T EA C H IN G E xc ep ti on al C hi ld re n , V ol . 48 , N o. 3 , pp . 15 1 – 15 8. C op yr ig ht 2 01 5 T he A ut ho r( s) . D O I: 1 0. 11 77 /0 04 00 59 91 56 18 19 5 Mr. Rodriguez is passionate about using literature to promote discussion of important issues in his middle school English class. Over the course of the year, though, he has been troubled by what he considers hurtful and biased language in the classroom. During group work today, he overheard a boy jokingly call his classmate a “retard.” Mr. Rodriguez was proud to hear another group member respond that the word was offensive, but this was not the only time something like this had happened. He wants to make sure that his classroom is a welcoming place for all learners and that his students model inclusivity and respectful communication. He and the other teachers have had several discussions about how they can build a stronger community in the school, communicate expectations for inclusiveness and respect, and build empathy and social skills among the middle school students. They have struggled with the need to do so within the complex demands of their Common Core–driven curriculum. Mr. Rodriguez realizes that his English class is, in fact, the perfect platform for discussion. Literature might be the perfect way to spark the discussion, critical thinking, and problem-solving skills demanded by the curriculum while still addressing important social issues. Several questions linger, however, for Mr. Rodriguez: Where should he start? How will he find books that represent human diversity—including disability—in appropriate ways and can serve as launching points for discussion? What resources are available to him?

中文翻译：

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TEA CH IN GE xcep ti on al Child ren, Vol. 48 号 3，页。15 1 – 15 8. 版权 2 01 5 A ut hor(s) 。DOI: 1 0. 11 77 /0 04 00 59 91 56 18 19 5 Rodriguez 先生热衷于在中学英语课上使用文学来促进对重要问题的讨论。然而，在过去的一年里，他一直被他认为在课堂上有害和有偏见的语言所困扰。今天在小组作业中，他无意中听到一个男孩开玩笑地称他的同学是“笨蛋”。罗德里格斯先生很自豪地听到另一位小组成员回应说这个词令人反感，但这并不是唯一一次发生这样的事情。他想确保他的教室是一个欢迎所有学习者的地方，并且他的学生要树立包容性和相互尊重的沟通模式。他和其他老师就如何在学校建立更强大的社区、传达对包容和尊重的期望以及在中学生之间建立同理心和社交技能进行了多次讨论。在共同核心驱动的课程的复杂需求中，他们一直在努力应对这样做的需要。Rodriguez 先生意识到他的英语课实际上是一个完美的讨论平台。文学可能是激发课程要求的讨论、批判性思维和解决问题的技能的完美方式，同时仍能解决重要的社会问题。然而，罗德里格斯先生有几个问题挥之不去：他应该从哪里开始？他将如何以适当的方式找到代表人类多样性（包括残疾）并可以作为讨论起点的书籍？他有什么资源？