We hope you enjoy this reading list, curated by librarians at the TDSB Professional Teaching and Learning Library in the Library Learning Resources and Global Education Department of the Toronto District School Board.
Links to the TDSB Professional Library Catalogue have been provided for informational purposes, but the items are accessible to TDSB staff only.
MacLean, R. (2025). Together, a forest: Drawing connections between nature’s diversity and our own. Henry Holt and Company. Print.
Together, a forest is a picture book with themes of inclusion, interdependence, and self-acceptance. The reader accompanies Joy and her classmates on a forest field trip. Initially excited, Joy becomes anxious when asked to pick just one thing in nature for a project. As she sees each of her peers connecting with the forest in different ways, Joy realizes that their choices reflect their own unique perspectives and ways of interacting with the world. The story evolves into a reflection on diversity—both in nature and humanity—emphasizing that everyone, including those with disabilities and neurodivergence, belongs.
Gerald, J.P.B. (2024). Embracing the exceptions: Meeting the needs of neurodivergent students of color. Routledge. eBook.
This book highlights how neurodivergent students of color (NDSOC) are often overlooked in education due to a predominant focus on white male students. It explores the intersection of racism and ableism—particularly neuronormativity—and how these forces shape the experiences of NDSOC. Through personal narratives and interviews, the author reveals what meaningful support and care can look like for these students. Each chapter focuses on a common neurodivergent trait and ends with practical strategies for educators. Moving from a deficit-based to a strength-based perspective, the author describes how NDSOC think and learn differently, and offers guidance on how schools can better nurture and empower all students.
Graham, L. J. (2024). Inclusive education for the 21st century: Theory, policy and practice. Routledge. Print.
Inclusive Education for the 21st Century offers a comprehensive and critical look at the core principles of inclusive education and the challenges that hinder equal access and participation for all students. It presents research-backed strategies for supporting diverse learners through changes in curriculum, teaching methods, assessments, and effective use of data. The author addresses the needs of students with a wide range of disabilities and complex learning profiles, including those affected by mental health challenges.
This edition includes new material covering global perspectives, multi-tiered systems of support, leadership in inclusive reform, the role of language, and ways to foster student friendships. Additionally, a companion podcast series features expert interviews that bring the content to life. As many schools continue to rely on outdated educational models, this book equips both new and experienced educators with the insights, tools, and strategies needed to create truly inclusive learning environments.
Slice, J., Cupp, C., & Harren, K. (2024). This is how we play: A celebration of disability and adaptation. Dial Books. Print.
This Is How We Play is a vibrant and inclusive picture book that celebrates families having fun together. Through joyful storytelling and colorful illustrations, the authors highlight how disabled individuals and their families use creativity, adaptability, and kindness to make play accessible for everyone. With a lively, empowering refrain, they offer respectful, clear insights into how inclusive play works. At the end, there’s a kid-friendly section to help readers understand and talk about disability, a glossary of the disabilities shown, and a guide for adults to support meaningful conversations with children. This book uplifts and supports disabled children and adults, affirming their experiences and emphasizing the power of community and self-advocacy.
Aow, A., Hollins, S., and Whitehead, S. (2023). Becoming a totally inclusive school: A guide for teachers and school leaders. Routledge. Print.
This book serves as a practical guide for teachers and school leaders committed to creating fully inclusive schools. It explores key concepts vital to inclusion—such as racial diversity, gender equality, LGBTQ+ inclusion, and neurodiversity—through three main sections focused on mindsets, behaviors, and systemic change. Readers are encouraged to reflect on how everyday interactions can either support or hinder inclusivity, with the help of tools, real-life stories, and exercises. Written in an accessible style, each chapter includes reflective prompts to help educators actively foster inclusive practices within their schools and communities.
Brock, M. E. (2023). It isn’t inclusion without peers: Supporting students with and without disabilities to learn together. Norton Professional Books, an imprint of W.W. Norton & Company. Print.
This work is grounded by two premises: first, successful inclusion hinges on partnerships, and second, educators need practical steps to foster quality inclusion. Part I focuses on the partnership piece, exploring the whys and hows of involving peers and paraeducators. Part II explores four intervention models: Peer Support, to encourage students to learn together; Peer Networks, for building social connections; FLIP (focus on learning, interaction and play) to build social skills and friendships at recess; and Peer Tutoring, for more targeted instruction. The book closes with practical ways for educators to scale and combine approaches. Planning sheets, sample directions, and other tools are included throughout.
Broussard, M. (2023). More than a glitch: Confronting race, gender, and ability bias in tech. The MIT Press. Print.
A glitch is a hiccup, a slight hitch: something small requiring a quick fix or patch. But sexist, racist, ableist biases are more than mere glitches, argues Meredith Broussard, a data journalist, research director, and associate professor at New York University. These biases are “baked in” (4) to the technology we use every day, and require confrontation, redress, and repair at a systemic level. Throughout the work, Broussard challenges the flawed and incorrect assumption that technology is neutral. Chapter 6 is dedicated to the intersection of ability and technology: Broussard examines how new technologies are rarely accessible, and how accessibility needs are often overlooked and excluded in the design process.
Huber, M. (2023). Inclusion includes us: Building bridges and removing barriers in early childhood classrooms. Redleaf Press. Print.
This title aims to help early childhood educators build self-aware and self-reflective practices to better build bridges to more effectively address barriers: whether physical, informational, attitudinal, or cultural. Educators are urged to use a lens of cultural humility, and shift from binary thinking (about ability, gender, or culture) towards constellation thinking, to better consider students’ strengths, needs, and preferences. In shifting ways of thinking, educators are also encouraged to recognize a multiplicity of experts–families, communities, and importantly, the child themselves–alongside medical and educational experts. A glossary is included and QR codes throughout link to additional resources.
Jackson Ehlert, M. & Tu, L. (2023). Everybody has a body. Feiwel and Friends. Print. Also as eBook.
In this picture book, a seemingly simple refrain of “everybody has a body” contains a powerful message of acceptance. This message is enhanced by joyful, vibrant illustrations depicting characters of diverse ages, sizes, races, and abilities, engaging in a wide variety of settings and experiences. The book closes with a five-point overview of body neutrality, which encourages the acceptance of every body as unique and essential.
Parekh , G. (2023). Ableism in education: Rethinking school practices and policies. Routledge. Print. Also as eBook.
“How students are organized matters. Who decides who and how to include sends important messages around who and what we value as a society” (137). So states Dr. Gillian Parekh in this work, which critically examines disability as a social justice issue, unpacking how notions of ability are inextricably intertwined with racism, classism, and other forms of bias. For practical impact, a range of practices including culturally responsive and relevant pedagogy, differentiated and direct instruction, and ideas to enhance inclusion are explored. The research for this work is focused on Ontario and Dr. Parekh is a Canada Research Chair in Disability Studies in Education.
Judy Ameline is a librarian at the Toronto District School Board Professional Library with almost 30 years experience providing reference service. She is passionate about providing TDSB teachers and leaders access to current, cutting edge information in the field of education to support their professional development needs. Check out the Library’s Pinterest Boards and follow her on Twitter @AmelineJudy
Emily Thompson is a Reference and Digital Resources Librarian with the Toronto District School Board Professional Library. Prior to joining the TDSB in 2022, she spent nearly a decade in public librarianship and is passionate about early literacy. She is excited to be a part of the TDSB team, and is especially excited about connecting readers of all ages with eBooks and eAudiobooks via the Virtual Library.