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.
Authors: Alan Hodkinson, Amir Ghajarieh and Ali Salami
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