In the master's thesis we are presenting how, with the help of a picture book used as a teaching tool, we introduce and approach students in an interesting way the topic of otherness, more precisely the physical disability. The theoretical part is divided into four major sections. In the first part, we defined the concept of tolerance and the concept of recognition, which was established as an upgrade of the first. We also touched upon the topic of stereotyping and related to it the discrimination. Further on, we continued with the theme of otherness and within it discussed the theme of physical disability, which is the starting point for a later empirical part of the master's thesis. We also described the projects: Otherness enriches us and Others through Art: Overcoming Resistance to Otherness through Art, as they have proven to be a successful means of achieving acceptance of diversity in kindergartens and elementary schools. In the second part, we devoted ourselves to education through art, more specifically cultural and artistic education, and within it the artistic creation and meaning of stories and storytelling in the school space. The second part was concluded with bibliotherapy. The third part concerns the picture book, within which we identified the main sub-groups of picture books and the otherness and physical disability in picture books. In the concluding part of the theoretical part, a few words were given to the author of the picture books Igor Plohl and to his life, as well as the picture books Lion Rogi: luck in unluck and Lion Rogi finds happines on which our research was based. In the empirical part, we explored how students respond when addressing the topic of otherness and physical disability, what they mean by the notion of otherness at the beginning and end of the activity, and whether they interpret the otherness as something positive or negative. We were interested about how students respond when reading picture books: Lion Rogi: luck in unluck and Lion Rogi finds happines, and what their reaction is when encountering a person with a disability. Through interviews with the teachers, we wanted to find out what they think about the use of picture books and some of the youth literature in lessons, and about the inclusion of picture books in dealing with the topic of physical disability. We were also interested in how teachers assess their ability to integrate elements of cultural and artistic education into teaching and how they would encourage students to have a positive attitude towards physical disability and otherness in the school space.
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