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Children’s literature is a powerful influence on the social construction of perceptions and narratives, and it is critically important that all children see themselves represented in the books in their classrooms. However, strength-based views of characters with a disability are rare in children’s picture books, meaning that children with a disability may not see themselves reflected in the books on their classroom shelves. Even worse, books may reinforce limiting, ableist stereotypes and myths about people with disabilities and their lives. Representing characters with disabilities in strength-based ways in children’s literature, where “the person’s own abilities and strengths are explicitly considered [and] empowerment of the person has a high priority”, could educate able-bodied students about disability, promote attitudes of acceptance and strengthen perceptions of self-worth among students with disabilities as well as their typically-developing peers. We conducted a qualitative content analysis of 34 exemplar picture books featuring a main character with a disability. Low occurrence disabilities such as visual impairment were more frequently represented than high incidence disabilities such as a specific learning disability, but the main characters in our highest rated books modelled self-awareness, agency and acceptance. These books disrupted ableist myths about disability and provided the reader with tools to push back against both implicit and explicit stereotyping, teasing and bullying. By incorporating children’s picture books with strength-based representations of disability into research and teaching for primary classroom literacy instruction, we can reinforce valuable social emotional skills that foreground respect for the humanity and dignity of all students.

PurposeThe purpose of this paper is to provide an overview and analysis of current legislation and various schemes and practices that are available to employers and employees in relation to work life balance, family friendly work arrangements, leave entitlements and diverse modes of flexible work in Ireland. Focuses in particular on the Library and Information sector.Design/methodology/approachIntroduces the concept of flexible working, followed by a review of relevant literature. Outlines what flexible work practices are, giving details of various types of flexible working, both statutory and non‐statutory (in Ireland). Then, discusses why flexible work practices have emerged and details background legislation and the issues that the introduction of flexible working raises. Draws conclusions about best practice in relation to the management of flexible work practices.FindingsIt is argued that commitment to work life balance is now firmly in the mainstream and is part of the political agenda in Ireland and the rest of the developed world. Flexibility in work practice is becoming an integral part of employment, particularly in public sector organisations, which are in effect, leading the way on this issue. Flexible work practices have many advantages for both employees and employers. They also create challenges, especially in terms of management. It is important to balance the requirements of the organisation with those of the employees. Key factors in the successful implementation of flexible working are training and communication.Originality/valueThe article provides a firm basis for further investigation and discussion.

We explore development of elementary preservice teachers' reflective practices as they solved problems encountered while teaching in a reading clinic. Written reflections (N = 175) were collected across 8 weeks from 23 preservice teachers and analyzed to investigate relationships among problem exploration, teaching adaptations, and problem resolution. In this sequential mixed methods design, exploratory qualitative analysis revealed co-occurrence of problem exploration, instructional adaptation, and problem resolution. Confirmatory quantitative analysis found significant relationships: preservice teachers who engaged in more problem exploration or description of instructional adaptations reported more problem resolutions the following week. Results support mixed method, longitudinal analyses to analyze preservice teachers' written reflections, and use of written reflections with responsive feedback to develop preservice teachers' agency for problem solving.

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