impairment were presented as functionally blind, stereotypes related to the white
cane (which occurred in 41.18% of books), seeing blackness (which occurred in
41.18% of books), braille (which occurred in 35.29% of books), and dog guides
(which occurred in 35.29% of books) were reinforced. However, the stereotypes
that were most reinforced related to exceptional senses (which occurred in 52.94%
of books) and pity (which occurred in 44.12% of the books). Blindness as
punishment and blindness being contagious were not stereotypes reinforced in any
of the stories read to date.
In order to avoid perpetuating stereotypes, visual impairment needs to be
portrayed as a spectrum. Only three books featured characters with usable vision,
and one of the books portrayed a character losing her vision. Given the high
prevalence of additional disabilities, characters with visual impairments who also
have other exceptionalities need to be portrayed as well. In one book, the main
character was deafblind, and in another book, the supporting characters were
deafblind. Characters with visual impairments also need to be depicted engaging in
a variety of hobbies besides music. In addition, it is important for authors to show
the main character using a variety of adaptive tools and techniques and to show
more adults with visual impairments who are competitively employed in a variety
of different careers. Due to the simplicity of picture books, it is important to
include explanative front matter or back matter that includes credible resources for
