By Audrey Howell

Faculty Mentor: Jennifer Walker

Abstract

This study investigated how disability was represented in children’s picture books published between the years 2015-2026. The study examined both the frequency and quality of portrayals of disabilities. Using coding templates, patterns in character roles, narrative framing, language use, and visual depiction were examined. Through the lens of disability, this study aimed to identify dominant representational patterns, recurring stereotypes, and inclusive practices in picture books from the past decade. Results and discussion will include stereotypes and emerging inclusive practices and recommendations about equity, diversity, and authenticity in picture books as it relates to the portrayal of disability.