Representation of Disability in Children’s Books

What we do in our classrooms shapes perceptions of disability. Positive, authentic representation in literature fosters inclusion by promoting empathy and understanding among students. Books can empower all children and provide insight into diverse experiences. We are celebrating the increased availability of children’s books with disability representation, both incidental and explicit. However, educators and families alike continue to seek more authentic and meaningful representations, particularly of those with significant support needs and those who are culturally, Linguistically, and racially diverse.

  • We examined the representation of disability in children's literature, employing a critical analysis approach. From a disability studies stance, we reviewed scholarship, categorized, and defined key aspects of evaluative criteria.  Through a process of consensus and structured tabular methodology, we analyzed and expanded the criteria. Not satisfied with a checklist approach, we created a continuum of descriptors for a more dynamic framework for the portrayal of disability in literature. As we share our insights with others, we iteratively refine the framework labels and definitions to capture the nuances of representation.

  • When selecting books

    • Know the purpose

    • Know the audience

    • Many checklists and guides

    • A continuum

    • Most important – planned facilitation

    • Representation Matters: Use this framework when selecting books that feature diverse disabled characters, ensuring they are authentic and reflect the local context.

    • Feature Disabled Voices: Prioritize literature written by authors with disabilities to ensure authentic perspectives.

    • Avoid Stereotypes: Be mindful of stereotypes and tropes commonly associated with disability, and choose literature that challenges and subverts these narratives.

    • Promote Accessibility: Present books in multiple formats.

    • Encourage Critical Thinking: Facilitate discussions that encourage students to critically analyze portrayals of disability in literature and challenge ableist assumptions.

    • Honor Diversity: Emphasize the value of diversity and inclusion in literature, highlighting the unique contributions and perspectives of individuals with disabilities.

    • Provide Supportive Environment: Create a learning environment that is inclusive and supportive of all, ensuring everyone feels valued and respected.

    • Engage with a Community of Reflective Practice.

  • We propose a conceptual framework to inform practice using a comprehensive and nuanced approach to engage with children’s literature through a critical lens for disability representation. This framework recognizes the complexities of educators’ responsibilities to create a learning environment where all students are seen and valued. This approach supports deeper exploration and understanding by providing a dynamic lens through which to comprehensively examine character development, relationships, quality literature, reader experience, anti-ableism, protagonist, inclusivity, self-determination, and author purpose. By design this framework encourages critical thinking and facilitates the identification of patterns and themes within the text, fostering rich insights into how disability and diversity are portrayed and interpreted. READ MORE HERE

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  • Banfield, B. (1998). Commitment to change: The Council on Interracial Books for Children and the world of children's books.  African American Review, 32(1), 17-22.

    Beckett, A., Ellison, N., Barrett, S., & Shah, S. (2010). ‘Away with the fairies?’ Disability within primary-age children's literature.  Disability & Society, 25(3), 373-386.

    Bishop, R. S. (2016). A Ride with Nana and CJ: Engagement, appreciation, and social action. Language Arts, 94(2). 120-123. 

    Blaska, Joan K. (2004). “Children’s Literature That Includes Characters With Disabilities or Illnesses.” Disability Studies Quarterly 24(1). http://dsq-sds.org/article/view/854/1029.

    Botelho, M. (2021). Reframing mirrors, windows, and doors. A critical analysis of the metaphors for multicultural children’s literature. Journal of Children’s Literature, 47(1). 119-126. 

    Brown, M. R. (2017). ‘‘Swimming Against the Tide’’: Disability Represented Through Fish Symbolism in (and on) Middle Grade and Young Adult Novels. 17 October 2017. Springer Science + Business Media, LLC

    Council on Interracial Books for Children (1980). Guidelines for Selecting Bias-Free Textbooks and Storybooks.

    Crawford, S. C. (2016). More than a wheelchair in the background: A study of portrayals of disabilities in children's picture books.

    Derman-Sparks, L. (1989).  Anti-bias curriculum: Tools for empowering young children. National Association for the Education of Young Children, 1834 Connecticut Avenue, NW, Washington, DC 20009-5786.

    Digman, E. (2021). Content Analysis: Representation of Down Syndrome in Children’s Literature. UWL Journal of Undergraduate Research XXIV

    Faeth, E. M. (2021). Agency, power, and disability: A textual analysis of The Silence Between Us. Children's Literature in Education, 52(4), 433-448.

    Kaplan, A. G., Tobin, C., Dolcetti, T., & McGowan, J. (2022). Representation Matters: Board Books with Children with Disabilities. Children & Libraries, 20(3), 15.

    Kleekamp, M. C., & Zapata, A. (2019). Interrogating depictions of disability in children's picture books. The Reading Teacher, 72(5), 589-597.

    League, A. D. (2005). Evaluating children’s books that address disability.  Retrieved February 7, 2017.

    Lee, J., Bornat, J., Dierks, K., Erkulwater, J. L., Brockelman, K. F., Getzel, E. E., ... & Leidy, P. (2007). From the Editor’s Desk: Introducing Associate Editor Alex Lubet.  Review of Disability Studies: An International Journal, 3(3).

    Myers, C., & Bersani, H. (2008). Ten quick ways to analyze children’s books for ableism. Rethinking Schools, 23(2), 1-5. 

    O'Connell, S. J. (2011). Autism AZ: a resource to increase awareness amongst general educators.

    Oslick, M. E., & Pearson, M. (2016). Evaluating and Using Literature, Including People with Disabilities in All Classrooms. Journal of the American Academy of Special Education Professionals, 104, 118.

    Pennell, A. E., Wollak, B., & Koppenhaver, D. A. (2018). Respectful representations of disability in picture books. The Reading Teacher, 71(4), 411-419.

    Prince, A. M., & Hayden, H. E. (2022). Repositioning disability in children’s picture books through classroom read-alouds. Teaching Exceptional Children, 55(1), 30-38.

    Schneider, J. J. (2016). Important Books.

    Schneider, J. J., Marj, & Moss, D. J. (2004). Disabled Characters in Children’s Literature. CT State Department of Education.

    Shah, N., Ortiz, N., Stroupe, D., & Reinholz, D. (2021). Who participates? Analyzing data with context can help educators detect inequalities in classroom participation and reduce implicit bias. Educational Leadership, 78(6), 41-46. 

    Slapin, Beverly; Lessing, Jill Belkind, Elaine. (1987). Books Without Bias: A Guide to Evaluating Children’s Literature for Handicapism. Berkeley, CA: KIDS Project.

    Tondreau, A., & Rabinowitz, L. (2021). Analyzing representations of individuals with disabilities in picture books. The Reading Teacher, 75(1), 61-71.

    Wopperer, E. (2011). Inclusive Literature in the Library and Classroom: The Importance of Young Adult and Children’s Books That Portray Characters with Disabilities. Knowledge Quest. 39(3), 26-34.

    Worotynec, Z. S. (2004). Contrived or inspired: Ability/disability in the children's picture book.  Disability Studies Quarterly, 24(1).

Our model for critical analysis of representation

To facilitate discussion, we have developed an evolving “model” to evaluate representation and support the critical reading of books.

Download a bookmark with continuum prompts

Identity Affirming Text Representations

“To foster an inclusive classroom and build upon all children’s strengths, the texts that children interact with must contain accurate and positive depictions of disability,” not limited to teaching explicitly about disability, but through rich, natural descriptions and events (Meyer, 2021, p. 30). “Identity-affirming texts and passages are those that give all students the opportunity to see themselves reflected in what they’re reading. By introducing students to texts that portray characters and real-life people from diverse cultures and languages, varied family structures, a range of abilities and disabilities, and different gender identities, educators deepen the teaching of literacy by connecting it directly to students’ own lives and the lives of their peers.”

Explore These Books!

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Host a Book Discussion Event

Are you interested in engaging in discussions on authentic representation and diverse voices?

We hold book discussions in University Classrooms, at conferences, at bookstores, in living rooms, and in public libraries in hopes of creating a community of educators dedicated to critically analyzing literature and discovering new ways to use diverse texts effectively.. 

For a list of gathered books for discussion, please see this spreadsheet

Sponsored by Dr. Linda Shandrick Lengyel, Janet Sauer, and Dr. Patricia Crain de Galarce, Center for Inclusion and Special Education