HOW AGE ETNICITY AND TYPE OF DISABILITY AS REPRESENTED IN TEXTBOX ARE ASSOCIATED WITH PARTICIPATION OF PUPILS WITH DISABILITIES

Monica REICHENBERG

Abstract


Introduction: Textbooks matter for an inclusive
education. I examined the way in which
30 textbooks in history, religion, civics, and biology
represent disability-related issues.
Aim: The overall aim is to find out if textbooks
represent the type of disability in association
with age, ethnicity, and participation.
Specifically, this research addresses the
question: Are textbooks’ representations of
the type of disability, age, and ethnicity associated
with participation? By participation
I refer to whether textbooks represent people
with disabilities as (a) engaged in daily
activities located outside of institutionalized
residence. Engagement in activities may be
indicated by sports, being a wage earner, voting,
protesting, spending time with family or
friends or (b) only being at their institutionalized
residence/flat.
Methods: I examined three hypotheses regarding
representations of type of disability,
ethnicity, and age and how these are associated with participation. I analysed the data using a combination of qualitative coding of the content as well as qualitative comparative analysis (QCA).

Results: Although most textbooks do mention
disability, people with a disability remain
largely invisible, and less than half of the textbooks
represent people with disabilities as active
participants.
Conclusions: First, I demonstrate that physical
disability is associated with active participation.
Second, I demonstrate that disability
is associated with ethnic majority. Third, I
demonstrate that the participation of people
with disabilities is associated with both young
and old age groups.


Keywords


disability, textbooks, participation, diversity

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