This article provides a critical literacy approach to reading picture books that represent individuals with disabilities. It details close reading with a critical literacy stance as a scaffolded method for teachers to support students’ increased access to conversations about disability. A sample lesson plan and three prompting guides are provided to support teachers in text selection, planning and facilitation of lessons that analyze disability representation. Consistently engaging in close reading with a critical literacy stance will help students internalize the transferrable process that enables them to challenge and critique the stereotypes of disability they encounter in other texts, media, and everyday interactions.

中文翻译：

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分析图画书中残疾人的表现

本文提供了一种阅读代表残疾人的图画书的批判性识字方法。它详细介绍了具有批判性识字立场的细读，作为教师支持学生更多地接触有关残疾的对话的支架方法。提供了一个示例课程计划和三个提示指南，以支持教师进行文本选择、规划和促进分析残疾表现的课程。坚持以批判性识字立场进行仔细阅读将帮助学生内化可转移的过程，使他们能够挑战和批判他们在其他文本、媒体和日常互动中遇到的对残疾的刻板印象。