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State and national initiatives provide teachers opportunities for interdisciplinary units with increased significance of non-fiction in English Language Arts and decreased reliance on the textbook in history and social studies. In these three disciplines, beginning in elementary school, students are expected to scrutinize multiple trade books of the same event, era, or person to construct understandings. Trade books are a logical curricular link between these three curricula. The initiatives, however, do not prescribe specific curricular materials; teachers rely on their own discretion when selecting available trade books. Historical misrepresentations have been found to emerge within trade books to varying degrees, yet only a few empirical studies have been conducted. We empirically evaluated trade books centered on the Anne Sullivan Macy, Helen Keller’s teacher. Celebrated as the Miracle Worker, she remains a relatively obscure figure. As a child, Macy faced the desertion or death of every family member and struggled to overcome poverty and isolation. Macy’s story, thus, complements Keller’s in consequential ways. We report various historical misrepresentations within the trade books and provide ancillary primary sources for teachers interested in addressing the historical omissions.

This chapter investigates how we have come to know what we know, in the United States, about the terms “ability” and “disability” through the story of Helen Keller and her teacher Anne Sullivan Macy. What is the narrative of Helen Keller as told through children’s literature? How might the ways in which her life is presented contribute to stereotypes of what it means to be disabled? What, if any, are the ways in which authors of these books resist writing about her as someone who “overcame” her disabilities? How is Helen Keller’s relationship with her teacher, Anne Sullivan, portrayed and what might this representation contribute to the concepts of dependence and interdependence?

This project provides a sociological analysis of common themes through a content analysis of 20 children’s books on Helen Keller.

The theme of the widely circulating “story of the water pump moment” (when Keller realizes that hand movements signify language) depicts a one-sided relationship of Helen Keller and her teacher Anne Sullivan Macy. This informs the narrative representations of Anne Sullivan Macy as “miracle worker” and Helen Keller as “miracle child.” Another theme is the “complexities of resistance,” which shows how these narratives uphold the stereotype that Helen Keller needed to “overcome” her disabilities while also resisting this notion and showing how she also helped Anne Sullivan Macy.

This demonstrates how widely circulating stories such as those about Helen Keller shape what we know about what it means to be abled or disabled, challenges simplistic binary understandings of the disability experience, and points to the power of narratives to shape systems of beliefs.

Common Core State Standards Initiative mandates increased readings of informational texts within English Language Arts starting in elementary school. Accurate, age-appropriate, and engaging content is at the center of effective social studies teaching. Textbooks and children’s literature—both literary and informational—are prominent in elementary classrooms because of the esoteric nature of primary source material. Many research projects have investigated historical accuracy and representation within textbooks, but few have done so with children’s trade books. We examined children’s trade books centered on three historical figures frequently incorporated within elementary school curricula: Eleanor Roosevelt, Rosa Parks, and Helen Keller. Findings revealed various forms of historical misrepresentation and differing levels of historicity. Reporting such lacunae is important for those involved in curricular decisions. We believe children’s books, even those with historical omissions and misrepresentations, provide an unique opportunity for students to incorporate and scrutinize diverse perspectives as they actively assemble historical understandings. All secondary narratives, even historically representative children’s books, can benefit from primary source supplementation. We guide teachers interested in employing relevant and rich primary source material.

I Am Helen Keller is a student-friendly reader; yet, it offers realistic insights into Helen’s life as a: student, writer, lecturer, vaudeville performer, and activist. The book relates to students’ real lives because Helen is portrayed as a genuine person rather than an object for herofication; an individual with economic challenges and personality flaws as well as successes. Young students are introduced to the concept of mentoring, as people who sponsored and helped Helen achieve her life goals are described. Helen Keller overcame personal adversity and is often presented to young people in character education. The heart of her story, however, is that she was one of the first civil rights leaders for people with disabilities. She was at the forefront of attitude changes around the world. In this lesson, students engage in analyzing key points of Helen Keller’s life through a read-aloud and Anticipation Guide, discussion, cooperative group work, research, and presentation skills using educational technology.

Learning and knowledge management (KM) are important though complex elements of multi‐organisational collaborations. Leadership is often considered to be critical in shaping the outcomes of effective collaboration, but what particular form should this take to tackle the particular challenges faced by learning and KM? To what extent do any of the existing models and theories of leadership address learning and KM perspectives? What are the key issues that demand the attention of leaders and leadership processes? This paper draws on a substantial body of disparate and often unconnected literature to explore these complex and under‐researched questions of theoretical and practical enquiry in a public sector context. It concludes with an assessment of the main leadership challenges, the potential of different leadership approaches and some suggestions as to future areas of research.

This article aims to explore how objects function in integration efforts in health and social care contexts.

The article draws on boundary object theory and empirical data collected from a range of health and social care integration initiatives in Wales to illustrate the value of the focus on objects and to identify the potential implications of this approach for studies in other national contexts.

Attention to objects can shed light on the dynamics of integration, its potential and limits, offering insights that conventional analysis might otherwise miss.

The data drawn on in this paper are illustrative. Exploring the role of objects in integration requires more focused studies.

The results suggest that integration designers and managers need to pay closer attention to the attachments that practitioners develop to objects.

This is a highly original paper in view of its innovative use of boundary object theory in the context of integration, and its contribution to theory, research and practice.

There is a fund of practical and theoretical advice on how to work effectively in collaboration, but in reality outcomes are often disappointing. This paper explores aspects that frequently derail well‐intentioned collaborative endeavours, drawing on research on integration in health and social care in Wales to highlight four particular areas of concern: motivation and meaning, capacity and capability, learning, and conceptualising and measuring success. Arguing that better management of these factors should improve overall effectiveness, it concludes with a plea for greater understanding of the complex interplay between structural factors and the influences of individuals.

The purpose of this paper is to explore the study of integration and two perspectives that are found within the literature: the science of integration; and integration as craft and graft. These different perspectives are analysed for their inherent strengths and weaknesses and suggestions for the future research of integration are set out.

This paper is a commentary of the broad approaches that have been taken in studying integration.

The scientific perspective of integration has tended to dominate the literature and the industry that has developed around integration to date. However, the craft and graft perspective is one that is receiving increasing attention in recent times and which has much to offer in terms of better understanding issues of integration.

This paper is concerned with approaches to research into integration and also draws in newly emerging insights from the broader field of governance. It suggests that the author may wish to reconsider how the author research and practice integration in the context of health and social care.