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Neurodiversity in Storybooks and Preschool Inclusion: Findings on Peer Attitudes

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Title: Neurodiversity in Storybooks and Preschool Inclusion: Findings on Peer Attitudes
Language: English
Authors: Hatice Ulu Aydın (ORCID 0000-0002-8593-8430), İlknur Çifci Tekinarslan (ORCID 0000-0001-5028-3289)
Source: Support for Learning. 2026 41(2).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 17
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Descriptors: Childrens Literature, Preschool Children, Preschool Education, Disproportionate Representation, Diversity, Neurological Impairments, Reader Text Relationship, Attitudes toward Disabilities, Childrens Attitudes, Mass Media Role, Mass Media Effects
DOI: 10.1111/1467-9604.70055
ISSN: 0268-2141
1467-9604
Abstract: Children's books are powerful educational tools that play a significant role in shaping values, attitudes and social understanding from an early age. Storybooks that address neurodiversity help children recognise differences as natural and acceptable while supporting the development of empathy and social acceptance. This study aims to examine the effects of storybooks used in inclusive preschool settings on neurotypical children's attitudes toward their neurodivergent peers and on how these books represent neurodiversity. A mixed-methods approach, combining qualitative (document analysis and teacher interview) and quantitative (pre-test and post-test) data collection methods, has been used. The study involved 10 neurotypical children, one neurodivergent child and one preschool teacher, who were selected through purposive sampling. Data collection tools include a storybook analysis form, attitude scales and a teacher interview form. Findings suggest that storybooks featuring neurodiversity may contribute to more positive attitudes among neurotypical preschoolers toward their peers with neurodivergent development. While these initial results are promising, further research with larger samples and longer follow-ups is needed to confirm the effectiveness and generalisability of the findings. This study seeks to highlight the role of storybooks in promoting social development and fostering inclusive, neurodiversity-aware learning environments.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507069
Database: ERIC
FullText Text:
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  Data: Neurodiversity in Storybooks and Preschool Inclusion: Findings on Peer Attitudes
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  Data: <searchLink fieldCode="AR" term="%22Hatice+Ulu+Aydın%22">Hatice Ulu Aydın</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8593-8430">0000-0002-8593-8430</externalLink>)<br /><searchLink fieldCode="AR" term="%22İlknur+Çifci+Tekinarslan%22">İlknur Çifci Tekinarslan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5028-3289">0000-0001-5028-3289</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Support+for+Learning%22"><i>Support for Learning</i></searchLink>. 2026 41(2).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
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  Data: 17
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Childrens+Literature%22">Childrens Literature</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Disproportionate+Representation%22">Disproportionate Representation</searchLink><br /><searchLink fieldCode="DE" term="%22Diversity%22">Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Neurological+Impairments%22">Neurological Impairments</searchLink><br /><searchLink fieldCode="DE" term="%22Reader+Text+Relationship%22">Reader Text Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Attitudes+toward+Disabilities%22">Attitudes toward Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Childrens+Attitudes%22">Childrens Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Mass+Media+Role%22">Mass Media Role</searchLink><br /><searchLink fieldCode="DE" term="%22Mass+Media+Effects%22">Mass Media Effects</searchLink>
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  Data: 10.1111/1467-9604.70055
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  Data: 0268-2141<br />1467-9604
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Children's books are powerful educational tools that play a significant role in shaping values, attitudes and social understanding from an early age. Storybooks that address neurodiversity help children recognise differences as natural and acceptable while supporting the development of empathy and social acceptance. This study aims to examine the effects of storybooks used in inclusive preschool settings on neurotypical children's attitudes toward their neurodivergent peers and on how these books represent neurodiversity. A mixed-methods approach, combining qualitative (document analysis and teacher interview) and quantitative (pre-test and post-test) data collection methods, has been used. The study involved 10 neurotypical children, one neurodivergent child and one preschool teacher, who were selected through purposive sampling. Data collection tools include a storybook analysis form, attitude scales and a teacher interview form. Findings suggest that storybooks featuring neurodiversity may contribute to more positive attitudes among neurotypical preschoolers toward their peers with neurodivergent development. While these initial results are promising, further research with larger samples and longer follow-ups is needed to confirm the effectiveness and generalisability of the findings. This study seeks to highlight the role of storybooks in promoting social development and fostering inclusive, neurodiversity-aware learning environments.
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  Data: 2026
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        Value: 10.1111/1467-9604.70055
    Languages:
      – Text: English
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        PageCount: 17
    Subjects:
      – SubjectFull: Childrens Literature
        Type: general
      – SubjectFull: Preschool Children
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      – SubjectFull: Preschool Education
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      – SubjectFull: Disproportionate Representation
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      – SubjectFull: Diversity
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      – SubjectFull: Neurological Impairments
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      – SubjectFull: Reader Text Relationship
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      – SubjectFull: Attitudes toward Disabilities
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      – SubjectFull: Childrens Attitudes
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      – SubjectFull: Mass Media Role
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      – SubjectFull: Mass Media Effects
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      – TitleFull: Neurodiversity in Storybooks and Preschool Inclusion: Findings on Peer Attitudes
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            NameFull: İlknur Çifci Tekinarslan
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              Y: 2026
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