Meet Benjamin Giroux- He Introduces Himself

 April is jam-packed with themes and recognition days: Poetry Month, School Library Month, Volunteer Appreciation Month, Autism Awareness Month, not to mention WORLD HEALTH DAY, EARTH DAY, and ARBOR DAY!  It takes a unique and powerful voice to stand out from among so many important themes and causes, but Benjamin Giroux has such a voice. 

If you click the many links above, including Benjamin's name, you'll be gone for a while. Stick with me and do that at the end, okay?)

Schiffer Kids, 2021

Let's begin with a quick and close look at Benjamin's picture book, the one that developed after he wrote a poem at ten years of age. I AM ODD I AM NEW. is written by Benjamin Giroux and illustrated by Roz MacLean. 

In response to a fifth grade writing assignment, Benjamin poured his innermost thoughts onto the page in the very text that later became this book.He thought it wasn't good enough despite his parents' praise. Perhaps that feeling reflected his lifelong experience of others indicating that he, as an individual on the autism spectrum, was not "good enough". 

Using social media, his parents shared  the poem exactly as he wrote it, and you can read a replica of his original work on the endpapers of this book. His words were embraced, globally, and many who read or heard them recognized themselves in his writing. Not so much because they, too, are on the autism spectrum, but because they feel "other", not able to fit in with a presumed "normal" or sameness. Benjamin's poem shares his feelings of isolation, but also his hopes that differences might one day be celebrated rather than disdained. 

His poem not only became the text for this picture book, with an introduction by the National Autism Association, citing Temple Grandin's advocacy for not just acceptance but appeciation of individual differences. His poem became the lyrics for songs, has been featured in videos. A saying of the NAA suits this poem, book, story, boy, and voice well: 

"No one has ever made a difference in the world 

by being the same."

The illustrations allow readers to empathize and connect, while revealing the diversity among the  population surrounding Benjamin. With comic-style simplicity and a deft use of blue/gray tones versus vibrant colors, the hopes and possibilities of full participation, satisfaction, and success for EVERYONE carries readers to a satisfying conclusion. Widening our circles of social acceptance is not just good for Benjamin but for each and all of us.

The symbolic flying paper airplanes might make skeptics call such a goal "pie in the sky". The truth is easy to recognize, though, through this simple picture book and the direct impact it can have on readers of any age. There are plenty of picture books that engage differences and specifically autism, but this is the best one to use to launch discussions that will move us toward that better future.

A FRIEND FOR HENRY: Empathy and Insight

If you missed my post about HENRY THE BOY (Penny Candy Books), I hope you'll click back to that post (HERE) and take a few minutes to read it. The HENRY in today's post is not the same boy, but they have much in common. If you read that post (better still, read the book) you will note that HENRY of HENRY THE BOY is quite a confident and self-aware young person. You'll also note that it is his external differences that affect his interactions with peers. 

Chronicle Books, 2019

A FRIEND FOR HENRY is written by Jenny Bailey and illustrated by Mika Song. The Henry who stars in this recent picture book appears to be a few years younger than Henry of the first title, but they otherwise have many things in common. Both want to have friends, both have issues that affect their ability to interact with peers in "typical" ways, and both experience complications when it comes to making friends. 
I greatly admire the ways in which both author and illustrator have revealed younger Henry's personality and needs. What appears to be a third person narration, including some dialogue, which gradually invites readers to view the story unfolding as an inner voice, a peek inside Henry's head. 
At no point is Henry labeled. No reference is made to being on a spectrum, to rigidity, to being high-functioning, or any of the other designations that are becoming catch phrases among  the general public. 
Assumptions are shattered, in the subtlest of ways, revealing that Henry does not "prefer" to be alone, but is, in fact, eager for a friend. He adheres firmly to a sort of checklist of criteria and rules to determine who COULD be a friend, the kind of friend he wants and needs.
Text makes clear that Henry is observational, often standing apart to gather information. He holds firm to his conclusions about others but is capable of growth. Henry has strong preferences (in colors, locations, activities) but but he CAN adjust, if given a chance. 

There is a strong (and overdue) push to represent our diverse world in all books, but especially in books for young children. This picture book succeeds in terms of externals (skin tones and ethnicities) but I was even more charmed and delighted to note that Henry (and readers) will identify personality and temperament differences, too. Henry notes the patterns of his peers (activity and noise levels, bossy/sharing tendencies, and others) and is aware of his own reactions to those personal styles. 
The two titles could be shared and compared, with similarities and differences noted. Both also offer rich resources for discussions about finding, making, repairing, and keeping friendships. Some amazing conversations about the illustration styles, color tones, and moods of the two books will arise, along with distinct preferences between the two approaches. 
As a side note, Henry seems to be a popular name these days. If you have a Henry (or two) in your home or class or library group, you will have some very enthusiastic readers!