(PS3-69) Disability Representation in Children’s Picture Books

Attitudes are an important predictor of quality of life for disabled and neurodivergent people (Bishop-Fitzpatrick et al., 2018). Attitudes toward disability are shaped starting in early childhood (Babik & Gardner, 2021). There is evidence to suggest that explicit discussion of disability through age-appropriate picture books can impact young children’s attitudes toward disability (Bianquin & Sacchi, 2017). Children’s books can challenge or reinforce stereotypes, however, therefore further investigation into the representation of disabled characters in picture books is needed. The present study critically evaluated the representation of disabled characters in children’s picture books featured on prominent recommendation lists (e.g., New York Public Library, Iris Project). Books featured on at least three of the nine identified lists were selected for coding, yielding 28 total books. Books were independently coded by two research assistants for themes relating to the author/illustrator’s positionality, the identity of the protagonist, and overall story elements (e.g., inclusion, authentic relationships, model of disability). Of the 28 books, half (14) were written by disabled authors. Most of the books (n=21) featured only one disabled character. In most books (n = 24), the disabled character was the protagonist of the story. The most common types of disability portrayed in the books were autism (4), cerebral palsy (3), wheelchair user (3), blindness (3) and deafness (2). The majority of the protagonists appeared White/Caucasian (59%). Most of the books (21) explicitly referenced disability either through language or visual depiction. The extent to which books portrayed multidimensional disabled protagonists, disabled protagonists with agency or autonomy, and authentic relationships among disabled and non-disabled characters greatly varied, though notably not by disability status of the author. Most, but not all, of the books (15) conveyed messages in line with the social model of disability. Findings from the present study suggest there is great variety in the representation of disabled characters in children’s picture books featured on recommendation lists. Some, but not all, of the identified books actively challenged stereotypes and would be suitable for use in educational interventions.