Megan Connerly, visiting associate professor in the Education Department at Worcester State, has written and illustrated a children’s book that she hopes will empower neurodiverse children and help reshape how educators approach learning differences.
Connerly’s debut picture book, “Otis and his Amazing Superpower,” was published recently to five-star accolades from reviewers on Amazon.
She was inspired to write the book because of her own experiences as a parent of children who thought differently than other children. She noticed that when her children were having difficulties in school, the focus was often on their deficits and behavior, rather than recognizing their unique strengths and perspectives.
“There was this focus on the part of the counselors, the administrators, the teachers, especially early on, to talk about their deficits,” Connerly said. “There was no neurodiversity piece to the conversation. It was all just so negative.”
Connerly was frustrated by the lack of resources to help her children, now ages 7 and 4, feel celebrated for their unique qualities. When she couldn’t find children’s books that addressed neurodiversity from a positive perspective, she decided to write and illustrate a book that reframes learning differences as “superpowers” to be nurtured, not weaknesses to be overcome.
Although Connerly had never authored a book before, she said that because of her art background, the process unfolded naturally as she started reading more children’s book literature and researching how to write and illustrate a book.
In “Otis and his Amazing Superpower,” the main character, Otis, doesn’t conform to his teacher’s expectations, leading to conflicts and trips to the principal’s office. But the wise principal recognizes Otis’s “special” way of thinking and helps him channel his energy into positive behaviors, like practicing good listening skills.
Connerly intentionally crafted the story to resonate with a wide range of neurodivergent children, from those with ADHD to autism spectrum disorders. “I don’t want to identify any specific learner,” she said. “I want to reach a broader audience to help those that deal with any type of learning difference and hopefully reading this book will help them appreciate what makes them special.”
The book has received an overwhelmingly positive response, with glowing reviews from teachers praising its message of inclusion and empathy. One educator shared on Amazon, “I love the message of inclusivity in this book. The illustrations are beautiful and engaging – a children’s book that will forever have a special spot in my classroom library.”
For Connerly, the most rewarding feedback has come from parents who see their own children reflected in the character of Otis. “There was one parent who talked about how their son, who’s been diagnosed with autism, loves the book, and he loves Otis, and they read it to him every night. And I was like, ‘That’s exactly how I hoped people would respond to the book.’”
Connerly said she has been doodling and drawing since she was very young, but was hesitant to follow her heart into an art career. “Growing up in the Midwest there was generally this notion that it would be hard to support yourself with art, so I ended up pursuing an education degree instead,” she said.
She put down her colored pencils when she was in graduate school, but having children reignited her creative side. “After having children, I picked my pencils back up and it just kind of happened organically,” she said. She said she has always maintained an interest and passion for art and drawing, even though she initially pursued a different career path. Working on the book allowed her to channel that passion in a positive direction, she said.
The book aligns with the subject matter Connerly teaches at Worcester State. Her classes include education psychology for elementary teachers, a course about how the brain processes information and different learning theories associated with brain development. The course also covers how to utilize different learning theories to best adjust teaching practices and design lessons within the classroom.
She also teaches adolescent development which focuses on similar issues with respect to learning theories and brain development, and also encompasses social emotional learning for the adolescent learner.
As Connerly looks to the future, she is already working on a sequel starring a character named Ruby who has anxiety. Her hope is that these books will continue to provide a much-needed resource for families and educators navigating the complexities of neurodiversity in the classroom.
“I wish I could do more,” Connerly said, reflecting on her own journey as a parent advocating for her children. “But my hope is that this book at least provides some support for those parents. And it does feel nice that at least the people that have reviewed it seem to have been reached in a beneficial way.”
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