engleski

Run, Forest, Run!-The Assessment of Inclusiveness of a Literary Work

Emina Kovačić - Center for Upbringing and Education Tomislav Špoljar, Varaždin Inclusive literature is an inseparable part of the process of inclusion. If we include inclusive literature in the school system, it can affect the promotion of positive attitudes towards the peers with different abilities and promote the development of positive self-image of students with developmental disabilities. Some authors, however, point out concerns over still present stereotypes of disability in literature and a small number of literary works with positive and accurate conceptualization of disability. The problems that arise in the context of observing the inclusive process and inclusive literature are focused on the awareness of the positive and negative presentation of disability in the literature, appropriate selection of literary works, proper analysis and discussion of the presentation of disability and awareness of the possible negative impacts of certain content on the formation of attitudes toward people with disabilities. The aim of this paper is to analyze the literary work Forrest Gump (1986) written by author Winston Groom that is shielded and listed in elementary school reading, using the Teacher's Guide for Using Literature to Promote Inclusion of People with Developmental Disabilities (Menchetti, Plattos, Carroll, 2011, translation and adaptation Osmančević Katkić, Salaj, 2017). The guide consists of seven areas, or the criteria for assessing the inclusiveness of any literary work: (1) the external appearance of the book ; (2) characterization of characters ; (3) the language and style of writing ; (4) plot (5) the position of people with disabilities in the work ; (6) topic and idea of the work ; (7) the way of writing. The results of the analysis of the literary work Forrest Gump in general indicate a positive presentation of the main character with disability, but partly unrealistic. Considering the above criteria from the Guide the following separate components in the work stand out: the focus on disability (positive and negative sides), emphasizing the medical model and normalization in the individual sections (bridging the problems), disability as an inspiration, stereotypes of infantilising people with mild intellectual disabilities, negative presentation under the guise of humor and others. It can be concluded that the work Forrest Gump emphasizes that disability is not necessarily a limiting factor and that everyone has the ability to be great at something and achieve success. In conclusion, the analysis of the presentation of disability in literary works, especially those integrated in suggested lists for school reading, affects the construction of a constructive discussion in the teaching process, shaping the attitudes of students and improving the process of inclusion.

inclusion, inclusive literature, guide for teachers, the assessment of inclusiveness of a literary work

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