An analysis of the cultural representation of disability in school textbooks in Iran and England

ABSTRACT

The paper details the findings of a study which focused on the analysis of the cultural representation of disability in school textbooks in Iran and England. The paper argues that whilst inclusive education could facilitate the incorporating of disabled pupils into mainstream schools, there needs to be deeper examination as to how this transition should take place for children aged 3–13. The paper suggests that in such examinations, school textbooks might be of significance in familiarising non-disabled pupils, teachers and authorities with the issues related to disability and disabled pupils.

KEYWORDS:

• Disability
• empowerment
• cultural analysis
• Iran
• England
• school textbooks

ORCID

Amir Ghajarieh http://orcid.org/0000-0002-6101-8074

Ali Salami http://orcid.org/0000-0001-5926-6282

Notes

1 People with disabilities is a common term employed in Iran.