Representation matters. Despite the best efforts of passionate educators, when students do not see their identities reflected in instructional resources, there's a good chance they’ll feel like that kid from class who wasn’t invited to the party. Across the United States, educational organizations are revising their curriculums to better reflect the diverse student bodies they serve. This often means choosing textbooks or adding literature that includes a wide range of perspectives and experiences, like those related to race, gender, sexual orientation, age, ethnicity, and cultural identity. These changes are significant and long overdue, but it raises an important question: what about the stories and voices of people with disabilities? Recent Census data indicates that 1 in 4 Americans identify as having some form of disability (CDC, 2023). While diversity in general is promoted and celebrated, disability is often absent from these recognitions. Furthermore, society continues to treat disability as taboo, something to be ignored, dismissed, or avoided. In February of 2022, I had the opportunity to meet Dr. Josie Badger while testifying for the passing of a House Bill in Pennsylvania. In addition to her work as the Director of the National RSA-Parent Training, Information, Technical Assistance Center (RAISE), she is a fierce advocate in developing and lobbying for social justice and equity legislation. She is also a disabled woman. In reflecting on her time in K-12 schooling, Dr. Badger shares: “[In school] sometime between learning the alphabet and calculus, we learn a lot about ourselves, our world and our place in it. But what happens when [people with disabilities] cannot see our place in this world?” “I want to take you back a couple of years to high school… Because I didn’t have any exposure to the experiences of people with disabilities, I believed that disability was wrong, that I was broken, and that I needed to try to hide as much of my disability as possible. If you’ve met me… I use a power wheelchair, I have a service dog, I use a ventilator and I have a nurse. So you can only imagine how hard it was to try to pretend that I was not disabled.” What can we learn from Dr. Badger’s powerful remarks? It is time to talk about disability. It is time to recognize the contributions of disabled people, and to celebrate this form of difference as a natural part of the human experience. It is time to include students in general education classrooms, not in spite of, but in light of their disabilities. It is time to read the books written about, and written by, those who are disabled. The incorporation of literature featuring disability is a simple step on the road to fostering a sense of belonging. When children see characters with disabilities navigating the world, it helps to break down stereotypes and long standing stigma while also promoting acceptance. It allows students without disabilities to develop empathy and understanding, laying the foundation for inclusive attitudes and behaviors. Below are some tips for incorporating disability related materials into your classroom: Choose the Right Books. Selecting text that authentically portrays disability is key. Look for books that feature diverse characters with disabilities as central to the storyline, rather than merely peripheral representations. Books should celebrate the strengths and meaningful contributions of those who are disabled versus painting them as “inspirational.” For the most realistic portrayal, introduce authors who identify as being part of the disabled community. Integrate Literature into Lessons. Build language and literacy skills by discussing vocabulary related to accessibility, and common themes experienced by disabled characters. Tap into social and emotional learning by examining the way that a disabled character responds to the various treatment of others. Encourage self-reflection and interpersonal growth by asking students to reflect on their experience or interactions with disability. Inspire activism through research around the disability rights movement, and current issues still prevalent amongst the disabled community. Invite individuals with disabilities or advocates to share their experiences and insights with the class. Commit to Learning and Growing: Educators should seek professional development opportunities to deepen their understanding of inclusive education and how disabilities are represented in literature. By utilizing resources such as book lists, lesson plans, and online forums designed for educators, teachers will feel more prepared and confident in facilitating conversations around disability and shine a spotlight on disability as a valuable form of diversity. This article was inspired by the amazing work of the Coalition on Disability Equality Education (DEE) and the opportunities I have had for professional learning and advocacy through their organization. Please check out their site www.disabilityequalityeducation.org for a wealth of resources to support the tips suggested by this blog.