Using Neuro-Affirming Picturebooks in Early Childhood Classrooms
DOI:
https://doi.org/10.56887/galiteracy.209Keywords:
neuro-affirming picturebooks, neurodiversity, early childhood education, inclusive literacy instruction, disability representation, diverse literatureAbstract
This article examines the importance of using neuro-affirming picturebooks in early childhood classrooms to promote awareness, empathy, advocacy, and inclusion related to neurodiversity. Drawing on scholarship on diverse children’s literature and disability representation, the article discusses how these books can support children with neurodiverse learning needs while also helping neurotypical children develop more empathetic, strengths-based perspectives. To illustrate practical classroom application, the article presents a hypothetical four-day instructional unit focused on dyslexia for a second-grade classroom. The article concludes with considerations for selecting neuro-affirming picturebooks that reflect diverse identities and align with strengths-based and social models of disability.
