Neurodiversity & disability books for children

Starts a conversation about noticing a child who is left out, and the small actions that can help someone feel included.

Try asking: “How could you tell if someone wanted to join in?”

Shows that communication is still full and meaningful when it doesn't happen through spoken words. The child in the story uses a tablet to communicate.

Try asking: “How is this child telling other people what they want to say?”

Henry wants a friend, but experiences the classroom and friendship differently to his classmates.

Try asking: “What makes someone feel like a good friend to Henry?”

A busy beach becomes overwhelming because of its sights, sounds and sensations, and shows a simple way through it.

Try asking: “What could make this place feel easier?”

Moves the conversation away from moralising about movement or impulsivity as "being naughty", and towards understanding.

Try asking: “What things is Charlie's fast-moving motor really good at?”

Dora really, really doesn't like parties. They're too loud and too busy! Maybe she won't have to go if a gorilla steals her dress or a giant frog eats her shoe. But what if Dora found a quiet place at the party, and someone else who doesn't like noisy parties either? A reassuring story for quieter children.

Try asking: “What helped Dora enjoy the party?”

Teaches that noticing disability is fine, but a disabled child doesn't owe everyone an explanation of their body.

Try asking: “What do you think Joe actually wanted the other children to do?”

Disabled children should get to do ordinary things without automatically being treated as extraordinary for doing them.

A child gradually understands he experiences sound differently, and begins using hearing aids.

Try asking: “What might help when someone can't hear everything that was said?”

A visually impaired child experiences her city through sound, smell, touch and movement.

Try asking: “What can you hear, smell or feel around you right now?”

Shows a mixed-ability group navigating everyday environments and accessibility barriers together.

Try asking: “What could we change so everyone can join in?”

A gentle option for conversations about belonging, confidence and difference.

Try asking: “What is something that makes you, you?”

Helps children talk about differences without turning them into something frightening or shameful.

Try asking: “What is a kind way to ask someone about something you're curious about?”