I Funny: A Middle School Story

Throughout the 2010s and beyond, the genre of middle-grade literature has skyrocketed in popularity, providing young readers with an increasingly rich selection of titles to study and enjoy. During this time, middle-grade literature has also become increasingly varied, inclusive, and diverse. Children with disabilities are an underrepresented group in all types of media, and they are also the most vulnerable to bullying, harassment, and maltreatment, both by their peers and by adults. The increasing number of middle-grade novels that feature strong, assertive characters with disabilities helps to bridge critical gaps and address common experiences. In addition to acknowledging a traditionally marginalized group of children and young adults, such literature also benefits readers without disabilities by promoting understanding and acceptance. Both middle-grade and YA fiction include many titles that focus on a wide range of differences and disabilities. Prime examples of literature addressing the challenges and triumphs of young adult wheelchair users include Sara Pyszka’s Dancing Daisies (2013), which features a protagonist with cerebral palsy; Chelsea Hill’s Push Girl (2014), whose protagonist, like Jamie, also loses the use of her legs in a car accident; and Susan Nussbaum’s Good Kings Bad Kings (2013), which uses a school setting to delve into the realities of multiple disabilities.

In addition to educating the general public about the many challenges that come with disabilities, such literature also addresses related social issues like bullying, ableism, and ostracization. By acknowledging that people often dislike what they do not understand and judge those who are different, these stories provide relatable scenarios and workable solutions to real-life social issues. Characters like Jamie illustrate that children with disabilities simply want to be treated like anyone else, and the resurgence of this category of literature validates people with disabilities and emphasizes that their stories are equally worth telling. Additionally, children with disabilities can enjoy increased representation and gain new insights by seeing themselves in what they read. Additionally, their peers can learn to understand the challenges and issues that disabled students must deal with on a daily basis. Ultimately, the development of literature that features children with disabilities is designed to provide a sense of validation to readers who may have similar disabilities.