Criteria Specific to Categories of Disability

Picture Books for Children with Perceptual or Cognitive Disabilities

Perceptual and cognitive disabilities may occur in children with such disabilities as mental retardation, autism, learning disabilities, and cerebral palsy.

For these children:

There should be a “oneness of mood, plot, character, harmony between picture and story, or harmony between picture and detail.” (Luchow*)

Text and pictures should be compatible and free of discrepancies.

There should be many simple, clear, uncluttered illustrations. Illustrations should have organization. Colors should be vivid with strong contrast and well-defined spaces. Strong, heavy lines enable the child to perceive the relationship between the picture’s foreground and background.

Realistic stories, pictures and photos that are geared to the child’s developmental level are preferred.

Illustrations should provide redundancy and reinforcement.

Print should be in a font with easily distinguished shapes, in 18 point or larger, and in bold print.
                    
There should be adequate white space between letters and lines and strong contrast with the background.

Lines of print should be parallel to the bottom of the page.

There should be minimal glare on the page.

Picture Books for Children with Print Disabilities

Children who have difficulty using print materials include those who have legal blindness or low vision, color blindness, profound deafness with American Sign Language as the first language, and some learning disabilities. Some children may need audio-recorded books, Braille, or other special formats including descriptive videos.

For these children:

Print should be in a font with easily distinguished shapes, 18 point or larger, and in bold print.

There should be many simple, clear, uncluttered illustrations with vivid, contrasting colors and well-defined spaces. Illustrations should have organization. Strong, heavy lines will enable the child to perceive the relationship between the picture’s foreground and background.

There should be adequate white space between letters and lines and strong contrast with the background.

There should be minimal glare on the page.

Picture Books for Some Children with Profound Hearing Loss

Children who use American Sign Language as their first language may need books that meet some of the criteria for children with perceptual or cognitive disabilities and/or print disabilities. They may not be able to read at their age level.

For these children:

Stories and illustrations should be appropriate to their developmental level.

There should be unity and harmony of story and illustrations.

Illustrations should provide redundancy and reinforcement.

Print should be in a font with easily distinguished shapes, 18 point or larger, and in bold print.
                       
There should be adequate white space between letters and lines and strong contrast with the background.

Lines of print should be parallel to the bottom of the page.

Captioned videos may be useful.

Books and Other Materials for Children with Tactile/Kinesthetic Disabilities

Children with tactile/kinesthetic disabilities may include those with disabilities such as spinal cord injury, cerebral palsy, Down syndrome, and autism (which presents a special case described below.)

For these children:

Materials should be light weight and easily grasped.

They should be sturdy.

They should be large enough but not too large to manage.

Some of these children may require adaptive devices such as page turners and book stands.

For children with autism:

Some children with autism have an intense aversion to touching certain textures, even soft toys. Others are highly attracted to touching certain textures. One must be aware of these aversions or attractions and honor the child’s needs.
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*Luchow, Jed P. 1972. Selecting Picture Storybooks for Young Children with Learning Disabilities. Teaching Exceptional Children 4: 161-64.