Content Analysis of Language Textbooks (English, Urdu, Sindhi) for Inclusivity

Abstract

Education plays an important role in preparing children to embrace diversity in the society with particular reference to accepting people with physical disabilities as equal contributors to the growth and development of the society and a textbook is an effective tool to achieve this objective (Kivirauma & Laitinen, 2014). The main purpose of this research is to study the representation of people with disabilities in the textbooks (text and illustrations) published by provincial and selected private publishers. This study uses content analysis method to analyze the content of the selected textbooks used at primary school level. Analysis of 58 textbooks (English, Urdu, Sindhi) indicates that people with disabilities are overlooked. Their representation in these textbooks is not only minimal but they are portrayed as being dependent and unproductive members of the society. This study highlights the importance of including texts about people with different disabilities and their achievements in school textbooks. The students, teachers, teacher educators and parents will understand better disability and how able-bodied and differently-able people share a lot together.