What Typically Developing Children's Parents Say When They Read Books About Disabilities

Hyejin Park, Michaelene M. Ostrosky

Research output: Contribution to journalArticle

5 Citations (Scopus)

Abstract

The purpose of this study was to examine (a) how parents and their kindergarten-age children talk about disabilities when they read books that include characters with disabilities and (b) the relationship between the frequency of mother/child comments about disabilities and children's attitudes toward peers with disabilities, as measured by the Acceptance Scale for Kindergarten-Revised (ASK-R). Thirteen mothers and their children audiotaped their conversations when they read books that included characters with disabilities. Seventy conversations were analyzed and 12 themes were identified. The themes that appeared most frequently in the mother-child conversations about disabilities included differences in abilities and similarities between the child and the book characters with disabilities. Although the relationship between the number of words spoken by the parent-child dyads and children's attitudes toward peers with disabilities was not statistically significant, group differences between the number of words spoken and the content of the disability-related conversations were observed.

Original languageEnglish (US)
Pages (from-to)225-236
Number of pages12
JournalTopics in Early Childhood Special Education
Volume33
Issue number4
DOIs
StatePublished - Feb 2014
Externally publishedYes

Fingerprint

parents
Parents
disability
conversation
Mothers
kindergarten
Aptitude
dyad
acceptance
ability
Group

Keywords

  • attitudes toward peers with disabilities
  • kindergarten children
  • parent-child shared book reading

ASJC Scopus subject areas

  • Education
  • Public Health, Environmental and Occupational Health

Cite this

What Typically Developing Children's Parents Say When They Read Books About Disabilities. / Park, Hyejin; Ostrosky, Michaelene M.

In: Topics in Early Childhood Special Education, Vol. 33, No. 4, 02.2014, p. 225-236.

Research output: Contribution to journalArticle

@article{1c11c615a7ab4e599b5e0400fee3cd84,
title = "What Typically Developing Children's Parents Say When They Read Books About Disabilities",
abstract = "The purpose of this study was to examine (a) how parents and their kindergarten-age children talk about disabilities when they read books that include characters with disabilities and (b) the relationship between the frequency of mother/child comments about disabilities and children's attitudes toward peers with disabilities, as measured by the Acceptance Scale for Kindergarten-Revised (ASK-R). Thirteen mothers and their children audiotaped their conversations when they read books that included characters with disabilities. Seventy conversations were analyzed and 12 themes were identified. The themes that appeared most frequently in the mother-child conversations about disabilities included differences in abilities and similarities between the child and the book characters with disabilities. Although the relationship between the number of words spoken by the parent-child dyads and children's attitudes toward peers with disabilities was not statistically significant, group differences between the number of words spoken and the content of the disability-related conversations were observed.",
keywords = "attitudes toward peers with disabilities, kindergarten children, parent-child shared book reading",
author = "Hyejin Park and Ostrosky, {Michaelene M.}",
year = "2014",
month = "2",
doi = "10.1177/0271121413497104",
language = "English (US)",
volume = "33",
pages = "225--236",
journal = "Topics in Early Childhood Special Education",
issn = "0271-1214",
publisher = "SAGE Publications Inc.",
number = "4",

}

TY - JOUR

T1 - What Typically Developing Children's Parents Say When They Read Books About Disabilities

AU - Park, Hyejin

AU - Ostrosky, Michaelene M.

PY - 2014/2

Y1 - 2014/2

N2 - The purpose of this study was to examine (a) how parents and their kindergarten-age children talk about disabilities when they read books that include characters with disabilities and (b) the relationship between the frequency of mother/child comments about disabilities and children's attitudes toward peers with disabilities, as measured by the Acceptance Scale for Kindergarten-Revised (ASK-R). Thirteen mothers and their children audiotaped their conversations when they read books that included characters with disabilities. Seventy conversations were analyzed and 12 themes were identified. The themes that appeared most frequently in the mother-child conversations about disabilities included differences in abilities and similarities between the child and the book characters with disabilities. Although the relationship between the number of words spoken by the parent-child dyads and children's attitudes toward peers with disabilities was not statistically significant, group differences between the number of words spoken and the content of the disability-related conversations were observed.

AB - The purpose of this study was to examine (a) how parents and their kindergarten-age children talk about disabilities when they read books that include characters with disabilities and (b) the relationship between the frequency of mother/child comments about disabilities and children's attitudes toward peers with disabilities, as measured by the Acceptance Scale for Kindergarten-Revised (ASK-R). Thirteen mothers and their children audiotaped their conversations when they read books that included characters with disabilities. Seventy conversations were analyzed and 12 themes were identified. The themes that appeared most frequently in the mother-child conversations about disabilities included differences in abilities and similarities between the child and the book characters with disabilities. Although the relationship between the number of words spoken by the parent-child dyads and children's attitudes toward peers with disabilities was not statistically significant, group differences between the number of words spoken and the content of the disability-related conversations were observed.

KW - attitudes toward peers with disabilities

KW - kindergarten children

KW - parent-child shared book reading

UR - http://www.scopus.com/inward/record.url?scp=84891617726&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84891617726&partnerID=8YFLogxK

U2 - 10.1177/0271121413497104

DO - 10.1177/0271121413497104

M3 - Article

AN - SCOPUS:84891617726

VL - 33

SP - 225

EP - 236

JO - Topics in Early Childhood Special Education

JF - Topics in Early Childhood Special Education

SN - 0271-1214

IS - 4

ER -