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). 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.
Dani Wagner, Rachel Wilk, Kaitlin Flaherty, Gianna Smith, Elodie Carel, & Ashley Woodman
ABCT 2025 poster
Understanding the Link Between Children’s Prosocial Behavior and Attitudes toward Disability
Children with disabilities have protected rights to an education in the least restricted environment, but the attitudinal barrier remains a prevalent obstacle in schools (Ahmad 2012). Attitudinal barriers can be broken by following the framework of the Social Model of Disability, promoting all children as capable learners who need varying levels of external support (Robertson & Jaswal, 2024). There are multidimensional benefits for disabled and non-disabled children in a classroom that fosters inclusivity and integration (Hicks-Monroe, 2011) Educational interventions can impact attitudes toward peers with disabilities (Lindsay & Edwards, 2012). Little evidence shows a correlation between attitude and action– one may engage in prosocial behavior but hold a negative attitude toward disability, and vice versa (Lindsay & Edwards, 2012).
Lindsey Bratter, Psychology, 2025 with assistance from RAs Abi Keefe, Kaitlin Flaherty, Rachel Pous, Ryan McGillicuddy
Neurodiversity and Disability Studies Summit, April 5, 2025.
Effects of Static vs. Dynamic Disability on Experiences of Stigma and Mental Health
Dynamic disability, a term introduced in the media, reflects that some people experience fluctuation in their impairments. Little research has examined dynamic disability, and no measure of dynamicity exists in the published literature to our knowledge. Visibility of a disability is known to affect experiences with discrimination, as well mental and physical health. Dynamicity may have similar implications and warrants attention. The objective of this study is to develop a measure of disability dynamicity, examine whether it differs by self-reported dynamicity status, and identify which impairments and diagnoses are most associated with dynamicity.
Elodie Carel, Clinical Psychology doctoral student
American Association on Intellectual and Developmental Disabilities, 2024 (PPT); Rehabilitation Psychology Conference, 2024 (PPT)