Scholarly Articles

This article discusses the application of the critical disability lens when assessing young adult literature with characters with a hidden disability. The purpose of this article is to establish the importance of recognizing the number of students in our classrooms with a hidden disability and question how they are represented through literature in the classroom. 

The author presents a criteria checklist that can be used by teachers to evaluate young adult literature that respectfully and realistically represent people with a hidden disability. The concept of viewing books as mirrors, windows, and sliding glass doors is applied to selecting books and the critical disability lens.

It is important to build preservice teachers' self-efficacy in working with diverse learners. 

During summer of 2021, faculty from a mid-sized public university in the southwest took a small group of preservice teachers into central Mexico to provide opportunities in working with diverse learners and/or emergent bilingual students.