Over the past few years, perceptions about disability Á at least at the theoretical level Á have been shifted toward a more progressive approach, which stresses the social aspects of the construction of disability (social model) rather than personal limitations, as supported by the traditional disability approach (medicalÁ individual model). Drawing upon the sociosemiotic approach as developed by Kress and van Leeuwen, the present study examines from a comparative perspective the representations about disability and people with disabilities, as emerging from the drawings produced by 4th grade Greek primary school children. The sample consists of two groups of children. Group A does not share the same school environment with schoolchildren with special education needs, while group B shares the same school surroundings with students attending a special education needs School. The comparative analysis of their drawings indicates that children of both groups reproduce the dominant meanings they receive from their direct social environment.