Teachers’ attitudes towards disability representation in textbooks: A comparative study in Italy, Brazil and USA

This paper examines primary teachers’ attitudes towards the representation of disabilities and minorities within the school textbook. The study involved a sample of Italian, American and Brazilian teachers and utilized a questionnaire designed for the current research. Findings showed that most teachers assigned a substantial didactic role to the textbook, yet not an educational one. Teachers are generally aware of the lack of representation related to disability and minorities and showed a positive attitude towards the introduction of a more inclusive representation. Despite this they do not adapt learning materials to include disability and minorities. Findings revealed the importance of representation within the school textbook to assist teachers in the inclusion of social groups which are underrepresented in classroom discourse.