Representation of disability in Italian Primary school textbook

Representation of disability in school textbooks may influence pupils ’knowledge and perceptions of people with disabilities, textbooks provide a context for understanding the relationship between knowledge and values. This research aims to show how children with disabilities are represented in textbooks in use in Primary Education in Italy. The study design is empirical and focuses on comparing the analyzed textbooks. The corpus of the analysis is based on 49 primary school textbooks. Results showed that children with disabilities are mostly excluded from the analyzed textbook