Inclusive Narratives: Teachers' Perspectives on Disability Representation in Children's Picture Books

• In Event: Centering the Voices of Disabled Learners

Abstract

This presentation explores teachers' perceptions of disability representation in children's picture books. Through qualitative analysis, the study identifies key themes in how disabled characters are portrayed and the narrative structures of these books. Teachers' feedback highlights the importance of inclusive friendships, self-identity, and overcoming challenges. Suggestions for enhancing character development, inclusivity, and clarity of message are also discussed. The findings underscore the crucial role of teachers in selecting diverse literature that accurately represents disabled individuals, fostering empathy and understanding in young readers. This research contributes to the broader conversation on diversity in children's literature, emphasizing the need for authentic and positive portrayals to support an inclusive educational environment.

Authors

• Marie Tejero Hughes, University of Illinois at Chicago

• Juana M. Abarca, University of Illinois at Chicago