Caitlyn with a C’s Major Project: Teaching “To Kill a Mockingbird”

For my major project I created two different lesson plans for reading Harper Lee’s To Kill a Mockingbird with an eighth grade English class. The first lesson plan not focusing on disability but theme, and the second discussing how perceived disability in the novel affects the characters. I also wrote a letter to the Fredericksburg City School Board members, encouraging them to consider including disability studies into the common curriculum of students. I chose this avenue as I am not an English major and the idea of writing a paper was daunting to me, and when I thought of what I could do instead, I knew this was the right choice. After reading To Kill a Mockingbird in eighth grade myself I did not realize the importance of the novel, or its future impact on me as a student. Reading Harper Lee’s novel this semester has truly opened my eyes to how disability affects us every day, and how material relating to disability studies can be fully accessible to all.

My goal in creating these two works was to fully consider how disability studies could believably be integrated into mainstream schools and classrooms. While it would be ideal to dedicate an entire unit to disability in literature for an English class, it is improbable that a school district would approve, and even if they did it would take years to finalize and implement. Instead what I thought of was ways that disability could be taught within discussion of an already approved book. To Kill a Mockingbird is often included in Middle or High School English classes, but lessons revolve around reading the novel whilst examining the effects of race. While I have no intention of suggesting that these important discussions be halted, I believe that disability also has a place here. Teaching students about this topic pushes boundaries and preconceived notions about those with disabilities. It fosters increased empathy and acceptance of differences. Disability studies has the capability of inciting conversations that might not be had otherwise.

While creating my lesson plans, I had a difficult time forming an outline that was progressive, while still being something that could be taught in Fredericksburg County schools, which are considered somewhat conservative on what material is taught. Therefore, I created two. The first does not actually revolve around disability, but theme – one of which just happens to be disability. In middle school English classes, the focus is still on building fundamental reading skills that can later be used for detailed analysis. Teaching theme allows for a teacher to use disability as an example, thus further normalizing discussions of disability. While educators or school board members may not fully agree that disability studies should be taught, what they can agree on is the importance of acceptance and compassion. The second lesson is more of what I would want to be taught in schools, but may be a stretch. The procedure begins with discussing what views children already have on disability, and opening up conversation about ways in which disability can also be thought about. The lesson also includes topics such as race and gender, and whether or not those are disabling in the novel, which could spark further discussions. The lesson concludes with a talk of empathy, as I believe that is most important.

I had originally intended to utilize one of the theory pieces that our class read around the same time, but I found the writing to be a bit above the comprehension level of the typical eighth grader, so I instead integrated my knowledge into sample questions to ask students, and my letter to the school board. I have emailed that letter to the email listed on the website with my lesson plan attached, and hope to actually hear back from somebody. The real significance of this project is enacting real change for the future, something I think this idea truly has the capability of doing.              Word Count: 657

I hereby declare upon my word of honor that I have neither given nor received unauthorized help on this work. -Caitlyn Valenza

Theme in Harper Lee’s To Kill a Mockingbird

Objectives:

  • Students will be able to explain the idea of theme and find examples in text.
  • Students will understand that theme is more than just a topic or a moral, it is the main message that the author conveys.
  • 8.5 The student will read and analyze a variety of fictional texts, narrative nonfiction, and poetry.

Purpose

The purpose of this lesson is not only to allow for an understanding of the concept of themes in fictional text, but also exposes students to ideas such as prejudice and disability.

Materials/Equipment/Preparation

  • Physical copies of Harper Lee’s novel, To Kill a Mockingbird for each student, poster paper, markers
  • Overhead projector and screen to project video outlining theme. Set up computer beforehand with video: https://youtu.be/0heUJ5Q-skU

Procedure

  • Introduction

As the teacher I will begin this lesson with the introduction to the idea of theme. First, I will ask the class if anyone already knows the definition of theme or has any idea what it could mean, identifying students who may be more advanced in the subject, and may need to be challenged more, also their writing may be used as an example. Then, I will show a short video the concisely explains theme.

  • Model

To show how to both find and understand theme, I will model using the theme of disability in To Kill a Mockingbird. I will explain how by giving an explanation such as:

  • When we think of theme, sometimes our default is to just look for a topic that is repeated frequently in a novel, and while that is helpful in finding a place to start, a theme is more than that. Take the idea of disability. What does the author say about disability and how it is perceived? That is the key idea of theme, you should start with “Harper Lee believes disability *blank*” and that blank is how you create the theme. In this case, Harper Lee believes perceived disability affects how an individual is treated in society. And for it to be correct, there should be textual evidence. Like on page 13, “Jem gave a reasonable description of Boo: Boo was about six-and-a-half feet tall, judging from his tracks; he dined on raw squirrels and any cats he could catch, that’s why his hands were blood-stained—if you ate an animal raw, you could never wash the blood off. There was a long-jagged scar that ran across his face; what teeth he had were yellow and rotten; his eyes popped, and he drooled most of the time.” This perception, which you know is untrue, causes Arthur to be further ostracized by society, and treated differently by people who have never met him. Can you think of other characters who disability has also had an affect on their lives? (Look for answers such as Tom’s arm, or Mrs. Dubose’s addiction)
  • Activities

I will further direct students through the idea of theme by asking students to work with their table groups to come up with different themes of the novel to then share with the class. From there I will write those ideas on the board and work with the children to create a class set of themes.

Each group of students will then write one of the themes we have created together as a class on a large sheet of paper. Groups will then rotate around the room writing one quote from TKAM on each of the themed pages that supports the idea. As a class we will go over each of the boards so the students can learn from each other, and see what ideas they might have missed.

  • Assessment/Closing

To end class, I will write 3 classic fairy tales on the board and ask students to write on a sheet of paper what the theme of that story is as an exit ticket. This will help to gauge comprehension of the lesson. But assessment also comes from class participation and what students wrote as evidence from the text to support their themes.

Disability in Harper Lee’s To Kill a Mockingbird

Objectives:

  • Students will understand how disability can influence the ways an individual is treated and seen by society and be able to relate that to their life.
  • Students will be able to describe how perceived disability affects individual characters in the novel.
  • Students will know that the way disability is handled in this novel is not appropriate today, and that it is important to accept those in our community that are different.
  • 8.5 The student will read and analyze a variety of fictional texts, narrative nonfiction, and poetry.

Purpose

The purpose of this lesson is to both build upon and alter student’s view of disability, establishing that disability is another characteristic of people, and it is something that should be accepted and embraced, not feared. This lesson also reiterates the importance of empathy and inclusion.

Materials/Equipment/Preparation

  • Physical copies of Harper Lee’s novel To Kill a Mockingbird for each student,
  • Overhead projector and screen to project video on empathy: https://youtu.be/icIlUdTEQnU

Procedure

  • Introduction

As a continuation from the previous lessons on the concept of theme, this lesson focuses on the theme of disability and society. First, I will reiterate my previously used example of theme in To Kill a Mockingbird , and then ask students to “think, pair, share” (first brainstorm for 5 minutes, then discuss with table group, and then share with the class) about what they know about the term disability in general. If students are apprehensive about sharing, I will explain how I understand that the topic can be a sensitive one, but enforce the idea of our classroom being a community where we can freely share our ideas. I will prompt discussion with a question of whether or not race and gender are seen as a disability in TKAM.

  • Model
  • To continue with the topic of disability I would question the class to think of ways that disability may affect them or someone they know in their own life. This real-world connection can include seeing ramps (or lack thereof), watching a TV show, or even connections to other novels. If children do not want to answer that question, broaden it to asking if anyone they know has been affected by how someone perceived them, not relating to disability. (such as stereotypes or gossip)

To demonstrate the lesson, I will begin with the character of Scout. While gender may not always be considered a disability, I will ask students how being a female disables Scout in Maycomb. Using examples from the text, as modeled and practiced in the lesson previously I will read the examples, “I could not possibly hope to be a lady if I wore breeches; when I said I could do nothing in a dress, she said I wasn’t supposed to be doing things that required pants”  and “For one thing, Miss Maudie can’t serve on a jury because she’s a woman”

In this plan there is considerable time built in for questions and discussions. Let students question the world as they know it and come to new conclusions.

  • Activities

As time allows have students take out their writing journal. I will start a list on the board of characters in TKAM that I believe are related to disability, but will ask the students if they can think of any other. Students will take time to write as much as they can in the time allowed about how their character is affected by disability, reminding them to use quotes from the text inside their sentences, an important skill to master. This is done individually to allow students time to reflect privately, and I will remind them to ask me questions at my desk if they were not comfortable asking in front of the class.

  • Closing/Assessment

If time allows, I will project a video on empathy, prefacing it by telling students that I am proud that they could have such a mature discussion about a topic adults may have a hard time talking about. Even if the video cannot be played, I will remind the class that what they should take away from this lesson is just because we may perceive somebody a certain way, it is usually not true. I will leave them with a quote from Atticus, “You never really understand a person until you consider things from his point of view […] until you climb into his skin and walk around in it.”

Dear Fredericksburg City School Board Members,

            My name is Caitlyn Valenza and I am a student at the University of Mary Washington. Currently I am simultaneously working towards obtaining my bachelor’s degree in psychology as well as my master’s degree in education. Amidst student teaching hours and working full time, this semester I am currently enrolled in a class on Disability in Literature that has broadened my understanding of disability not only as a student and a future educator, but as a global citizen. Disability studies centralizes on the idea that just as race, and gender are studied as aspects of society, disability can be theorized the same way in order to help better understand those who are unlike us. I urge the school board to consider integrating aspects of disability studies into the curriculum of middle school aged children and above as I believe that this addition will lead to further acceptance and empathy in students.

In education disabilities are often though of as an obstacle to overcome, that with enough support and accommodations students with registered IEPs can become be mainstreamed and more ‘normal’. But the truth is that any idea of normal is social constructed, in fact according to Tobin Siebers in the introduction to “Disability in Theory “…all bodies are socially constructed.” This idea is important for both teachers and students to understand. We as a society have placed artificial boundaries on what is expected, and the more that these boundaries are pushed for our youth the more inclusive our future society can become. Similar to how teachings of past racism or prejudice can work as a springboard for conversation and change, disability studies will do the same. In our current climate teaching acceptance is more important than ever.

            Below I have attached a sample lesson plan for teaching the novel, To Kill a Mockingbird. Lee’s writing is essential to creating a knowledgeable youth who are exposed to the history of this country, and is often already taught through a lens of race. I propose that alongside this discussion of racism educators can include a lesson about how perceived disability affects character’s acceptance and behavior in society. From the first outline it is clear to see that while disability may not be the central idea of every lesson, it is possible to discuss the idea informally, allowing students to become more accustomed to disability studies as a common place idea. Social idea of disability states that disability only exists as society sees it, and Learning through a lens of disability and race allows for students

 Disability is often thought as something to shield students from, but this lack of intentional confrontation does little to shield children from real world exposure. What we must do as educators is prepare our students for real world experiences and not further stigmatize those who may look, act, or think differently than us. I ask that the school board consider my proposal, and would be glad to answer further questions or discuss the importance of this decision.

Sincerely,

Caitlyn Valenza

Olivia and Sammie’s Major Project: Beware for I am Fearless and therefore powerful

Our Website:

https://beware-for-i-am-fearless-and-therefore-powerful-com.webnode.com

Rational:

The goal of this project is to look at different Hollywood depictions of Frankenstein and see how it relates to disability. We decided to make this project in order to display the stereotypical Hollywood portrayals of Frankenstein.

Our process involved researching which tv shows and movies included Frankenstein. We had to make sure that there were both older and newer portrayals to see how Frankenstein differed between generations. We then watched the movies and tv shows while we took notes. We made a website and put together some clips to show how Victor Frankenstein and the Creation were depicted in each adaptation. Some of the clips were unavailable to us but we found many other clips that showed the full extent of representation. The process took about two and a half weeks in total.

There are many significant issues in both the tv shows and movies regarding disablity. In several films, there is signs of eugenics at work. Older media tends to portray the Creation as less intelligent and, in some cases, nonverbal. This aligns with the flawed stereotype that people with physical deformities are unintelligent. In most of the adaptations, people are cruel towards the Creation. At many points, the Creation is almost always kept in the background especially in the Addams family adaptation. This is connected to disability because, in some cases, individuals with disabilities are pushed to the side or ignored. By portraying the creation in what could be described as a slave-like state, the film is implying the creation is incapable of independent thought. Additionally, in the novel, the Creation is an intelligent individual who is capable of talking but, in contrast, this specific portrayal of the Creation takes away his voice and leaves him incapable of communicating with others. In doing so, the Creation loses his agency. This also falls in line with the stereotypical assumption that people with physical deformities lack intelligence; however, in the film, the Creation shows an understanding of their situation and experiences emotional responses to those situations. So while he may lack intelligence beyond his piano skills, he still shows signs of emotional intelligence.

While not all people with disabilities do this, there are a good amount of people who will put other people’s needs in front of theirs. Some individuals with disabilities do not want to inconvenience anyone and some may even try to make things harder for themselves in order to keep abled people comfortable. This is seen in the Addams family when Lurch is told to do certain chores and he has to do them without complaint. Another issue regarding disability arises in Once Upon A Time when Rumpelstiltskin reattaches Frankenstein’s arm. The presence of magic essentially makes disability non-existent which is problematic because it is a form of eugenics. Victor Frankenstein is an interesting character to look at under the lens of disability. In all variations of Frankenstein, Victor has obsessions and issues with addiction. Victor is obsessed with creating life and in other adaptations, he is also addicted to morphine and alcohol. As time progresses, these obsessions and addictions begin to affect his ability to function. This is an interesting aspect to look at with thinking about disability.

In the 2015 adaptation, the Creation has a mother-like figure in his life which is unique to this version. The 2015 adaptation is also the most accurate representation of the original novel out of all of the viewed adaptations. What’s interesting to note is most of the adaptations of the Creations portray him as suicidal, especially ones that are nonverbal. This indicates the societal belief that people with disabilities who are unable to communicate verbally are lesser than others and that their lives are pointless. In the 2015 adaptation, the Creation ceremoniously burns his “mother” and burns himself along with her. It isn’t until he is engulfed in flames that he transforms and rids himself of the impurities on his skin and evolves. This is problematic since this ending implies that individuals with physical deformities cannot fit into society unless they change everything about themselves and also encourages the unhealthy notion of “being cured”. This adaptation not only encourages transformations, but it also tries the idea of eugenics. In other words, experimenting with genes until the perfect specimen is born. It can also mean looking for specific genes that cause certain disabilities and figuring out ways to eradicate them or avoid them. Victor experiments with creating the perfect being by making the Creation in his lab; however, he has a backup specimen ready to go in case his first Creation isn’t good enough. In Sharon L. Snyder’s article, she talks about eugenics and says that “Cure-or-kill story endings frequently connect to logics of eugenics where disabled people represent a soon-to-be eradicated group whose promised erasure will better society” (181). In each one of these adaptations, the Creation either wants to kill themselves or has other people that want to kill them. People want to eradicate what they are unfamiliar with and disability is one of those things.

In all the adaptations, there are a few things that they have in common. Nearly every Creation portrayal is suicidal and nearly every one of them is taken advantage of or shown in freak shows. In Mary Shelley’s Frankenstein with Daniel Radcliffe, he is a hunchback and part of the circus. This is due to the cyst in his back. When Victor takes this cyst out, he is left with painful sclerosis but because his pain is now invisible, no one notices his disability. In other adaptations such as The Addams Family movie, the Creation is taken advantage of; the family tells Lurch to do certain chores and is in the background for most of the movie. It is as if he is left out of the family due to the assumption that he isn’t intelligent. Even the other older shows like the Munsters and Struck by Lightning joke about the Creation’s appearance. These adaptations make it seem like people’s differences are a punchline.

In conclusion, these adaptations show the subtleties of how the public views disability.

Krista Beucler’s Major Project: “The Twilight Kingdom,” a disabled retelling of “The Twelve Dancing Princesses”

Longing. That’s the first thing I feel when I wake up. But these days, it’s always the first thing my sisters and I feel when we wake up. It gets worse and worse every day, the longing for the night. 

There are little stirring noises around me. My sisters are waking. Adrian yawns and stretches in the bed beside me. 

“Breakfast is served, Your Majesties,” calls the soft voice of one of the serving girls. 

Lily, the next youngest after me, throws a pillow half-heartedly at the servant from across the room. “Five more minutes,” she mumbles. 

“Begging your pardon, Mistresses, but the King insists.” The serving girl comes over to help me dress. 

One by one, my eleven older sisters begin to get dressed. The serving girl pulls the dress over my head and helps me pull it down over my twisted legs. She helps to strap the braces around my legs and slide my feet into my slippers. She glances around as my sisters shuffle toward our bedroom door. 

“I don’t understand it, Miss,” she says, “won’t you tell us why your sisters’ slippers are worn to shreds every morning? Yours are all right, but where are your canes?” 

“She must have misplaced them,” Bria, the eldest, comes over to me. “Lily and I will help her down to breakfast. See if you can’t find Elise new canes.” 

Looping her arm around my back, under my shoulders, Bria helps me stand and Lily comes to stand on my other side. 

“You really must stop losing your canes,” Bria says to me and winks.

“You really must stop wearing out your shoes every night,” I grin back. We’ve only walked to the door, but already I’m out of breath. 

“How is it today?” Bria asks.

“I’m just extra tired. It’s hard to move my legs when I’m so tired.” 

Bria nods. We come to the breakfast room and Lily pulls my chair out for me. Father comes in and sits down at the head of the table. He frowns in my direction and sighs. 

“Your canes, Elise?” he asks.

“I’m sorry, Father, they have vanished.” 

“And the rest of you?” he asks, looking around at the others. “Your shoes?”

Adrian lifts a slipper to show him the holes worn right through. 

“Well the cobbler certainly won’t go out of business,” Father says dryly. “And the prince who was to guard you and discover the mystery?”

We all shrug, exchanging glances. Of course we know where Prince Atua is. We know where all the princes are, but we couldn’t tell, even if we wanted to. The enchantment prevents it. 

Father sighs. “Tonight we’ll try a different tact. Branwell will stay in the adjoining room. He will have three nights to discover your secret, if he can even last one without vanishing like the others.” 

“Branwell?” says Lily. “The woodcarver?”

Adrian nudges me as if I didn’t hear. 

“The very same,” Father eyes me over his coffee. 

I put some eggs in my mouth, trying to ignore him. I hate it when he looks at me like I’m a problem to be solved. 

Bria looks to father and then to me. “You’ve promised him Elise’s hand if he discovers the secret,” she guesses. 

“I couldn’t very well promise his pick of you. He’s no prince.” 

“But I’m expendable because I can barely walk,” I say. I want it to sound like a joke, like I think it’s funny, but the words are acid in my mouth.

“He does like you though,” Lily says. 

“That’s not the point. Father doesn’t care if Branwell loves me or how I feel about him. But Father can’t marry me off to some prince because I’m damaged goods.”

“If you’d just let her get one of those rolling chairs we’ve seen,” Bria pauses, “down in the village—” 

“She’s a princess, she must not appear weak. The canes are shame enough. Besides, what does it matter? Eleven princes have failed, why should a woodcarver succeed?”

I push back from the table and rise unsteadily to my feet. 

“Elise,” Bria says but I wave her off. I don’t have my new canes yet so the steps are slow and difficult, but I get out of the room and no one stops me. The room opens onto a mezzanine overlooking the grand entry hall. I sink onto an upholstered bench abutting the gilded balustrade. I’m breathing hard, hot tears gathering in the corners of my eyes.

“Miss Elise?” It’s Branwell’s voice. I take a deep breath and blink hard. He comes up the wide stairs clutching two long, dark pieces of wood. “I have new canes for you. I was hoping to catch you before you left breakfast.” 

“My, you carved these ones fast,” I say, reaching out and taking the soft, carved wood. It is warm under my fingers. Branwell’s canes are things of beauty. They stretch from the floor to the middle of my upper arms, where they are curved to fit around arms from behind, so that I can lean into them. There are handles that Branwell has carved into grips that fit perfectly into my hands. They are perfect. And still how I hate them. 

“I started stocking up on them,” he says smiling a little bashfully. “I’ll bring a supply up to your room later so that when you wake up in the morning, you won’t have to wait for me to carve a new one every day.” 

I look up into his sweet open face, his soft curling hair and brown eyes. The ‘thank you’ get caught in my throat and instead I say, “Don’t do it.”

He raises an eyebrow.

“Whatever you’re planning, whatever you think you know, don’t try to solve the mystery.”

“Tell me, princess,” he whispers.

I open my mouth but no more will come out; I’ve said all the enchantment will let me say. I position the new canes and get up slowly. He reaches to help me and puts firm hands around my back. He touches the place in the middle of the back where the scar is. It is the place where the surgeon had to cut away the sac full of spinal fluid that protruded from my back when I was born. Bria tells me even a magician was present to help with complications, but they could not repair the damage. When Branwell puts pressure on the scar, I cry out before I can stop myself. He draws his hands away like I’ve burned him.

“I’m sorry, Princess, are you all right?”

“Yes, yes,” I wave him away and hobble down the corridor, looking for a place to be alone. 

Walking for me is a little like falling. Sometimes I feel graceful, like the stilt-walkers at  the carnivals that come to the kingdom every summer. Other times I feel ungainly, like an insect with too many legs. Today is one of the latter days. I lean forward into the crutches, my rolling steps limping laboriously after. 

***

Lily finds me later in the library. She taps the top of my book and I lower it. 

“You know we don’t think you’re expendable. And you are worthy of any prince. The question is whether he is worthy of you.” She taps my nose with a fingertip. 

“I don’t even want a prince,” I say.

“I know, sweet. He does love you though, the woodcarver.”

“How could he?” I gesture vaguely at my body, at the legs I can barely feel, that won’t support me, at the catheter, at the sensitive scar tissue, at the fatigue, deep in my muscles. 

“You know that’s not what love is about.” Lily puts an arm around my shoulders, careful not to touch my back. 

“It still feels like a barrier between us,” I say.

“He carves through the barrier every day, when he makes you new canes.” 

***

We are readying for bed. There is an air of high anticipation, but we are all trying to hide it from the servants as they turn back the covers and draw the curtains over our tall windows. We climb into bed. Father and Branwell come in a few minutes later.

“I will leave it to you, woodcarver,” Father says seriously.

Branwell nods and goes into the adjoining bedroom, leaving the door slightly ajar. Father withdraws and the candles are snuffed out. 

We do not sleep, only lie in the darkness fidgeting, waiting. Finally, midnight comes and the clock begins to chime. Bria lights a candle. 

“Lily,” she says, “go retrieve our guest.” Lily goes into the next room and leads Branwell back to the room. He looks perplexed, unsure if he should raise an alarm. 

Two of my sisters help me into my braces again and I stand on my four legs, two flesh, two wooden. 

Bria turns the ornate wooden lion’s head carved at the top of one of her bedposts and the long space that runs down the center of our room between the two rows of beds sinks down revealing a smooth ramp into the darkness. 

We are giggling now, trying to remain quiet, but unable to contain our glee. Bria takes Branwell’s arm and together they descend into the dark. The other eleven of us file in behind her, Lily and I bringing up the rear. Bria goes slow to make sure I can keep up. 

At the end of the ramp we enter a twilight forest. The leaves of the trees are made of silver and they ripple and sway in the soft, fragrant breeze. Now we are not quiet. We laugh and shout in a state of excitement. Branwell stares around, eyes wide.

The leaves on the trees shift from silver to gold as we pass through a field of jeweled flowers, sparkling like dew drops. Branwell stoops to gather a bouquet and Bria and my sisters sweep past him, on their way to the lake. 

“Take nothing,” I say softly to him. 

He looks quizzically at me. “I thought to gather some for you.” 

I smile before I can stop myself, but I do not take the flowers. I say, “Everything in this place has a price.” I limp on toward the boats. 

My sisters have already been helped into elegant rowboats by eleven dashing princes, so Branwell helps me into the last and joins me, taking up the oars. On an island in the center of the lake, the castle looms brightly. Lights twinkle in all the windows, casting a soft glow onto the water. The white marble glimmers and the turrets rise gracefully heavenward. 

He is there at the docks to greet us. He is tall and thin as ever. Sharp. His smile like a knife, his dark hair swept back from his face and tied with a ribbon at the nape of his neck. At least partially, we come for him. 

“Princess Elise,” he says. His voice is soft and low and warm. “Will you take the chair this evening?”

“I always do, Lord Shade,” I tell him. 

He extends a thin, long-fingered hand and helps me from the boat. One of his faerie attendants has brought down the chair and I sit in it gratefully. The walk from our room is tiring. The chair is exquisite. The seat is plush velvet. Tonight it is red. Somehow, Shade manages to match the chair to my gown every evening. The wooden wheels are plated in gold and silver. The armrests are outfitted in many brass buttons and knobs that I can use to drive it, if I don’t feel like pushing it. 

Shade brings my hand to his mouth and brushes his lips across my knuckles. 

“Anything for you, Princess.”

“Will you let me take it with me tonight?” I ask.

His face falls elegantly. “Alas, Princess, that I cannot do, as you well know.” 

I sigh. “Well, it never hurts to ask, I suppose.” 

Shade moves to the back of the wheeled chair and pushes me forward. He doesn’t have to do this; I could drive, but I like his nearness. We come to the long banqueting table and Shade pushes me to my place at the foot of the table. Branwell, who has followed us, dumbstruck, sits beside me. Shade goes to the head of the long table and spreads his arms wide, magnanimous. “Eat, my guests.” 

My sisters and I dig in, laughingly. The princes, blank-eyed, eat and converse charmingly. Branwell looks around. 

“Don’t eat,” I whisper to him. 

He looks at me. 

“And don’t drink, not if you don’t want to stay.”

He eyes the other princes, the eleven young men who tried to discover our secret before him. They are happy and animated, but I can tell he sees there is something off about them, some docility, some dimness behind their eyes.

“But why—” he begins. 

“Ask no questions.” I take a long draft from my wineglass and tuck into the feast. 

There are courses upon courses. We eat until we can eat no more. Then Shade rises from his places and cries, “Let us dance!”

He takes Bria’s hand and leads her from the table. The rest of my sisters pair off and we proceed to the ballroom. The wide, glass doors to the veranda are thrust open to the warm night air and fireflies twinkle in the garden beyond. Music seeps in from somewhere, as though the walls themselves are playing for us. We dance. 

Branwell is my partner. The chair makes it so much easier for me to move. Every night I marvel at how easily I can turn, at how I hardly get tired. I could never dream of dancing on my feet with my canes. 

“Elise,” Branwell whispers to me as he turns my chair from behind. “Please tell me what is going on. Are you trapped here? Imprisoned? You are forced to come here every night?” 

“We love it here,” I say, which is true. 

“Elise, there is something wrong. That man—”

“May I cut in?” Shade is at Branwell’s shoulder, dark and tall, his thin smile in place.

Branwell bows and steps back. I smile up at Shade. I think we are all a little in love with him, the architect of our dreams. 

“Are you enjoying yourself, Princess?” he asks me in his soft voice. 

“I always do.”

“The boy, am I right in thinking you are fond of him?”

“I am,” I admit. My eyes find Branwell by the wall, watching us closely. 

“I am glad. We are a full party now, twelve princesses and twelve princes.” There is something almost ominous in his voice, but perhaps I have misunderstood him. 

At the end of the dance, Shade sweeps me a deep bow and kisses the back of my hand. He has now danced with each of my sisters, as he does every night. We dance until my sisters’ slippers are worn through and sunlight is beginning to gild the gardens and the lake as dawn breaks. The last song finishes and Bria claps her hands. Groaning, we return to the boats. Shade reappears to help me out of the chair and into the boat. 

“I always hate to see you go,” he whispers to me, settling me in the rowboat. 

“We hate to go, too.” Already I can feel the weight of missing the castle by the lake. It settles into my heart like a deep ache and I can’t wait for tomorrow night. 

“He has enchanted you all,” whispers Branwell, pulling the oars smoothly. “He is a sorcerer, a trickster, or…or worse! A demon!” 

I am craning my neck to look back at the castle to catch one last glimpse of the glimmering light. 

“He is trapping you here. One night you will come down and you will not escape.”

“Would that be so bad?” I shoot back. “We could dance and I could have that beautiful chair and Shade never makes me feel like I am deformed or crippled or less than my sisters. He does not look at me the way my father does.” I realize I am crying and wipe furiously at my wet cheeks. 

“Elise,” Branwell whispers, “this world is not real.” 

We’ve arrived back on the shore and I climb laboriously back out of the boat, taking Lily’s and Adrians arms. The boats head back to the castle and I see Branwell no more. I wonder if he heeded my warning. I wonder if he ate the faerie food.

Somewhere inside me, I know he is right, but I could never give up that place. None of us could. We walk slowly back through the glittering forest and up the ramp into our room. Bria closes the passage and we fall into our beds to sleep a few hours before we will be woken for breakfast.

***

There is a new pair of canes by my bed when I wake. Tied to them with a blue ribbon is a sprig of silver leaves. I look around for Branwell. How could he have escaped the forest?

We plod through the day. We are tired and my sisters look pale and drawn. It is as though we are addicted to the magic. 

I go out to the garden slowly. I go everywhere slowly. It feels like it takes more effort than usual to move my partially paralyzed legs. I think of the beautiful chair. My father could have one built for me. His is the king. I am not like those poor wretches in the village who must beg for scraps on street corners. But my father would not have the shame of a daughter who could not walk. Who had given up. 

I find a bench among the rose bushes and sink onto it. Somewhere nearby, in the labyrinthine gardens, a fountain bubbles and splashes softly. Presently, I hear voices floating on the slight breeze. 

“I must say, I am surprised to see you survived last night. Have you discovered the secret?”

“Not everything, sir. I will need the next two nights. I believe they are under an enchantment. I will discover how to break it.”

It is Branwell’s voice. I crane my neck, trying to see where they are. I don’t know how Branwell made it back unseen. I am caught somewhere between wanting him to succeed and break the spell and never wanting the magic to end. 

***

That night we return, like fish caught on a line, unavoidably drawn down to the twilight kingdom. 

“How did you escape?” I whisper to Branwell as he pulls our boat over the lake. 

“You saved me, Princess,” he says. “I did not eat or drink, but I have one or two more tricks.” 

I think back to the first night my sisters and I had come here. How we had not remembered the old warnings from our bedtime stories, how everything had seemed innocent, a dream. 

We feast and dance. There is a triumphant twist in Shade’s smile tonight. When he comes to dance with me, he brings a cup to wine to Branwell.

“A drink for you, good sir.”

Branwell takes it, smiling. He pretends to drink. Shade whisks me onto the dance floor once more. 

“He thinks to outsmart me,” Shade says, lips close to my ear. “He wishes to leave you.”

“No,” I say, I can’t help myself. “He wishes to save us.”

Shade scoffs. It is an ugly sound. The dance brings him back around in front of my chair, and his face is twisted into an expression I have not seen before. It changes his thin, handsome face into a wolfish mask. I am, for the first time, a little afraid of him. Then, in the next moment, his features are smoothed out, back into elegant gentlemanliness. I am left wondering which face was the mask. 

“Why would you wish to leave me?” he asks softly, sadly. “I have created your dreams.”

“One cannot live forever in a dream,” I say. 

“Why ever not?” But before I can answer, he says, “Do you want to leave?”

“No,” I say truthfully. I think of the real world, my father’s world, how empty and colorless it is without magic. 

“Worry not, my dear,” Shade says bringing his face close to mine. “Your dreams will come true. I just need a little more of you.” 

He kisses my cheek before pulling away and I am left wondering what he meant. 

***

The next morning new canes are propped by my bed, a gold sprig bound to one of them. Again Branwell had vanished with the other princes but somehow has managed to resurface. 

All of us feel ill today. I do not even get out of bed. I sink in and out of dreams of the twilight kingdom, yearning, fearing, loving. Branwell’s kind open face shifts to Shade’s thin, long face which contorts into that wolfish grin and I awake, sweating and shaking. 

When the lights go out for the night, we suddenly feel renewed. We dress for the ball and for the third night, Branwell accompanies us into the darkness. In the field of jeweled flowers, he picks one and tucks it into my hair. 

“You should not have taken them,” I say, thinking of the sprigs of leaves he has already left me. 

“Do not worry for me, Princess,” he says. 

The feast is a little subdued that night. Something feels wrong, feels final. Shade stands at the end of the meal and chimes a knife against his glass.

“My guests,” he begins. “I have built you this castle of dreams and magic. After many nights, it is finally strong enough for you to stay here. You need not ever leave.” He smiles his knife-smile around at all of us. “There are only a few things left to make it official.”

He snaps his fingers and one of his Faerie attendants brings him an ornate goblet. 

“I hope, Branwell,” he says looking down the table at him, “that you will stay with us. I know you favor Elise,” he brings the goblet to Branwell who takes it with trepidation. “You can never truly be together unless you drink.” 

Branwell is looking at me; his eyes are sad. I shake my head, wordlessly at him. He looks back at the ruby-liquid. He raises the goblet to his lips.

“No!” I cry and try to roll my chair forward, but Shade, standing behind me, holds it still. I lurch forward, up onto unsteady legs and I try to knock the cup from his hands, but Branwell has already tossed back the wine into his open mouth. 

I lose my balance on my fatigued and traitorous legs and fall against Branwell. He catches me and holds me to his chest where I sob, “Why did you do that?”

“I can’t take you away from here. You love it. So I will stay for you.” He strokes my hair and kisses me. He draws back to look at me and I watch the light fade from his eyes until they are as blank as the rest. 

I stumble away from him, falling back into the chair, my hands over my face. 

“There is but one thing left,” Shade says, all smiles. Whatever his plan is, it is working. 

“Princess Bria, I shall need a queen to govern with me in the Shadow Realm and it would be good to have you by my side when I strike your father down and claim your kingdom. It will make the transition easier.” 

Bria sits straight and tall. “This I will not do.”

“So be it,” Shade snaps his fingers and his faerie servants appear from everywhere, grabbing my sisters and the princes and Branwell. “Take them to the dungeons. Perhaps Princess Bria will reconsider her position after a few nights down there.” 

Shade turns to me, the last. “You, sweet Elise. I shall not lock you up. I hardly need to.”

He puts a finger on the chair and the controls melt away, so I can only move it by pushing the wheels. 

“What have you done to us?” I spit at him.

He smiles. “Each time you eat my food, dance to my music, a little of your humanity bleeds away into me.”

“Why would you want our humanity?” I ask. 

“Oh, you simple creature. I cannot cross into your world without it. I am a shade, bound to the Shadow Realm. But you have given yourselves to me and I will use your gift well, my dear, worry not. The first thing I will do is kill your intolerant father.”

“I will stop you,” I say.

But Shade just laughs putting out a finger to touch my forehead. My vision stretches, like I am zooming down a long tunnel away from him. When I can see again, I am at the bottom of a long flight of stairs, beside the cells in which my sisters are imprisoned. Bria reaches out an arm to me and I roll forward to take it. 

“I’ve failed you all,” says Bria, “I should not have been so stupid.” 

“I will get you out,” I say. “I will stop him.”

Bria looks at me. She does not say anything, but I know she thinks I will not be able to. She has resigned herself to be a prisoner. I look up the long staircase and take a deep breath. I stand up. I can do this. I pull the velvet cushions off the chair and toss them aside, hoping to make the chair a little lighter. I hook one elbow through the armrest and brace my other hand against the stone wall and take the first step up. Bring the other leg to join the first. Lift the chair up sideways behind me, the wheels on the right side of the chair on the first step, the wheels on the left still at the bottom. I look up the staircase stretching endlessly before me. I am tired already. Leaning into the wall, I take another step. And on and on. I stop to rest several times, leaning my shoulder against the wall, but even just being on my feet is tiring. I go on, the wheelchair bumping after me. 

After what seems like an eternity, I’m at the top of the stairs. I heave the chair up the last step and sink into it. Glory. Now it is easy. I am fast and powerful. I’ve come up from the dungeons in a side room off the ballroom. I wheel across it and out the entrance and down to the boats. 

I have to get out of the chair again to get into the boat but the wide, flat bottom of the boat is wide enough for me to put down the chair and sit back down. I lock the wheels and position the oars. I stroke across the lake, repeat my maneuvering to get out of the boat. The sandy path is harder to roll through than the polished ballroom floor but I am so close to my goal. 

I reach the trapdoor and wheel up the ramp, my arms burning. Immediately when I reach the top, I am struck with nausea and dizziness. My chest tightens and I can feel my racing heart pulsing, vibrating my body. I stop for a moment, closing my eyes. This must be a reaction to reentering the human world. All those nights of eating faerie food have been slowly tethering us to the twilight kingdom. 

I take a deep breath. A headache is building behind my eyes and all I can think about is going back down to the glittering ballroom. 

“Get a grip,” I mutter and shake my head, trying to clear it. I wheel over to the stack of canes Branwell had left me. I put one on my lap and head out in search of my father, hoping I am not too late. 

It is just past dawn and morning light filters in the windows. Father usually rises early to go for a walk in the gardens. He likes to watch the sunrise and think about matters of state. 

I arrive at the sweeping marble staircase to the entrance of the palace. Down will be easier than up though, right?

Because there’s two smaller wheels in front and two bigger wheels in back, I don’t think I can go down facing forward. I have an image in my head of trying to roll the chair down and falling face first with the chair on top of me. 

I turn around, lining myself up with the bannister. I put one hand on the bannister and the other on the wheel. I go down one step at a time. There is a moment of suspended time as each step ends and I feel myself falling onto the next one. It is terrifying but it gives me something to focus on other than the nausea. 

I finally reach the ground floor and wheel out the big double doors and into the gardens. I find my father sitting beneath the statue of my mother, who had died shortly after my birth. He is facing east, watching the sky change color. 

“Father!” I cry.

He turns to look at me, brow furrowing. I bend over the wheelchair arm to retch. 

“Elise, what are you—”

“Father, you’re in danger,” I say, trying to regain control of my nausea and light-headedness. I look around. Shade hasn’t found him yet. I suppose he must be searching the palace. 

“So you’ve just given up walking now?” he says, getting to his feet. He towers over me. “Where did you get that thing?”

“This is not the time for this discussion,” I say. “But for your information, I get to decide what’s best for my body and I like the mobility of the wheelchair. I don’t get tired so easily.”

Father shakes his head at me in disapproval and for a moment I think about letting Shade have him, this man who has never seen me as more than my disability, who has never accepted my disability as part of me. 

But then Shade steps out from behind the statue, sword raised behind my father.

I roll forward and hit my father in the leg with my cane that I’ve been carrying in my lap. He makes a surprised sound and steps sideways. I raise the cane and catch Shade’s strike on the wood, causing my whole arm to vibrate. His eyes widen in surprise at seeing me there. 

Still holding the cane in one hand, I grab one wheel and roll it forward, turning my chair and rolling the wheel right over Shade’s foot. He cries out and I slam the cane into the middle of his back. He falls. 

By then, my father has collected himself enough to call for guards. Shade tries to get up but I hit him in the back of the head with the cane. 

***

We take Shade back to his twilight kingdom in iron manacles. I can see his skin burning under the iron. We release my sisters and the princesses and Branwell and we leave the twilight kingdom forever. This time when we leave, it does not hurt. One by one, the cobwebs fade from the eyes of the princes and Branwell. 

He smiles, pushing my wheelchair up the ramp, back into our bedroom. He leans toward my ear. “You were pretty amazing.” 

“I was, wasn’t I?” I say, grinning. 

My father still looks a bit dazed. He dismisses the princes, unsure what else to do with them and turns to Branwell. “I suppose I must fulfill my promise to you, for saving my daughters.”

“Excuse me,” I say. “I saved all of us and you. No offense, Branwell, but you were no help at all. So in return, Father, you can give me Branwell’s hand in marriage, some significant remodeling of the palace to include ramps and elevators, and some aid legislation for other citizens of the kingdom with disabilities.”

Father blinks at me. 

“I’ve let you silence me for too long. I shall not let it happen again.” 

Father looks around at his other eleven daughters. “We’re with Elise,” Bria says. 

“Um. Branwell, find a few more carpenters to help you with castle renovations. Elise, my council and I shall review the legislation once you’ve drafted it.” He hesitates a moment, “And you may marry whomever you choose, a prince or a woodcarver or anyone.” 

“Thank you for your blessing, thought I intend to do as I choose from now on.”

My father nods and withdraws; he knows when he’s been beaten. 

Branwell squeezes my shoulder and kisses my temple. “Is this the part where we live happily ever after?”

(Word count: 5485)

Write-up for Major Project

The purpose of this project was to try to increase accurate and non-stereotypical representation of disability in literature. Grimm’s fairytales are a huge part of Western literary canon so I chose to rewrite the Twelve Dancing Princesses with a disabled narrator. While it can be argued that some classic fairytales do include characters in disabling circumstances or minor physical or mental disabilities (the dwarves from Snow White, for example, or the Steadfast Tin Soldier who has one leg), there are not really any that portray disability in a way that is not pitiable, or in some way a result of a moral failing, or curable by the right potion or a completion of tasks. My aim with this story was to give a character with a significant mobility impairment a starring role in a story primarily about mobility. 

I chose spina bifida as the disability for my main character because I wanted her to have limited mobility, sometimes walking and sometimes taking a wheelchair. I did some research on spina bifida and watched a lot of YouTube videos made by vloggers with spina bifida, sharing their stories. I would have liked to do more research and I am sure that my character could have been more believable. I do not have the experience of having spina bifida and I have not done nearly enough research to claim that I accurately portrayed the disability. But, due to limited time, this is what I’ve come up with. 

I also wanted to make sure not to write ‘inspiration porn,’ although I’m really not sure how well I succeeded at that. I tried to keep in mind what we’ve read in class about characters like Lennie who don’t get to use their own voice so I wanted to make sure the character with a disability got to tell the story; the Grimm version is omniscient but follows the soldier on his way to try to discover the mystery of the princess’ shoes. 

I was not super happy with the ending of the story, which I felt was a little too neat and not quite believable and maybe plays into the idea of inspiration porn. It also is pretty abrupt, although the original fairytale ends: “And the king asked the soldier which of them he would choose for his wife; and he answered, ‘I am not very young, so I will have the eldest.’—And they were married that very day, and the soldier was chosen to be the king’s heir,” which is also abrupt and not a great ending. 

Looking at the original Grimm story, there’s really not much there, no character development, not too much conflict, and barely a plot. So I added an antagonist and a curse. I also gave the role of saving the day to the youngest princess, my protagonist, and my disabled character. In the original version, a soldier saves the day; I include an equivalent of that character in my woodcarver, but in the interest of feminism and disability studies, I didn’t want him to be the one to save all the princesses.   

With more editing and research, I think this story could be really successful. I am not great at writing short stories; novellas and novels are more my medium, so I’m sorry the story ended up quite a bit longer than you asked it to be. New versions of fairytales are in fashion right now (see Cinder by Marissa Meyer, whose Cinderella could arguably be a disabled character), so I think that rewriting old stories with societal changes in mind can be really beneficial. Everyone should be able to find good representations of themselves in literature and conversely, I think everyone should be able to read about people whose experiences are vastly different from their own. Fantasy is a genre that is traditionally very white and very male, including female characters, characters of color, and characters with disability as plot points (see Lord of the Rings, where Arwen serves the function of Aragorn’s love interest). More and better representation in media is the future and people are starting to demand that of Hollywood and publishers are looking for more diverse voices. I want to be part of the movement. 

(Word count: 704)

Works Consulted

Grimm, Jacob and Wilhelm. “The Shoes That Were Danced to Pieces.” Children’s and Household tales—Grimms’ Fairy Tales. Translated by D. L. Ashliman, 2004. Final edition, Berlin 1857. https://www.pitt.edu/~dash/grimm133.html

Nordqvist, Christian. “What you need to know about spina bifida.” Medical News Today. https:// www.medicalnewstoday.com/articles/220424.php. Accessed 30 Mar. 2019.

“Question Time: Living with Spina Bifida.” YouTube, uploaded by Attitude, 26 Oct. 2017. https://youtu.be/OZRACu5_wUU. Accessed 30 Mar. 2019.

“Spina Bifida.” Mayo Clinic. https://www.mayoclinic.org/diseases-conditions/spina-bifida/ symptoms-causes/syc-20377860. Accessed 30 Mar. 2019.

“Storytime: Living with Spina Bifida.” YouTube, uploaded by Jorden’s Books and Looks, 27 Dec. 2015. https://youtu.be/BgDM9r4QHUk. Accessed 30 Mar. 2019.

“What is Spina Bifida?” Centers for Disease Control and Prevention. https://www.cdc.gov/ ncbddd/spinabifida/facts.html. Accessed 30 Mar. 2019.

Rebecca Young’s Major Project

For this project, I researched the representation of typically marginalized groups within children’s literature, focusing on the representation of disabled individuals within the texts. As a future elementary teacher, this topic is incredibly important to me. As we have discussed ourselves in this class, literature clearly acts as a channel by which social ideals are reinforced. When regarding children’s literature specifically, the intended audience of readers are also more susceptible to these ideals than most older individuals. In addition to this, the representations children see in early literacy definitively impact their lifelong self-image as well, especially for those who may not be fairly represented. Thus, this topic is of great importance to me both because of my personal connections and because of its broader implications.

In completing research for this project, I started by looking for studies which showed disability representation of any kind in children’s literature. I then further examined the ways in which disability was represented within the literature that did include these groups (i.e. were they positive representations? Did they reinforce any specific perceptions of disability? How diverse were the representations?). To narrow my research for the purpose of this project, I primarily looked into award-winning texts such as those which have won the Caldecott and Newbery awards, as these are considered books of the highest standard. Additionally, these noteworthy books are marketed to educators as the best materials we can be using, and are resultingly often the ones which fill library and classroom bookshelves. Because of this, these award-winning books hold considerable influence over what children are being exposed to in their daily experiences with literature. Unfortunately, however, several surveys of this literature suggest that an alarming number of award-winning children’s books lack disability representation.

According to numerous articles published in the fields of disability studies and education, it is overwhelmingly clear that children’s literature lacks proper representation of disability. On the most basic level of analysis, this literature simply does not show characters or situations involving disability or disability rights. Additionally, much of the representation seen is actually reinforcing negative stereotypes of individuals with disabilities. This is seen in books where disabled characters are mere background illustrations, are entirely dependent on non-disabled characters, or simply act as a tool for non-disabled characters to use in finding personal growth, etc. These trends can be seen in both Caldecott Medal- and Newbery Award-winning children’s literature throughout the last century, as well as in miscellaneous children’s literature as a whole. Admittedly, the findings which show this largely focus on what they consider the most common forms of disability; however, the represented trends also apply to the field of disability representation as a whole. While this data is troubling, though, these studies did present the potential silver lining that these trends show a positive increase in representation over time, meaning that representation may be continuing to increase.

After completing the above research, I wanted to synthesize my findings into a more approachable presentation than a standard research paper. To do so, I decided to write my own children’s books which address these issues; the three attached books are the result of these efforts. I wrote each book with a focus on a different general field of disability: Nadiya’s New Book, Tommy’s Adventure, and Sometimes address physical disabilities, mental disabilities, and mental illnesses respectively. While the main character of Nadiya’s New Book does have specific, recognizable traits of disability (i.e. being shown in a wheelchair), each book was written to be purposefully ambiguous to an extent. My goal in writing characters which displayed somewhat vague representations of disability was to ensure that they could be relatable to many individuals with varying disabilities. For example, mental disabilities are represented primarily by what other individuals say about Tommy, such as calling him “retarded,” or by Tommy himself stating that he “thinks differently” from others; nowhere does Tommy mention any of his specific symptoms or diagnoses. As a result, I hope that a wide variety of readers could identify with the books, as opposed to only a single disability being represented in each.

In addition to including broad representation of disability in these books, I hoped to increase awareness of the lack of representation of disability in literature as a whole, as well as to reinforce general normalization of disability. In Nadiya’s New Book and Tommy’s Adventure, the characters explicitly reference the overall lack of disability representation in books. Nadiya is specifically addressing that she can’t find characters like her in her library books, while Tommy explains that people don’t read or write stories about him. While Sometimes does not explicitly address a lack of representation in literature, it normalizes mental illnesses and explains that it is okay to live with and discuss them. By bringing these topics of discussion into the content of my books, I believe I am further reinforcing positive representation of disability, in addition to simply giving disabled individuals a literary presence.

This project was ultimately a great combination of research and creativity paired with the goals of representing real needs in the world. Through my research, it became abundantly clear (as expected) that the disabled community is being represented unfairly in children’s literature. Not only is this a simple disservice to the community, but it acts to perpetuate the marginal position disabled individuals hold in society today. By synthesizing this information into the three attached books, I hope to not only increase exposure of these issues, but to combat them as well, eventually leading to a fairer representation of disability in our children’s literature.

Word Count: 928

As a note, the aforementioned books are not attached in full to this post. Due to difficulties with scanning all of the pages, only a representative selection from each book are attached here.

Nadiya’s New Book Pages

Sometimes Pages

Tommy’s Adventure Pages

Molly Avery’s Major Project

Slam Poetry is often one of the most powerful ways to express emotions. For my major project, I wrote a series of three slam poems from disabled characters points of view. This allowed me to get into the characters head, and try to feel exactly as they felt, so I could get a better understanding of what it is like to live with that particular disability. I wrote way more than I ended up needing, as I ended up writing about 13 pages of poetry. For these three poems I picked The Creation from Frankenstein, Boo Radley from To Kill a Mockingbird, and Shadrack from Sula. I chose to do this project specifically, because I have often turned to writing poetry to help me cope with my mental disabilities. Writing is a beautiful outlet where all emotions can be let go. Nothing is more raw, than a poem.

In “The Creation,” I conveyed The Creations ongoing battle with himself. Within the first few years of his existence he questioned whether he was a monster or not. Of the three poems I wrote, this one was the most challenging. Of all the disabled characters I depicted, The Creation had the highest education, and therefore I feel he would write the most poetic poem of the three. It had the most structure and strictest rhyme scheme. There are 6 stanzas, and 18 lines in each one. This would make for 109 lines in the poem, since they’re actually 19 lines in the first stanza. It follows a rather odd rhyme scheme. It goes: ABBCDDCEECFFGHGHII. Although they are not the same rhymes, the same pattern goes for the rest of the stanzas. The only exception to this is the C rhyme. Throughout the entirety of the poem the C rhyme in all of the stanzas stay the same. This is to show that although all of these events happening in The Creation’s life are occurring at different times, they are all related. Everything that has ever happened to The Creation has shaped him into who he became; a monster. Although that term is up for debate.

In “Boo Radley,” I went over Boo leaving gifts in the tree for the kids, from his view. In this particular poem I broke a little farther out of what the text gave us. I imagined up scenarios between Boo Radley and his family during this time. While writing this text, I focused more on telling a story rather than having poetic elements. Of my poems, this one is the shortest, with just 65 lines. There’s no consistent rhyme scheme or any structure within the poem. This disorganized order has been implemented to showcase the randomness of the gifts Boo gave the children. This was the darkest of all my poems, which seems rather ironic seeing that one was about suicide and the other about murder. We don’t know what happens to Boo Radley behind closed doors, but when your family keeps you locked inside a house, one can assume it isn’t pretty. I touched on issues of self harm and abuse, because I honestly believe that’s what Boo went through.

In “Shadrack,” I covered the thoughts of Shadrack over the course of seven National Suicide Days. I had one stanza for each year. I had originally planned to write all the years covered in the book, but I felt as if by not doing them all, there’s more emphasis on the years that have been written about. For each stanza I focused more on what was happening around Shadrack more than Shadrack himself. I wanted to show that Shadrack was more aware -and just how deeply they affected him- of the happenings of the town than the book let on. This is proven, when he remembers and respects the one visitor he had for a few minutes ,for the rest of his life. I allowed myself to have ten lines in each stanza, and seven stanzas. This adds up to have 70 lines in the poem, but since there is one line standing alone at the end it is actually 71. This is the only poem of my three that doesn’t have any rhyme whatsoever. National Suicide Day was the one day a year that Shadrack accepted utter chaos and disorder. Having rhyme would only take away from this theme.

Word Count: 724

The Creation

Am I a monster?

I was not built to be feared and ridiculed.

There was a time I was desired,

The mere idea of me was admired.

Of having one’s own pet on a chain.

The idea of my existence came from a question,

That quickly grew into an obsession.

That could make any man go insane.

My creator slaved over my body for years,

He persevered through the blood, sweat, and tears.

He gave me life with a heart and a brain.

It never came to his senese,

All the possible consequences.

I awoke to see my God’s utter terror,

Never had I known a face so grim.

And maybe I made my error,

When I smiled at him.

Like a monster.

I am not a monster.

I found solace in the arms of mother nature.

When my God decided to run,

She treated me like her own son.

I weaved through the days in her mane.

I slept on grass and rocks and mud,

And drank from a stream of her blood.

When my stomach groaned in pain.

She pressed me to her chest,

And fed me from her breast.

So much knowledge I had yet to gain.

Her lips looked so red and warm,

They took on no true form.

As all my thoughts were overturned,

I leant in to kiss those lips I adored.

And how it burned!

I ROARED!

Like a monster.

I am not a monster.

There comes a time when the bird must leave the nest.

So I left my mother in search of more,

Wondering what life could have in store.

As the days went on, I began to drain.

With every labored breath,

I began to crave a sudden death.

Anything that would end this reign.

Not too far off there was a small village,

A beacon of hope that I could raid and pillage.

No longer could I keep myself detained.

The night was cold and my feet were sore,

So I began knocking on every door.

Her eyes held so much fear,

That I could not comprehend her plea.

They withdrew their pitchforks and spears,

And banished me.

Like a monster.


I am not a monster.

I trudged through woods unknown to many.

Yearning for a place to rest my head,

I found privacy in an abandoned shed.

My own palace to maintain.

But behind those sturdy walls,

Laid my own set of china dolls.

Their happiness coursed through my veins.

Of all the places I had roamed,

I felt that I had finally found a home.

How much I loved them was insane.

I had to reveal myself, it had been too long,

But I didn’t expect it to go so wrong.

I quickly longed to take it all back,

But the deed had already been done.

When their beautiful bodies cracked,

I had to run.

Like a monster.

I am not a monster.

I sought out my God’s native land.

All I had ever learned was that humans were ruthless,

And I wanted to beat him, ‘til he was toothless.

But upon seeing her, my resentment rested in vain.

I felt myself begin to shiver,

As she drowned in the river.

She looked as if she had made love with the rain.

Her skin was so cold and pale,

A sight to behold for any male.

Such a beautiful situation couldn’t remain.

The man entered the clearing in such a blur,

And concluded that I was going to kill her.

I shouldn’t have been surprised,

But I didn’t even have a chance to flee.

I stood there paralyzed,

And he shot at me.

Like a monster.

I am not a monster.

I had nearly lost all hope of ever finding a companion.

But millions of people walked these lands,

Surely one could see past my beast like hands.

A young boy appeared out of the domain.

Surely he was so pure and uncorrupted,

Like a volcano that hasn’t erupted.

Hanging out of his pocket was a chain.

His eyes met mine with a shriek,

Before my lips even parted for a squeak.

Never had a human caused such pain.

He was the brother of my creator,

Therefore he was the brother of a traitor.

I wished to strangle him until he turned blue,

Tear him apart limb by limb.

Anything to get my point through!

So I killed him.

Like a monster.

I am a monster.

Boo Radley

Jean Louise and Jem Finch were my best friends.

They just didn’t know it.

As reckless as Jem was

Sometimes he was so cautious,

It drove his sister nauseous.

But Scout.

Although she was small,

Her curiosity stood tall.

I knew she would see the treasures.

I left two pieces of gum.

It was a safe start.

I had a whole pack,

But patience was an art.

My father proposed to my mother with a purple velvet box.

Once the ring reached her finger and lips in a kiss,

The box was deserted.

I put that very box in the tree,

Where they would find,

That two pennies were inserted.

They no longer had value to me,

But to them, they would be one of a kind.

I left a ball of twine for them to find next.

I don’t even quite know what they will do with it.

But it was good for fixing

Broken nets,

And broken pants,

And broken men.

I take my time on the next gift.

It’s a soap carving of the two of them.

Before my enslavement, I never knew how to carve.

But when your family is whittling away your heart,

And leaving you to practically starve,

You get a rough idea where to start.

I was so focused on the hair.

I nicked myself more than I would like to admit,

But I didn’t care.

They were worth it.

I knew they had to be missing the gum.

And we had progressed far enough in our exchange,

That I could give them the whole pack,

Without it seeming anything less than strange.

My brother won a spelling medal.

It’s been rusting away in a crate,

He hasn’t touched it since he was eight.

Rather than letting it sit and collect dust,

It would be better in my friend’s trust.

In that very crate the medal lied,

Was my father’s broken pocket watch.

Dangling from it’s chain,

Was the knife I used to trace my veins.

Weeks since I had last opened my arms,

I gave it up, to heal the harm.

Everything had been in such good fun,

Until my brother discovered what I had done.

My brother’s rage knew no bounds,

As he released the hounds.

He gave me front row seating,

To my own personal beating.

He pried my eyes open wide,

And made me watch on in frustration,

As the knot in the tree died,

My only form of communication.

He took that from me.

He took them from me.

He took it all from me.

Shadrack

January 3rd, 1920

Two days after New Years.

When the goals and revolutions,

Were still fresh in their minds.

This was the only way,

The rest of the year could be safe.

With a cowbell in one hand,

And hangman’s rope in the other,

It was National Suicide Day!

Now was the perfect time to die,

Two days after New Years.

January 3rd, 1921

Two days after New Years.

When the memories of Eva’s husband leaving,

Were still fresh in her mind.

She had 3 kids,

2 legs,

1 ex-husband,

And 0 reasons to live.

She didn’t know it, but

Now was the perfect time to die,

Two days after New Years.

January 3rd, 1923

Two days after New Years.

When Chicken Little’s death,

Was still fresh in their minds.

He died three days after,

I had a visitor.

She always left.

She always would.

I had found a friend in this child.

Now was the perfect time to die,

Two days after New Years.

January 3rd, 1924

Two days after New Years.

When the death of Hannah,

Was still fresh in their minds.

The fire in her eyes lingered,

Within the eyes of her daughter.

She burned through her path

From the start,

To the end.

Now was the perfect time to die,

Two Days after New Years.

January 3rd, 1938

Two days after New Years.

When the thought of Sula’s return

Was still fresh in their minds.

My friend was once so small,

She use to fit in the palm of my hand.

But now she had grown.

And we had become one in the same.

She was an outcast, much like me.

Now was the perfect time to die,

Two Days after New Years.

January 3rd, 1942

Two days after New Years.

When the death of Sula,

Was still fresh in their minds.

But this year was different.

This year they opened their shutters,

And came outside.

They danced through the streets,

Down to the tunnel,

Raining of pure cement.

Now was the perfect time to die,

Two days after New Years.

I just wish I died with them.




Kenzie Ward’s Major Paper: Why Inclusive Classrooms Matter

In our disability and literature class, we have discussed the social model and how important it is to acknowledge that disability is not just an individual problem, but is the outcome of an environment that fails to include those who are disabled. These barriers found in these environments are written about in the article “Academic Ableism: Disability and Education,” written by Jay Timothy Dolmage. He discusses the exclusion of disabled people in higher education and how it is inaccessible both physically and socially for those considered intellectually or physically weaker than the idealized able-bodied. Exclusion in education can start as early as elementary school, especially when people argue that children with disabilities cannot properly learn in what is considered the “normal classroom”, and instead be separated into Special Education classrooms away from their peers. This leads children with disabilities to have an education that does not set them up for success and gives them an unequal opportunity to access the general curriculum and higher education. I argue that children with disabilities and impairments should be integrated into an inclusive classroom because it supports all children despite their personal differences and capabilities.

The exclusion of students with disabilities and impairments can happen as early as kindergarten. If a child is diagnosed with being on the autism spectrum, a learning disability, or any type of impairment, one of the first things considered is whether or not they need to be in a Special Education classroom full time. Many people decide that it is appropriate to have a classroom just for children with disabilities. They say it is because the general classroom and its curriculum is not set up for those kids to be successful learners. This leads to teachers having no idea how to properly teach any type of diverse learner, and it leads to the overall exclusion of children with disabilities. This mindset that we need a separate classroom and program altogether, not only deprives those children from accessing the general curriculum, but it deprives all children of a diverse learning environment. This form of separation takes away the representation of disability in the classroom and prevents students from having different forms of learning and social interaction. The belief that there are special ed teachers and general education teachers, creates barriers in the classroom when a “normal” education teacher is not taught how to properly engage all learners. Teachers are not usually taught how to effectively teach students with these impairments and can oftentimes get frustrated, which leads to an unsuccessful learning environment for everyone. A lot of the time, teachers will only notice visible disability and fail to look closely at “invisible impairments” that affect how a child thinks and perceives information. This leads to discrimination in the classroom.

Even though there have been laws passed to protect students with disabilities from discrimination in the classroom, such as the federal law IDEA, many teachers still bully and neglect their students. When my sister was in third grade, she was recently confirmed with having dyslexia and ADD. She had a hard time reading, writing, and paying attention in her classroom. She was in an environment that was constantly distracting to her and it led to negatively affecting her grades. She was in a Special education part-time, while the rest of the day was spent in her 3rd-grade teacher’s classroom. Because my sister had a hard time keeping up, her teacher would often get frustrated at both her and another student with dyslexia. This teacher bullied them, yelled at them and even slapped a ruler across one student’s knuckles. My sister’s teacher didn’t understand why they could not pay attention or why they needed more time on assignments because she did not think they had these impairments but that they were lazy. Her teacher didn’t bother to help those students, and instead, she isolated them from other kids and gave them failing grades. This 3rd-grade teacher was never taught how to teach diverse learners or create a safe and effective learning environment for her students. My sister attended this school in the early 2000s, and even though classrooms are a lot better for children with disabilities, things like this still happen. There are teachers out there who disregard the need to change their own way of teaching, and instead place blame on their students. This is where the importance of the inclusive classroom comes in.

The inclusive classroom is an environment that allows all children, both disabled and non-disabled, to thrive in a setting that takes account for diverse learners. Teaching inclusively allows for an equal opportunity for all students to become successful and engaged learners. Not only does it help non-disabled students access the curriculum through multiple ways of learning, but it also gives disabled students a sense of belonging in the classroom. Examples of some of these learning methods are encompassed within the Universal Design Principles. They deal with different ways of teaching information, testing formats, and setting up reasonable goals and expectations for all students. At first, this was a method created to integrate children with disability in the classroom effectively and allow them to be successful learners. Now it is a reform for all students and supports different ways of learning, and reduces barriers in the curriculum for all children. These design principles take into account how diverse everyone is, and how we should try to accommodate students as best as we can. Without these principles and the inclusive classroom, we are left with students excluded from the curriculum and hidden away from their peers.

There are a few arguments against inclusive classrooms, while some may think they are thinking of the wellbeing of the children with disabilities, most of them are more concerned about the wellbeing of the able-bodied student. Many people argue that inclusive classrooms are not beneficial at all. They say that students with disabilities will be set up for failure if they are put in a general education class and that they need a more individualized education in order to be successful. Another argument they make is that they think non-able bodied students will disrupt the class too much and negatively impact “regular” students’ education. This is a very ableist mindset that sets the blame on the students with the disability, instead of the blame on the classroom itself. If the environment is not able to support disabled students, then it’s not supporting diverse learners in general. The diagnosis of the student is never the barrier, it is ineffective teaching and a poor learning environment that leads to unsuccessful outcomes. A way to improve the classroom learning environment is to redesign it and include more flexibility in learning. UDL creates a redesigned classroom that supports engagement, representation, and expression in teaching the general curriculum. I know that it is easy to say that we should do all these things and that the hard part comes through actually implementing them. Changes like this cannot happen overnight, especially if money is a problem accessing things such as more aides, technologies, and other resources to improve accessibility. However, it is something that definitely proves its worth and allows more equitable access to education. Through modifications and accommodations, all students are able to reach their goals and attain higher education, something that is not very accessible for students with disabilities. Historically, higher education has been a disabling environment for students with impairments because of disability discrimination throughout education as a whole.

Higher education was built in a way that kept people with disabilities from entering the building, let alone accessing education. Jay Timothy Dolmage quotes Ellen Cushman saying this, “Even as universities have become more accepting of diversity, academics tend to stay “inside,” as Ellen Cushman suggests. And the steps are not the only way in which the university is inaccessible, even if they might be the most physically arresting and apparent.”(Dolmage) What she means by this is that as a society, we often glorify those big sets of stairs that lead up right to the doors of possibility, without giving accessibility another thought. The architecture of these higher education buildings represents the exclusion of people with disabilities and how they are left out of these opportunities so many able-bodied people have. This is just another example of an environment that is disabling to those with impairments, and show how inaccessible the general curriculum can be without any effort to support inclusion. This history of stigma has lead to this ableist mindset that if you have any physical or mental impairments, then there’s a very small possibility you’ll be able to go to a university that glorifies perfect bodies and minds. Dolmage discusses this idealized ableism in his article, which explains further why this inaccessibility is heavily implemented, especially in education. He states, “Further, the ethic of higher education still encourages students and teachers alike to accentuate ability, valorize perfection, and stigmatize anything that hints at intellectual (or physical) weakness”(Dolmage).

Going off on what Dolmage wrote, this idea that higher education is limited to this able-minded students is only further implicating that this is not trying to protect the disabled students from a non-beneficial education, but that they are being ruled out from attending completely. This is because they don’t follow that able-bodied model that most universities accept. By using principles that support inclusivity, as a society, we can break away from those ableist ideas and create a more accessible education for all.

Students with disabilities should be able to access the same education that is attainable for everyone else. It is important to take into account just how much needs to be changed in order to accommodate all students and create successful learners. Environments that are non-inclusive end up negatively affecting all children, especially ones with impairments. It is time to recognize these ableist beliefs that education is not built for those who don’t fit into this idea of a “normal learner”. Trying to separate or exclude people with disabilities from the same educational opportunities as able people is not solving the problem. Depriving these students from the general curriculum creates barriers from getting into higher education successfully. There needs to be more focus on creating an inclusive environment that takes into account the needs of all diverse learners and preventing barriers in the curriculum, as well as barriers that could inhibit them from being prepared for college. By utilizing tools such as the UDL principles, all teachers and students can benefit from incorporating them into the classroom. Not only does it promote the representation of disability in the classroom, but it diversifies learning environments and interactions with other students.

Word count: 1775

I pledge -Kenzie Ward

Work cited:

T., Jay. “Literary Studies: Literary Criticism and Theory.” Fulcrum, University of Michigan Press, 1 Jan. 1970, doi.org/10.3998/mpub.9708722.

“The UDL Guidelines.” UDL, 31 Aug. 2018, udlguidelines.cast.org/.

Meghan McDonagh’s Major Paper: Exploring the Portrayal of Disability in Avatar: The Last Airbender

If you asked a child or young adult to describe the typical hero, they might tell you about a person with strong muscles, an unblemished and handsome face, and a charismatic and outgoing personality. Chances are, even an adult would respond this way. The representation of marginalized groups in fiction remains shockingly sparse in modern America, but more and more content creators are striving to portray disabled characters and characters of color. Disability is often brushed aside, misrepresented, or just severely lacking in general. Young adults and children with disabilities must sift and sort through the dismal pile of books and shows about able white kids and settle with what the societal default is. The white, cis, able, male is the default choice in character customizable video games, the basis for thousands of stories, movies, and T.V. shows, as well as positions of power in America. So as a society, how do we create positive content to show young people that being anything other than the default is perfectly okay? We can look at the Fries Test, a guide based on the feminist Bechdel Test, in order to determine if a work positively and constructively features disabled characters. The test was created by Kenny Fries, a poet who primarily writes about his identity as a gay, disabled man.

The questions are as followed:

Does a work have more than one disabled character?

Do the disabled characters have their own narrative purpose other than the education and profit of a non-disabled character?

Is the character’s disability not eradicated either by curing or killing?

When it comes to diversity, one of the works that immediately comes to mind is the 2005 animated television show, Avatar: The Last Airbender. In this paper, I will analyze how Avatar portrays and handles disabled or differently-abled characters in an overall positive and thoughtful way through characterization, use of the Fries Test and Simi Linton’s article, Reassigning Meaning.

  Avatar takes place in a fictional universe where people can be born with the fantastical ability to control or “bend” one of the natural elements of fire, earth, water, or air. As the show progresses, the main protagonist, Aang, meets several characters who propel him or hinder his journey to eventually restore peace to his warring world. Avatar depicts multiple characters with different types of disabilities, both physical and invisible. Avatar is able to pass the Fries Test with flying colors thanks to its cast of incredibly well represented disabled characters.

Toph Beifong is a young blind girl who is first shown in a vision seen by Aang to be his potential earthbending teacher. Toph is treated by her parents in an ableist way, deciding that there is no way Toph can live a normal, functioning life due to her blindness and that she must be hidden and protected from danger. Her father barely allows her to go outside unattended, claiming that she “is blind and tiny and helpless and fragile,” which are all stereotypical ableist views. However, Toph is secretly a very gifted earthbender, and she requires little aid to navigate the world at all. She even sneaks away at night to compete in earthbending competitions to improve her bending. Because of her age and disability, she is often underestimated, but it is actually Toph’s blindness that grants her a deeper understanding of earthbending. The depiction of Toph’s blindness is a very positive and empowering part of her, due to the fact that there is no mention of her or any other character wanting or attempting to cure her. She created her own style of fighting and maneuvering because she has a different type of “sight.” In the episode, The Blind Bandit, Toph explains that she uses her earthbending to sense vibrations underneath her saying she “sees with her feet.” However, this is not the same as seeing with eyes and it is not a cure or cover-up for her disability. Toph still has limitations with her blindness. She is unable to read or write and is she is uncomfortable with being up high, in water, or on loose terrain. In Simi Linton’s Reassigning Meaning, Linton talks about the implication of “overcoming” a disability. The phrase could either mean that the disability no longer limits the individual, or that the disabled individual overcomes society’s expectation of them. Toph never had to “overcome” her blindness. It is established in little ways throughout Avatar that Toph uses her differently-abled body to her advantage, therefore being capable of teaching Aang a unique way to understand earthbending and in time become the most powerful earthbender in the world. The Fries Test also asks if the disabled character is only there to profit an abled one and Avatar passes this as well. Toph is an important character in her own right and she has her own narrative arcs and struggles that are not purely about her disability. For example, Toph is a confrontational and sarcastic individual whose abrasive personality often clashes with the other female member of their team, Katara. The two of them work out their issues by communicating with each other to resolve whatever is going on between them—all that has nothing to do with her disability. Toph’s blindness is a vital part of her identity without making her into a one-dimensional character.

   Toph is not the only disabled character in Avatar. Late in the first season, the main group travels to a temple where they meet an energetic young man in a wheelchair named Teo. Teo is a minor character in the show, but he is introduced in a very refreshing and non-ableist manner. Teo is met with no surprise or pity regarding his paralyzed condition by the other characters. Teo simply exists in the world with his disability without centralizing the narrative around it. There is also no dialogue about being “confined to a wheelchair,” or that Teo “suffers from paralysis,” as Linton also cites in his article to be harmful in creating an association with helplessness and victimization of disabled persons. One of the members of the group simply compliments his wheelchair, normalizing Teo’s condition to possible wheelchair-using children who watch the show. Teo’s father, built him a wheelchair that has gliding capabilities similar to airbending, even though Teo is not a bender of any kind. Although it is fantastical to be able to glide through the air, it is not portrayed to be a cure for his disability or a way or change him as a nondisabled character.

   Avatar also features characters with mental illness or invisible disabilities. Zuko is a young man who grew up under an abusive father, named Ozai. Zuko actually begins the show as an antagonist, whose goal is to capture Aang and “restore his honor,” a task given to him by his father, who holds the highest position of power in his nation. Zuko is obsessed with this goal and would do anything in order to gain respect from him, despite his father’s uncaring cruelty.

Ozai physically scarred Zuko’s face by burning him when he was just thirteen years old, a mark that Zuko thinks of as a constant physical reminder of his own shame. Ozai’s mistreatment of his son caused Zuko to be physical disfigured, as well as experience trauma and depressive tendencies throughout his life. Zuko exhibits these tendencies throughout his interactions with other characters. He frequently lashes out in anger and rejects any emotional help or guidance from his uncle, who cares deeply about him. Although it is a negative stereotype for a mentally ill character to be an antagonist, Zuko undergoes an emotional redemption arc throughout the entire series to heal and better understand himself and his personal mental struggles. Zuko’s emotional arc highlights his struggles with mental illness significantly. In the first two seasons of Avatar, Zuko constantly doubts his own decisions and deals with internal turmoil about his home-life at every turn. It is common for disabled characters to be used to exhibit villainy because of their condition, creating misrepresented connections between disability and violence. However, Zuko defies this idea, and breaks away from his abusive family and seeks to join Aang and his friends in order to help them restore peace to the world, as well as his own personal life. He does aid the able-bodied protagonist, but again, Zuko serves an extremely important narrative purpose outside of simply existing for the main character. Although he works through many of his mental struggles and trauma, they are not erased from his life. His scar is not gone, and his future actions as the successor to the throne are attributed to his life experience. In Zuko’s case, Avatar would pass the Fries Test for its complex, multidimensional approach to disability in media directed towards children and young adults. Tackling the subject of blatant parental abuse is largely uncharted territory for cartoons and television for younger audiences in the like.

Lastly, one of the more controversial portrayals of disability is Azula, the sister of Zuko. Azula is an interesting case in Avatar, as she is an opposite case to Zuko in respect to her relationship with her father. She grew up being viewed a prodigy, much more talented than Zuko, who was rejected by Ozai. Azula can also be discussed as having sadistic and sociopathic tendencies that alter into what can be described as madness. Reassigning Meaning picks apart what can truly be defined as disability, claiming it is about personal choice to identify. An article titled Coming Out Mad, Coming Out Disabled by Elizabeth Brewer discusses the subject of including madness in disability studies. She speaks about the similarities and differences between being labeled as  “mentally ill,” or “mad,” and the implications that come with each. As mentioned earlier, portraying a villain with madness may lead to unhealthy associations and assumptions. Azula exhibits rather sociopathic tendencies, a product of being worshipped as the princess of the Fire Nation throughout her entire life. What she lacked because of this was the presence of genuine friendships and connections to others. She is also a primary antagonist who controls everyone around her by using fear, as she recruits her two “friends” to join her by threatening them. Azula is also shown having trouble relating to other teens her age since she is hyper-aware of her impact on other people. She does not understand how to act in casual settings with people her age as shown in the episode The Beach. This episode plays off most of these situations as comedic. For example, Azula is shown not knowing how to flirt with boys, which revealed a much more awkward aspect compared to how the audience usually sees her, which is cunning and dangerous. Azula represents many negative aspects of media portraying disability. While Zuko learned how to handle his feelings and personal identity, Azula slowly becomes mentally unhinged after the betrayal of her closest two allies. She begins talking to hallucinations and becoming progressively more self-destructive. Her symptoms can be linked to paranoid schizophrenia. She is restrained and thrown in prison for her loyalty to her dictator father and her mental condition. It can be argued that Azula’s madness was a result of her losing control of her life, and she was considered an evil, manipulative character who must be locked up, creating an unhealthy relationship between disability, madness, and general negativity. Using Azula in this way perpetuates that being “crazy,” a word considered derogatory according to Elizabeth Brewer’s article equates to being abnormal and even evil. Despite Azula’s controversial portrayal of disability in Avatar: The Last Airbender, she is an undeniably layered character that would later be expanded upon in comics released after the show finished airing.

Despite the magical, expansive world of Avatar: The Last Airbender, being intended for younger audiences, disability is not treated lightly. Avatar deeply explores facets of disability that are rarely touched on in other young adult and children literature and media such as mental illness and effectively makes use of the format to create interesting, multidimensional characters and situations. Not once are Avatar characters with disability purely characterized through that one trait. The series does not suggest any ableist language unless it is established that doing so is harmful and negative. The Fries Test proposes questions for positively represented disabled characters in which Avatar: The Last Airbender pass easily. Future works of fiction for young adults and children should use Avatar as a model to represent disability in a thoughtful and positive manner.

I pledge:

Word Count: 2081

Works Cited

Dimartino, Michael D and Bryan Konietzko, creators. Avatar: The Last Airbender. Nickelodeon Animation Studios, 2005.

Brewer, Elizabeth. “Coming Out Mad, Coming Out Disabled.” Literatures of Madness: Disability Studies and Mental Health, edited by Elizabeth J Donaldson, PALGRAVE MACMILLAN, 2018, pp. 11–30.

Linton, Simi. “Reassigning Meaning.” Claiming Disability: Knowledge and Identity, NYU Press,1998, pp 8-33.

Mental Health and Stigma

Kaitlyn O’Gorman

Dr. Foss

9 April 2019

ENGL 384

Mental Health and Stigma

The five major categories of mental health conditions are anxiety disorders, mood disorders, psychotic disorders, eating disorders and dementia.  While each of these conditions is unique and each carries varying degrees of hardship, one commonality is that all of these conditions are invisible.  Depending on the degree of severity an individual could be battling their condition every day without anyone being the wiser. Other battles are harder, some individuals require more assistance than others and that is fine too.  No matter the condition, be it clinical depression or schizophrenia, the stigma associated with mental health never fails to rear its ugly head. While society is becoming increasingly more comfortable with formerly controversial topics, we have yet to learn how to treat people with mental health conditions like people. This paper will serve as an informative piece to help bring awareness of the true facts about mental illness and how as a community we can help dissolve the mental health stigma, normalize mental health, and as a result eliminate undue stress for those with mental health conditions.

When a person is born with a physical health condition that condition can be seen and is identified.  The affected individual then receives the proper care and treatment. People with physical disabilities such as missing a leg or being paralyzed from the waist down are often seen as warriors, individuals strong enough to live normal lives while having to depend on a prosthetic or wheelchair.  A person born with a mental illness, however, does not show immediate signs and symptoms of their condition. These ailments often lie dormant, undiagnosed, and unseen; therefore the condition is untreated. The afflicted goes through their childhood and teen years coping with what they assume is normal everyday strife.  The symptoms children display if any are rarely seen as serious, more often than not they are written off as a phase. Some individuals grow up with no symptoms at all, and then they are suddenly hit with a major breakdown between the ages of 18 and 24 years old. Not only are these individuals at war with their brains but they are also fighting the stigma with mental health conditions.  People with mental disabilities are rarely seen as brave individuals; their battles are invisible so their strength is not appreciated or romanticized as much as someone with a disability that you can see. These individuals fighting daily invisible battles are written off as too weak to hold a job or friendships, too weak to handle life. In order to not be labeled as weak, many mental health warriors fight their battles alone and in silence, afraid that if they seek out help or treatment they will be associated with this stigma.

As defined by Mayo Clinic, “mental Health conditions – disorders that affect your mood, thinking, and behavior” (Mayo Clinic. 2015).  This includes common health conditions such as clinical depression and anxiety disorders like panic disorder, obsessive-compulsive disorder, post-traumatic stress disorder, and phobias.  Everyone either knows someone or is someone affected by a mental health condition, “nineteen percent of the adult population in the United States experiences some form of mental health condition” (Parekh, Ranna. 2018).  Anxiety disorders being the most common, affecting nearly 40 million adults in the United States alone. Out of that 40 million, only 36.9% of those individuals are being treated for their anxiety disorder. Even though the number of affected individuals is large enough to say that mental illness is common, they are still not held in the same regard as a physical condition.  

In order to become more aware and active in the mental health movement, it is important to begin by realizing the fact that mental health conditions are as common and can as debilitating as physical disabilities.  Due to the fact that mental health conditions are invisible, it is hard for people to understand that these are real conditions that come with daily struggles. In order to break away from this stigma, it is important to understand what stigma is, Graham C.L. Davey wrote an article in 2013 titled “Mental Health and Stigma” to assist in bringing awareness about the issue and how to finally break from these age-old ideologies.  The mental health stigma is created by the view that “symptoms of psychopathology are threatening and uncomfortable, and these attitudes frequently foster stigma and discrimination towards people with mental health problems” (Davey. 2013). It is a known fact that people are generally scared of the things they know the least about. Rather than learning the facts, people chose to avoid and discriminate against those with mental disabilities.

Mental health is difficult for anyone to constantly maintain, a person with a mental disability has it that much harder to maintain, so why create or contribute to stigma or discrimination of mental health conditions?  Everyone is entitled to having a bad day or the occasional bad attitude, but if someone with a known mental health condition displays anything other than a pleasant attitude it is seen as them acting out or having an “episode”.  There are two different types of mental health stigma, social stigma, and perceived stigma or self-stigma. Social stigma is characterized by discriminating behavior towards individuals with mental health conditions. Perceived stigma is the internalized negative belief with the self, this comes about when a person experiencing social stigma begins to believe and in and agree with these negative reactions or associations with mental health conditions.  Both social and perceived stigma has the power to greatly affect a discriminated person’s mood which in tern, can negatively affect treatment outcomes making it nearly impossible to rise above this stigma.

In a modern society that claims to be tolerant and all inclusive, we are still unable to break away from this ancient stigma.  These beliefs likely stem from early theories that those suffering from mental health conditions are suffering due to demonic possession.  We now understand that demonic possession is not the cause of a mental health condition, however even our modern medical model assists in the stigmatization of mental health conditions, “the medical model implies that mental health problems are on a par with physical illnesses and may result from medical or physical dysfunction in some way (when many may not be simply reducible to biological or medical causes)” (Davey. 2013).  This medical model is reinforcing the idea that those with mental health conditions are “different”, and thus should be treated differently. This idea that one person is “normal” and another person is not should never be the standard way to compare two individuals. The reality is that no matter what condition an individual is harboring, they are still a person. No matter what the situation, a person with a mental disability or a physical one, they still expect, and deserve, to be treated like a person.

The first step to breaking away from mental health stigma is becoming more aware of the facts.  In 2000, researcher Arthur Crisp, conducted a survey of over 1700 adults in the United Kingdom to study the stigmatizing attitudes people held for individuals with mental health conditions. Crisp found that most commonly held beliefs were that “(1) people with mental health problems were dangerous – especially those with schizophrenia, alcoholism and drug dependence, (2) people believed that some mental health problems such as eating disorders and substance abuse were self-inflicted, and (3) respondents believed that people with mental health problems were generally hard to talk to” (Crisp, Gelder, Rix, Meltzer et al. 2000).  While mental health conditions may sound intimidating and dangerous, most individuals with mental health conditions are just as likely to be as violent as anyone else. In fact, only three to five percent of violent actions can be linked to an individual’s mental health condition (metalhealth.gov. 2017). Another common misconception is the idea that mental illness is something someone could choose to “snap out of”.  This stems from not only lack of knowledge but also the seeing is believing phenomena.   Another belief is that those with mental health conditions brought it upon themselves. The fact is that there are numerous factors that contribute to mental health problems like biological factors, trauma, and brain chemistry, none of which are avoidable.  Sometimes things just happen, and having a mental health condition should not be the deciding factor for whether or not someone is employable or simply approachable.

The best way to solve a discriminatory issue such as this is to promote awareness and teach the facts early on, to normalize disability from the very start.  If disability studies became part of the standard curriculum in schools, children would grow with a heightened awareness about disability. These children would grow into adults, unphased and unafraid of both mental and physical illnesses.  By integrating disability studies in elementary, middle, and high school curriculum it will normalize disability and help students become more aware of symptoms and warning signs. By having a basic knowledge of the symptoms and warning signs early on will allow children to not only evaluate their own mental health but also be aware and sensitive to their peer’s mental health as well.  When disability is taught as a normal everyday health unit or noted in books during English class, disability will become normal and it will create a platform for the disability movement to grow.  

Mental illnesses do not discriminate, they lie in wait, fester, and show themselves when we are least expecting it.  Mental illnesses are invisible Instead of maintaining ignorance, and judging individuals for having an ailment they have little to no control over; we should be striving for further research, better awareness, and improved overall care.  Those living with a mental illness such as anxiety disorders, mood disorders, psychotic disorders, eating disorders and dementia are not weak individuals, they are silent warriors, they take on a world that pulls each and every one of us down whilst simultaneously battling their illness.  Those suffering from mental illnesses should never have to be ashamed of their condition or too proud to seek help. As a community of people, we should be practicing awareness and sensitivity, not stigma. We should be pushing for our school system to educate students or at the very least put in the effort to educate our children at home about the symptoms and warning signs so that they are able to identify the issue and be helped earlier rather than after the first breakdown. In the past few years, we have come so far as a community to practice better tolerance and sensitivity for all life.  Why not for those with disability?

Word Count: 1778

I Pledge… Kaitlyn O’Gorman

Work Cited

  • Davey, Ph.D, Graham C. L. “Mental Health & Stigma.” Psychology Today, Sussex Publishers, 2013, www.psychologytoday.com/us/blog/why-we-worry/201308/mental-health-stigma.
  • “Facts & Statistics.” Anxiety and Depression Association of America, ADAA, adaa.org/about-adaa/press-room/facts-statistics.
  • “Mental Health Myths and Facts.” Mental Health Myths and Facts | MentalHealth.gov, 2017, www.mentalhealth.gov/basics/mental-health-myths-facts.
  • Parekh, M.D., M.P.H., Ranna. “What Is Mental Illness?” What Is Mental Illness?, 2018, www.psychiatry.org/patients-families/what-is-mental-illness.

Michelle Zillioux’s Major Project: Invisible Disability

Invisible Disability

When I first felt the stiff pain that has nested itself beneath my knee cap, I thought to myself that it was nothing if not a nuisance. I could not recall hurting my knee in the first place, and I certainly could not bring myself to think that whatever injury I had brought upon myself warranted anything more than a diagnosis and a quick cure. For a long time, the thought did not occur to me that my pain was much more than what I was thinking — that I could consider myself disabled. In creating this short comic detailing my self-reflections over the legitimacy of the pain in my knee, as well as the term “disability,” I sought to answer for myself whether or not I consider myself disabled, and contemplate the social stigma surrounding disability itself. As I cultivated my project, I discovered that my struggle with the term “disability” stems from a problem in which disability has been conflated with social beliefs concerning sex appeal.

While planning my project, I started out with the idea that I would detail my experience with physical therapy. It made sense to me to do so. In a way, my dealings with physical therapy marked the only solid proof (to me) that I could be considered disabled, besides my recent diagnosis of chondromalacia in my left patella. Then, as I sketched and wrote, it occured to me that I had trouble with the label of disability. I could not determine what proved that I was allowed to call myself disabled. Physical therapy did not feel like enough proof the longer I worked on my preliminary sketches. I became nervous. I thought people would read my comic and think I was appropriating a label that I did not deserve to claim, so I disposed of my early sketches and sought to figure out just why I had trouble with considering myself as disabled despite having struggled with several difficulties over the past year since the pain had started.

I found the answer in Anna Mollow’s and Robert McRuer’s “Introduction” from Sex and Disability. The excerpt detailing Mollow’s encounter with a woman who chastised her for claiming disability because Mollow did not “look” disabled struck me. Mollow’s struggle with consolidating the unique experience of “looking too good to be disabled” and nevertheless still having to suffer the consequences of chronic pain felt familiar (Mollow 19). I, too, have experienced moments during my time with chondromalacia where my pain has not been taken seriously due to the fact that I look physically healthy. People have assumed that I am faking my pain, or that it is not so bad that I should refrain from the activities that aggravate the cartilage my knee cap has worn away at. What they see is the same image I see when I look in the mirror: a young woman with normal-looking knees. The only thing that sticks out is the bright pink tape hugging my kneecap — but anyone could wear that, if they wanted.

As I went to record all of this in my plan for my project, it became evident to me that the experiences of doubt and misunderstanding surrounding my disability, as well as Mollow’s, speaks of an underlying problem within society. Mollow and McRuer state that there is an “assertion of able-bodiedness as the foundation of sexiness” (1). Such a statement encapsulates a very prominent view of disability within society that Mollow and McRuer are quick to point out. Disability is not often perceived as sexy or attractive (unless it is fetishized), and, therefore, the prototypical image of a person with a disability is that of a person who does not conform to conventional beauty standards: “Rarely are disabled people regarded as either desiring subjects or objects of desire” (Mallow 1). Even now, as I write, images of twisted knees, contorted backs and missing limbs come to mind. Certainly, the image staring back at me in the mirror is none of those. My facade appears fully functioning. It makes sense to me then that I have trouble recognizing myself as disabled when I need an x-ray to prove that there is something wrong with my knee in the first place.

After these realizations, I made it my goal to use my project as a visual guide to depict both the pain and my worries in a way that people can see. I also wanted it to become a think-piece that would call into question my preconceptions considering disability. I focused on myself, depicting my flesh as pink to contrast the sharp pain I represented in blue, and supplemented panels with written expressions of self-reflection. In the end, my self-reflection solidified the idea in my mind that I am, in fact, disabled. It does not matter that the only time my disability is visible is when my knee swells some after the cartilage becomes inflamed. I recognize now that whether or not I look disabled is irrelevant because I can still feel the pain, and that pain has kept me from several activities, thus interrupting my work and my everyday life. With this comic, I hope that I have made it clear that disability can come in different forms, and that having an invisible impairment does not invalidate one’s experience of being disabled.

Word Count: 886

I pledge upon my word of honor that I have neither given nor receive any unauthorized help on this assignment. Michelle Zillioux

Works Cited

Linton, Simi. “Reassigning Meaning.” Claiming Disability: Knowledge and Identity, NYU Press,1998, pp 8-33.

Mallow, Anna, and Robert McRuer. “Introduction.” Sex and Disability, Duke University Press, edited by Anna Mallow and Robert McRuer, 2012, pp. 1-34.

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