---

Presenter: Kaitlin Margaret Flaherty

Faculty Sponsor: Ashley Woodman

School: UMass Amherst

Research Area: Psychology and Behavioral Sciences

Session: Poster Session 1, 10:30 AM - 11:15 AM, 163, C32

ABSTRACT

Children’s books have long been used to understand and interpret stories of characters children can both resonate with and learn more about, including disabled characters. Parents can create shared learning experiences through reading diverse content to their children and creating opportunities to ask questions to learn more about various identities. While previous research has examined how disability is represented in children’s literature, less is known about how families actually use these books to discuss disability in everyday settings. This study examines how parents explain disability to their children during shared reading experiences at home. Parents of children ages 5–9 years old read three disability-inclusive picture books with their children and submit audio recordings of their conversations. Using thematic analysis, the study explores the language parents use, the disability models reflected in their explanations (social vs. medical), and the types of questions children ask about disability. The purpose of this study is to address any gaps in knowledge that parents may have regarding disability and how to approach the topic with their children. This can create opportunities for interventions to be made to promote disability acceptance/inclusion further. Data collection is occurring during Spring 2026, with analysis expected to conclude by May 2026. Findings from this study will contribute to research on disability discourse in families and may inform future educational resources that support parents in discussing disability with their children.