1. Using Children's Literature
to Create Acceptance in
Inclusive Classrooms
Michael Rozalski, Ph.D.,
Ben Andrus and Rachel Kaplan
Binghamton University
New York State Council for Exceptional
Children Saratoga Springs, NY
November 2015

2. Today’s Session
In this presentation, we will:
1. Define bibliotherapy, identify its general
goals and procedures,
2. Discuss how to select books appropriate
books,
3. Identify children's literature appropriate for
use with students from K-10th grade,
4. Identify specific resources that teachers and
parents can use in the classroom or at
home to develop cultural acceptance of
students with life experiences that are
considered "non-traditional" (e.g., related to
gender identity and "non-traditional" family
structures).

3. Why Conduct this Project?
Gay, Lesbian & Straight Education Network (GLSEN glsen.org)
National School Climate Survey
 86% of LGBT youth report being harassed at school
◦ Compare this to 27.3% of all students being bullied at school as reported by the National Center for
Educational Statistics in 2013.
 Safety
◦ 64% felt unsafe at school due to sexual orientation
◦ 44% felt unsafe at school due to gender identification
◦ One-third of the suicide attempts that actually result in death are due to a crisis in sexual
identity
◦ If the family of the LGBT youth does not accept them, they are eight times more likely to
commit suicide than other teens.
 Violence
◦ 44% experienced physical harassment
◦ 22% experienced stronger violence
◦ 61% of LGBT youth never reported the attacks
 Of those that did report the attacks, 31% said the school made no effort to respond
 Educational Impact
◦ 32% did not go to school for at least one day because of feeling unsafe
◦ LGBT youth miss more than five times as much school as other students because of
bullying

4. Bibliotherapy:
Overview
 Definition
◦ Bibliotheraphy is “a projective indirect
intervention that uses literature for
personal growth” (Schechtman & Or 1996,
p.139).
 Goal
◦ Teach students to empathize with the
characters in the books and relate
their feelings and problems with
those that the characters are
experiencing.

5. Bibliotherapy:
Research
 Some research has suggested that
bibliotherapy has value as an
educational and therapeutic tool
 (Scogin, Jamison & Davis, 1990; Shechtman & Or, 1996;
Wollersheim & Wilson, 1991)
 Students changed their reported
perceptions of students with disabilities
in their classroom after a semester-long
class highlighting disability awareness
issues
 (Schechtman & Or, 1996)

6. Bibliotherapy:
Procedures
 Different authors have suggested specific methodology
(e.g., Heath et al. ,2005; Jack & Ronan, 2008; Prater et
al. ,2006) but the general routine for delivering
bibliotherapy instruction requires teachers to follow a
five-step process:
1. Identify a specific problem that a student is
facing.
2. Identify potential books that contain
characters who struggle with a similar
issue.
3. Review the books to determine whether
texts are appropriate for student.
4. Develop "bibliotherapy" lessons using the
most appropriate book(s).
5. Teach.

7. Bibliotherapy:
How to Select Books
Determine:
1. Readability for Intended Audience
 http://www.readabilityformulas.com/free-readability-
calculators.php
2. Age/Grade Appropriate Content
 Do the quality of the story telling and illustrations equal that of
the average age appropriate book?
3. Presentation of Characters
 Does the book address stereotypical gender roles?
 Are the characters portrayed as facing challenging
circumstances?
4. Context
 Does the story address societal, family or personal acceptance?
5. Response to Evaluation/Critiques
 Has the book been reviewed?
 Is it seen as controversial?

8. Families- Variety is the
Spice…
 And Tango Makes Three by Justin Richardson and Peter
Parnell, illustrator Henry Cole
◦ Based on a true story that occurred at the penguin house at the Central
Park Zoo, two male penguins named Roy and Silo cuddle and behave like
mates. The zookeepers decide to give the couple a fertilized egg, they
welcome the baby penguin as their own.
 All Families are Different by Sol Gordon, illustrator Vivien
Cohen
 The Family Book by Todd Parr
 Asha’s Mums by Rosamund Elwin and Michele Paulse,
illustrator Dawn Lee
 Heather has Two Mommies by Leslea Newman, illustrator
Diana Souza
 Emma and Meesha My Boy: A Two Mom Story by Kaitlyn
Considine, illustrator Binny Hobbs
 Molly’s Family by Nancy Garden, illustrator Sharon Wooding

9. Families- Difficult
Transitions…
New Family Members
 Everett Anderson’s Nine Month Long by Lucille
Clifton, illustrator Ann Grifalconi
◦ After his Mom remarries, Everett reluctantly adjust to the news of a new
sister.
 Big Sister Now: A Story about Me and Our New Baby by
Annette Sheldon, illustrated by Karen Maizel, (APA’s Magination
Press)
 Elana’s Ears or How I Became the Best Big Sister in the
World by Gloria Roth Lowell, illustrator Karen Stormer
Brooks, (APA’s Magination Press)
◦ Lacey, the family dog, narrates this story as she gets, “a new sister.”
Elana has trouble hearing so Lacey learns to adapt to the change by
being Elana’s ears.
Foster and Adopted Children
 Our Gracie Aunt by Jacqueline Woodson, illustrator Jon J.
Muth

10. Picture Books:
General Stories of Acceptance
 Red: A Crayon’s Story by Michael Hall
◦ The crayon with a “red” sleeve cannot draw red, but instead produces blue. Red struggles
for acceptance until “Berry” recognized that “blue” is Red’s true nature. Finally, the other
colors recognized that, “He was blue. And everyone was talking.”
 Hazelnut- I always said he was blue. Olive- My son is brilliant! Scarlet- He’s really reaching for the sky.
(p. 35-36).
 Jacob’s New Dress by Sarah and Ian Hoffman, illustrated by
Chris Case
◦ Jacob likes to play dress-up at school and is encouraged by his teacher to be a firefighter
or policeman, but he sticks to his princess outfit.. At home, he makes a “dress-thing,” but in
school, a bully named Christopher takes it from him. Jacob’s Mom then helps him sew a
dress that he can wear the next day; Jacob has never been more comfortable is school
and when a bunch of kids laugh at him, he feels, “his dress surrounding him. Like armor.
Soft, cottony, magic armor.” and continues playing.
 The Sissy Duckling by Harvey Fierstein, illustrated by Henry
Cole
◦ Elmer, because he bakes cakes and puts on puppet shows, is not accepted by his
schoolmates, including bully Drake Duckling, and Papa Duck. Papa Duck goes so far to
say that “Elmer is a sissy” and that “He’s no son of mine.” Elmer doesn’t want to make
anyone angry so he runs away and finds a house in a hollow tree. When Papa Duck is
shot, he becomes the hero when Elmer rescues his father and nurses him back to health.
 The Boy With Pink Hair by Perez Hilton, illustrated by Jen Hill
◦ The Boy with Pink Hair, “was born that way.” He likes to bake and his parents don’t force
him to play games he doesn’t like. When he starts elementary school, a “Boy with a Bad
Attitude” makes fun of him. He befriends a “Girl with Ponytails” who joins him in his tree
house to enjoy lunch. When the stove isn’t working at the school open house, the principal

11. Chapter Books:
Transgender Expression through
Theater
 Gracefully Grayson by Ami Polonsky
◦ Grayson, a 6th-grade student in Mr. Finnegan’s Humanities
class is quietly struggling with the knowledge that he longs
to be a girl. Since her parents were killed in a car crash,
she lives with Uncle Evan, who is very understanding.
Aunt Sally and his older cousin Jack are not. Mr. Finn
allows Grayson to play the part of Persephone in the spring
play and watches as Grayson loses old friends and makes
new ones, most of the lead cast, particularly Paige. Despite
excessive bullying by classmates, Grayson decides to be
herself after being inspired by Mr. Finn’s final letter to her
after Mr. Finn has been forced to leave the school.
 George by Alex Gino
◦ George knows he is a girl, Melissa. With the help of her
friend Kelly, Melissa plays Charlotte in the 4th-grade class’
rendition of “Charlotte’s Web,” and dresses as a girl to go
to the zoo with Kelly’s uncle. Melissa’s brother and mother
struggle to accept George as herself but come to
understand and accept Melissa’s uniqueness.

12. Creating Safe Environments for LGBT
Youth
1. Individual Relationships
 Communication: Build strong connections and keep the lines of
communication open. Because some LGBT youth feel rejected, it is
important for them to know that their families, friends, schools, and
communities support them.
 Privacy: Be careful not to disclose or discuss issues around being LGBT
with parents or anyone else.
2. School
 Policies: Schools can send a message that no one should be treated
differently because they are, or are perceived to be, LGBT. Sexual
orientation and gender identity protection can be added to school policies.
 Support Groups: Create gay-straight alliances (GSAs). GSAs help create
safer schools. Schools must allow these groups if they have other “non-
curricular” clubs. Learn more about the right to form a GSA under the
Equal Access Act.
3. Community
 All youth can thrive when they feel supported. Parents, schools, and
communities play a role in helping LGBT youth feel physically and
emotionally safe.
Resources from: http://www.stopbullying.gov/at-
risk/groups/lgbt/index.html

13. Memoirs: Transitioning Gender
 Rethinking Normal: A Memoir in Transition by Katie
Rain Hill with Ariel Schrag
◦ Katie tells the story of her transition from Luke to Katie,
highlighting the acceptance she felt from her mother. Many of her
friends and other family members were less supportive but she
finds a haven at the Dennis R. Neill Equality Center
(www.okeq.org) in Oklahoma. Katie describes how her transition
MTF (male to female) alienated some friends but brought her
closer to Arin Andrews who was transitioning from FTM. At
college, Katie struggles with her love and relationship with Arin
when she meets and starts dating Todd.
 Some Assembly Required by Arin Andrews
 Tomboy: A Graphic Memoir by Liz Prince
◦ Liz has been a tomboy and has hated dresses since she can
remember. She grows up with this awkwardly and often alone,
moving from Boston to Santa Fe. Often bullied until meeting
Phyllis, a fellow cigarette-smoking skater. They become best
friends until Todd arrives and begins to date Phyllis. Liz continues
to narrate her experience until the epilogue, where at age 31, she
is asked by a newspaper boy, “How about you sir?” She declines

14. Working With Parents
Uncomfortable With the Topic
 Introduce the topic in an age
appropriate way
 Do not frame the issue as right vs
wrong simply acknowledge existence
 Understand potential points of
arguments
 Obtain necessary permission

15. Working With Parents of
Transgender Youth
 Parents need support and
understanding
 Often times they are confused and
need suggestions of professionals
 Bullying is Bullying

16. Supporting Materials and
Sources
Resources for Educators and School
Administrators
 Advocates for Youth (AFY): LGBTQ Resources for
Professionals
 American Psychological Association (APA) Resources
 Healthy Lesbian, Gay and Bisexual Students Project
 Just the Facts: A Primer for Principals, Educators, and School
Personnel
 Understanding Sexual Orientation and Gender Identity
 Gay-Straight Alliance (GSA) Network: Transforming Schools
 Gay, Lesbian & Straight Education Network (GLSEN):
Educator Resources
 StopBullying.gov: Information for Educators and Other School
Professionals
 Technology and Youth Violence: Electronic Aggression from
CDC's National Center for Injury Prevention and Control
 The Trevor Project: Education and Resources for Adults

17. Supporting Materials and
Sources
Selected References (full references available upon request)
o Haeseler, L. A. (2009). Biblio-therapeutic book creations by pre-service student teachers: Helping
elementary school children cope. Journal of Instructional Psychology, 36(2), 113-118. Retrieved
from http://search.ebscohost.com.proxy.binghamton.edu/login.aspx?direct=true&db=eue&AN=50806786
7&site=ehost-live
o Hansen, L. E. 1. (2015). Encouraging pre-service teachers to address issues of sexual orientation in their
classrooms. Multicultural Education, 22(2), 51-55. Retrieved
from http://search.ebscohost.com.proxy.binghamton.edu/login.aspx?direct=true&db=eue&AN=10140708
7&site=ehost-live
o Maguth, B. M. 1., & Taylor, N. (2014). Bringing LGBTQ topics into the social studies classroom. Social
Studies, 105(1), 23-28. doi:10.1080/00377996.2013.788471
o Martino, W. (2013). An invaluable resource for supporting transgender, transsexual, and gender-
nonconforming students in school communities: A review of supporting transgender and transsexual
students in K–12 schools. Journal of LGBT Youth, 10(1), 169-172. doi:10.1080/19361653.2012.717836
o Prater, M. A. (2003). Learning disabilities in children’s and adolescent literature: How are characters
portrayed? Learning Disabilities Quarterly, 26(1), 47-63.
o Rozalski, M. E., Stewart, A., & Miller, J. (2010). Bibliotherapy: Using children's literature to reach
students experiencing difficult situations. Kappa Delta Pi Record, 47(1), 33-37.
o Ryan, C. L., Patraw, J. M., & Bednar, M. (2013). Discussing princess boys and pregnant men: Teaching
about gender diversity and transgender experiences within an elementary school curriculum. Journal of
LGBT Youth, 10(1), 83-105. doi:10.1080/19361653.2012.718540
o Shechtman, Z. & Or, A. (1996). Applying counseling methods to challenge teacher beliefs with regard to
classroom diversity and mainstreaming: An empirical study. Teaching and Teacher Education, 12(2),
137-147.
o Slesaransky-Poe, G., Ruzzi, L., Dimedio, C., & Stanley, J. (2013). Is this the right elementary school for
my gender nonconforming child? Journal of LGBT Youth, 10(1), 29-44.
doi:10.1080/19361653.2012.718521
o Sokoll, T. (2013). Representations of trans* youth in young adult literature: A report and a
suggestion. Young Adult Library Services, 11(4), 23-26. Retrieved
from http://search.ebscohost.com.proxy.binghamton.edu/login.aspx?direct=true&db=eue&AN=89132685
&site=ehost-live