Students' attitudes are shaped by what they read. Their perspective determines what each reader chooses to focus on and be aware of while reading. If there is a lack of guided reading or prior experience with a particular topic - such as disability - students may not be aware of its presence in a text, and they may not recognize negative character portrayals. According the author, teachers may inadvertently reinforce misconceptions of disability if they do not provide support to challenge the representations in the texts students read. The disabled characters in the texts we offer students are often minor and underdeveloped, so readers may not fully understand the portrayals of disability. The lack of connection can transfer to students' attitudes in the real world. They may adopt outdated beliefs present in classic works, with such misrepresentation enhancing stereotypes. The reciprocity of beliefs in literature and society can affect the treatment of people with disabilities. By adopting a disability studies framework teachers can conduct guided readings followed by critical discussions to help students recognize the unacceptable and outdated treatment of characters with disabilities portrayed in the literature. The field of disability studies examines the intersectionality of cultural, sociological, and political factors in preventing access to opportunities for all people. This paradigm promotes seeing disability not as a medical issue but as a social one.