Using Young Adult Literature Featuring LGBTQ Adolescents With Intellectual and/or Physical Disabilities to Strengthen Classroom Inclusion
Bibliographic Data
| ID | 4762389 |
|---|---|
| Authors | Lisa A Hazlett, Lisa Hazlett (University of South Dakota), William J Sweeney (0000-0002-5973-8371, University of South Dakota), Kevin J Reins (0000-0002-9835-9024, University of South Dakota) |
| Year | 2011 |
| Volume | 50 |
| Issue | 3 |
| Pages | 206-214 |
| Publication date | 2011-06-27 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00405841.2011.584031 |
| OpenAlex | W1968285505 |
| Language | EN |
| Citations received | 2 |
| References cited | 12 |
Adolescence is chaotic for all individuals, but LGBTQ adolescents with intellectual and/or physical disabilities struggle with what it means to be furthest from the majority. These teens experience varying exclusions and harassments from peers, educators, and family members. Contemporary young adult literature can assist these adolescents through novels positively reflecting themselves and their situations and issues. Such literature also affords greater majority awareness, understanding, and acceptance of these minority individuals within schools and society
Adolescent development · Developmental psychology · Inclusion (mineral · Pedagogy · Disability Rights and Representation · LGBTQ Health, Identity, and Policy · Psychology · Social Psychology · Themes in Literature Analysis
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,29 |
| Citation span | 2019 - 2020 (2) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 2 |