AAIM 2019

Books are more than just dog-eared best friends; they are often a route of escape for young teens and adolescents. But some of the best books not only provide entertainment, they also can be a source of solace and companionship. They also can educate those who otherwise would never understand the experiences of their peers.

Can we talk about drugs? Sex? Eating disorders? Trafficking? Depression? Finding the right literacy that highlights social issues without praising them can help the isolated child feel like they've found something to be their voice while creating a lifelong trust in literature and building a culture of reading, and finding a creative outlet in writing may help them find their own voice.

Discussing books about neurodiversity in schools builds empathy and raises critical questions about identity and difference. Neurodiverse kids need to see themselves on the page, and all kids need to think about the neurodiversity movement as it relates to other diversity movements. Are there analogies with sexuality and race? If so, how far do these analogies go? And can there be empathy across a neurolgical divide? Is it possible to imagine perceiving the world from another point of view? These are fundamental questions about the nature and limits of empathy that resonate deeply for all high school students regardless of their neurological make-up. Reading and discussing neurodiverse books brings these questions into sharper focus.

All high-school students, indeed all humans, have experienced moments when their way of seeing or understanding a situation has been very different from that of the people around them. We have all been isolated in our own perceptions. Can books that explore this feeling give neurotypical students empathy with those who have autism, or other syndromes, like Downs' or Tourette's? And can neurodivergent kids find the understanding and comfort level they need to connect if they choose to?

It is important when selecting books with neurodiverse characters to think about complex representations and to avoid stereotypes. Autism, for example, should be one aspect of a character, not necessarily the defining one. And it should not be portrayed as a disability in need of a cure, but rather as a way to be in the world, even if aspects of it can be painful. Perhaps the analogies with sexuality or race are imperfect because neurodiverse people are on such broad spectrums. Neurodiverse book resonate with al teen readers, both neurodiverse and neurotypical, but only when they are fully imagined and not reductive.

Exploring the Clinton Digital Library can be like drinking from a fire hose – it’s easy to get overwhelmed. Let Education Specialist Kathleen Pate walk you through the search process and show you the Digital Library Exhibits – curated collections of presidential materials presented with a coherent narrative. Topics include “Commemorating Courage: 40th Anniversary of Desegregation of Central High” and “‘Days Like This’: President Clinton’s Public Diplomacy in Northern Ireland.” In addition, she’ll provide information about other on-line resources available through the Presidential Libraries and the National Archives; onsite student programs and teacher workshops offered at the Clinton Presidential Library; and new opportunities for classroom outreach.

Participants will be presented booktalks on recently published books. Participants will receive a bibliography of the books presented. This session meets R.I.S.E. Goal 3: Building a culture of reading by promoting recently published books.

The world of Young Adult Lit is always evolving. The trends are not easy to keep up with! This session will help you keep current with discussions of recent & upcoming fiction you don’t want to miss. Join this session for book talks and learn which titles you might want to include in your next book order.