Disability Awareness books

General Resources

• Backhouse, M 1998, Coma Boy and superwoman: two kids with brain injuries beat the odds - their true stories, Montrose Society, Corinda, Qld.
  Both these accounts of dealing with acquired brain damage would be useful adjuncts to 'Just like me, just like you (kit)' disability awareness kit from Queensland Department of Families, Youth and Community Care, which touches the topic but does not explore it as fully. Here the effects of Acquired Brain Damage are described by siblings of victims, thus giving their perspectives on the impact of such injuries on themselves and the family as well as on the victim. In 'Coma Boy', Michael's brother, Chris, a star schoolboy athlete is suddenly felled by a stroke which leaves him paralysed and brain damaged. After four months in hospital, he has to learn to eat, walk, read, throw and ride again. When, eventually, he returns to school, the attitudes of some of his peers are unhelpful. The final outcome for Chris is that, while life will not turn out as first promised, he is still capable of participating in athletics for the disabled. In the second story, Andrea earns the unfortunate nickname because she flies through the air when hit by a car. Her younger brother Mark tells her story. Andrea has learning difficulties, her behaviour can be erratic and she has difficulty using her right arm and leg but in many ways, she is just like other teenagers. Mark recounts the adjustments that everyone has to make in dealing with Andrea's disability. Notes for parents and teachers outline symptoms and also pose questions as discussion starters based on the two stories. Expressive black-and-white cartoons are used liberally to break up the simple direct text set in large typeface.
  C 362.1 BAC 1998 (Level: MP-LS)
• Geier, R; Geier, S and Smith, B 1998, No body's perfect, everybody's special! [video recording], Attainment, Verona, Wis.
  1 cassette (21 min.): sd., col. with b&w sequences + teacher's manual.
  This package, comprising a 54-page manual and a 21minute video, presents a video program, which teachers can use with primary level students to develop positive attitudes towards children who have physical disabilities such as deafness, blindness, and loss of limbs. Through interviews and video footage of daily life, three children demonstrate and discuss how they live normal lives with their impairments. Three short segments each focus on one of the above disabilities. The manual provides lesson plans and activities that accompany each video segment.
  C 362.4 NO 1998 (Level: LP-UP)
• Hoopmann, Kathy 2009, All dogs have ADHD, Jessica Kingsley, London.
  All Dogs Have ADHD takes an inspiring and affectionate look at Attention Deficit Hyperactivity Disorder (ADHD), using images and ideas from the canine world to explore a variety of traits that will be instantly recognisable to those who are familiar with ADHD. Following the style of the award-winning All Cats Have Asperger Syndrome, charming colour photographs of dogs bring to life familiar ADHD characteristics such as being restless and excitable, getting easily distracted, and acting on impulse. This delightful book combines humour with understanding to reflect the difficulties and joys of raising a child with ADHD and celebrates what it means to be considered `different'. This absorbing and enjoyable book takes a refreshing approach to understanding ADHD.
  C 616.8589 HOO 2009
• Janover, C 1997, Zipper, the kid with ADHD, Woodbine House, Bethesda, Md.
  This 164-page soft-covered book presents the story of Zipper, an eleven-year old with attention deficit/hyperactivity disorder who is learning to overcome the effects of this disorder on his school and family life. After years of impulsiveness, lack of control, and getting into trouble, his condition is diagnosed and treatment enables him to succeed in reaching some of his goals.
  F JAN 1997 (Level: MP- UP)
• Konczai, D 1990, We all come in different packages: activities to increase disability awareness, Hawker Brownlow Education, Cheltenham, Vic.
  This small book of blackline masters, activity sheets is designed to help children develop an awareness and understanding of people with disabilities. Illustrated with simple cartoon-style drawings and diagrams, the book is divided into five sections: Introduction, Communicative Disabilities, Physical Disabilities, Learning Disabilities and Intellectual Disabilities. The sheets include bulletin board ideas, mini-posters, individual and group activity sheets, extension activities, discussion topics and resource lists. Although the layout of many of the worksheets is a bit crowded some useful ideas and information are presented. The suggested reading lists for children contain books from the United States published before 1980.
  C 305.9087 KON 1990 (Level: MP-LS)
• PACER Center 2001, Disability awareness: a guidebook for families and educators, PACER Center.
  This 157-page book provides basic information on each of the following disability categories: visual impairments, deaf/hard of hearing, physical disabilities, mental retardation, learning disabilities, speech impairments, autism, other health impairments, and multiple disabilities. In some chapters eg physical disabilities, various specific disabilities are covered. Each chapter has a resource section that lists books for children and adults, videos, and organisations. Some chapters also include Questions Children Ask about the particular disability, plus simulation activities.
  P 371.9 DIS 2001
• Queensland Department of Families, Youth and Community Care 1997, Just like me, just like you: disability awareness kit, Dept. of Families, Youth and Community Care, Brisbane.
  This comprehensive, well-organised and attractively presented kit is a valuable resource for all schools, given the State and Commonwealth legislation changes requiring inclusion in schools of children with disabilities. The kit focuses on raising awareness of the nature of a large range of disabilities and on promoting positive attitudes in school communities for the benefit of all concerned. It covers four groups of disabilities - physical; intellectual; blindness/vision impairment; deafness/hearing impairment. Each section considers the various disabilities within that group, looks at causes, symptoms, needs, strategies for coping and 'tips' for getting along with people with those disabilities. Lists of addresses of support associations, of professional reading and relevant children's literature are supplied in each instance. A substantial section of activities, including role plays and simulations, has five categories designed to encourage understanding, appreciation of difference and of self, identifying barriers and making changes. Charts included are of basic sign language; the Braille alphabet; fingerspelt alphabet; Australian numerals; how to guide a person who is blind. The kit concludes with brief case studies as the young people tell their own stories.
  P 305.908071 JUS 1997
• Reed, Jenny 2005, Things that go bump! in the day!, Co-ordinates, Brunswick, Vic.
  This is a story about a day in the life of Tom, a boy whose senses sometimes don't make sense. This book is written by occupational therapist Jennifer Reed and illustrated by Dawn Lewis for the 5-12 age group. The book can be used by parents, teachers, therapists and other professionals to discuss co-ordination difficulties in an entertaining and positive way. More importantly, the book shows that there are things that can be done.
  JF REE 2005 (Level: LP-UP)
• Springfield, Emily 2008, Freddy solves a problem, Business and Community Engagement Unit, School of Health and Rehabilitation Sciences, University of Queensland, St. Lucia.
  A fictional story about a dragon named Freddy who thought he was a failure because he couldn't tie up his shoelaces -- until he developed a plan. Also provides an informative overview of Cognitive Orientation to daily Occupational Performance (CO-OP), an approach used by occupational therapists to help children achieve their own personal goals.
  JF SPR 2008
• Veenendall, Jennifer 2008, Arnie and his school tools: simple sensory solutions that build success, Autism Asperger Publishing, Shawnee Mission, Kan.
  Arnie and His School Tools: Simple Sensory Solutions to Build Success is an illustrated children's book about an exuberant little boy who had difficulty paying attention in class and doing his school work until he was equipped with the tools to accommodate his sensory needs. Written from Arnie's point of view, the book uses simple language to describe some of the sensory tools and strategies he uses at school and home to help him achieve a more optimal level of alertness and performance. Arnie and His School Tools creates an environment that is accepting of students with sensory modulation difficulties, including many on the autism spectrum. Additional resources are provided at the end of the book, including definitions of sensory processing and sensory modulation disorder, suggested discussion questions, and lists of related books and websites.
  C 152.07 VEE 2008

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Autistic Spectrum Disorders

• Amenta, C 1992, Russell is extra special: a book about autism for children, Magination, New York.
  This unpaged children's picture book about an autistic boy and his family is designed to help children understand about autism. The booklet features the use of black-and-white family photographs and a text that gives an intimate and accurate portrayal of a family with an autistic child.
  C 616.89 AME 1992 (Level: LP-MP)
• Bishop, Beverly 2002, My friend with autism, Future Horizons, Arlington, Tex.
  This 30-page book which can be used for colouring-in emphasises the strengths of a child with autism, as well discussing the difficulties that children with autism encounter. The book includes a section for adults to assist them in using the book with children, plus a list of typical behaviours to help with identification. There is also a list of ten quick strategies for helping an autistic child, as well as a list of recommended reading.
  C 616.85882 BIS 2002
• Davies, J 1994, Children with autism a booklet for brothers and sisters, University of Nottingham, Nottingham.
  This 24-page soft-covered resource booklet is designed to help children aged 7 years and older who have a brother or sister with autism to understand their disability. The booklet explains what autism is, describes the difficulties these chidlren may have, suggests ways of explaining autism to others, and talks about feelings they may have.
  C 616.89 DAV 1994 (Level: LP-MP)
• Edwards, A 2001, Taking autism to school, JayJo, Valley Park, Miss.
  This picture book for children describes characteristics of students with autism and the challenges children with autism face. A quiz at the end of the book tests for understanding of the material. Ten tips for teachers are also included.
  C 618.928982 EDW 2001 (Level: MP-UP)
• Frender, Sam and Schiffmiller, Robin 2007, Brotherly feelings: me, my emotions, and my brother with Asperger’s syndrome, Jessica Kingsley, London.
  Brotherly Feelings explores the emotions that siblings of children with Asperger's Syndrome (AS) commonly experience. With illustrations throughout, this book will help siblings to understand that their emotional responses - whatever they are - are natural and OK. It is the ideal book for parents and professionals to use with siblings to discuss their emotional experiences, and will also help children with AS to form an understanding of the feelings of other family members.
  C 618.92858832 FRE 2007
• Gartenberg, ZM 1998, Mori's story: a book about a boy with autism, Lerner Publications Company, Minneapolis.
  This 40-page children's picture book presents the story of Mori, a nine-year-old American boy who has autism. This non-fiction story, told by Mori's brother, provides insights into life with a sibling who is autistic, the nature of autism, and how this family has found ways to cope.
  C 616.89 GAR 1998 (Level: P-LP)
• Goetze, Jutta 2000, Dolphins dance, Black Dog Books, Fitzroy, Vic.
  This multi-faceted book explores a boy's autism firstly from the viewpoint of his older sister, Ali as the narrator. She shows how the condition affects the whole family, not just Max. Her story vividly records life with Max, at home and at school. It is supplemented by chapters by each of their parents, Max's teacher and the author. The aim of the book is to increase understanding of the various manifestations of this 'life-long developmental disorder' and its victims difficulties with 'communication, socialisation and play behaviour.' Its positive and appealing approach also provides a model for students and teachers in coping with an autistic child at school. Photocopiable teachers' notes for follow-up activities are available from the publisher.
  F GOE 2000 (Level: MP-LS)
• Haddon, M 2004, The curious incident of the dog in the night-time, Random, London.
  Written from the point of view of a boy with Asperger's syndrome, this provides an invaluable insight into his thought processes, behaviours and strategies for coping. The mystery of a dead dog provides a plot that is well developed against unfolding exposé of family relationships. This is a compelling read for mature students and teachers but its authenticity may be disturbing for those with personal experience. The use of expletives increases as frustrations mount. Following the discovery of a dead dog in his neighbour's yard, Christopher takes on the role of detective explaining in his book how logic and a photographic memory facilitate investigation. He often illustrates his reasoning with complex mathematical problems and diagrams. Christopher writes with emotional detachment about how others respond to his behaviour and how his counsellor helps him to interpret human emotion. The writing of this story is part of his therapy but also integral to the storyline. Christopher's need for explicit instruction, his difficulty with comprehending metaphors, the confusion he experiences with too much external stimulus gives rise to some complicated scenarios, often heart wrenching but sometimes providing lighter moments.
  F HAD 2004 (Level: MS-TR)
• Hoopmann, K 2006, All cats have Asperger Syndrome, Jessica Kingsley, London.
  This touching and insightful book offers a description of Asperger Syndrome behaviours in the context of a creature for whom independence and aloofness is often a natural way of being. The humorous, visually engaging photographs and the uncomplicated text make it particularly relevant for young siblings of children with Asperger Syndrome and for the promotion of inclusivity in primary classrooms. Also an excellent educational resource for teachers and parents. The pictures tell more than the words alone in this book. Each carefully chosen photograph captures a cat or kitten in a pose that is reflective of a particular behaviour typically associated with Asperger Syndrome. Characteristic behaviours such as strong attachments to certain objects and heightened sensorial responsiveness are beautifully and sensitively portrayed. The photos are accompanied by a simple and clear sentence with additional captions sometimes included to explain the feline’s state of mind. The cat analogy used in this book will evoke a variety of responses from readers based on their own perspective and personal experience with Asperger Syndrome. Given the target audience of this book, it is necessarily simplistic and does make generalisations about the behaviour of children with Asperger Syndrome. It could also have been shorter without compromising its purpose. While some readers may feel ambivalent about the ‘cutesy’ feel of the book, the appealing cat images are more likely to invoke an empathic understanding from a wider audience.
  C 616.858832 HOO 2006 (Level: P-UP
• Hoopmann, K 2002, Lisa and the lacemaker: an Asperger adventure, Jessica Kingsley, London.
  This book tells a story involving Lisa, a girl with Asperger syndrome. When Lisa discovers a derelict hut in her friend Ben's backyard, she delights in exploring the remnants of an era long gone. When her Great Aunt Hannah moves into a nursing home nearby, she is surprised to learn that Aunt Hannah was a servant in those very rooms. Great Aunt Hannah draws Lisa into the art of lace making and through the criss-crossing of threads, Lisa is helped to understand her own Asperger syndrome. The book discusses the symptoms of Asperger syndrome, the trouble Lisa has relating to other people, and problems she faces at school.
  F HOO 2002
• Hoopmann, K 2001, Of mice and aliens: an Asperger adventure, Jessica Kingsley, London.
  This book for children features a main character with Asperger syndrome. It tells the story of Ben and Andy who discover an alien who has crash-landed in their backyard. Ben and Andy are faced with a problem; they want to help the alien, Zeke, repair his ship, but wonder why he asks for such strange things and if they can trust him. With Ben learning to cope with his newly diagnosed Asperger syndrome, and Zeke trying to cope with life on Earth, things are not always as they seem in this mystery tale. The book discusses symptoms of Asperger disorder, peer acceptance, and personal empowerment.
  F HOO 2001
• Katz, I & Ritvo, E 1993, Joey and Sam, Real Life Storybooks, Northridge, Calif.
  This unpaged children's picture book presents the story of a family with a child who is autistic. The story tells how hard it is sometimes if you have a younger brother who is different and also how proud you can be with the special things he can do.
  F KAT 1993 (Level: P-LP)
• Keating-Velasco, Joanna L 2008, In his shoes: a short journey through autism, Autism Asperger Publishing, Shawnee Mission, Kan.
  Through a fictionalized story of a year in the life of 13 year old Nick Hansen, young readers are exposed to some of the challenges faced by a teenager with autism. The emphasis is on how we are more similar than different and ways to accommodate the views of individuals with autism. Each chapter includes a discussion guide.
  C 918.9285882 KEA 2008 (Level: UP-LS)
• Levine, Caroline Anne 2007, Jay grows an alien, Autism Asperger Publishing, Shawnee Mission, Kan.
  Caroline Levine's short novel, Jay Grows an Alien, follows Jay, a young boy with Asperger Syndrome, at school and home. Over the course of the novel, as he deals with bullies, faces the difficulties of a sibling relationship, and befriends a cyborg from outer space, Jay begins to find his place and comes to understand that differences in him and others are unique and special. Intended for children ages 9 to 14 with Asperger Syndrome, as well as their neurotypical peers, Jay Grows an Alien helps anyone see that "there are many parts of Asperger's that are positive." As Jay's dad points out, "You wouldn't want to lose them." In addition to independent reading, the book can be used by teachers to promote understanding of differences.
  F LEV 2007 (Level: MP-LS)
• Lowell, Jamie and Tuchel, Tara 2005, My best friend Will, Autism Asperger Publishing, Shawnee Mission, Kan.
  My Best Friend Will is a story about a remarkable friendship between two extraordinary children - Jamie (a typically developing girl) and Willie (a boy with autism). Jamie Lowell has written this story about her best friend with guidance from Willie's teacher, Tara Tuchel. Through Jamie's eyes we enter Willie's world as it unfolds at school, home and play. We come to understand and appreciate Willie's many unique qualities and to accept that these are all a part of who he is. Jamie not only teaches us what it means to have a friend like Willie, but also what it means to be a friend and how to model this for other children. The book also includes a section Tips for Teachers as well as a list of recommended readings.
  C 616.85882 LOW 2005 (Level: P-UP)
• McCracken, Heather 2006, That's what's different about me!: helping children understand autism spectrum disorders, Autism Asperger Pub. Co, Shawnee Mission, Kan.
  This kit is a packaged puppet program designed for self-use by parents, teachers and other professionals. The program provides a step-by-step method for implementing the principles and practices of Friend 2 Friend puppet presentations at school, at home or in therapeutic settings. The puppet presentation is a comprehensive program designed to demystify children aged 3-10 about the characteristics of autism while introducing them to communication strategies that promote successful social interactions between typical peers and children on the autistic spectrum. The kit consists of a DVD which contains the puppet play, a program manual, and 5 copies of a story and colouring book.
  C 616.85882 MACC 2006 (Level: P-MP )
• Murrell, D 2004, Oliver Onion: the onion who learns to accept and be himself, Autism Asperger Pub. Co, Shawnee Mission, Kan.
  This touching and insightful book addresses some of the issues faced by all children, but especially those with autistic spectrum disorders. While the text is quite lengthy, it could be used to promote self-acceptance and inclusivity with students from Prep – Year 5. Oliver is not happy with his looks, his plain coloured skin and untidy tuft of hair are nowhere near as handsome as the other fruit and vegetables that surround him. Despite Peter Potato’s words of wisdom, ‘All the different shapes and colours are wonderful, including yours and mine’, Oliver wants to look different. Surely a new look would lead to a new life. After he wraps himself in a discarded orange peel, Oliver soon discovers that masquerading in someone else’s skin can be tight and uncomfortable. While not a literary masterpiece, the book’s valuable message is, ‘You don’t need somebody else’s ‘peel’ to have ‘appeal’’. Unfortunately, although the illustrations are warm and engaging, it is not always clear what they are actually depicting. The end pages include interesting written responses from children who’ve read the book.
  JF MUR 2004 (Level: P-MP)
• Simmons, K 1996, Little rainman: Autism through the eyes of a child, Future Horizons, Arlington, Tex.
  This 72-page book presents a story, written by the mother of a young boy with autism, which relates actual events of his life and features his own thoughts and feelings. The book is intended to help young people with autism, and others who care for them, better understand what autism is and assist in effective early intervention. The story, told through the eyes of the young boy, also includes visual illustrations to help those autistic people who are nonverbal be able to share in the story.
  C 618.92 SIM 1996 (Level: LP-UP)
• Welton, Jude 2005, Adam's alternative sports day: an Asperger story, Jessica Kingsley, London.
  Adam, a nine-year-old boy with Asperger's syndrome, competes at his school's "alternative sports day," which includes puzzles, riddles, and a treasure hunt instead of races. The book offers insights into how a child with Asperger syndrome copes with the ups and downs and everyday challenges of school.
  F WEL 2005

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Chronic Conditions

• Archer, E 2000, Athlete, Watts, New York.
  Ada, the successful athlete has learned to manage her asthma as part of her serious athletic training. In this excellent series directed at the general population, focus is on a person who happens to have a disability. The balance is tipped towards considering what the subject can do before discussing the symptoms and limitations involved. Strategies to offset the disability are also examined. Importantly, useful advice is given on how to approach people with disabilities. The subjects are shown, in high-quality colour photographs, going about their everyday lives. The simple text is extended with information bubbles delivered by a cartoon character.
  C 796.42 ARC 2000 (Level: P-UP)
• Buchner, L 2003, Amelia has asthma - and she can do anything!: read, draw, puzzles and much more, Smart Arts Multimedia, Melbourne.
  In this activity booklet readers are introduced to seven-year-old Amelia who suffers from asthma. The symptoms, nature, triggers, medication and emergency action plans for this medical condition are discussed. This series of student activity booklets introduces readers to a group of young school age children who have life changing medical conditions. In a narrative format interspersed with reading, writing and drawing activities readers learn about the symptoms, diagnosis, medical intervention, treatment and ongoing support needed for these children. Also contained in each booklet is a glossary of medical terms, information on first aid and ambulance intervention as well as phone numbers and web sites of supporting associations. Although the activities and simple line drawings indicate a lower primary audience some children may find the narrative format and content specific information challenging. A useful reference resource for teachers of children with these conditions. Also use to exemplify difference in people. Other topics include brain tumours, epilepsy and diabetes.
  C 618.92238 BUC 2003 (Level: LP-MP)
• Gosselin, K 1998, Taking asthma to school, JayJo, Valley Park, Miss.
  This picture book for children describes characteristics of students with asthma and the challenges children with asthma face. A quiz at the end of the book tests for understanding of the material. Ten tips for teachers are also included.
  C 616.238 GOS 1998 (Level: LP-MP)
• Gosselin, K 2001, Taking diabetes to school, JayJo, Valley Park, Miss.
  This picture book for children describes characteristics of students with diabetes and the challenges children with diabetes face. A quiz at the end of the book tests for understanding of the material. Ten tips for teachers are also included. ISBN: 1891383000 Classification:
  C 618.92462 GOS 2001 (Level: LP-MP)
• Henry, CS 2001, Taking cancer to school, JayJo, Valley Park, Miss.
  This picture book for children describes characteristics of students with cancer and the challenges children with cancer face. A quiz at the end of the book tests for understanding of the material. Ten tips for teachers are also included.
  C 618.92994 HEN 2001 (Level: LP-MP)
• Henry, CS 2000, Taking cystic fibrosis to school, JayJo, Plainview, N.Y.
  This picture book for children describes characteristics of students with cystic fibrosis and the challenges children with cystic fibrosis face. A quiz at the end of the book tests for understanding of the material. Five tips for teachers are also included.
  C 616.3 HEN 2000 (LEVEL: LP-MP)
• Juvenile Diabetes Foundation Australia 1995, Kids with diabetes, Notion Picture Co, Chatswood, NSW.
  1 videocassette (VHS) (20 min.) and 1 brochure.
  This package, consisting of a VHS colour videotape cassette and two copies of an information booklet, features children who have diabetes and their families and teachers as they each talk about life with diabetes from their perspective. Designed to increase awareness of what it is like to have diabetes, the 20 minute videotape cassette covers aspects such as the different types of diabetes, ongoing treatment, how to recognise warning signs for hypoglycaemia and how to deal with emergencies, the teacher's role in caring for students with diabetes, and the importance of exercise and correct diet. The booklets provide information on diabetes for parents, teachers, caregivers etc. Subtitle on container and booklet: Information for parents, carers, teachers, sports coaches, scoutleaders, babysitters. Three children (aged 6, 12 and 17 years), their parents and teachers explain what it's like to suffer from insulin dependent, juvenile diabetes and how to deal with emergencies as well as daily management.
  P 616.92462 KID 1995 (Level: LS-US)
• Krueger, T 2001, Taking Tourette Syndrome to school, JayJo, Valley Park, Miss.
  This picture book for children describes characteristics of students with Tourette syndrome and the challenges children with Tourette syndrome face. A quiz at the end of the book tests for understanding of the material. Ten tips for teachers are also included.
  C 618.9283 KRU 2001 (Level: LP-MP)
• Mason, K 1994, We interrupt this life: leukaemia through a child's eyes, Make a Wish Foundation, Melbourne.
  This 64-page non-fiction book relates the true life experiences of a young Australian teenager as she coped with leukaemia. Her story, as told by the teenager herself, expresses her thoughts and feelings as she battled with the diagnosis, the world of hospitals, needles, drug treatments and other changes the leukaemia brought to her life.
  P 362.1969941 MAS 1994
• Miller, DL 2002, Taking arthritis to school, JayJo, Valley Park, Miss.
  This picture book for children describes characteristics of students with arthritis and the challenges children with arthritis face. A quiz at the end of the book tests for understanding of the material. Ten tips for teachers are also included.
  C 618.92722 MIL 2002 (Level: LP-MP)
• Powell, J 2004, Aneil has a food allergy, (Like me like you), Evans, London.
  This sensitive and informative look at food allergy will help all students to understand and value equity and diversity. Each of the books in the Like You, Like Me series focuses on a particular special need, or medical condition, through the eyes of a real-life young person with that condition. The clear and uncomplicated language and presentation makes it suitable for students in Years 1 – 5. Aneil walks the reader through his family life, daily activities and the special precautions he has to take to avoid an allergic reaction to nuts. In positive and simple language, Aneil explains the importance of avoiding contact with, or consumption of, foods that contain nuts or traces of nuts. Terms such as injection, adrenaline and eczema are also introduced. A lovely focus of the book is the preparation for his cousin’s birthday party and the part all family members play in providing food that is safe for Aneil. Specialist words appear in bold and are explained in accompanying fact boxes or the glossary at the back. The photographs, large and appealing, capture Aneil in the everyday settings of his home, supermarket and social activities. An index and web links to further information are also included.
  C 616.975 POW 2004 (Level: P-MP)
• Powell, J 2004, Becky has diabetes, (Like me like you), Evans, London.
  This sensitive and informative look at diabetes will help all students to understand and value equity and diversity. Each of the books in the Like You, Like Me series focuses on a particular special need, or medical condition, through the eyes of a real-life young person with that condition. The clear and uncomplicated language and presentation makes it suitable for students in Years 1 – 5. Becky walks the reader through her family life, daily activities and the special routines and equipment she needs to manage her diabetes. In positive and simple language, she explains diabetes, insulin, blood sugar levels and her need for foods low in sugar and fat. Becky also models the use of her blood test kit and the administering of insulin injections. A lovely focus of the book is Becky’s friendship with Francesca. Francesca is both respectful of and responsive to Becky’s medical condition. Specialist words appear in bold and are explained in accompanying fact boxes or the glossary at the back. The photographs, large and appealing, capture Becky in the everyday settings of her home, leisure and social activities. An index and web links to further information are also included.
  C 616.462 POW 2004 (Level: LP-MP)

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Hearing Impairment

• Australian Deafness Council 1992, Hearing loss: how does it feel?, Australian Deafness Council (Qld) Inc, Mt Gravatt, Qld.
  1 videocassette (8 min.), 1 booklet, notes.
  This VHS colour videotape cassette and accompanying booklet is designed to create an awareness of hearing impairment, its effects on the communication process and on the lives of people who have this disability, and ways in which communication can be facilitated. The ten minute videotape has been prepared using the Helos hearing loss simulator. Four segments, which demonstrate hearing loss with and without hearing aids, are shown. Opportunities to stop the tape for discussion are provided. The booklet is intended as a facilitator's guide that provides additional information and discussion questions for each segment. Additional loose sheets on communication strategies and acquired hearing loss are included.
  P 617.8 HEA 1992 (Level: UP-US)
• Brearley, S and Matthews, J 1989, Talk to me, Black, London.
  This 25-page childrens' book shows different ways children can communicate with other people if they are unable to speak or hear what is said. Methods such as lipreading, sign language and communication boards are explained. Sensitivity to the feelings of those who have difficulty speaking is discussed. Large coloured photographs accompany the text.
  C 362.4 BRE 1989 (Level: P-LP)
• Piper, D 1996, Jake's the name: Sixth grade's the game, Unionville, NY, Royal Fireworks Press.
  This 62-page children's book presents the fictitious story of a deaf student (Jake) and his experiences as a sixth-grader. Jake has a sense of humour and seems to get into trouble often. Jake shares about first day blues, his use of an interpreter, the peer pressure of hairstyles and clothes, girls, social and recreational activities.
  F PIP 1996
• Powell, J 2004, Jordan has a hearing loss, (Like me like you), Evans, London.
  This sensitive look at hearing loss will help all students to understand and value equity and diversity. Each of the books in the Like You, Like Me series focuses on a particular special need, or medical condition, through the eyes of a real-life young person with that condition. The clear and uncomplicated language and presentation makes it suitable for students in Prep – Year 5. Jordan walks the reader through his family life, daily activities and the special devices he uses to help him with his hearing. In positive and simple language, he explains his hearing aids, special alarm clock, modified telephone, television headset and the radio aid and microphone that help him to hear in the classroom. Lip reading and finger spelling are also briefly introduced. Specialist words appear in bold and are explained in accompanying fact boxes or the glossary at the back. The photographs, large and appealing, capture Jordan in the everyday settings of his home, sporting and social activities. An index and web links to further information are also included.
  C 618.920978 POW 2004 (Level: P-MP)
• Pride, D 1996, My friend is deaf, Butte Publications, Hillsboro, OR.
  This 20-page children's book presents the story of a young deaf boy, as told by his hearing friend. The story relates how the two boys can communicate on the phone using a special machine, the games they play together, the types of devices in the house that are used for communication and warning devices, how a trained hearing-ear dog can help, and how the two boys can do everything together even through one of them is deaf.
  F PRI 1996 (Level: MP- UP)
• Salter, L and Wirf, W 1991, In silence I hear: short stories about deafness, Deafness Association of the N.T.
  This collection of twenty-nine stories explores deafness in a great many of its manifestations, the reactions of its victims and their treatment by people around them. Deafness from birth, as a result of illness or accident, from the use of a toxic drugs, as a hereditary condition and as the result of even wilful exposure to loud noise are just some of the themes featured in stories of varying length. As a collection, the book is very uneven in some aspects. The writing ranges from that of experienced and even award-winning authors to work by teenagers and first-time authors. The treatment of themes is also uneven, from the overly sentimental and naive to the sophisticated, making the book unsuitable for general school use. The issue of political correctness arises in the terms of abuse used against the hapless victims of deafness. There is also the unfortunate name of Darkie given to a deaf dog. However, used selectively by teachers only, the book could be valuable as a resource in Human Relationship classes on disability. It certainly provides the hearing person with a perspective on the isolation and frustration caused by deafness.
  F INS 1991 (Level: TR)
• Taylor, B 1989, Living with deafness, Franklin Watts, London.
  One in a quality series characterised by a most appealing general layout, this title examines the disability of deafness. Colour photographs and diagrams feature heavily throughout. The uncluttered, informative diagrams also help clarify textual description of quite complex processes. A succinct, readable text is complemented by clear chapter headings, sub-headings and good-sized print, and in each book a contents page, glossary and index is provided to assist with information retrieval. This title looks at how the ear works, kinds of hearing problems, living with deafness, and caring for your ears. Other titles in the series which comprehensively cover health issues regarding disability and disease are Living with diabetes at 616.4 TAY, Living with heart disease at 616.1 PAR, Living with blindness at 617.7 PAR, Living with cancer at 616.99 SMA and Living with physical handicap at 362.4 SHE. The unfortunate use of the word 'handicap' in the latter title and throughout the text is somewhat tempered by the fact that the term 'disability' appears just as often if not more frequently. In the main, statistics provided are UK/US oriented but more relevant figures could be obtained through contacting appropriate local agencies. This very worthwhile acquisition to further develop student awareness concerning disability is particularly relevant to primary/lower secondary Health education and Science and middle primary Human relationships education.
  C 617.8 TAY 1989 (Level: MP- LS)

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Intellectual Impairment

• Archer, E 2000, Artist, Watts, New York.
  Cherry, a successful artist, has learning difficulties because of Down Syndrome. She is shown preparing for an art show. In this excellent series directed at the general population, focus is on a person who happens to have a disability. The balance is tipped towards considering what the subject can do before discussing the symptoms and limitations involved. Strategies to offset the disability are also examined. Importantly, useful advice is given on how to approach people with disabilities. The subjects are shown, in high-quality colour photographs, going about their everyday lives. The simple text is extended with information bubbles delivered by a cartoon character.
  C 750 ARC 2000 (Level: P-UP)
• Glatzer, J and Dineen, T 2002, Taking Down Syndrome to school, JayJo, Valley Park, Miss.
  paperback, 28 p, col ill.
  This easy to read text focuses on the story of Nick, a teenage boy with Down Syndrome. Nick tells his own story in the hope that it will give the reader a greater understanding of the disability Down Syndrome. This is the twelfth book in a series about special needs children.Nick begins his story by sharing with the reader the things he has in common with them and then explains some of the differences he has because of Downs Syndrome. Nick is a student at a public school. He loves chocolate ice cream, reading, playing hide and seek and playing sport. He also attends a special education unit. He doesn't learn as fast as some other students, is sometimes hard to understand, is short and has stubby fingers. He also loves to have friends and smiles a lot. Nick quickly engages the reader by telling his story with frankness and humour. Each double page spread consists of one full page with clear large bold coloured illustrations. The text is kept to a minimum with short easy to read sentences. A number of different nationalities are shown in the illustrations. Included in this book are a Down Syndrome Kid's Quiz and 10 tips for teachers. Although this book and the additional resource list and web sites are American this is a valuable resource for discussions about Down Syndrome and difference. A useful resource for Health and Physical Education, Enhancing Personal Development, Level 1 and Level 2.
  C 618.92 GLA 2002 (Level: LP-MP)
• Powell, J 2004, Luke has Down's Syndrome, (Like me like you), Evans, London.
  This sensitive look at Down’s syndrome will help all students to understand and value equity and diversity. Each of the books in the Like You, Like Me series focuses on a particular special need, or medical condition, through the eyes of a real-life young person with that condition. The clear and uncomplicated language and presentation makes it suitable for students in Prep – Year 5. Luke walks the reader through his family life and the help he sometimes needs to participate in everyday activities. In positive and simple language, he explains his learning difficulties and the extra support he needs. Importantly, the books also emphasises Luke’s areas of independence and competence, particularly his social competence. A lovely focus of the book is a visit to an adventure playground with his good friend Paul. This scenario helps to illustrate Luke’s special needs in a meaningful context. Specialist words appear in bold and are explained in accompanying fact boxes or the glossary at the back. The photographs, large and appealing, capture Luke in the everyday settings of his home, sporting and social activities. An index and web links to further information are also included.
  C 616.858842 POW 2004 (Level: P-MP)
• Rabe, B 1988, Where's chimpy?, Whitman, Niles, Ill.
  This children's picture book tells the story of Misty, a girl with Down Syndrome, who has lost her toy monkey Chimpy. With her father's help, she eventually locates Chimpy after finding various other missing items.
  JF RAB 1988 (Level: P-LP)
• Rickert, JE 2000, Russ and the firehouse, Woodbine, Bethesda, Md.
  This children's picture book tells the story of Russ, a five-year-old with Down Syndrome, who visits his uncle's firehouse and gets to help with the daily chores.
  C 616.858842 RIC 2000 (Level: P-LP)
• Stuve-Bodeen, S 1998, We'll paint the octopus red, Woodbine House, Bethesda, Md.
  In this children's picture book, Emma and her father discuss what they will do when the new baby arrives, but they adjust their expectations when he is born with Down syndrome. Nevertheless, a key message of the book is that with support, people with disabilities are capable of significant achievements. The book also includes a section " Questions and answers about Down syndrome".
  JF STU 1998 (Level: P-LP)
• Stuve-Bodeen, S 2005, The best worst brother, Woodbine House, Bethesda, Md.
  This children's picture book describes the difficulties experienced by an older sister Emma in trying to teach sign language to her 3-year-old brother Isaac, who has Down syndrome. The book demonstrates that people with disabilities can be successful in learning. The book also includes a section "Questions and answers about sign language".
  JF STU 2005 (Level: P-LP)

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Physical Impairment

• Archer, E 2000, Cricketer, Watts, New York.
  Dan does not let the lack of a left hand stop him playing cricket for the country team, the village team and a disability team. In this excellent series directed at the general population, focus is on a person who happens to have a disability. The balance is tipped towards considering what the subject can do before discussing the symptoms and limitations involved. Strategies to offset the disability are also examined. Importantly, useful advice is given on how to approach people with disabilities. The subjects are shown, in high quality colour photos, going about their everyday lives. The simple text is extended with information bubbles delivered by a cartoon character.
  C 796.358 ARC 2000 (Level: P-UP)
• Boyce, S 2005, A day in the life of Sharon Boyce a person with a physical disability: educational resource kit, Sharon Boyce, Toowoomba, Qld.
  Teacher's notes, 1 DVD (36 min.), 20 A4 posters in white ring binder.
  Sharon Boyce has an extensive background in education has developed this kit to promote equity and understanding of disability in schools. Her candid discussion about her personal experience combined with academic argument for the merits of inclusion and practical guidelines for inclusion, make this an invaluable resource for all educators. The material presented is comprehensive in its coverage of aspects of living with a disability. As well as suggesting awareness raising activities for early childhood, primary and secondary classes, Boyce includes useful information on support services offered by Education Queensland and inclusive pedagogies such as Gardner’s multiple intelligences and Bloom’s’ taxonomy. She gives guidance on how people with disabilities feel about the way others approach them appropriate language for referring to disabilities, design principles and Australian standards for accessible buildings. In one section Boyce tells her own story of living with rheumatoid arthritis and dealing with the reactions of others to her disability. There is nothing sensational or patronising in her approach – her purpose is to raise awareness and debunk common misconceptions. She ‘stars’ in an amateur DVD that will help students to empathise with the everyday adaptations that enable her to live a full life – teachers will need to select samples from the lengthy production. Accompanying posters also help to personalise Sharon’s experience. Details of the Boyce’s Discovering DisAbility and Diversity in-school programs are included. Some website references are out-of-date. Contents includes: What is a physical disability? -- Helpful information about physical disability -- Sharon's life story -- The DVD - 'A day in the life of Sharon Boyce - a person with a physical disability' -- Teachers resources about physical disability -- Teachers curriculum guidlines and sample questions -- Discovering DisAbility & Diversity - what is it all about?.
  C 362.1967227 BOY 2005 (Level: TR)
• Collins, P 2003, Home run, Lothian, South Melbourne, Vic.
  Based on a true story, Home Run, sensitively portrays the real life frustrations of children living with multiple and severe disabilities. Young Robbie, suffering from cerebral palsy, used to know all the boys on the baseball team before moving to his special school - he dreams of the opportunity to have a swing with them, if only they would let him. With a little encouragement and help from his caring Dad, Robbie gets his chance to whack the ball out of sight and make an unforgettable home run. The theme of this story is ideal for raising awareness and encouraging understanding and acceptance of the differences exhibited by children with disabilities. Bold typeface blends in well with the bold and colourful illustrations, some set in panels to illustrate movement in the action, fill each page.
  JF COL 2003 (Level: P-LP)
• Dowley, R 2001, Top biker, (Shooting stars), Hodder Wayland, London.
  Steve, a young boy with spina bifida, fights against his odds to be like his mates. When Steve has a go at riding a bike his two very supportive friends, Ravi and Kipper, help him to 'crack it', but Dan (who has turned nasty since the separation of his parents) does his best to dampen Steve's spirits. Learning to live with a disability and the strength of true friendship are the core themes of this story. Use for human relationship discussions that raise an awareness of the difficulties and the behaviours that can be displayed by children dealing with personal issues. Of moderate length and with quite large print this resource is appropriate for lower and middle primary readers.
  F DOW 2001 (Level: LP-MP)
• Powell, J 2004, Sam uses a wheelchair, (Like me like you), Evans, London.
  This sensitive look at spina bifida will help all students to understand and value equity and diversity. Each of the books in the Like You, Like Me series focuses on a particular special need, or medical condition, through the eyes of a real-life young person with that condition. The clear and uncomplicated language and presentation makes it suitable for students in Prep – Year 5. Sam walks the reader through her family life and the special adaptations that need to be made in her physical environment to help her participate in everyday activities. In positive and simple language, Sam explains spina bifida and the way she and her family manage her condition. Importantly, the books also emphasises Sam’s areas of independence and competence, particularly her social competence. A lovely focus of the book is Sam’s visit to the local youth club with her good friend Hannah. This scenario helps to illustrate Sam’s special needs in a meaningful context. Specialist words appear in bold and are explained in accompanying fact boxes or the glossary at the back. The photographs, large and appealing, capture Sam in the everyday settings of his home, sporting and social activities. An index and web links to further information are also included.
  C 362.438 POW 2004 (Level: P-MP)
• Sheppard, B 2002, Louise Sauvage, Heinemann Library, Port Melbourne.
  Louise Sauvage is one of Australia's remarkable wheelchair athletes. She has a spirit of gold and she aims for gold. Since winning her first wheelchair race in 1981, Louise has made many great achievements as a track competitor. She has represented Australia in national titles, world championships and the Barcelona, Atlanta and Sydney Olympic games. With no limb function from the waist down, Louise has performed as an elite and greatly honoured athlete. This resource traces her outstanding achievements from 1981 through to 'winning gold' several times for a number of track events. Louise is an inspiration to all, especially the young with disabilities who have dreams of competing for their country. She has shown great dedication, like all champion athletes, to being extremely fit and putting in the long hours needed at the track, gymnasium and pool. This very attractively presented series is well organised, and specific facts in small text boxes supplement the text. A fact file introduces Louise Sauvage with a profile giving full name, date and place of birth, family and other relevant details. The format of the book is user-friendly, with numerous coloured captioned photographs of Louise Sauvage, her races and the settings in which she raced. A timeline, glossary, table of contents and index are provided. A list of further books and websites to refer to are included.
  C 796.04 SAU 2002 (Level: MP-UP)
• Ryan, R 1999, What a week!, Playworks Resource Unit for children with Disabilities in Child Care, Prahran, Vic.
  This thought-provoking family story shows that all children have similar basic needs and interests and that they live up or down to our expectations of them. Sam's parents do not place any limitations on them nor does Sam recognise any. Nowhere is it stated that Sam has a handicap. Only the exuberant illustrations reveal that he cannot stand unaided. Sam's versatility with a walking frame is also evident. This appealing easy-to-read book about the concerns of young children delivers its message without any hint of preaching.
  C 305.9 RYA 1999 (Level: P-LP)

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Vision Impairment

• French, S & Swain, J 1997, From a different viewpoint: the lives and experiences of visually impaired people, Jessica Kingsley, London.
  This 80-page soft-covered workbook is designed to provide information and activities for students aged 11-16 years that will enable them to gain an insight into the lives and experiences of people with visual impairments. The contents are heavily drawn from interviews and case studies of young people and adults who come from different lifestyles and experiences. Topics covered include: individual differences, attitudes of others, personal relationships, leisure, education, employment and the achievements of people with visual impairments.
  P 362.41 FRE 1997 (Level: MP-TR)
• Keir, G 1996, Where is the platypus?, Platypus Graphic, Stafford, Qld.
  This work caters for both print and Braille users. The presentation of Braille, as well as print, makes it suitable to be included in a school library as it provides a means of demonstrating the Braille equivalent of print. It would be particularly useful as part of a disability awareness program. The Braille is clear and well presented, but mastery of the Braille code would be required for independent reading. By being visually based, the raised pictures have some limitations for children who rely on tactile information. Some details within the illustrations are not presented in raised format and verbal descriptions would be necessary for children without sight. However, a trial of the book with a small group of blind students elicited a positive response. The texture of the illustrations is particularly appealing and distinguishing features of the various animals could be recognised once the identity of the animal has been established from the text. 'Where is the platypus?' creates an opportunity for social interaction between a blind and a sighted student, and is acceptable for both print and Braille users.
  JF KEI 1996 (Level: P-UP)
• Nagel, G 1997, Stories to tell: families of children with vision impairment, New Zealand.
  This 149-page spiral-bound book presents the stories of ten New Zealand families who have children with visual impairments. Each story is a personal account told in the family's own words and aims to raise awareness and understanding of the impact of disability on the lives of families. "... about the lived experiences of ten families of children with vision impairment. They were gifted as part of a collaborative study that took place from 1994 to 1996. At the time of the study one parent from each family was a member of the national committee of the New Zealand Parents of Children with Vision Impairment (PVI) organisation."
  P 305.908161 STO 1997
• Powell, J 2006, Charlotte has impaired vision, (Like me like you), Evans, London.
  This sensitive and informative look at vision impairment will help all students to understand and value equity and diversity. Each of the books in the Like You, Like Me series focuses on a particular special need, or medical condition, through the eyes of a real-life young person with that condition. The clear and uncomplicated language and presentation makes it suitable for students in Years 1 – 5. Charlotte walks the reader through her family life, daily activities and the special devices she uses to help her with her vision. In positive and simple language, she explains her short cane, long cane, and talking watch and calculator. She also models the use of large print, bumpons (bumps on keyboard keys), closed circuit television and braille. A lovely focus of the book is Charlotte’s learning support assistant who assists Charlotte in more fully accessing and participating in classroom activities. Specialist words appear in bold and are explained in accompanying fact boxes or the glossary at the back. The photographs, large and appealing, capture Charlotte in the everyday settings of her home, leisure and social activities. An example of the braille alphabet is included as well as an index and web links to further information.
  C 362.41 POW 2006 (Level: P-MP)
• Wild, M 1992, All the better to see you with, Allen & Unwin, St Leonards, N.S.W.
  This sensitive story is about small, quiet Kate who is often overlooked amongst her big, noisy, feisty family. The title comes from a favourite game Kate and Mum play in their special quiet time together. The interspersion of clear watercolour illustrations with blurred scenes allows the reader to observe how Kate sees distant objects and why she can't find her family on a crowded beach. When her parents realise the difficulties she is having, Kate becomes the proud owner of some glasses - all the better to see with! Excellent as a discussion starter on individual differences and disability.
  JF WIL 1992 (Level: P-UP)

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