Pupil like others (or not?) among the others. Children’s Literature as a factor of social inclusion for Children with Down Syndrome or Autism
The inclusion of schoolchildren with Down syndrome or autism in ordinary classes is fraught with difficulties, which include the perceptions of typical children who are ill-prepared for such encounters. In France, since the enactment of the 2005 law whose stated aim is to ensure “the equal rights and opportunities, participation and citizenship of disabled people”, the inclusion of children with disabilities has become the official target. To find out the extent to which children’s literature might constitute a useful tool to explain the difficulties experienced by children with neurodevelopmental disorders, we have analyzed 26 books for children between 3 and 11 years old in which a protagonist with Down syndrome or autism goes to school. The comparison of the two groups of books (15 on Down syndrome and 11 on autism), in which the characteristics and difficulties of children with disabilities are described in terms of their differences, allows us to claim that the books, which convey implicit messages of acceptance and tolerance could help diminish reluctance and start a constructive dialogue in schools.