A Mango-Shaped Space

Mass, Wendy. A Mango-Shaped Space. New York: Little, Brown and Company, 2003.

“A Mango-Shaped Space”. Wendy Mass. 2008. Wendy Mass. 14 April 2008.

A Mango-Shaped Space vividly depicts a young girl dealing with Synesthesia. Synesthesia is a disorder in which ones cognitive pathway crosses with the other and leads to involuntary responses. Mia is diagnosed with the most common type called color Synesthesia. Mia sees letters, numbers, and names in specific colors. At the beginning of the novel she keeps these visions to herself, unaware that there is a term for her disability. Mia was worried after prior events in elementary school that she would have been made fun of and called a “freak” if someone discovered that she saw different colors (Mass). Mia’s cat named Mango is where the title of the book comes from. Although her cat was grey, the sounds he made were mango colored.

This novel not only educates students on synesthesia but also on being true to ones self. Once Mia puts trust in her family, and talks about the colors she’s been experiencing, she was able to get help and support from those around her. Children are able to relate to this book in many ways. Mia suffers two losses throughout the book, as well as troubles with family and friends. At one point of the novel a tragic event results in Mia losing her color. This novel also helps those out who are dealing with this disability and unaware they have Synestheisa.

A Mango-Shaped Space received numerous amounts of awards. The novel won the Schneider Family Book Award from the American Library Association in 2004. The book was also awarded the 2005 Great Lakes Great Book Award as well as named one of the top 40 Young Adult novels in 2004 by the Pennsylvania School Librarian Association. Wendy Mass does not have synesthsia however in order to have a more “insider” perspective she went to great lengths to research the subject. For months Mass interviewed Synesthetes as well as many researchers from the American Synesthesia Association. She was also in an international correspondence group for researchers and Synesthetes. Mass would read what the group members wrote and compare the differences in their stories. The author also made sure to diagnose her main character with the most common form of Synesthesia. This way, the book was more authentic because Mia’s diagnosis was considered to be more realistic (“A Mango”).

Book Review: Riding The Bus With My Sister

Gillin, Beth. ‘Riding the Bus with my Sister/How I Learned How to Slow Down and Enjoy the Ride by Rachel Simon. The Philadelphia Inquirer. 02 October 2002.

This review of Riding the Bus with my Sister from the Philadelphia Inquirer is a fairly flattering review of the novel. It is clear that the author enjoyed reading the novel, and makes a point to bring up poignant moments and surprises that the novel had to offer. Another salient feature of this article is the summarization, which hits upon many of the key points of the novel. The article addresses the author’s internal struggle with Beth, their encounters with both kind and unkind people on the bus system outside of Philadelphia, the contrasts between Rachel and Beth in their personal lives and personalities, as well as Rachel and Beth’s traumatic history, which resulted in their separation for many years. This review provides a fairly short yet cohesive summary of the novel, and even addresses one of the issues that is also something grappled with in the novel itself.

The issue of politically correct and people first language has been long debated in the arena of special needs, and this article touches on that with the quote “Is it really a politically correct affectation, Simon wonders, to call Beth "a person with mental retardation," instead of "mentally retarded"? After all, she notes, people with cancer aren't called "cancered." That would reduce them to a disease.” The article ponders the question but does not attempt to answer it in such a short span, merely addressing the issue as one that is presented in the book. Briefly, the article also mentions Rachel’s struggle with nature vs. nurture as Rachel wonders how much of Beth’s personality is her really her personality, and how much of it is her syndrome. These issues require special attention by an informed reader throughout the novel, and once brought to attention by the article, can be made a focus when reading.

Riding The Bus With My Sister

Simon, Rachel. Riding the Bus with my Sister. New York: Plume, 2002.

Riding the Bus with my Sister, written by Rachel Simon, is a compelling autobiography of Rachel and her sister Beth and the year they spent together riding buses around Philadelphia. While on these buses, Rachel learns about her sister and her daily struggles, such as encountering people who yell “Get a job!” and bus drivers who won’t stop for her. The bus system is also filled with wise bus drivers that impart their wisdom, generosity, and kindness upon the two sisters, who both benefit from this treatment in different ways. This book also details Rachel’s internal struggles with how to deal with Beth, dotting the book with memories from her childhood which explain her resentment and pent-up aggression towards her sister. This year long journey enables Rachel to cope with the traumatic events of her past and find a newfound love and respect for her sister as well as herself.

This book follows the journey of Rachel’s self-discovery, from ignorance and bitterness to a desire to learn and understand, to ultimately love and acceptance after forty years. Beth is a complex character and is depicted with compassion and realness, yet the language used in the book is troubling at times. The term mental retardation is used frequently, despite the author’s discovery halfway through the book of the proper terminology and people first language. Rachel questions people first language, as she believes that using that format defines the person by their illness, rather than the other way around. Despite this fact, the overwhelming attitudes of acceptance, love, and willingness to learn are prevalent throughout the book and promote the reader’s own journey to discover their own feelings.

As a piece of diverse literature, this autobiography, written by an insider, clearly portrays the struggles that families endure when living with someone with Down Syndrome. Compassionate and straightforward, the book combats serious issues that are common across these families without giving an ultimate answer. This is a journey of self-discovery for the author which results in a positive, loving relationship with her sister. It is a piece of quality diverse literature that could be used in many ways, least of all to demonstrate internal struggle and ultimately successful relationships.

Looking After Louis Book Review

Ely, Louis. Looking After Louis. Morton Grove: Albert Whitman & Company, 2004.Looking After Louis is a story about a boy names Louis who has autism. A young girl in his class talks to him, but Louis just responds by repeating what she says. When they go outside for recess, some of the students ask Louis if he wants to play, but he just repeats what they say or does not move. One day at recess Louis runs out onto the field where the other boys are playing soccer and started chasing a boy, Sam, playfully around the field. Later that day Louis drew a picture of him playing soccer, so the teacher let him and Sam go play soccer outside. The young girl asks why Louis is allowed to go outside and play during school time, and she learns that you're "allowed to break the rules for special people."

I liked this story and the fact that it promoted the idea of accepting and understanding the differences within people. The little girl learns why Louis is allowed to go outside, and more importantly, understands it. Sam also accepts Louis and lets him play in their soccer game. I think that it shows that you should accept people for who they are and that, when given the chance, they can surprise you. I also like how the author incorporates different aspects of autism into the story. Someone who reads this story can begin to understand some of the characteristics of autism, and some of their tendencies as individuals. It also shows how Louis is in his own world at times, which is something that autistic kids tend to do. The one thing that bothered me, and I actually had to read the story very slowly and carefully to make sure, is that it does not mention that Louis has autism. I feel like that for someone, like the little girl in the story, to truly understand what is going on, they need to know what the disability is. At the end of the story, there is a section explaining that Louis has autism, and it also talks about what it is. However, I would have liked to see some of this information in the actual story.

Reflection of Text Set - "Cognitive Disability" or Mental Illness

Throughout the three texts, Inside Out, Humming Whispers, and Kissing Doorknobs, there were many paralleled themes in relation to individuals who are “cognitively disabled” or mentally ill. Each character that suffered from a mental illness (Zach, Tara, and Nicole) made it apparent that although they were conscious of their actions, they could not help them.

Take for example the following quotes:

• Inside Out – Zach states, “The thing is, I am not normal. I’m not, and I can’t help it” (Trueman 7).
• Kissing Doorknobs – Tara states, “Do you think I want to do this! Do you think I like it?” (Hesser 66).
• Humming Whispers – Sophie states, “Nicole says being schizophrenic is like screaming in a closet where no one can hear you” (Johnson 112).

This theme is so significant because it clears up some misconceptions people may have about those who are mentally ill. I personally wondered if people who are “cognitively disabled” are aware of their “abnormal” actions. In learning that they both aware and helpless at times, have helped me better see that the illness or disability does not make the person. Through each of the characters, I have been able to make the necessary separation of their identities and their “disabilities.” It is also important to add that each of the characters took medication or participated in behavioral therapy to help manage and control their “abnormal” actions and thoughts.

Hesser, Terry Spencer. Kissing Doorknobs. New York: Delacorte Press, 1998.

Jonson, Angels. Humming Whispers. New York: Orchard Books, 1995.

Trueman, Terry. Inside Out. New York: Harper Collins, 2003.

The Deaf Musicians

Seeger, Pete and Duboise Jacobs, Paul

The Deaf Musicians

G.P. Putnam’s Sons. 2006

The Deaf Musicians is about a man named Lee. He played the piano and was very involved in music. He was a part of a band until his band mated noticed that his music was a little bit off. He had to tell them that he was losing his hearing, and when they found this out, one man said, “Who will listen to a deaf musician?” Lee then started going to a school for the deaf and here he found people who were deaf like him but who also had a passion for music. Lee made a new band of three deaf people who communicated through sign language, and one sing language interpreter, who sang for the band. Everyone loved Lee’s band’s music, even his old band mate who told Lee that no one would listen to his music.

Seeger and Duboise Jacobs discuss an issue of deafness that often isn’t discussed very much. They tackled a topic that dealt with a person’s passion instead of a topic of a deaf person having to learn sign language. This story never looked down on deaf people, but rather illustrated what people could do when they had a passion for something like music. The authors paint a great picture that things that someone loves doesn’t have to be given up when they find out they are losing their hearing. Instead of Lee giving up on music, he changed and adapted music to his new lifestyle. Seeger was knowledgeable about the topic of deafness because his father was deaf and every year he participates in a music festival where there are sign language interpreters. I would recommend this novel not only to families where there might be a deaf child, but to all families. It is a book of hope and inspiration that shows what can be done when you have such a passion for something.

I Have A Sister My Sister is Deaf.

Peterson, Jeanne Whitehouse. I Have A Sister My Sister is Deaf. New York, NY: HarperCollins Publishers, 1977.

I Have A Sister My Sister is Deaf is a story about a girl talking about her sister. She talks about how her sister likes to do all of these different things that all kids like to do, but her sister is a little different because her sister loves to play the piano but cannot hear the tune. Her sister cannot hear her yell "Look Out". She talks about how she tries to understand what it is like not to be able to hear. She talks about how they are both afraid and how they both can talk but in different ways. She talks about how she talks to her friends about her sister.This book is written by Jeanne Peterson, she is considered to be an insider because her sister was also deaf.

This book is interesting in many aspects, the first being that the sister is trying to show to her friends how her sister can do all of the things that all kids love to do, but she does them a little bit different because she cannot sing, hear tunes, or talk. She talks about how they share the same emotions but at different times. I do think that the book could be seen differently if the illustrations were in color, it makes it seem like everything they do is dull and something is missing. The other thing that is interesting is that the sister is always pointing out things that she cannot do at the same time that she is pointing out all of the things that she can do. But at the same time she is doing this, it seems like she is looking out for her sister and feeling bad for her because she will never get to experience some things in life that other people take for granted. Overall, there are a few things that I like in this book, it would be a good book to read to an older sibling who has a younger sibling who is deaf so they can learn that their brother or sister will not be able to experience some of the same things as they do but they will also experience them in a different way.

Thank You, Mr. Falker

Polacco, Patricia. Thank You, Mr. Falker. Philomel Books: New York, 1998.

Patricia Polacco writes a picture book about real struggles that occurred during her childhood. In Thank you, Mr. Falker, a young girl, Trisha, feels like she is “dumb” because she cannot read like the other students. However with the help of a devoted teacher, Trisha finally has success in the classroom and learns to read.

In the beginning of the book Trisha receives a special gift from her grandfather, the knowledge to know the reading is sweet. After learning this, Trisha is very excited that she is going to learn to read. However, she quickly discovers that she cannot learn to read and recognize the letters like the other students in her class. Trisha moves from Michigan to California and hopes that at her new school she will not be teased for not knowing how to read. However, the teasing only gets worse. It is not until a caring, and affectionate teacher helps Trisha learn to recognize the letters and eventually read successfully.

After reading Thank You, Mr. Falker, I think it has became one of my favorite pieces of children’s literature. In such a short encouraging story there are many real life aspects for students to relate to as well as offering the notion that success can be reached. The real problems that are addressed in this book are issues that many students may face. Such as losing family members, trouble reading, bullying, moving, resource room help, achieving success. However, for me one of the most surprising and wonderful aspects of this book is the final page of the story when Polacco admits that Trisha is actually her and that great teachers like Mr. Falker really do exist. This piece of the text offers hopes to struggling students. Also, for students who do not have trouble reading or who bully, it teaches them a lesson about acceptance and struggles that other students must have the strength to overcome. I believe that awareness, understanding, and acceptance are promoted in this book for people with learning disabilities. According to the article, “Teaching Students About Learning Disabilities Through Children’s Literature” by Prater, Dyches, and Johnstun, Polacco’s book is a high quality piece of literature acceptance of learning disabilities is accepted. It is also a high quality piece of literature because it has strong literary features (characterization, setting, plot, point of view, etc) as well as learning disabilities or portrayed very positively.

I learned quite a bit about Polacco on her website (http://www.patriciapolacco.com/author/bio/bio.html). Besides the fact that she is from Michigan and grew up on a farm (just like Trisha), she did not read until the age of 14 and was diagnosed with dyslexia. Since Polacco has a learning disability herself, this piece of literature can be called an “insider” point of view.

Review of "My Buddy"

Osofsky, Audrey. My Buddy. New York: Henry Holt and Company, 1992.

My Buddy is the story of a little boy and his service dog, Buddy. The boy has muscular dystrophy and Buddy is his “arms and legs”. With Buddy around, the main character can do things without his parents constantly around helping him. Whether he is at school or home, he can do things on his own, with Buddy by his side always.

This book gives yet another perspective for children with disabilities. It is important for students who may need or already have a Service Dog to understand that it is a good thing, not to be embarrassed about, and that they are not alone. On the other hand, students without disabilities need to understand that a Service Dog is a working animal like guide dogs for people that are blind. When they understand their purpose, students will be more likely to leave them be and resist petting. This story is accurate and authentic, as it was based on the experiences of Scott LeRoy and his buddy, Rex. Scott and Rex were the first pair helped by Canine Companions for Independence in Minnesota. While Osofsky is not an insider, she worked closely with Scott, who is an insider, when writing this book. Aside from being a realistic representation of a disablilty, this story is generally well written and enjoyable to read.

For more information on Scott LeRoy (the inspiration for My Buddy) and the Canine Companions for Independence check out this link: http://www.ccimn.org/scott_leroy.htm

Book Review: Joey Pigza Swallowed the Key

Gantos, Jack. Joey Pigza Swallowed the Key. New York: Farrar, Straus and Girox, 1998.


Joey Pigza Swallowed the Key tells the story of Joey, a boy who is out of control due to having ADHD (attention deficit hyperactivity disorder). The story unfolds as Joey and those around him are attempting to gain control of his extreme and disruptive behaviors that always seem to result in some unfortunate accident.


Gantos tells the story from Joey's perspective. This element makes the book stand out. It would be easy for the reader to view Joey's situations from the teacher's or his classmates perspectives because such views probably fit best with what they own. By using Joey's voice, the reader is forced and able to see how Joey thinks and views each situations before, during and after they happen. Gantos is so effective in making Joey real to the reader that every event and situation seems reasonable from Joey's perspective. I am not sure about Gantos standing as an insider to the world of ADHD, but his well-informed on how people with ADHD think and some of the medical treatments. His book offers an inside look at what it means to have ADHD which reconfirms to readers that things not be what they seem.

Although the book is fairly humorous, there is an element of sadness when Joey's family is considered. His father is not around and his mother has suffered from alcoholism. When everyone from his teacher, grandmother, school staff and doctors learn about his mother they seem to generalize her feelings and assume she does not care about Joey's welfare or is not involved with his problems. By making her care and having her help Joey set goals and rewards to improve his behavior, Gantos seems to challenge this stereotypical image of an uninvolved, self-absorbed, alcoholic mother.

Looking After Louis

Ely, Lesley. Looking After Louis. Illinois: Albert Whitman & Co., 2004.

Looking After Louis is a story of a young boy with autism who is included in a regular classroom. Louis doesn’t say much in class, other than repeating what his teacher or fellow classmates say, and he is left to his own devices being very detached from the classroom. Louis never participates in activities at recess until one day he brings his new soccer ball to school and discovers he has “magic feet.” Louis’s new interest in soccer sparks a friendship with a classmate, Sam, who later helps Louis create his own version of the game. Louis and Sam are later allowed to play Louis’s new game at a time when it is not recess, but when the injustices of the situation are pointed out by the class, the teacher makes it understood that “we’re allowed to break rules for special people.”

Ely does a good job illustrating how a child with autism in a mainstream classroom might act and appear to regular students through the text she uses in her book Looking After Louis. Although it is never mentioned that Louis has autism until the back page of the book, it is something the class seems to know and accept without explanation. The situations throughout the story create an atmosphere of tolerance as not only the teacher, but the students as well, encourage Louis to participate in activities inside and outside of the classroom. The overall acceptance of autism in mainstream classrooms portrayed in this book is a great example for teachers and students everywhere and this text should be incorporated into early elementary classrooms.

Autism Books as a Set

Reflecting on the three books I chose, I think they bring up different issues and situations of children with autism. I found it interesting, however, Looking after Louis and Andy and His Yellow Frisbee had notes about autism in the back of the book, and Ian's Walk: A Story about Autism had a reference note at the very beginning of the book. The notes in the back for Looking after Louis mentioned mainstreaming children with disabilities into the classroom, and Andy and His Yellow Frisbee discussed the symptoms of autism and Ian's Walk discussed the the importance that families play (particularly siblings) and the challenges that family members face. Both Looking after Louis and Ian's Walk had professionals write about the note on autism, whereas in Andy and His Yellow Frisbee it was written by the author.

While searching for books on autism, it was difficult to find many picture books on this topic. There were several novels written for adolescents, yet when looking for picture books at the library, there wasn't much of a selection. I understand that this is a difficult topic to discuss and explain, yet with these three books together, I feel it will help students grasp the understanding better and get an accurate representation of autism. Even though Looking after Louis isn't as highly recommended by me as the other two, it still can add to the classroom library and help children understand about acceptance. The teacher will just have to be careful as to how they use and read that book.

I also noticed that within all three books, the person who was autistic was a boy and drawn as if they were "normal." It's good that they were all drawn similar to other children because they don't have physical characteristics that make them autistic. It's also interesting that these characters were all boys, yet it could be because autism is found more with boys than girls.

Overall, I would recommend this text set because it brings up various topics and from different perspectives of people. Although not included in the text set, I also highly recommend the book, Souls: Beneath and Beyond Autism by, Sharon Rosenbloom. It gives a beautiful and powerful insight into the lives of those who are related or have interacted with children with autism. It's mainly from a parent's perspective, yet adds to having another view point on the topic, in which other adults and parents can relate to.

Here's the website to view Dolly Gray Awards given to different books about children's literature in developmental disabilities:

http://www.dddcec.org/secondarypages/dollygray/Dolly_Gray_Children

Book Review on "Andy and His Yellow Frisbee"

Thompson, Mary. Andy and His Yellow Frisbee. Bethesda: Woodbine House, 1996.

This book is about a boy with autism, Andy. A new girl at school, Sarah, is very interested in Andy and how he spins his yellow Frisbee "around and around and around" and seems to be in "his own world" (Thompson). When she tries to confront him, Andy's protective sister, Rosie, becomes worried that Andy will be upset with Sarah trying to interact with him. It turns out that Sarah brings her own Frisbee to let Andy spin. Although he doesn't spin it, Rosie is surprised that he allowed Sarah to be so close to him.

In this book, it was helpful that Thompson mentioned near the beginning of the book that Andy has autism. It allows children who read this book to see how some children with autism can act, and that some of these children repeat actions over and over again (such as spinning a Frisbee). What I appreciated about this book was that it gave an insight into Andy's world and why he may act to specific things and people. It also showed Andy having the capability of having different emotions. Although not all children with autism can express their feelings verbally, Andy can express them through actions, such as screaming when upset or uncomfortable.

Thompson was the author and illustrator for this book. The illustrations show that Andy doesn't look any different from other children, and it even says that in the story. The pictures do a good job of showing the emotions of others, as well as how Andy really does seem to be "in his own world" and not interacting with anyone. The story definitely focuses on Andy and how it shows he's autistic. There's an end note at the back of the book describing what autism is and some symptoms of it. It's also mentioned how Thompson has four children and one who has disabilities, yet it doesn't specify if her child is autistic. Overall, I would recommend this book for a classroom because it allows students to better understand what this disability is and how they may act within certain situations. It also allows the students to see how they can also try and interact with them by being very patient, like how Sarah was with Andy. Lastly, it allows students to see how a sibling may feel and what they may do when having a younger or older brother/sister who's autistic.

Book Review: Thumbs Up, Rico!

Testa, Maria. Illustrated by Diane Paterson. Thumbs Up, Rico!. Morton Grove, IL: Albert Whitman & Company, 1994.

Thumbs Up, Rico! is a children’s picture book for middle to upper elementary. The book contains 3 short stories with illustrations about a young boy named Rico. Through related stories, Rico tells about his relationships with friends and family, sports and hobbies he participates in, and experiences at school.

This would be a great book to use in the classroom as a base for helping students understand that disability does not prevent you from participating in the community. In the first story, Rico does mention that he has Down Syndrome, but goes on to talk about his participation in a basketball team for special needs kids. He also describes a growing friendship with another child, Caesar, who was, at first, not open to Rico’s warm and inviting attitude. Rico’s disability is mentioned, but is not the main purpose or conflict of the story. I felt that this gave a very realistic view of Rico’s life. The style was accommodating to those who do know a little about Down Syndrome and also to those who might have some questions.

I also really liked this book because it was told directly from the eyes of a character who goes through the experience of growing up with Down Syndrome. I have found that many books focusing around characters with disabilities are told from the eyes of a brother, sister, or friend. They are not often told in the first person, which might give greater insight into the thoughts and feelings of someone who experiences life with Down’s.

Claiming Disability

Linton, Simi. Claiming Disability: Knowledge and Identity. New York: New York University, 1998.

Claiming Disability isn't a book about reading diverse literature, per se, but it has helped me think about implications of the language we use to talk about disability and how and when characters with disabilities are portrayed in texts.

One of my favorite quotes appears early in the text:

Disability studies takes for its subject matter not simply the variations that exist in human behavior, appearance, functioning, sensory acuity, and cognitive processing but, more crucially, the meaning we make of those variations. The field explores the critical divisions our society makes in creating the normal versus the pathological, the insider versus the outsider, or the competent citizen versus the ward of the state. (2)

I'm curious about people's responses to this quote: What does this have to do with reading diverse children's literature? Or whether and how we think of "disability" as a category of "diverse literature"? What types of questions would we ask about texts and our reading of texts if we read through a "disability studies" framework?