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       Hudson, C., Lindsey, G. (Illus.), (2006). Dan and Diesel. Random House Children's Books. Dan and Diesel is the story of Dan and his dog, and best friend Diesel. Dan and Diesel are inseparable and when they are together they can do anything! We learn that Diesel can ride trains, planes, and underground tunnels. He is allowed to go everywhere Dan goes. It becomes apparent throughout the book that Dan is blind. It is never directly stated but when Diesel goes missing, Dan is lost without him. It is so sad watching Dan's world that was once filled with so much wonder is not so dark and lonely. Even the pictures get darker. In the conclusion of the book though, Dan and his trusty dog Diesel are reunited again!

       I really enjoyed this book because it focuses most of the attention of the loving relationship between Dan and Diesel. It is a fun read, accompanied by great pictures. Readers fall in love with Diesel just as much as Dan is. When Diesel goes missing, we feel sad along with Dan. It is a captivating book. I really loved how the fact that Dan is blind is never mentioned, it is something that requires reading between the lines and beyond the text. The pictures are also beautifully drawn and accompany the text in an extremely strong way. The book is also offered in Spanish!

       In the classroom: I would definitely have this book in my classroom because of its fun loving nature. It is just such a fun read and I really enjoyed it. Students can learn about the use of guide dogs, and how they are different from regular dogs. They can also see how even though Dan is blind, he is still able to do many things that normal kids do. I also liked how discovering Dan is blind took reading in between the lines and inferring. It is a good way to teach kids that there are more to stories then what is just written. Fiction. AE. 

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       Robb, D., Gail P. (Illus.), (2004). The Alphabet War: A Story About Dyslexia. Illinois: Albert Whitman & Company. The Alphabet War is Adam's story and his struggles with learning due to his dyslexia. He loves stories, but his inability to make sense of words on a page discourages him from ever learning. He describes his difficulty as being tormented with vowels by an evil king. Adam is undiagnosed until the third grade, and from that moment on things begin to look up. It is difficult to undo all of the pain that Adam has suffered in the past due to his disability, but with a teacher that cares and strategies to work on, reading becomes possible.

       I really enjoyed this book because of the positive message it sends. It does not try to sugar coat the seriousness of dyslexia, but presents the material in a respectful and accurate way. What I loved most about this book is that it discusses the importance of rebuilding Adam's confidence. I work in a school where many students have been broken by past school experiences. They have been forced to feel that they are inadequate because of a learning disability, and that they can not learn. I believe it is so very important to build up a students confidence in order to foster a love of learning.

       In the classroom: This is a book I would definitely have on my classroom bookshelf. Not only does it send a great message to students, but it also has many teaching points. The most evident teaching point throughout the book is the use of similes. The author uses many similes to compare dyslexia to relatable things so that students who do not have this disability can understand what it's like. Fiction. AE.

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       Wise, B., Adam G. (Illus.), (2012). Silent Stars: The Story of Deaf Major Leaguer William Hoy. New York: Lee & Low Books Inc. Silent Star is the story of William Hoy, his love of baseball, and his journey of overcoming his disability in order to play the game. William lost his hearing at the age of three due falling ill with meningitis. He had always dreamed of being a major league baseball player, but his dreams seemed impossible now that he had lost his hearing. Regardless of his disability, William didn't give up his passion. He continued to play baseball behind the shoemaker's shop where he worked. As luck would have it, he was discovered by an amateur team coach. William's talent in baseball spoke for itself and he proved that he could still make his dream come true. William became one of the first deaf major league baseball players in history even though most people thought he would fail!

       I loved this book because of the positive message it sends. I think kids these days need encouragement to reach their dreams and to be strong regardless of obstacles that stand in the way. I also really liked that it is a non-fiction book, and a biography about a historical character. I am usually not partial to biography's, but I found this one captivating – from the text on the page to the beautiful illustrations - I was engaged the entire time. I also enjoyed the statistics and facts that are added in the book, incase students are interested in learning further about William and his accomplishments.

       In the classroom: This is one book I would definitely include in my classroom. Not only is it a great Lee and Low book, making it a valuable multicultural read, but it also has many positive messages to relay to children. Students can take the time to reflect on their dreams, and how they might one day make them possible. Non-Fiction. AE.

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       Lakin, P., Robert. S. (Illus.), (1994). Dad and Me In the Morning. Illinois: Albert Whitman & Company. Jacob is awoken early one morning by his special flashing alarm clock, he puts in his hearing aides and hurries out of bed to wake his father. Together, the two of them enjoying the quiet of the morning, walk down to the beach together. Jacob and his father have a lot of special ways of talking to each other. They sign, and read lips, or they understand one another by just squeezing each others hands. The two of them enjoy the peacefulness of the morning, watching the sunrise together.

       I enjoyed this book because of its calming nature. You can't help but feel relaxed while reading the text and looking at the illustrations. I also loved that you could really tell that the father and son had a strong, loving relationship. It was revealed through so many little instances that they had an unbreakable bond. What I liked most about this text is that Jacob's disability is only touched upon. It is not made into the center of the story. When you finish this book, you walk away with a delightful story of a father and son enjoying a sunrise with one another. It is not a story that focus's on Jacobs deafness.

       In the classroom: While I enjoyed this book, it was a lovely read and the illustrations were beautiful, I'm not sure I would use it within the classroom. There weren't any strong teaching points that I felt had to be identified throughout the book. It could be used as a book just for the sake of reading though because it does have a lot of beautiful imagery that is worth seeing. Fiction. AE. 

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       Seeger, P., Jacobs, P., Gregory C., (2006). The Deaf Musicians. New York: The Penguin Group. The Deaf Musicians is a story about Lee the piano man who played his piano “snazzy style” in a jazz club. Unfortunately, Lee lost his hearing and his bandleader was forced to let him go when he started playing out of tune. Instead of being discouraged by his new disability, Lee took the opportunity to attend a school for the deaf and possibly learn something new. At his new school, he meets Max who also used to be a musician. Lee and Max would play the notes of their instruments on the subway through the use of sign language. Eventually they recruited two additional members to their “Deaf Musicians” band and they would perform to onlookers on the subways. Lee thought he would never be able to perform music again, but he was wrong! Everyone wanted to hear from the Deaf Musicians.

       I liked this book because like so many other books that portray characters with disabilities, it delivers a positive and important message – to never give up on your dreams no matter what obstacles arise. I was so fascinated by the fact that these musicians were all deaf, but could hear the music in their minds through the use of sign language. It really serves to prove that anything is possible. I think all students could identify with this book, deaf or not. It may give a student the courage to try something new that they didn't think they could excel at.

       In the classroom: Besides being a fun book to read, The Deaf Musicians has several teaching points. Teachers can use the language in the book to teach sound words: “plink-a-plink-BOMP-plink-plink Yimba-timba-TANG-zang-zang.” Students can use the book as an example text to write their own sound words to describe something. Students can also do further research into deaf musicians. There are so many people out there who are moved by the power of music, that regardless of their loss of hearing they are able to hear the music. I also think this book can be used to enforce the message of never giving up. Even though his bandleader told him that no one would listen to a deaf musician, Lee never gave up hope! That is such an important lesson for students to learn and hold onto. Fiction. AE.

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       Liao, J., (2006). The Sound of Colors: A Journey of the Imagination. New York: Time Warner Book Group. The Sound of Colors: A Journey of the Imagination is the story of a girl who has lost her sight and her journey to finding what she lost.The story follows the unnamed character down onto the subway platform where she wonders where she would go if all the subway tracks in the world were joined together. Throughout the story our character imagines what the world is like when she exits at each stop. She imagines elephants, and a forest covered in golden leaves. She imagines picking apples that smell sweet and red. Again the train picks her up and she imagines stepping out into an ocean, and wonders what would happen if she stepped off the last stair, but nothing was there. She hopes the air would teach her how to fly the way it teaches birds. The story continues in this way until towards the end when the character hears a butterfly flapping its wings and she follows it through the city, “because I think she can show me where I could find a juicy red apple or a single golden leaf. She'll take me to the friend I need to find. She'll lead me to the place where all the colors are. She'll bring me back to the light that I lost, still glowing here, in my heart.”

       I loved this book so much. It may even be my favorite that I have reviewed so far. I enjoyed the idea of the subway taking her anywhere she wants to go, and her imagination fueling the journey. The illustrations that accompany the text are beautiful and filled with color – something our character is unable to see. I also loved how the character is in the search of something she lost, but she knows the colors are still in her heart. The message throughout the book of never giving up is extremely strong, as we witness the character making the most of her disability.

       In the classroom: I think children across many grade levels would enjoy this book because of its vivid illustrations and use of imagination. Students can take this book and do writing pieces to try and describe things as if they didn't have their sight. They can also use the book as a starting point to writing their own imaginative story about the places they would go if they could go anywhere. Pages can be copied from the book without text and students can use the pictures to write their own text describing it. There is a lot that can be done with this book and it can be used and adapted in lower and upper elementary classrooms. Fiction. AE.

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       Willis, J., Tony, R. (Illus.), (1999). Susan Laughs. New York: Henry Hold and Company. Susan Laughs is a story, told through poem, about all of the things Susan can do. “Susan laughs, she sings, she rides, she swings. She gets angry, she gets sad, she is good, she is bad.” While reading the book, readers have no insight that Susan is any different than the average child. On the final page of the book it is revealed that Susan, unlike most children, requires the use of a wheelchair. The moral of this story upon conclusion is that Susan, regardless of her disability, is just like any other child. The final page of the book reads: “That is Susan through and through – just like me, just like you.”

       I liked this book because although it is simple, it has a strong and important message. The message is what makes the book worth reading. It is a fun read with poetic rhyme scheme accompanied by great pictures. I especially liked the illustrations because you can see the emotions that match the text on Susan's face throughout the pages. What I loved most is that Susan is a little girl that most kids can relate to. Her actions and her reactions, her thoughts and emotions, are all similar to things every child experiences.

       In the classroom: Susan Laughs would be a great book to use with younger children to reinforce the idea that disabilities don't define a person. You can find great similarities within a person who may outwardly appear different. This book can also be used to introduce poems to early elementary grades. The language is simple and their aren't too many words on the pages. The rhyme scheme is clear and easy to hear throughout the book, therefore this would be a good introductory text to a study on poems. Fiction. AE.

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       Moore, G., Karin, L. (Illus.), (2010). Catherine's Story. London: Frances Lincoln Children's Books. “This is a story about a very special girl, Catherine – and it's a very special book too. It's warm and sensitive about a child with disabilities, but gently subversive too. It's a delightful positive happy story, beautifully produced and illustrated. It belongs on every nursery and infant school bookshelf.” That is the beautifully written Foreward of this book that introduces us to Catherine's Story. The book is told through a conversation between Catherine's father and her cousin, Frances. Catherine's father describes that Catherine's clap is special because they're tiny, little claps that are so quiet no one has ever heard them. He says her walk is special because she wears special walking boots, that no other kids can walk in. Her lack of speech is special, because she listens really really hard instead. Most importantly, Catherine makes her father feel special because he can call her his littler girl.

       The story is loosely based on the authors experience with her own niece. Although the character Catherine's disability is not specified throughout the book, we learn in an authors note at the conclusion of the book that the story is based on a child who suffered from a form of epilepsy. I liked this book specifically because Catherine's disability is unknown. All we know is that she is different, but she is special in her own way. Catherine's Story promotes acceptance of others regardless of difference. I also loved the unconditional love that we see from her father, and the bond that the two share with one another. It is an unspoken bond but as readers we can tell that it is strong. Another thing that I enjoyed were the pictures throughout the book. The illustrations themselves are beautifully done, but the representation of Catherine was what I most enjoyed. She was depicted as a happy and loving girl, and her disability was represented in a sensitive manner.

       In the classroom: Just like the foreward said, Catherine's Story is a book that should find its place on all nursery book shelves. It is a great story for younger children to be exposed to to shed light on children with disabilities. It is a positive book that focus’s more on how Catherine is special rather than different. The book can be used in early grades to foster acceptance and tolerance. Fiction. AE. 

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       MacKinnon, C., (1993). Silent Observer. Washington, DC: Kendall Green Publications. Silent Observer is set in nova Scotia in 1889 and is the memoir of Christy MacKinnon. Due to a sever bout of whopping cough, Christie lost her hearing at the age of two. Since then she had to learn how to navigate through life without hearing. The story is told in her own words, and illustrated by herself with the use of beautiful watercolor pictures. We are given insight to the struggles and joys of Christy's life with her disability, and how she adapts to life after the loss of hearing. When Christy is of age she is sent to the Halifax school for the deaf, where she truly finds her place and love of learning. Throughout the book we are given a historical representation of life during the 1800's and are also introduced to several iconic people in history such as Alexander Graham Bell and Hellen Keller.

       I really enjoyed this book because although it is a picture book it is aimed at an older audience. The book is lengthy accompanied by wonderful watercolored illustrations. I really enjoyed the historical significance of the book, as well as the story behind Christy's life. My favorite part of Christy's memoir was learning that despite her disability, she was still eager to learn and had a thirst for knowledge. She wasn't going to let her deafness stand in the way of learning anything and everything.

       In the classroom: There are so many things that this book could be used for in the classroom. I would definitely use it as a read-aloud and split the reading into two, or even three, days because of its length. It can be used to teach about the different way of life in the 1800's. Comparisons can easily be drawn from the text or the pictures about life now and life back then. The book can also be used to introduce Alexander Graham Bell or Hellen Keller and their impact on Christy's life. Because it is a memoir, students can also do research to dive deeper into Christy MacKinnon's life growing up in Nova Scotia. Many interdisciplinary teaching points can be derived from this book across multiple subjects. Non-Fiction. AE. 

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       Watson, E., (1996). Talking to Angels. Florida: Harcourt Brace & Company. “Christa sees the world in a different way than most people. She can't explain how, and many don't try to understand. But some do. One of them is her sister.” Talking to Angels is the story of Christa, and how she sees everything around her slightly different than anyone else. The story is told from the point of view of her sister. Her sister tells readers all of the things Christa enjoys, and some things that she does not. Through the narration we learn that sometimes Christa talks to angles. Her sister doesn't know what Christa is saying, because Christa communicates in her own way, but it sounds important. On the second to last page of the book it is revealed that Christa is autistic, but more importantly than that, she is her sisters best friend.

       I liked this book because of its simplicity. It introduces the the concept of acceptance without even mentioning that Christa had a disability until the conclusion of the book. Although the book is limited with words readers can still sense a strong loving connection between the narrator and her sister, and best friend, Christa. The pictures are a multimedia and non conventional. They look a little different than normal pictures you would see in a children's book. I found this to be fitting for the story because Christa herself was different. The message that I liked best in this story was a message of unconditional love and acceptance.

       In the classroom:Talking to Angels can be used in earlier elementary classrooms to educate about accepting differences in people. Students can be encouraged to draw scenes from the book similar to the pictures. They can do a re-tell of the story in their own words using the pictures and emphasizing on the important parts. Fiction. AE.

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       Niner, H., Greg, S. (Illus.), (2004). Mr. Worry: A Story About OCD. Illinois: Albert Whitman & Company. Eight year old Kevin has a routine every night; he checks his closet to make sure nothing is there, he looks under his bed over and over to make sure there is no light, he straightens his books, lines up his cars, and pushes his chair in repeatedly. Just before he falls asleep he asks his mother a series of questions. Kevin worries both at home and at school, and once his “mind gets sweaty” he has a difficult time calming himself down. Kevin has Obsessive Compulsive Disorder – OCD. With support from his parents and the right help, Kevin is relieved to learn that he is not alone and that he can manage his OCD. The book portrays and accurate description of childhood OCD and provides a comforting message of hope for the child and their families.

       I liked this book because of its positive portrayal of a child with a disability/disorder. It wasn't a depressing story of a boy with a condition, but a story of hard work and hope. I think this book would be good for children and their parents who may be dealing with similar circumstances. The writing itself is silly and light hearted. Niner uses appropriate vocabulary and lightens the mood with humor when she saw fit. My favorite thing about this book was the use of analogies to describe what OCD is. The analogies put the disorder into kid-friendly terms that made it easier to understand. Another thing I enjoyed was the “note to parents and teachers” that is included in the beginning of the book. I think it is important for adults who may not be educated on the disorder to read that before beginning the book so that they have a fuller understanding. My least favorite thing about this book was the sensitive topic of medication. That is a very touchy topic and people have very different opinions on when a child should and should not be medicated. I would have preferred the book focus mainly on the behavior therapy aspect rather than adding in the medication aspect. On the other hand though, that is a reality of having OCD, so Niner may have felt that it was necessary to include to be honest to her readers.

      In the classroom: I would definitely consider using this book in my classroom for many different reasons. For one, it teaches students the important of accepting differences. Sometimes people will do things that may not make sense to everyone around them, but sometimes they can't help it. There are also a lot of good teaching points that are included in this book. It can be used for teaching analogies, as well as emotion words. Another possible teaching point that could be taken advantage of is point of view writing. Students can write from the point of view of Kevin at different points throughout the book, or from the point of view of Kevin's parents. Students can also write a continuation of the story. They can tell the story of Kevin's future and what happened after his therapy. I think it is a book that should be used with an older group of students – such as 3rd or even 4th grade because of the nature of the material, but I believe it could be useful in multiple ways. It can even be used in older grades and used as a supplement text with the book Kissing Doorknobs. Fiction. AE. 

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       Hesser, T., (1998)., Kissing Doorknobs. New York: Bentam Doubleday Dell Books for Young Readers. Kissing Doorknobs is the story of a young girl whose whole life changed the moment she heard someone utter the phrase “step on a crack, break your mothers back.” Tara had always worried more than the average child but the moment she heard that, everything changed. That was the moment her journey with OCD began. She began counting – cracks on the sidewalk to be specific – and praying anytime she felt uneasy. She would pray for herself, her family, her friends or even strangers. She didn't know why she did the things she did, all she knew is that she had to in order to feel better. Throughout the story her behavior only worsened to the point where one of her rituals included touching her doorknob with all ten fingers, with exact same pressure on each finger, and then kissing her fingers. She was kissing doorknobs. Countless therapists misdiagnosed Tara with anger problems, eating disorders, low self esteem. No one knew what was wrong with Tara until one day she met someone who was like her, and experienced similar compulsions.

       Hesser's writing is raw and honest, and tells the heartbreaking tale of the struggles of childhood OCD. The story is loosely based on compulsions she herself experienced growing up. I really enjoyed this book because it did not try to glorify the circumstances or sugar coat anything. It was a emotional book that made me as the reader truly feel for the character. I felt sad and confused with Tara, frustrated with her parents, and helpless along with her friends. The writing is blunt at times and more sensitive when it needs to be. The “About the Author” and Afterward section of the book allow us to get insight to the authors struggle with OCD as well as a detailed representation of the disorder itself. I especially liked how regardless of the immense struggle that Tara went through, there was still hope in the ending. She was receiving help through behavior therapy, and getting better with time.

       In the classroom: While I enjoyed this book greatly, I'm not totally convinced that it has an appropriate place in the classroom. It paints an accurate picture of OCD, and if doing a study on disorders and OCD then it may be beneficial. The language is higher level, and there are moments where inappropriate language and content are used. If I were to use it as in the classroom, I would as a read-aloud, omitting parts that I found to be unnecessary. It may be well suited for an older grade, possibly eighth, for an independent read. I personally would not use this book in a class because I believe there are other books that offer better teaching points. Fiction. AE.  

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       Cottin, M., Rosana, F., (Illus.), 2008. The Black Book of Colors. Groundwood Books. The Black Book of Colors is a beautiful book describing colors through all of the senses other then sight. It allows readers to acquire insight on how someone who is blind experiences color. The language is simple yet descriptive and we begin to imagine what a color tastes like, what it feels like, even what it might smell like. My absolute favorite part of this book is the pictures. The whole book is made up of flat black pages, and the pictures are etched in with a glossy black print. When you move the pages, the pictures shimmer and stand out and it really adds to the effect of the book.

In the classroom: This book great to teach the disability of blindness, and what it is like to experiences things such as color when you cannot see.  Not only can it be used for that, but it can also be used to teach the 5 senses. When one sense is impaired, the other 4 are heightened and this book really emphasizes that fact. It is also offered in Spanish and English as well as Braille, so everyone can experience the beauty of this book. Fiction. AE.

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       Codell, E., (2003). Sahara Special. New York: Hyperion Books for Children. Sahara Special is the story of a girl who is in the special needs program, and required “Individualized Attention.” Her whole world is changed when her mother requests she be taken out of this program, and she repeats the fifth grade. In one year she grows more than she ever has physically, emotionally, and academically. She learns new things about herself, her classmates and life itself. I loved this book because its focus was on not just a girl with a learning disability, but instead her journey beyond her disability, as well as her success.

       The book is an easy and enjoyable read and the writing is beautifully descriptive. My favorite aspect of this book is the emphasis on a teachers affect on a student’s life. All it took was one teacher to change Sahara’s life, and to make her want to do well. It was a teacher who cared, a teacher who wanted her to find success within herself that changed Sahara’s attitude. In the beginning of the book, Sahara describes how she feels being part of the special needs program: “People from my class would hiss, “HI, Sahara Special, as they passed to go to the washroom, and don’t think they meant special like a princess or a movie star or something sparkly like that. I pretended like I didn’t hear, but oh yes, I heard, and you don’t just hear meanness with your ears. My cheeks heard it and turned red, my eyes heard it and stared at the wall, at my lap, at my shoes. My fingernails heard it, and hid away in my teeth. I heard it all the way through my clothes and skin and blood and all the way to my bones, where it rattled in the hollow of me.” She describes this feeling to us just before we find out that she is going to be removed from the program. The change that we see in Sahara from beginning to end is amazing, because she is truly a character you will be rooting for throughout the story.

       In the classroom: This is definitely a book that students in middle school could read by themselves. It is a chapter book, but the language and content is something students of that age could easily digest. I believe it would be valuable for students to read this story because it teaches that even the most unexpected of people can accomplish great things. It shows the importance of setting goals, and surrounding yourself with people who will support you in reaching those goals.  Fiction. AE.

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       Millman, I., (2000) Moses Goes to School. New York: Frances Foster Books. Moses Goes to School is part of a three book series about Moses, a boy who goes to a special public school for the deaf. All of Moses’ classmates are also deaf, and we follow them throughout their school day. In the story readers get a glimpse into the life of students who attend an all-deaf school.

       I absolutely love this book for many reasons.  The first reason is because of the Authors Note. In this note we learn a bit about the similarities and differences between children who can hear, and those who cannot. We also have a symbols key that will help us follow along with the sign language that happens throughout the book. That brings me to the second reason I love this book, the sign language. On almost every page, there are pictures of Moses showing readers how to say something in sign language. In the middle of the book readers can also learn how to sign the song “Take Me Out to the Ball Game.”

       I think this is a great book because it shines a positive and happy light on a disability. Everyone in this special school is so very happy to be there, and they all love school. I think that seeing students who are deaf communicating with one another, as well as other people is a very important thing for kids to see. Just because someone is different or has a disability does not mean that they cannot communicate. This book may even inspire someone to learn sign language!

In the classroom: This book can be used in the classroom to introduce the topic of deafness, and how it affects a child’s life. It can also be used to discuss similarities and differences between various types of schools. Before reading this text, I would go through some basic signs that we will see throughout the text and have the kids participate in singing at different points of the book. After the read aloud you could also teach the “Take Me Out to the Ball Game” song. This will not only get students engaged in the book, but will also allow them to see the communication lifestyle of a hearing impaired student. Fiction. AE. 

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       Lester, H., Lynn. M., (1999). Hooway for Wodney Wat. Boston, Mass: Houghton Mifflin. Hooway for Wodney Wat is a story of a little rat named Rodney who has a speech impediment and cannot pronounce his R’s. He gets teased relentlessly for it in school, until one day Camilla Capybara comes to class. Camilla is a bully who thinks she is better than all the other kids, but eventually she faces her match, Rodney. During a game of Simon Says, Camilla cannot understand the directions. When Rodney say’s “Wodney says wake the leaves” the other kids know to rake the leaves, but Camilla tries to wake them up! When he say’s “Wodney says to go west” everyone knows he wants them to rest, but Camilla thinks she should head west! So she goes west, thinking she is so smart for knowing her directions, and that’s the last anyone sees of the bully Camilla Capybara.

       I am torn between liking and disliking this book. I like it because its characters are animals, so there is no racial bias involved, and anyone can read the book and enjoy it. I also like it because it tells the tale of an underdog, rising up and becoming a hero in the book and getting rid of a bully. I do not like it because nothing was every done to help Rodney from getting bullied. The message it sends is that it is okay to be mean to people who are mean to you. Camilla was mean to the class, but when she was misunderstanding Rodney’s directions, no one helped her. There is really no great message delivered to readers, and I’m not sure that this book would be one with a story worth telling – other than it being silly. In all, Hooway for Wodney Wat was not my favorite wead (read).

       In the classroom: I probably wouldn’t use this book in my classroom because I do not think there is a valuable lesson to be taught. It might be used to teach to the point that you shouldn’t tease others, and even students who are different can accomplish big things, but that might be a stretch for younger readers to comprehend. I think there are better books out there that represent students with speech impediments. Fiction. AE.

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       Ely, L., Polly, D. (Illus.)., (2004). Looking After Louis. Albert Whiteman & Company. Looking After Louis is the story of a new boy at school who is not quite the same as his classmates.  The story is told from the point of view of a young girl in Louis’ class. She goes through the very stereotypical autistic behaviors that she witnesses in Louis throughout the day. Towards the end of the story we see Louis making a connection with some boys in class through playing soccer. This is the first time we see him interacting with other students, and somewhat communicating.

       This is not one of my favorite books that depict a disability for several reasons. First, it is never identified that Louis has autism. They only way that we are aware of this, is in the letter to parent and teachers that follows the story. The next reason is that in several instances it seems as though the students are mocking Louis and his actions, and the teacher doesn’t do much to change this behavior. Finally, what I disliked the most is the fact that this book doesn’t do much justice to the topic of inclusion. Louis is an autistic student in an Inclusion classroom. Inclusion is supposed to support the student and make him a part of class just like every other student. In Looking After Louis, Louis is separated throughout much of the book, and given separate treatment. This might send the wrong message to young students who are exposed to this book.

       In the classroom: I wouldn’t necessarily choose this book to use within my classroom, but if I had I would read it to the class in order to guide discussions. I would also use it to teach how students with disabilities don’t need to be segregated within the class, and that they should be whole-heartedly accepted. Fiction. AE.