In the Asian Journal of Inclusive Education Volume 13, No 1, December 2025 a Practitioner Paper was published, written by Els Heijnen-Maathuis and Antoinette Termoshuizen.
The project uses disability-inclusive children’s literature to challenge stigma and shift attitudes in schools and communities. Drawing on both educational theory and real-world practice, the paper shows how inclusive storytelling can be a powerful tool for learning and social change.
By portraying children with disabilities as active, capable protagonists, these stories challenge deficit-based narratives and foster empathy, respect, and a sense of belonging from an early age.
Read the full paper here.