Invisible images: missing disability representation in Kazakhstani primary school textbooks

Abstract

This article examines the underrepresentation of persons with disabilities in Kazakhstani primary school textbooks amid ongoing inclusive education reforms. Analysis of 155 textbooks containing approximately 19,783 images identified only seven depictions of persons with disabilities, often stereotypical and reinforcing able-bodied norms. Drawing on 23 interviews with textbook production stakeholders, the study highlights key challenges, including the absence of clear standards, prevailing societal attitudes, concerns about potential harm, and the legacy of Soviet-era ableism. Offering a Global South, postcolonial perspective, the findings call for expert involvement, professional training, greater transparency in textbook approval, and increased public engagement to address underrepresentation. © 2026 Informa UK Limited, trading as Taylor & Francis Group.