Maria Shriver knows that real inclusion means real understanding.

Today's inclusive classrooms call for heightened awareness and sensitivity on the part of both educators and students. Educators know they must meet the requirements of the Individuals with Disabilities Education Act and create an inclusive environment. But the nondisabled students play a critical role in creating a classroom where everyone feels accepted-where everyone's friends. A new children's book by journalist Maria Shriver promotes understanding and encourages friendships between nondisabled students and those with special needs. What's Wrong with Timmy? tells the story of Kate and her budding friendship with Timmy, a young boy who is developmentally disabled. Shriver spoke recently with the NEA Professional Library's Sabrina Holcomb, co-author of The New IDEA Survival Guide.

Why did you create this book?
I'm on the board of the Special Olympics, and often people with nondisabled kids would say to me, "I'd like my children to volunteer with the Special Olympics or attend as spectators. But I don't know how to explain to them what cerebral palsy is or mental retardation. How can I help them be sensitive to people with disabilities?"

I had already written a children's book called What's Heaven? to help children deal with death and grief, and I was very committed to having a series of books to help children and their parents begin discussions about sensitive subjects. I hope What's Wrong with Timmy? will promote a constructive dialogue between kids and their parents.

How has your involvement with the Special Olympics deepened your understanding of the challenges that children with special needs face?
I've seen how the families of disabled children have struggled for respect and understanding for their kids. I hear parents talk about their children not being included in basic activities that many of our children take for granted-birthday parties, soccer games, or just hanging out together. This exclusion causes such pain. These kids' main desire is to be included, and they almost never are.

That's why I wrote this book primarily for nondisabled kids and their families. To help them understand the difference they could make in another child's life. When kids see a child who's "different," they can be like Kate when she reaches out to Timmy. They have the power to reach out and invite a child to be a part of their group.

How can educators and parents use this book with kids?
Ideally, educators could assign the book for reading and then lead an open discussion or have kids write about their reactions to the book and their own experiences. There's a teacher's guide that offers tips on presenting the story, discussion questions, and follow-up activities on related topics, such as appreciating differences and creating a classroom environment in which all students feel accepted.

I'd like to see parents read the book with their kids, then talk openly and honestly with their children about their own experiences. Kids often feel alone with their feelings of isolation, fear, or confusion. Once children know that their parents have experienced similar misgivings or apprehension, they won't feel as if there's something wrong with them when they're not sure how to behave in certain situations.

What's Wrong with Timmy? captures the thoughts and language of a child. But what would you say to people who might have a problem with the book's title?
Usually the first words out of every kid's mouth when they see another child who looks, acts, or talks differently are: "What's wrong with that kid?" In order to get through to children, I had to make sure they see themselves in the book. Kids are much more likely to pick up a book that has a title they can identify with. Of course, once they read the book, they see that there's nothing wrong with Timmy.

Nondisabled children are often left out of the discussion about inclusion. Kids have so many questions. I want them to know that whatever being different is, it's not something they need to fear.

Courage seems to be one of the book's strongest themes, perhaps even more than acceptance and tolerance. Timmy's mother tells him to be strong inside when the other kids make fun of him. Kate tells herself to be strong when she worries whether her friends will accept Timmy. Would you say that these kids' courage leads to acceptance and tolerance?
Exactly. It takes courage to confront your own fears and move through them. Sometimes it takes courage to reach out to someone who's different. It takes courage when children get to middle school to resist drugs and alcohol.

But the most important lesson in the book is that we all have common ground and we all want the same things-to be included, respected, and validated.

What's Wrong with Timmy? asks kids to look beyond everybody's differences-physical, mental, ethnic, or religious-and see that every child has something special to contribute. That's a lesson you're never too young to learn.

FOR MORE

• Maria Shriver's What's Wrong with Timmy? has been paired with The New IDEA Survival Guide in a special package from the NEA Professional Library. $17.95 for NEA members, Item# 2016-2-10-D. To order, call 800/229-4200, or visit the Web at www.nea. org/books.

  Coming this winter from the NEA Professional Library-
  The IDEA Classroom Tool Kit. It gives busy educators the information and materials they need to teach a classroom filled with students who have various skill levels and special needs. You'll get useful strategies and checklists, as well as sample worksheets, IEP forms, progress reports, lesson plans, and other resources you can copy and adapt for your own use.