ABSTRACT

Representation of disability in school textbooks may influence pupils’ knowledge and perceptions of people with disabilities. The aim of this study was to investigate representation of people with disabilities in school textbooks. The study employed a mixed-methods approach. Quantitative frequency analysis was used to investigate the extent of representation of disabilities in texts and pictures in 78 Norwegian textbooks for Grades 5–10. Regarding texts, the results showed that people with disabilities were represented in less than half of these textbooks (49%). Concerning pictures, people with disabilities were even less represented, appearing in only 29% of the textbooks. These quantitative findings were supplemented by a qualitative survey of textbook authors, who were asked to explain the marked absence of disability references in their own books and in school textbooks in general. The two most frequent explanations were that textbook authors had either overlooked people with disabilities, or that the Norwegian National Curriculum (Kunnskapsdepartementet 2006. Lærerplanverket for Kunnskapsløftet (LK06) [The Norwegian National Curriculum]. https://www.udir.no/lk20/overordnet-del/) did not explicitly mention this minority. We discuss these explanations as expressions of conscious considerations rather than unconscious omissions.

摘要

学校教科书中对残疾的描述可能会影响学生对残疾人的知识和看法。本研究的目的是调查学校教科书中残疾人的代表性。该研究采用了混合方法。使用定量频率分析来调查 78 本挪威 5 至 10 年级教科书的文本和图片中残疾的表征程度。关于课本，结果显示，在这些教科书中，残疾人的比例不到一半（49%）。在图片方面，残疾人的比例更低，仅出现在 29% 的教科书中。这些定量研究结果得到了对教科书作者的定性调查的补充，他们被要求解释他们自己的书籍和一般学校教科书中明显缺乏残疾参考的情况。两种最常见的解释是教科书作者要么忽视了残疾人，要么挪威国家课程（Kunnskapsdepartementet 2006.Lærerplanverket for Kunnskapsløftet (LK06) [挪威国家课程]。https://www.udir.no/lk20/overordnet-del/）没有明确提及这一少数群体。我们将这些解释视为有意识考虑的表达，而不是无意识的遗漏。