Reflection of TE 448

Overall, I feel as though this children’s literature class has been a great learning experience for me in terms of understanding diversity in our modern day society. I have a better idea of how to select quality children’s literature that represents that group in a positive, correct manor. The reading have helped shape my perspective on the insider outside debate as I have begun to understand how important it is to have a well-developed sense of who you are and how groups you identify with are being represented. Class discussion was a wonderful way to gain new perspectives and see how others are thinking about these potentially controversial subjects. I am really glad I took this course because it has changed my view of different cultures and lifestyles.

Overall Reaction

Overall, I feel like I have gained a better perspective of how those who are visually impaired or blind are represented as a whole group. The professional resource was the most important portion of this project as it gave a clear perspective of the impacts of stereotyping. Unfortunately, it seemed like the amount of children’s literature available to symbolize this group was very limited. I searched for books around the Jackson area and was able to find (available on the shelves) three picture books and one novel. The library I went to was able to order some books from other nearby libraries but I wasn’t to pick them up before returning to East Lansing. The three books I reviewed: Seven Blind Mice, A Guide Puppy Dog Grows Up, and Mom Can’t See Me, were beneficial but not complete in my opinion. It would have been nice to see more contemporary pieces of literature. All three books were written in the early 90s which may not be the most current depiction. My search for positive children’s literature that incorporates people who are visually impaired or blind is not over, I hope to discover more modern books for my children’s collection.

Professional Resource: Diversity and Visual Impairments

Milian , Madeline, and Jane Erin. Diversity and Visual Impairments: The Influences of Race, Gender, Religion, and Ethnicity on the Individual. New York: AFB Press, 2001.

For my professional resource I read the first chapter out of a book entitled Diversity and Visual Impairments: The Influences of Race, Gender, Religion, and Ethnicity on the Individual. This book was edited by Madeline Milian and Jane Erin. Part One includes the two chapters that pertain to my topic of visual impairments; 1) Individual and Societal Responses to Diversity and Visual Impairment by Jane N. Erin, 2) Multiple Dimensions of Identity with Visual Impairments by Madeline Milian. Chapter two was read but not commented on due to its length.

“The greater number of uncommon characteristics a person has, the less likely the person is to be discriminated against on the basis of any one of them.” -Milian and Erin p. 24

As the opening line of the forward states, “Education in the United States today is characterized by national, state, and local reforms aimed at improving outcomes for all students” (Milian and Erin ix) it is a common goal in our society to promote success for each student. Recently, it has become increasingly more important for educators to include students with disabilities in the classroom which means having an understanding about those students with additional and sometimes challenging needs is vital. As the article points out, those who fit into the category of special needs must enter the same world after graduation as the rest of the student body, which means everyone will face the same realities and struggles. Unfortunately, there is still a large gap between “outcomes for individuals with special needs (such as students with disabilities, those from low-income backgrounds, students of color, and students for whom English is not their first language) the middle-class majority” (Milian and Erin ix).

These authors recognize the fact that many educators and policymakers have basically been overlooking the fact that diversity in the U.S. is on the rise. Many times leaders look to literature for direction – in this case we need to answer the question “how to best serve multicultural population with special needs” (Milian and Erin ix). Unfortunately we are looking for an answer to a multicultural issue from sources that are predominately focused on the majority which is in fact not applicable to this situation. As Milian and Erin state, “literature is virtually silent on the topic of diversity and visual impairment” (Milian and Erin x). The authors are successful in addressing topics that are commonly skimmed over, if discussed at all. This book presents the idea of how different aspect of the individual’s identity will impact his or her life. That is, while someone is a minority in one aspect, they may also have a disability that will cause further struggles or hardships. One of the most important messages that this books sends is very simple, “A visual impairment does not define the individual” (Milian and Erin x). If the society as a whole could learn to view people’s abilities and interests as more important than their disability than those with visual impairments would be able to better contribute to their communities. In order to create a positive image of those with visual impairments, Milian and Erin suggest that those who identify as visually impaired should increase their participation in “education, labor, and community service activities” (Milian and Erin x).

Overview Chapter One: Individual and Societal Responses to Diversity and Visual Impairments (Jane N. Erin)

This chapter begins with a fictitious situational story about a woman named Marian who defines herself as African American as well as blind. Over the years she has learned to dissolve the stereotypical messages the world feeds her by presenting herself as an individual with “interests, abilities, and opinions” (Milian and Erin 4). In many ways this character has learned to deal with her circumstances. She explains that she has learned that “being different has some advantages: people notice her, and she has the opportunity to make a memorable first impression” (Milian and Erin 4). This is a positive way of taking what she’s been given and turning it around for her benefit. The purpose of chapter one is to “examine the variation in how human beings respond to differences in others” (Milian and Erin 4).

This chapter is the anchor of the book, and is written in anticipation to motivate readers to consider how they form outlook toward human differences. Milian and Erin present their theory on stereotyping – this type of thinking occurs as the mind innocently “attempts to cope with differences” (5). This idea suggests that stereotyping is not necessarily intentional or is it harmful. In fact, this categorization process is quite beneficial in some instances as it helps people “make sense of an otherwise random and complex world” (Milian and Erin 5). Yet at the same time, this strategy of classifying people and their differences is dangerous as those differences are often emphasized more than similarities. Much too often, these categories become fixed, rigid, and leave no room for alternative ideas which appears as an assumption. When we assume that people belong to a certain group and therefore have certain values, or act certain ways, or feel a certain way, we are forcing them to fit that image out mind has neatly arranged.

As Milian and Erin state, “a stereotype is the assumption that people have characteristics that are common to all members of a group, regardless of whether the characteristics are desirable or undesirable” (5). Basically, these authors want readers to understand the dangers of putting people into categories. It’s all too easy to do, and often times we are not aware of this phenomenon in our own minds.

Unfortunately, our minds do not allow new information to enter these categories very easily. When we’re presented with new facts about a group of people, we must make meaning of these new ideas based on pre-existing ones. This creates problems as we base our perception of others on our own experiences instead of the realities of their lives. Milian and Erin explain how stereotypes are strengthened, “If an individual has limited contact with a group of people, the stereotype is strengthened even if the person knows of only one or two members of the group with a specific characteristic” (5) Stigmas, defined by Milian and Erin are, “overgeneralizations about groups of people [that] usually describe undesirable characteristics” (5).

Stigmas provide people with illegitimate feelings of control – this false feeling of control will, in a sense, dissipate the risk of the unknown as well as heighten any feelings about their personal status, possibly feelings of superiority. The authors discuss other factors that influence people’s reactions to diversity, some of these reasons are: perception of competence, socioeconomic status, and physical status and appearance. This article goes through the history of social responses to visual impairment which includes the different responses to blindness among cultural groups. Time periods are labeled according to how those with blindness were undergoing at that time. These periods are as follows: Separation, protection, self-emancipation, and education. Milan and Erin suggest that the way to change stereotypical thinking calls for a) helping people see what misconceptions they have, b) presenting more accurate information about the groups being stereotyped in order to replace these false images.

One exceptionally influential area of power is the media. Many people receive their facts from the media via movies, news, music, literature, or elsewhere media related. The implications of the media’s decision to represent the underrepresented are huge. Many groups rely on this source for their exposure, and all too often this is a low quality source that misrepresents certain groups.

Highlight from Chapter 2: Multiple Dimensions of Identity: Individuals with Visual Impairments (Madeline Milian)

“The term multiple dimensions is used to refer to the diversity found in each person – a diversity that is based on gender, race, age, ethnicity, class, religious belief, disability status, and sexual orientations.” (Milian and Erin p. 36)

This chapter includes a) introduction to various perceptions that are applicable to the discussion of diversity, b) clarifies how these new ideas are associated with education and rehabilitation.

Although this professional resource was too long to summarize in great detail, I felt as though this book is very helpful when trying to understand how those with visual impairments are represented in society. The authors successfully define stereotypes and stigmas and elaborate on the functions of such terms as well as whom they may affect. Those who have visual impairments often face difficulties with the way they are represented in the media. Since these images tend to be harmful, it is vital for those who are insiders or who associate with this group to step forward and provide a positive view for the public to familiarize with.

A Guide Dog Puppy Grows Up by Caroline Arnold

Arnold, Caroline. A Guide Dog Puppy Grows Up. 1. New York: Harcourt Brace Jovenovich, 1991.

Caroline Arnold’s book A Guide Dog Puppy grows Up teaches children of all ages how guide dogs become trained. The illustrations are photos of actual guide dogs, the trainers, the workers, and the owners which gives readers an authentic representation. Facts about the program “Guide Dogs for the Blind” are strewn throughout the book and accompanied with real life photos.

This book takes readers through the life of a dog named Honey. The author explains how these puppies are trained to become guide dogs by going through a program called Guide Dogs for the Blind. These puppies are purebred golden retrievers and are chosen for this two-year program because they are “intelligent and seem to enjoy working with people” (Arnold). The book explains that sometimes other types of dogs are trained to be guides, but at Guide Dogs for the Blind golden retrievers are trained. There are over three hundred dogs in this program which is located in San Rafael, California. This campus also houses potential owners of these dogs. This way the owners can slowly become familiar with their new dog and learn how trainers work with the dogs. At some point in the puppies' lives between age six and eleven weeks they are assessed for “alertness, general intelligence, and willingness to learn” (Arnold).

The book points out that since every dog has a different personality, some puppies that are especially shy or overly cautious may not be the best at leading as a guide dog. Up until Honey is twelve weeks old, she is constantly undergoing health tests; vaccinations and deworming. Honey, along with all the other puppies in the program spend the first three months of their lives at the clinic then they are moved to a home of a volunteer family while they grow up. Honey is going to be taken care of by a nine-year-old girl, Amy, and her family. This family is responsible for her for the next 15 months. During this time it is important that the family exposes Honey to the community and helps her become comfortable with being around people.

Once Honey is about a year and a half years old, she is a mature adult and ready to become a guide dog for a person who is blind. Honey is given an extensive check up once she arrives back at the dog campus. There are options for dogs who do not meet the Guide Dog standards, in that situation the dog would be put up for adoption to become a family pet. Only about half of the dogs intended to become guide dogs actually make it through all of the training and become one. Fortunately, Honey makes it through all of the inspections and in about five or six months she will be assigned to someone in need of her aid. Terry is Honey’s instructor who spends time each day working with her on obedience commands. In those six months, the dogs are taken into the community as well as given time to get to know the other dogs so they learn not to be aggressive or dominate.

After the training is completed, two trainers: Terry is blindfolded, another trainer comes to supervise. They walk Honey around the neighborhood as a final assessment of his guiding abilities. As the book explains, “the other trainer isn’t needed this time because Honey guides Terry perfectly, just as she has been taught” (Arnold). Now Honey is fully trained in guiding – she is ready to be matched up with someone who needs her. The books explains that for whatever reason, some who are blind may not want a dog, but anyone who is legally blind over the age of sixteen can apply to have a guide dog. However, they must be interviewed prior to getting a dog to be sure they are responsible and caring so that the dog will be safe and cared for. Not only the dogs are trained – those who apply for a dog must also be trained on how to command the dog. Anne practices on Terry so she can receive feedback if she does something wrong. This training only takes a few days. Finally the day comes when Anne Gelles, Honey’s new owner, gets to meet her new dog. Anne is a teacher for the blind and would like a dog to help her get back and forth from school everyday. The training doesn’t end there though, for three and a half weeks Anne and Honey must live on the campus in order to become more adjusted to each other before Anne takes him to a new home. During this time Anne is also learning about how to care for Honey – how much to fed her and when, how to know when she needs to go outside, and other important things. During this time, new owners take their dogs out into the city in order to practice walking around with the guide dogs. Since dogs cannot read stop lights, it’s impossible for the owner to rely on the dog to know decide when to cross the street. However, as Arnold explains, “Honey does watch traffic, and she will refuse to take Anne across a street if she sees a car coming. This is called “intelligent disobedience,” and it is one way Honey makes sure she and Anne are safe.” After the four week training is completed, a graduation ceremony takes place. Amy’s family is invited as well as other friends or family member who may be interested. Amy is the person who presents Honey to Anne at the ceremony. This concluded the required training for Anne as well as Honey and the two can go home and begin their lives together.

I felt as though this book gave a detailed and comprehensive view of what a guide dog’s life looks like. Those who may not be familiar with guide dogs will gain a better understanding their functions after reading Guide Dog Puppy Grows Up. It is important to be aware of what is acceptable and what is not in terms of approaching a guide dog. For example, Arnold explains, “Even though the animal [guide dog] may look friendly, it is not a good idea to pet it without first asking permission from its blind partner. A dog in harness is at work, and petting it might distract it” (Arnold). The author also included some information about occupations of people who are blind, such as “lawyers, social workers, newspaper reporters, piano tuners, or almost anything else” (Arnold). This message is an important one for people who may have a misconception about what people who are blind are capable of. I would include this book in my collection someday because it promotes curiosity and teaches children (and adults) about something new they may not already know. This book is on a higher reading level, it may be hard for young children to stay focused for as long and as detailed as this book is. Children who are interested in the topic gain a lot of new information and would hopefully be more aware of society as a whole as a result. This may be a book that is read to children since it has a lot of text.

Mom Can't See Me by Sally Alexander

Alexander, Sally. Mom Can't See Me. New York: Macmillan Publishing Company, 1990.

This book is written from the perspective of the author’s nine-year-old daughter, Leslie. This is a true story about one little girl’s perspective of life with a blind parent. This book touches on many of the common misconceptions people may have about blindness. This is extremely beneficial for children who may not know anyone personally who is blind because it touches on everyday life situations.

Although Sally Alexander is writing this book, it is Leslie who is providing the ideas. Mom Can’t See Me begins by explaining how her mother lost her vision, breaking blood cells in her eyes eventually blinded her. Leslie explains, “Some blind people can see colors or blurry blotches, but my mom can’t see any of those things. She’s totally blind and can’t even tell if a light is on or off. She doesn’t see black, just smoky white or grey” (Alexander). This page is unlike other pages because it is black with white writing, possibly in attempt to emphasize this point. Actual photos provide illustration for this book which gives readers a more authentic experience. There are many different images of Sally, Leslie’s mother, doing normal everyday activities, such as: spending time with the family, cleaning the house, walking with her guide dog, eating dinner, riding the bus, boating, reading, (Braille) cooking, camping, tap dancing, going to the movies, playing the piano, biking, (tandem bike) swimming, writing, (on a computer that speaks every word she types) attending parent conferences, and shopping.

I felt as though this book was successful in communicating a few important messages. One message readers are hopefully picking up on is that Sally’s disability does not negatively affect her everyday life. She is fully able to accomplish her goals and live life as she pleases. Just as anyone might occasionally need some assistance, Leslie is able to help her mom out with small things like cooking, cleaning, or dictating the silent parts of movies. Leslie realizes that her mom is independent yet needs some help from time to time. This emphasizes the idea of responsibility for Leslie. Children are seeing other kids their age doing housework and being helping their parents out. This is a positive image for children who may normally dislike or have a poor attitude about chores. This book also sends children a strong message about the importance of family relationships. This family is seen spending a lot of time together doing various activities together. Lastly, this book subtly addresses the misconceptions children may possibly have about people who are blind. For instance, Leslie points out that her mother doesn’t see blackness; in fact she sees smoky white or grey. Mom Can’t See Me also tackles the frustrations family members may have at other people who do not understand the situation. As Leslie explains, “Not everybody understands about having a blind mom. I wish they did. My friends always nod or point when they talk. Since mom can’t see what they’re doing, I have to explain. I feel like a translator.” It is important to know how Leslie feels, especially for readers who are not an insider. Overall, I would use this book or one similar to it in my classroom collection someday because of the many positive messages it sends readers. Leslie’s mother is committed to her family, very independent, and is able to accomplish her goals.