by people with disabilities to access computers, phones, tablets, and printed materials. There are many types of technology, and different disabilities require different technologies.

How would you use a computer if you could not see the on the screen or the screen itself? Desktop and computers use screen readers. Software products, such as JAWS® (Job Access With Speech) for Windows and NVDA (Non-Visual Desktop Access), allow users who are and visually impaired to the computer and access most of its functions. Instead of using a mouse to around the screen, people who are use a system of key commands to get to where they need to go.

Screen readers can give audio feedback, or they can be connected to refreshable braille displays. Refreshable braille is an electronic way of reading braille. Pins on a pop up and can be read with a finger like hardcopy braille. Once the person is done reading a line, the pins go down and pop up again with the next line in the text. Refreshable braille displays are especially helpful for people who are and and cannot use text-to-speech output.

Imagine not being able to see the screen of your phone. How would you text your friends? Use apps? Call someone? People who are also use screen readers on touch screen phones and tablets. This kind of software reads aloud all the text on the screen, including navigation buttons. Android devices use an app called Talkback. Apple iOS devices use built-in software known as VoiceOver, which uses text-to-speech output. Text-to-speech is essentially a synthesized voice that communicates what is on the screen.

There are many hand maneuvers, called "gestures," used to do various tasks on a phone or . For instance, using VoiceOver, tapping three times on the screen gives you an indication of where you are on a page. Tapping twice anywhere on the screen selects the link or item highlighted by the .

Students who are use technology in the classroom to follow along with their peers and do homework. Students who are visually impaired and have some usable vision can use an electronic to view what the teacher is writing on the board. Students who are use refreshable braille displays to silently read an e-book. Electronic notetakers are used to write down notes in a class or to do research for a paper using the Internet. Textbooks can be read in hardcopy braille, large print, refreshable braille, or audio format, according to the student's abilities and preference.

These are just a few of the ways in which students and adults who are and visually impaired use computers, phones, tablets, and other technology. Advances in technology have made it increasingly more possible for people who are and visually impaired to learn, compete, and communicate on an equal playing field with their peers. Because of this increasing ease of accessing information and communicating, many people who are are more attached to their electronic devices than people.

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How Do People Who Are Blind Use Computers and Other Technology?

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Join us in Wonderopolis today as we take a look at technology without seeing it!

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This TedTalk is presented by a young boy who says everyone is different. Being different is awesome! He talks about his uncle who has Autism and how much he loves him.

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We Are All Different - and THAT'S AWESOME! | Cole Blakeway | TEDxWestVancouverED

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[Video 1] Making Friends with Children of all Abilities 

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[Video 1] Making Friends with Children of all Abilities 

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This video teaches children how to treat people that have disabilities. The aminations aid children in comprehension.

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Making Friends with Children of all Abilities

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Ricky, the Rock that Couldn't Roll by Jay Miletsky

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Ricky, the Rock that Couldn't Roll by Jay Miletsky

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Ricky and his friends are rocks. However, Ricky cannot roll like his friends can. His friends decide to help Ricky slide down the hill instead!

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Summary: This book is about a new rock group. The rock group gets together to hangout, play and roll around on their favorite hill. They realize that one of their friends, Ricky, isn't able to roll with them. Ricky, can't roll because he is flat on one side. All Ricky's friends help Ricky to be able to roll down the hill.
Review: This book is filled with detailed pictures, and brings characters to life. This story teaches readers lessons about friendship, courage and perseverance. This book conne...more

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Summary: This book is about a new rock group. The rock group gets together to hangout, play and roll around on their favorite hill. They realize that one of their friends, Ricky, isn't able to roll with them. Ricky, can't roll because he is flat on one side.

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Children can speak out against unjust rules. Children can take a stand when someone is being bullied. This rhyming picture book shows that children can make a difference!

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When something really matters, one voice can make a difference. This spirited, picture book celebrates diversity and encourages kids to s...

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Jennifer Keelan got out of her wheelchair and climbed the Capitol steps. Keelan tells us how her actions influenced Congress to pass the ADA.

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Jennifer Keelan, 08 of 12: "Climbing the Capitol Steps for ADA"

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[Video 1] Making the World Better for Kids with Disabilities

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[Video 1] Making the World Better for Kids with Disabilities

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This video uses circles and a square to represent how life is for people with disabilities. The whole class are circles, so they laugh when a square comes in on a wheelchair. Then, we see a square going into a building, but the circle cannot go up the steps in his wheelchair. Moreover, the video is about being different.

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FairnSquare: Making the world better for kids with disabilities

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Emmanuel's Dream: The True Story of Emmanuel Ofosu Yeboah by Laurie Ann Thompson

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Emmanuel's Dream: The True Story of Emmanuel Ofosu Yeboah by Laurie Ann Thompson

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An inspirational book about overcoming adversity. Emmanuel was born with one deformed leg. However, this did not stop him from achieving great things. Emmanuel shows the reader that a disability does not mean a inability.

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Emmanuel Ofosu Yeboah's inspiring true story-which was turned into a film, Emmanuel's Gift, narrated by Oprah Winfrey-is nothing short of remarkable.

Born in Ghana, West Africa, with one deformed leg, he was dismissed by most people-but not by his mother, who taught him to reach for his dreams. As a boy, Emmanuel hopped to school more than two miles each way, learned to play soccer, left home at age thirteen to provide for his family, and, eventually, became a cyclist. He rode an astonishing four hundred miles across Ghana in 2001, spreading his powerful message: disability is not inability. Today, Emmanuel continues to work on behalf of the disabled.

Thompson's lyrical prose and Qualls's bold collage illustrations offer a powerful celebration of triumphing over adversity.

Includes an author's note with more information about Emmanuel's charity.

Related collections and offers

Product Details

ISBN-13:

9780449817445

Publisher:

Random House Children's Books

Publication date:

01/06/2015

Pages:

40

Sales rank:

42,352

Product dimensions:

9.10(w) x 11.50(h) x 0.40(d)

Lexile:

AD770L ( what's this?)

Age Range:

4 - 8 Years

About the Author

Laurie Ann Thompson is the author of Be a Changemaker: How to Start Something That Matters, a how-to guide for teens who want to change the world. An advocate for social justice, Laurie is dedicated to inspiring and empowering young readers. Emmanuel's Dream is her picture-book debut. Visit her at lauriethompson.com.

Sean Qualls has illustrated many highly acclaimed children's books, including Giant Steps to Change the World by Spike Lee and Tonya Lewis Lee, Lullaby by Langston Hughes, and Before John Was a Jazz Giant by Carole Boston Weatherford, which was named a Coretta Scott King Illustrator Honor Book. Sean also created the art for Dizzy by Jonah Winter, which received five starred reviews, and Freedom Song by Sally M. Walker. Learn more at seanqualls.com.

Editorial Reviews

02/09/2015
Thompson (Be a Changemaker) presents a warm, matter-of-fact overview of the life of Emmanuel Ofofu Yeboah, born in Ghana in 1977: "Two bright eyes blinked in the light,/ two healthy lungs let out a powerful cry,/ two tiny fists opened and closed,/ but only one strong leg kicked." Even before Thompson arrives at Yeboah's efforts to change attitudes about physical disabilities through a cross-Ghana bicycle ride (the subject of a 2005 documentary, Emmanuel's Gift), his determination to be seen for who he is-and not just for his disability-is made crystal clear. As a child, he "hopped to school and back,/ two miles each way," and at age 13 he traveled to Accra on his own to support his family after his mother fell ill. Working in a palette of creamy oranges, teals, and gray-blues, Qualls (The Case for Loving) provides solid visual and emotional scaffolding for the setbacks and triumphs Yeboah faced while demonstrating "that being disabled does not mean/ being unable." Ages 4-8. Author's agent: Ammi-Joan Paquette, Erin Murphy Literary Agency. Illustrator's agent: Rebecca Sherman, Writers House. (Jan.)

Publishers Weekly

"...[S]imple line drawings and stylish, expressive figures filled with layers of rich, warm color on pale, thickly painted backgrounds-capture Emmanuel's triumphs beautifully."
-Booklist

"Thompson...presents a warm, matter-of-fact overview of the life of Emmanuel Ofofu Yeboah...[while] Qualls provides solid visual and emotional scaffolding for the setbacks and triumphs Yeboah faced."
-Publishers Weekly

"This powerful and winning picture book tells the story of a young man overcoming the odds."
-School Library Journal starred review
From the Publisher

★ 03/01/2015
K-Gr 2-This powerful and winning picture book tells the story of a young man overcoming the odds. Born in Ghana with a deformed left leg, Emmanuel Ofosu Yeboah experienced stigma as a result of his disability: his father abandoned the family, and many assumed that the boy would be little more than a burden. However, with the encouragement of his mother, Yeboah refused to give up, hopping to school (instead of walking) and even learning to play soccer and cycle, despite receiving no extra help or accommodations. Thompson's lucidly written text explains how Yeboah cycled 400 miles in 2001 to raise awareness, forever changing how Ghanaians perceived those with disabilities. The narrative is simply and clearly written, and the illustrations are skillfully rendered in charmingly emotive ink and watercolor collages. A brief author's note explains how Yeboah inspired legislation upholding equal rights for the disabled and how he continues to make strides, working with organizations that provide wheelchairs to those who need them and setting up a scholarship fund for children with disabilities. VERDICT This uplifting account will resonate with readers and supplement global and cultural studies. A triumph.-Kathryn Diman, Bass Harbor Memorial Library, Bernard, ME

School Library Journal

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Emmanuel's Dream: The True Story of Emmanuel Ofosu Yeboah|Hardcover

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Emmanuel Ofosu Yeboah's inspiring true story-which was turned into a film, Emmanuel's Gift, narrated by Oprah Winfrey-is nothing short of remarkable. Born in Ghana, West Africa, with one deformed leg, he was dismissed by most people-but not by his mother, who...

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Say Something shows children to use their voice to fight for what is right. Peter H. Reynolds tells children how they can become activists.

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Overview

From the creator of the New York Times bestseller The Word Collector comes an empowering story about finding your voice, and using it to make the world a better place.
A New York Times Bestseller
The world needs your voice. If you have a brilliant idea... say something! If you see an injustice... say something!
In this empowering new picture book, beloved author Peter H. Reynolds explores the many ways that a single voice can make a difference. Each of us, each and every day, have the chance to say something: with our actions, our words, and our voices. Perfect for kid activists everywhere, this timely story reminds readers of the undeniable importance and power of their voice. There are so many ways to tell the world who you are... what you are thinking... and what you believe. And how you'll make it better. The time is now: SAY SOMETHING!

"A motivational must-have for every collection." -- School Library Journal

Product Details

ISBN-13:

9780545865036

Publisher:

Scholastic, Inc.

Publication date:

02/26/2019

Pages:

40

Sales rank:

6,549

Product dimensions:

9.30(w) x 8.30(h) x 0.40(d)

Lexile:

AD510L ( what's this?)

Age Range:

4 - 8 Years

About the Author

Peter H. Reynolds is a New York Times bestselling author and illustrator of many books for children, including The Dot, I Am Human, Happy Dreamer, The Word Collector, Say Something!, and his forthcoming picture book, Be You! His books have been translated into over 25 languages around the globe and are celebrated worldwide. In 1996, he founded FableVision with his brother, Paul, as a social change agency to help create "stories that matter, stories that move." He lives in Dedham, Massachusetts, with his family. Visit him online at peterhreynolds.com.

Editorial Reviews

Praise for Say Something:

"In this new effort, Reynolds shows readers a variety of ways a voice can be used, listened to, and heard to make a difference... Reynolds' hand-lettered text, set in white text bubbles against a mix of bright backdrop colors and patterns, deftly works with before-and-after illustrations to show the change that children can effect. This book's encouragement to kids to find their voices can also be used to start a conversation about how they can make a difference in their world." -- Kirkus Reviews

Praise for The Word Collector:

"Peter H. Reynolds always manages to walk a delicate line with his books - make that a couple lines: weighty but not weighed down. Universal yet kid-centric. No easy feat." -Travis Jonker, School Library Journal

"Capture[s] the beauty of words and the wonder of sharing them with others... enchanting." -- Kirkus Reviews

"Packs a powerful punch... capture[s] both the joy of learning and the power of kindness." -- School Library Journal

Praise for Happy Dreamer:

"The message of acceptance and patience comes through clearly, and the exhortation to 'carve your own path' and 'show the world who you are' will be appreciated by anyone who has ever felt misunderstood." -- Booklist

"Celebrates individuality, self-expression, and the joys of being a dreamer... a liberating validation of dreaming as restorative, comforting, and powerful, while giving kids full license to be themselves." -- Publishers Weekly

"A sweet gift to praise spirited individuality, this choice encourages readers to dream big. Let those sparkles fly!" -- Kirkus Reviews

Praise for Ish:

* "Ish...encourages readers to see the world anew." -- School Library Journal, starred review

Praise for The Dot:

* "Simplicity itself, like the dot in the title, this small book carries a big message." -- Booklist, starred review

* "In this engaging, inspiring tale, Reynolds (illustrator of the Judy Moody series) demonstrates the power of a little encouragement...Reynolds pulls off exactly what his young heroine does, creating an impressive work from deceptively simple beginnings." -- Publishers Weekly, starred review

* "With art that seems perfectly suited to the mood and the message of the text, Reynolds inspires with a gentle and generous mantra: 'Just make a mark.'" -- School Library Journal, starred review

"It may speak to formerly artistic young readers who are selling their own abilities short." -- Kirkus Reviews

From the Publisher

Winter 2018

PreS-Gr 3-The message that every person is amazing and has something meaningful to contribute to the world is what Reynolds conveys as he encourages children to speak up and speak out. "You can say something in so many ways-with words, with action, with heart." This powerful picture book will inspire readers to make their voices heard. The text is uniquely arranged in a series of "if" and "when" statements, followed by the words "say something," with a specific idea on each spread. For example, "If you see an empty lot... SAY SOMETHING by planting a seed and watching it bloom." Told in speech bubbles, the text allows readers to feel as though the author is speaking directly to them. The messages are clear, concise, and positive. There is an array of diverse characters; children from many backgrounds will see themselves reflected in the expressive and artful renderings. VERDICT A motivational must-have for every collection.- Amy Shepherd, St. Anne's Episcopal School, Middleton, DE

School Library Journal

2018-11-12

In this new effort, Reynolds shows readers a variety of ways a voice can be used, listened to, and heard to make a difference.

Each spread shows an example of how someone can change something or a situation "with words, with action, with creativity." The book opens on a young black girl who's exhorted by an unseen narrator via speech bubble: "The world needs your voice." Through many scenarios ("If you see someone lonely..."; "If you see an empty canvas..."), the narrator encourages children to take action in many ways. A young child can speak up "with a poem" or "by planting a seed and watching it bloom." These scenarios are enacted by a diverse group of kids, including many with various skin tones and hair textures, a child in a wheelchair, and one with glasses; ethnically or religiously specific accouterments are absent, however. Details such as the legends on T-shirts or protest signs ("Make more light"; "Shalom"; "I have a dream"; "I persist") reinforce the message. Reynolds' hand-lettered text, set in white text bubbles against a mix of bright backdrop colors and patterns, deftly works with before-and-after illustrations to show the change that children can effect.

This book's encouragement to kids to find their voices can also be used to start a conversation about how they can make a difference in their world. (Picture book. 4-8)

Kirkus Reviews

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From the creator of the New York Times bestseller The Word Collector comes an empowering story about finding your voice, and using it to make the world a better place.A New York Times BestsellerThe world needs your voice. If you...

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Did You Say Pasghetti? Dusty and Danny Tackle Dyslexia by Tammy Fortune

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Did You Say Pasghetti? Dusty and Danny Tackle Dyslexia by Tammy Fortune

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Dusty, a very cute dog, tells the story about the troubles his best friend Danny faces with reading and spelling. Despite these troubles, Dusty sees other talents Danny has. Once Danny is diagnosed with Dyslexia, Dusty helps Danny learn that with practice and hard work, you can do anything.

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Narrated by Dusty, a cute dog, this is an adorable book about Danny, a child who has trouble learning how to read, spell, and do sums. However, this doesn't mean that he isn't smart and quick to learn other things, like riding a bike or playing soccer. Danny is diagnosed with dyslexia, so he works with a tutor to master special learning tricks.

The illustrations are particularly good and match the text on the page perfectly.

Most children should be able to relate to the simple story about a child...more

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Did You Say Pasghetti? Dusty and Danny Tackle Dyslexia

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Narrated by Dusty, a cute dog, this is an adorable book about Danny, a child who has trouble learning how to read, spell, and do sums. However, this doesn't mean that he isn't smart and quick to learn other things, like riding a bike or playing soccer.

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Disability Rights Movement (Essential Library of Social Change) by Tim McNeese

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Disability Rights Movement (Essential Library of Social Change) by Tim McNeese

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This historical fiction text tells the history of the Disability Rights Movement. It describes important activists who helped bring about change to America. Additionally, it describes important laws that have been made to help individuals with disabilities succeed.

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About This Item

We aim to show you accurate product information. Manufacturers, suppliers and others provide what you see here, and we have not verified it. See our disclaimer

In the face of injustice, people band together to work for change, and through their influence, what was once unthinkable becomes common. This title traces the history of the disability rights movement in the United States, including the key players, watershed moments, and legislative battles that have driven social change. Iconic images and informative sidebars accompany compelling text that follows the movement from the work of early activists to bring dignity to the lives of people in institutions through the fight to make society adapt to the needs of people with disabilities and up to new legislative triumphs in the late twentieth and early twenty-first century. Features include a glossary, selected bibliography, Web sites, source notes, and an index, plus a timeline and essential facts. Aligned to Common Core Standards and correlated to state standards. Essential Library is an imprint of ABDO Publishing Company. In the face of injustice, people band together to work for change, and through their influence, what was once unthinkable becomes common. This title traces the history of the disability rights movement in the United States, including the key players, watershed moments, and legislative battles that have driven social change. Iconic images and informative sidebars accompany compelling text that follows the movement from the work of early activists to bring dignity to the lives of people in institutions through the fight to make society adapt to the needs of people with disabilities and up to new legislative triumphs in the late twentieth and early twenty-first century. Features include a glossary, selected bibliography, Web sites, source notes, and an index, plus a timeline and essential facts. Aligned to Common Core Standards and correlated to state standards. Essential Library is an imprint of Abdo Publishing, a division of ABDO.In the face of injustice, people band together to work for change, and through their influence, what was once unthinkable becomes common. This title traces the history of the disability rights movement in the United States, including the key players, watershed moments, and legislative battles that have driven social change. Iconic images and informative sidebars accompany compelling text that follows the movement from the work of early activists to bring dignity to the lives of people in institutions through the fight to make society adapt to the needs of people with disabilities and up to new legislative triumphs in the late twentieth and early twenty-first century. Features include a glossary, selected bibliography, Web sites, source notes, and an index, plus a timeline and essential facts. Aligned to Common Core Standards and correlated to state standards. Essential Library is an imprint of Abdo Publishing, a division of ABDO.

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essential library of social change: disability rights movement (hardcover)

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Essential Library of Social Change: Disability Rights Movement (Hardcover) - Walmart.com

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About This Item We aim to show you accurate product information. Manufacturers, suppliers and others provide what you see here, and we have not verified it. See our disclaimer In the face of injustice, people band together to work for change, and through their influence, what was once unthinkable becomes common.

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Rules is a realistic fiction text that describes Catherine's life with a brother who has autism. Catherine simply wants a normal life without her embarrassing brother. When Catherine meets Jason, she learns to not care what other people think of her.

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Description

This 2007 Newbery Honor Book is a humorous and heartwarming debut about feeling different and finding acceptance.
Twelve-year-old Catherine just wants a normal life. Which is near impossible when you have a brother with autism and a family that revolves around his disability. She's spent years trying to teach David the rules - from "a peach is not a funny-looking apple" to "keep your pants on in public" - in order to stop his embarrassing behaviors. But the summer Catherine meets Jason, a paraplegic boy, and Kristi, the next-door friend she's always wished for, it's her own shocking behavior that turns everything upside down and forces her to ask: What is normal?
"A heartwarming first novel" - Booklist

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This 2007 Newbery Honor Book is a humorous and heartwarming debut about feeling different and finding acceptance. Twelve-year-old Catherine just wants a normal life. Which is near impossible when you have a brother with autism and a family that revolves around his disability.

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Ed Roberts: Champion of Disability Rights by Diana Carson

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Ed Roberts: Champion of Disability Rights by Diana Carson

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In reading this text, children learn about a man named Edward Verne Roberts. Ed Roberts became quadriplegic due to Polio. However, he did not let this stop him. Ed Roberts continued on to get an education and fought for the rights of people with disabilities. The text tells how Ed Roberts advocated for the civil rights of all people with disabilities.

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Children know about Civil Rights leaders such as Dr. Martin Luther King, Jr. and Cesar Chavez. But many have yet to learn about the transformational work of Ed Roberts, hailed as the "Father of Independent Living." Ed Roberts: Champion of Disability Rights is a biography about Edward Verne Roberts, who, at age 14, became a quadriplegic as a result of Polio. The life he lived post-Polio was one of transformation, both for himself, and for society's image of people with disabilities. Ed became empowered through his determination, his education, and his advocacy for supports and services that enabled him to become an independent citizen. Ed knew he was not disabled by Polio as much as he was disabled by societal responses to his disability. He fought for his own rights and the civil rights of all people with disabilities. His legacy continues to inspire access, equity, and life quality, both in the United States and abroad. This book describes his life in mission in terms that children will understand and adults will connect to. The bold and detailed artwork of the late Patrick William Connally graces each page with poetic representations of disability civil rights history.

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Ed Roberts: Champion of Disability Rights|Paperback

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Children know about Civil Rights leaders such as Dr. Martin Luther King, Jr. and Cesar Chavez. But many have yet to learn about the transformational work of Ed Roberts, hailed as the "Father of Independent Living." Ed Roberts: Champion of Disability Rights is a biography about Edward Verne...

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We Want to Go to School!: The Fight for Disability Rights by Maryann Cocca-Leffler

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We Want to Go to School!: The Fight for Disability Rights by Maryann Cocca-Leffler

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This inspirational text explains the inequality that children with disabilities faced in the 1970s: they could not go to school. Then, seven children stood up!

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I received an electronic ARC from Albert Whitman & Company through Edelweiss+..
A first person narrative non-fiction book about the early history prior to the Individuals with Disabilities Education Act. Janine Leffler shares her story as a child with Cerebral Palsy. Readers see her attending school and being part of the class. She then explains that earlier in the United States, children with disabilities could not attend public schools. Using clear and easy to follow text, the authors take read...more

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I received an electronic ARC from Albert Whitman & Company through Edelweiss+..A first person narrative non-fiction book about the early history prior to the Individuals with Disabilities Education Act. Janine Leffler shares her story as a child with Cerebral Palsy. Readers see her attending school and being part of the class.

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A Kids Book About Disabilities by Kristine Napper

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A Kids Book About Disabilities by Kristine Napper

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A Kids Book About Disabilities is a great conversation starter with children. The author is an individual who has Spinal Muscular Atrophy. Throughout the book, she explains that she simply wants to be treated like everyone else. Additionally, the author informs children appropriate, and not appropriate, things to say to someone who has a disability.

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Quick Take This book helps kids approach disabilities as normal. For Ages 5+ What's Inside Sometimes people act like having a disability means you're from another planet, even though over a BILLION people in the world have disabilities. So how do you talk about disability? How do you talk to people with disabilities?

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The Story of Helen Keller: A Biography Book for New Readers (The Story Of: A Biography Series for New Readers)

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The Story of Helen Keller: A Biography Book for New Readers (The Story Of: A Biography Series for New Readers)

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With engaging illustrations, Helen Keller's life story is told. Readers will learn how Helen reacted and adapted to losing her sight and hearing.

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Table of Contents

Chapter 1 An Inspiration Is Born 1

Chapter 2 The Early Years 7

Chapter 3 Wild Child 13

Chapter 4 A Teacher Comes to Stay 19

Chapter 5 New Dreams 25

Chapter 6 Higher Education 33

Chapter 7 A Lifetime of Activism 39

Chapter 8 So ... Who Was Helen Keller? 46

Glossary 52

Bibliography 55

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The Story of Helen Keller: A Biography Book for New Readers|Paperback

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Helen Keller became an author, educator, and activist who believed in equality for people with disabilities. Before she made history as the first deaf and blind person to graduate from college, Helen was a smart kid who loved learning. She overcame challenges to learn to read, write, and talk....

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The main character in this graphic novel develops a fear of throwing up. Then, she becomes really nervous and afraid of other things too. As a result, she begins to see a therapist. Though this book does not discuss a physical disability, it is important for children to learn about mental health disabilities as well.

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Her Own Two Feet: A Rwandan Girl’s Brave Fight to Walk by Meredith Davis and Rebeka Uwitzone

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Her Own Two Feet: A Rwandan Girl’s Brave Fight to Walk by Meredith Davis and Rebeka Uwitzone

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Rebeka Uwitonze tells her story about moving to the United States to fix her feet. Rebeka was born in Rwanda with feet that were curled and twisted. When she gets the chance to move to Texas to have her feet fixed, she takes it. However, she must leave her family and live with the Davis family.

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Through her eyes, the moving story of a young Rwandan girl born with clubfeet and the risk she takes for the chance to walk on the bottoms of her feet for the first time.

Rebeka Uwitonze was born in Rwanda with curled and twisted feet, which meant she had to crawl or be carried to get around. At nine years old, she gets an offer that could change her life. A doctor in the US might be able to turn her feet. But it means leaving her own family behind and going to America on her own. Her Own Two Feet tells Rebeka's inspiring story through her eyes, with the help of one of her hosts. She travels from Rwanda to Austin, Texas, to join the Davis family, despite knowing almost no English. In the face of dozens of hospital visits and painful surgeries, Rebeka's incredible bravery and joyful spirit carry her to the opportunity of a lifetime. A stunning debut about hope, perseverance, and what becomes possible when you take a risk.

Product Details

ISBN-13:

9781338356373

Publisher:

Scholastic, Inc.

Publication date:

10/01/2019

Pages:

208

Sales rank:

498,221

Product dimensions:

5.30(w) x 8.20(h) x 0.90(d)

Lexile:

740L ( what's this?)

Age Range:

8 - 12 Years

About the Author

Meredith Davis worked at an independent children's bookstore and started the Austin chapter of the Society of Children's Book Writers and Illustrators before earning her MFA in Writing for Children and Young Adults from Vermont College of Fine Arts. She lives and writes in Austin, Texas. Rebeka Uwitonze goes to school in Kayonza, Rwanda, and spends her holidays at her home in Bugesera. She was born with arthrogryposis, a disease that caused her joints to contract, resulting in stiffness, clubfeet, and muscle atrophy in her arms. Her Own Two Feet is her debut book, in which she is able to share her inspiring story with the world. To find out more about Rebeka, go to herowntwofeet.com.

Read an Excerpt

Rebeka traced the shape of her curled feet through the blanket that covered her and her little sister, Medeatrece. Everybody was asleep and she needed to go to the bathroom. She wanted to go by herself, without bothering anybody, but she was also afraid. Wild dogs roamed the Rwandan countryside after dark and could easily get into her yard. She heard no howling, so maybe they were nowhere near.She wriggled out from under the covers and scooted to the end of the bed. It filled up almost the entire room, wedged between two mud walls with just enough space for the door to swing open."Rebeka?""Shhhh, Medea. Go back to sleep," Rebeka whispered."I awake!"Rebeka could see the whites of her little sister's eyes in the moonlit room. She wasn't going back to sleep."I have to go to the bathroom," said Rebeka."Me, too," said Medea, scrambling from under the covers."You're just going because I'm going." Rebeka knew she should tell her little sister to stay put, but it would be nice to have some company. Besides, it was hard to argue with a stubborn two-year-old. Rebeka crawled across the concrete floor of their home, following Medea outside. She lifted one shoulder and then the other, letting her arms swing forward like pendulums and then placing them back down. Her shadow stretched strange in the moonlight."I first!" said Medea, skipping to the latrine. Papa had dug a deep hole a good distance from the house so they wouldn't smell the stink, and built a small shed around it for privacy.Rebeka listened carefully for howling or snuffling, but all she heard was the soft breath of a cow and the scratch of a goat moving in his stall. No dogs. She crawled quickly across the red dirt yard. She had long grown used to the grit that dug into her skin. She'd spent her whole life on the ground. But the tough calluses on her knees and knuckles couldn't protect her if she landed in a pile of goat or cow poo, crawling in the dark. She hoped for the best and kept going."Ow!" She brushed the dirt under her knee and picked up something small and hard. Round on one side, pointy on the other, a kernel of maize. Mama had spread a bunch of ears on a blanket to dry in the sun the day before. Rebeka dropped the kernel and crawled the rest of the way to the latrine."I done!" said Medea."Good job!" Rebeka took a deep breath so she wouldn't smell the stink and crawled inside. It had taken her a while to figure out how to go to the bathroom on her own, but she'd done it. She had figured out how to do lots of things in her first four years of life. After she was done, she and Medea washed their hands in a bucket. The slippery soap was hard to hold, especially since her middle fingers were always curled stubbornly to her palms.Once they were done, they shook their hands dry and hurried back to the house. Their bed was still warm as they settled side by side under the blanket, like two kernels of maize on the cob. Medea reached out and tickled Rebeka's side. She wasn't ready for sleep, not quite yet, and neither was Rebeka. Nighttime was the perfect time to whisper, whether it was secrets or stories or dreams or just silliness.It all felt important when it was whispered. "I play chickens," said Medea."Tomorrow," whispered Rebeka. "You can chase the chickens tomorrow. Maybe I will chase, too, someday.""Rebeka crawl chickens.""No, run! Like you, Medea.""How?"Rebeka sighed. "I don't know. Maybe magic. Maybe doctors. Maybe God." She touched her curled toes to Medea's warm feet. "Go back to sleep.""Ndagukunda, Rebeka.""I love you, too, Medea."

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Her Own Two Feet: A Rwandan Girl's Brave Fight to Walk|Hardcover

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Through her eyes, the moving story of a young Rwandan girl born with clubfeet and the risk she takes for the chance to walk on the bottoms of her feet for the first time.Rebeka Uwitonze was born in Rwanda with curled and twisted feet, which meant she had to crawl or be carried to get...

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Yes I Can! A Girl and Her Wheelchair by Kendra Barrett

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Yes I Can! A Girl and Her Wheelchair by Kendra Barrett

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This fiction picture book has a main character, Carolyn, who uses a wheelchair. Throughout the book, Carolyn is faced with different situations and says "Yes, I can". This book shows children that people in wheelchairs can do everything people who walk can do. However, Carolyn does these actions a little bit differently!

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This is Carolyn. Like many kids her age, Carolyn loves animals, castles, and building with blocks. She is helpful to her mom and dad and even to her baby brother. Carolyn started a new school this year. She thinks her teacher seems nice and she is getting to know her classmates. The other students are curious about Carolyn because she uses a wheelchair. Carolyn is a happy, energetic, caring first-grader who just happens to be in a wheelchair. She's excited to start her new year of school and make new friends. Yes I Can! follows Carolyn on a typical day at home, at school, and even on a field trip! She can do almost everything the other kids can, even if sometimes she has to do it a little differently.

Includes a Note to Parents, Caregivers, and Teachers with more information on discussing disabilities with children and helping them to build positive, empathic relationships. From the Note to Parents, Caregivers, and Teachers: Sometimes, even with answers to questions, some children continue to be reluctant to interact with a classmate with a disability. Encourage your children to smile and say hello. If you are a parent or caregiver, reach out to the parent of the child who uses a wheelchair and suggest a play date. Talk to your child about their reluctance. Help them put their worries into words. It can be easier to address specific worries or questions, like we did above, than an unspecified reluctance. If you are reading this book because your child has teased or made fun of a classmate with a disability, remind them that all children have feelings and that their classmate feels hurt just like your child would if someone teased them. Model kindness toward people with disabilities. Demonstrate making eye contact with and saying hello to people in wheelchairs. With some basic information, and adjusting games and activities so that a peer with a disability can participate, young children can easily learn to make accommodations for peers with disabilities. If you are fortunate enough to guide children in this process, they may surprise you with their motivation and creativity. The experience of working together to solve problems of playing with one another can allow a child in a wheelchair to feel included and provide a learning experience in empathy for classmates.

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Product Details

ISBN-13:

9781433828690

Publisher:

American Psychological Association

Publication date:

11/20/2018

Pages:

32

Sales rank:

452,865

Product dimensions:

8.10(w) x 10.10(h) x 0.10(d)

Age Range:

4 - 8 Years

About the Author

Kendra J. Barrett, DPT, is a pediatric physical therapist who has worked in early intervention and public schools for eight years. She currently works in a public school for students age 3-21 with intellectual and physical disabilities. Yes I Can! is her first book. She lives in Maryland. Jacqueline B. Toner, PhD, is the co-author of several self-help books. She has been in private practice working with children, teens, and families for over thirty years. Dr. Toner earned her PhD from the University of Virginia and completed two post-doctoral programs (in pediatric psychology and adolescent medicine) at the University of Maryland Medical School. Dr. Toner also serves as lead facilitator and consultant on a project on medical ethics led by Johns Hopkins Hospital and the University of Pittsburgh Medical Center. She is the mother of three grown children and lives with her husband in Baltimore. Claire A. B. Freeland, PhD, is a clinical psychologist in private practice, working for more than thirty-five years with youth and their families. Interested in bringing the general principles of cognitive-behavioral therapy to families everywhere, she is the co-author of What to Do When It's Not Fair, What to Do When Mistakes Make You Quake, and What to Do When You Feel Too Shy. She lives with her husband in Baltimore. They have two grown children. Visit Dr. Freeland at www.clairefreelandphd.com Violet Lemay sampled many creative careers before arriving at her dream job: illustrating books for kids Violet has illustrated over twenty books, including Yes I Can!., a handful of which she also wrote. She lives in New York. Visit her at www.violetlemay.com and follow her on Facebook: @violet.lemay and Twitter: @violetlemay

Editorial Reviews

The authors have written a very uplifting story that focuses more on what Carolyn can do, than what she can't do. Carolyn is very outgoing, social and wants to participate. And there are many things available to help children with disabilities adapt and participate." - Children's Books Heal "This enlightening book shows kids how to overcome the reticence they may feel, whether out of embarrassment or lack of experience, over becoming friends with children with disabilities....Jolly illustrations capture the atmosphere of the classroom, lunchroom, bowling alley, trampoline gym, and other places Carolyn navigates, while the engaging text models inclusive behavior when Carolyn encounters something she can't do, such as when her friends ask her to referee their footrace." - Booklist

From the Publisher

2018-09-17

A girl who uses a wheelchair goes about her everyday life.

"This is Carolyn. Like many kids her age, Carolyn loves animals, castles, and building with blocks," opens the text, revealing its aim of conveying to readers who do not use wheelchairs that a wheelchair-using girl is just like them. Carolyn "joins right in during reading time"-but why wouldn't she? Discussions of ordinary pleasures, such as sitting next to a friend at lunch, and everyday adaptations-a school bus with an elevator "made just for wheelchairs!" (not for people using wheelchairs?)-end with exclamation marks. This forced positivity also applies to Carolyn's mood. "Yes I can!" she repeats over and over (not in defense but supposedly out of pure enthusiasm), which makes her sound more like a political slogan than a kid. There's lip service paid to disappointment and frustration, but everything springs back to that can-do spirit. Lemay's children have big heads, tiny, skinny limbs, and good cheer. Carolyn is white or light-skinned, with straight, light-brown hair; her class is multiracial. The prose is mind-numbingly dull ("She is helpful to her mom and dad and even to her baby brother"); even a drop of characterization would serve readers better than this message to kids with and without wheelchairs that wheelchair users should keep everyone's chins up, including their own. Backmatter directed to adults is awkward and, bizarrely, adds new information about Carolyn as if she were real.

Pedantic and, contrary to its goal, exoticizing. (Picture book. 4-6)

Kirkus Reviews

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Yes I Can!: A Girl and Her Wheelchair|Hardcover

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This is Carolyn. Like many kids her age, Carolyn loves animals, castles, and building with blocks. She is helpful to her mom and dad and even to her baby brother. Carolyn started a new school this year. She thinks her teacher seems nice and she is getting to know her...

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Extra Special: An Extra Special Book About Special Needs Friends by Brittany Giaccani-Gomes

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Extra Special: An Extra Special Book About Special Needs Friends by Brittany Giaccani-Gomes

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In this book, children learn how to include peers that are "extra special" in the classroom. The book explains to children the importance of diversity and what this means. What would we do without our "extra special" friends?

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Extra Special: An Extra Special Book About Special Needs Friends|Paperback

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We all know someone with special needs! But what makes our special friends so SPECIAL? In this brightly illustrated and fun book we talk about why our extra special friends are so cool, how to include them, and why it's fun to have diversity!Author Brittany Giaccani-Gomes works in Special...

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Different Like Me: My Book of Autism Heroes by Jennifer Elder

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Different Like Me: My Book of Autism Heroes by Jennifer Elder

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This book begins with Quinn, a young child who finds out that he has autism. The book then introduces the reader to various famous people who also had autism and found it difficult to fit into society. For example, Albert Einstein and Isaac Newton. The book introduces the reader to twenty people who had autism and did not fit in. However, all twenty people were very successful.

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Title: Elder, J. (2005). Different like me: My book of autism heroes. London: Jessica Kingsley Publishing.

Citation by: Terri Skipworth

Type of Reference: Bibliography

Call number: 618.92 Eld

Grade level: Elementary

Content/Scope:
This book is written from the perspective of a young boy with Asperger's Syndrome. He tells about his famous heroes with autism including- Albert Einstein, Dian Fossey, Lewis Carroll and others. This book is written for children ages 8-12 years old. It contains 48 pages of...more

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Title: Elder, J. (2005). Different like me: My book of autism heroes. London: Jessica Kingsley Publishing. Citation by: Terri Skipworth Type of Reference: Bibliography Call number: 618.92 Eld Grade level: Elementary Content/Scope: This book is written from the perspective of a young boy with Asperger's Syndrome.

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This nonfiction text presents the history on the inequalities and struggles people with disabilities have experienced. With the inclusion of primary sources throughout the text, children gain a deep understanding of the key events that took place throughout the movement.

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People with disabilities have faced great struggle and inequality. This volume explores the ways in which people with disabilities have f...

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The US Civil Rights Movement for Disabilities by Baby Professor

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The US Civil Rights Movement for Disabilities by Baby Professor

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Through photographs and detailed history descriptions, this book details what happened during the Disability Rights Movement.

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The US Civil Rights Movement for Disabilities - History Books America Children's History Books|Paperback

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There is a huge difference between the world then and today. Learn what makes the difference and who was responsible for the change. Learning about the past has never been this exciting! This history book comes with a mix of carefully selected images and texts that will keep a child turning the...

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All the Way to the Top: How One Girl's Fight for Americans with Disabilities Changed Everything by Annette Bay Pimente

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All the Way to the Top: How One Girl's Fight for Americans with Disabilities Changed Everything by Annette Bay Pimente

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This engaging story presents a young girl who could not attend her school because she was in a wheelchair. Once she learns about the local protest for the rights of people with disabilities, she joins in! She gets out of her wheelchair and climbs up the stairs at the U.S. Capitol in Washington D.C.. Once the members of Congress see the pictures of this young girl climbing the stairs, they pass the Americans with Disabilities Act (ADA).

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2021 Schneider Family Book Award Young Children's Honor Book (American Library Association)
Experience the true story of lifelong activist Jennifer Keelan-Chaffins and her participation in the Capitol Crawl in this inspiring autobiographical picture book. This beautifully illustrated story includes a foreword from Jennifer and backmatter detailing her life and the history of the disability rights movement. This is the story of a little girl who just wanted to go, even when others tried to stop her.
Jennifer Keelan was determined to make a change-even if she was just a kid. She never thought her wheelchair could slow her down, but the way the world around her was built made it hard to do even simple things. Like going to school, or eating lunch in the cafeteria.

Jennifer knew that everyone deserves a voice! Then the Americans with Disabilities Act, a law that would make public spaces much more accessible to people with disabilities, was proposed to Congress. And to make sure it passed, Jennifer went to the steps of the Capitol building in Washington DC to convince them.

And, without her wheelchair, she climbed.

ALL THE WAY TO THE TOP!
A Rise: A Feminist Book Project Nominee A Junior Library Guild Selection All the Way to the Top is perfect for:

Elementary school teachers looking for books to supplement disability rights curriculum and the history of the ADA (find a free Common-Core Aligned Educator Guide at www.sourcebooks.com)

Parents looking for social justice picture books, books on activism and for young activists, and inspiring books for girls

Parents, teachers, librarians, and guardians looking for beautifully illustrated, inspirational and educational books for young readers in their life

Product Details

ISBN-13:

9781492688976

Publisher:

Sourcebooks

Publication date:

03/10/2020

Pages:

32

Sales rank:

32,799

Product dimensions:

10.00(w) x 10.10(h) x 0.60(d)

Lexile:

AD680L ( what's this?)

Age Range:

4 - 8 Years

About the Author

Annette Bay Pimentel has published two picture book biographies, Mountain Chef, which won the Carter G. Woodson Award, and Girl, Running, which was a Junior Library Guild pick and received a starred review. She lives in Moscow, Idaho. Visit her at annettebaypimental.com.

Jennifer Keelan-Chaffins joined the disability rights movement at the age of six and has been a passionate advocate ever since. In 1990, she received the Americans With Disabilities Act Award. Jennifer received her GED in 2002 before earning a B.S. in Family and Human Development from Arizona State University, which she plans to use to help children with disability rights advocacy. She lives in Colorado with her mother, Cynthia Keelan, and her service dog Mya.

NABI H. Ali is a Tamil-American illustrator who enjoys creating diverse works that showcase an array of cultures and peoples. His interest in illustrative works started when he realized he could help create representation in the arts and in media for minorities, and he is very passionate about working with characters that he would have liked to see when he was a kid.

Throughout my lifetime, libraries and bookstores have been happy places to me, places to find characters like me, to read about people different than me, and to find stories that open up my world from the comfort of my home. But, in all the time I've spent in book-laden places, I also would intentionally scour [...]

Editorial Reviews

01/06/2020

"How do you change someone's mind?" As a child who uses a wheelchair, Jennifer faces obstacles, from curbs that are like "a cliff" to exclusionary classmates. But "Jennifer knows they're wrong. She's just a friend waiting to happen!" In clear, accessible prose accompanied by Ali's creamily textured digital illustrations, Pimentel relates the story of Jennifer Keelan-Chaffin's activism in the disability rights movement, culminating in the Capitol Crawl on Mar. 12, 1990. Alongside adult activists with disabilities, Jennifer hauled herself up the steps of the U.S. Capitol to advocate for passage of the Americans with Disabilities Act, after which Congress at long last passed the bill. Supplemental material contextualizes the disability rights movement, offering a jumping-off point for conversations: "Anyone can choose to be an activist, no matter your age." Ages 4-8. (Mar.)

Publishers Weekly

"A necessary testament to the power of children's voices." - Kirkus Reviews

"Clear, accessible prose accompanied by Ali's creamily textured digital illustrations...a jumping-off point for conversations." - Publishers Weekly

" Pimentel's compelling, present-tense narrative gives the story great immediacy, helping children connect with Jennifer's reactions to physical barriers and social injustice...Still an activist, Jennifer Keelan-Chaffins offers a thought-provoking foreword to this inspiring picture book." - Booklist

"Pimentel offers a great look at a young activist creating change and a better understanding of the importance of the ADA." - School Library Journal

"A powerful, empowering story!" - Washington Parent

"I would recommend All the Way to the Top to kids who might have a disability or to kids who like to learn about real people." - Avery, Age 10 (Kids Book Buzz)

"A 2020 A Mighty Girl Best Book of the Year" - A Mighty Girl

From the Publisher

02/01/2020

Gr 1-4-Pimentel's latest nonfiction book is a biography of disability rights activist Jennifer Keelan-Chaffins and a history of the landmark 1989 Americans with Disabilities Act (ADA). Born in 1981, Keelan-Chaffins, who has cerebral palsy, felt the world was always telling her to "STOP!" when she was "raring to GO!" At the time, sidewalks didn't have curb cutouts and her schools only had stairs. After attending an activist meeting, where adults "with all sorts of disabilities" invited her to participate, Keelan-Chaffins was inspired to make her voice heard. She and her sister were often the only youth activists at these gatherings. Congress was reluctant to pass the ADA, so Keelan-Chaffins and her family joined others to protest in Washington, DC. Adult disability advocates who used wheelchairs crawled up the stairs of the U.S. Capitol in an act of defiance. Keelan-Chaffins was determined to ensure that children with disabilities didn't get ignored. Her youth and tenacity caught the media's attention, in turn, pressuring Congress to pass the ADA. Pimental's present tense writing and portrayal of the power of a young person fighting to create change will engage young audiences. A few illustrations do not visually match the content of the text. A foreword and back matter enhance understanding. The time line that is provided might cause readers to seek extra information to fully understand specific milestones. VERDICT Even with a few quibbles, Pimentel offers a great look at a young activist creating change and a better understanding of the importance of the ADA.- Danielle Jones, Multnomah County Library, OR

School Library Journal

2019-12-08
A girl with cerebral palsy fights for the 1990 passage of the Americans With Disabilities Act.

Whether she's horseback riding or starting kindergarten, Jennifer Keelan's "ready to GO!" But all around her, places and people demand that she "STOP!" From her wheelchair, a 4-inch curb is a "cliff," and she's not allowed to join her classmates in the cafeteria. Everything changes when Jennifer-knowing that "children with disabilities get ignored too"-joins a diverse group of disability rights activists. When Jennifer is 8, activists propose the ADA to "make room for all people, including those with disabilities." Dismissed by Congress, disabled activists crawl up the steps of the Capitol to be heard. When grown-ups say she's too young to participate, Jennifer drags herself "ALL THE WAY TO THE TOP" on behalf of disabled kids everywhere. Ali's soft-focus illustrations deftly convey Jennifer's determined scowl and excited grin. Pimentel realistically acknowledges that the ADA hasn't fixed everything-"Slowest of all, minds have to change"-but in her foreword, the adult Jennifer-now Keelan-Chaffins-notes that she keeps "using [her] voice to speak up" and encourages readers to do likewise. Backmatter further discusses disabilities, the disability rights movement, and the ADA. Front- and backmatter seem geared toward older readers, who may find the main text a tad too simple; those wanting more information should follow this up with Amy Hayes' Disability Rights Movement (2017). Jennifer and her family present white; classmates' and activists' races vary.

A necessary testament to the power of children's voices. (notes, timeline, bibliography) (Picture book/biography. 4-10)

Kirkus Reviews

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All the Way to the Top: How One Girl's Fight for Americans with Disabilities Changed Everything|Hardcover

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2021 Schneider Family Book Award Young Children's Honor Book (American Library Association)Experience the true story of lifelong activist Jennifer Keelan-Chaffins and her participation in the Capitol Crawl in this inspiring autobiographical picture book. This...

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This chapter book describes how it feels to have Attention Deficit Hyperactive Disorder (ADHD). Clea, the main character, is very impulsive, cannot finish assignments, and is failing her tests. Throughout the book, the reader gains a deep understanding of what it means, and how it feels, to have ADHD.

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Clea can't control her thoughts. She knows she has to do her homework . . . but she gets distracted. She knows she can't just say whatever thought comes into her head . . . but sometimes she can't help herself. She know she needs to focus . . . but how can she do that when the people around her are always chewing gum loudly or making other annoying noises?

It's starting to be a problem-not just in school, but when Clea's playing chess or just hanging out with her best friend. Other kids are starting to notice. When Clea fails one too many tests, her parents take her to be tested, and she finds out that she has ADHD, which means her attention is all over the place instead of where it needs to be.

Clea knows life can't continue the way it's been going. She's just not sure how you can fix a problem that's all in your head. But that's what she's going to have to do, to find a way to focus.

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Clea can't control her thoughts. She knows she has to do her homework . . . but she gets distracted. She knows she can't just say whatever thought comes into her head . . . but sometimes she can't help herself. She know she needs to focus . . .

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In this graphic novel, the main character, Cece, is deaf. This means that she must wear a hearing aid. Though this hearing aid gives Cece superpowers, she feels lonely and different.

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Read 7,879 reviews from the world's largest community for readers. Starting at a new school is scary, even more so with a giant hearing aid strapped to you...

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Melody cannot walk or talk. As a result, she is placed into a special education classroom. This means she is stuck learning the alphabet and being sung nursery rhymes to. Boring! Melody has a photographic memory and is very smart. Can she figure out a way to let the people around her know how smart she is?

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Melody's the smartest kid in school, with so many things to say, but she can't because she's diagnosed with cerebral palsy leaving her unable to voice any of her thoughts. When her school starts an inclusion program where the special needs kids can join classrooms and get a chance to interact with others, Melody gets a teacher named who runs the Whiz Kids Quiz team. In his class, she meets two girls who are uncomfortable with her and so they start making crude comments; making sure she hears them. Melody befriends a girl named Rose who isn't afraid of standing up to others and helping her. When she hears that there are try-outs for the Whiz Kids Quiz team, her neighbour, her parents and her special aids helper encourages her to try out for the quiz team. She makes the team and leads the team to victory in their regional competition. The prize of winning the regional competition is competing in Washington, D.C. When they see the newspapers, on the front page is a picture of Melody; not the team, just Melody. The other members of the quiz team don't appreciate that. When Melody and her parents arrive at the airport, they find out that their flight is cancelled and the other kids had already left. She felt hurt that none of them bothered to tell her that they had an earlier flight. The next day, when Melody and her mother is about to leave for school, only Melody sees Penny, her little sister, running out of the house. She tries to warn her mother not to drive but the car ends up hitting Penny and she's hospitalized. When Melody arrives at school, the members of the quiz team try to apologize. She turns away from them to show that she doesn't need the people who abandoned her.

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I finished this book because I was curious as to if she would make the quiz team, if the team would win at the regional competition and also if they would win at the national competition in Washington, D.C.

I think people who like to read realistic-fiction would like this book because it talks about real problems and disabilities that anyone can be diagnosed with or have.

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Out of My Mind (The Out of My Mind Series)

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Read 17k reviews from the world's largest community for readers. Melody is not like most people. She cannot walk or talk, but she has a photographic memory...

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Auggie was born with a facial difference that make people stare. It is Auggie's first year of school and wants to be treated like any other child. This is not the case!

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Discover and share books you love on Goodreads.

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1. What does it mean to 'take action'?

2. When there is an issue, why should we take action to change/create awareness? In other words, why should we care?

3. What are some ways children can take action or create awareness about an issue?

4. In regards to disabilities, what can we do to create awareness around our school?

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1. How are some children with disabilities treated?

2. How do you think they feel when they are treated this way?

3. How should we treat people that have a disability?

4. What are some challenges children with disabilities face on an everyday basis?

5. What are some measures that have been created to aid in resolving these challenges?

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1. What was the result of the American Disabilities Act (ADA)?

2. Why do we need laws to protect people with disabilities?

3. What does it mean if someone is discriminated against?

4. What issues still exist today for people with disabilities?

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1. What does it mean if someone is diagnosed with a disability?

2. What are the different types of disabilities?

3. What are some tools that are available to help people with disabilities?

4. How can we be respectful in the language we use to describe/talk about people with disabilities?