As educators, we understand the importance of representation in the books we offer our students. Many of our classroom libraries have stories that reflect diverse cultures, identities, and experiences, however, one area that continues to be underrepresented is people with disabilities.
Books that portray characters with visible and invisible disabilities are not only valuable for students who share those experiences, but also for building empathy, awareness, and inclusion among all readers.
Think about it. Have you ever seen a student’s eyes light up because a character in a story uses a wheelchair, just like them? Or because the main character uses an AAC (augmentative and alternative communication) device to speak, just like their sibling? That moment of recognition can mean everything.
When students see characters who move through the world in a similar way, whether navigating hallways in a wheelchair, facing anxiety in a noisy classroom, or interpreting social cues through the lens of autism, it can validate their experiences. It tells them, You belong here. Your story matters. On the flip side, when these characters are missing, it can send an unintended message: You don’t belong in stories.
Books about disability are for everyone. Why? Because inclusive literature builds empathy, challenges stereotypes, and opens the door to meaningful conversations around inclusion, fairness, and everyday kindness.
But here’s the thing, even with a growing awareness of diversity in publishing, books that accurately and respectfully depict characters with disabilities remain limited.
So what can educators do? Evaluate and choose your books accordingly. The resource by Chloë Myers and Hank Bersani Jr. offers practical ways for evaluating whether children’s books challenge or reinforce ableist thinking. Consider the following questions to determine if the book is a good fit for your library.
Does the book promote ableism by ignoring people with disabilities? Does the book address a diverse range of characters, including children of various ethnicities, abilities, and backgrounds? For example, do the images show children in wheelchairs, wearing hearing aids or using portable oxygen tanks?
Do the illustrations promote ableism by addressing disability in stereotyped ways? For example, does the book show children with various abilities, taking on roles like playing basketball, playing on swings, climbing, singing, making choices using pictures and assistive devices?
Who in the story has agency? Are people with disabilities always the recipients of the efforts of others or are they portrayed with value? For example, are the characters depicted as engaging and contributing to their community? Does it show their abilities and strengths rather than focusing only on their limitations?
These questions are not about canceling books. They are about becoming more intentional with our choices. Every book you choose has the power to shift thinking, shape self-concept, and build understanding. Begin by exploring a title a month. Consider involving your students. It is okay to say, “I’m trying to find books that do a better job of representing all kinds of people. Let’s explore together.”
