The Invisible Minority: Why Do Textbook Authors Avoid People with Disabilities in Their Books?

Autor/inn/en	Jensen, Magne Skibsted; Herrebrøden, Marte; Andreassen, Ulf Rune
Titel	The Invisible Minority: Why Do Textbook Authors Avoid People with Disabilities in Their Books?
Quelle	In: International Journal of Inclusive Education, 27 (2023) 12, S.1287-1303 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jensen, Magne Skibsted) ORCID (Herrebrøden, Marte) ORCID (Andreassen, Ulf Rune)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2021.1889049
Schlagwörter	Textbooks; Textbook Content; Disabilities; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9; Grade 10; Elementary Secondary Education; Pictorial Stimuli; Minority Groups; Cultural Awareness; Attitudes toward Disabilities; Authors + Suchen Sie Ihr Suchwort? Textbook; Text book; Schulbuch; Lehrbuch; Lehrbuchtext; Handicap; Behinderung; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Fantasieanregung; Ethnische Minderheit; Cultural identity; Kulturelle Identität; Author; Autor; Autorin
Abstract	Representation of disability in school textbooks may influence pupils' knowledge and perceptions of people with disabilities. The aim of this study was to investigate representation of people with disabilities in school textbooks. The study employed a mixed-methods approach. Quantitative frequency analysis was used to investigate the extent of representation of disabilities in texts and pictures in 78 Norwegian textbooks for Grades 5-10. Regarding texts, the results showed that people with disabilities were represented in less than half of these textbooks (49%). Concerning pictures, people with disabilities were even less represented, appearing in only 29% of the textbooks. These quantitative findings were supplemented by a qualitative survey of textbook authors, who were asked to explain the marked absence of disability references in their own books and in school textbooks in general. The two most frequent explanations were that textbook authors had either overlooked people with disabilities, or that the Norwegian National Curriculum (Kunnskapsdepartementet 2006. "Laererplanverket for Kunnskapsløftet" (LK06) [The Norwegian National Curriculum]. https://www.udir.no/lk20/overordnet-del/) did not explicitly mention this minority. We discuss these explanations as expressions of conscious considerations rather than unconscious omissions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01