This article briefly discusses the uses of literary and professional texts in exceptional children teacher education and then poses a testable question: Does a relationship exist between reading literature about children with disabilities and attitudes toward children with disabilities? Two separate experimental studies are then described examining the effects of literary texts in teacher education on changing attitudes toward children with disabilities. In both studies reading literary texts was more effective than reading professional texts in promoting positive attitude change. Change mechanisms existing within literature and the therapeutic components created through the use of literature are discussed. Implications for the use of literature in teacher education are offered.
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