This project explores how pupils respond to disabled characters encountered in two fictional stories and considers the potential implications such reactions hold for teaching and learning in schools. The project reviewed three streams of literature, namely books for children in which disabled characters play a part, the literature of disability studies, and literature linked to inclusive education. The research data set was gathered at group sessions held with a total of 41 pupils in four mainstream primary schools and two schools for SEN pupils. The sessions were recorded on DVD. This data set was analysed using a cluster coding convention and grounded theory model. The pupils discussed issues raised by two excerpts from works of fiction in which motor impaired characters play a significant role. The pupils responded actively, coming to grips with complex issues, presenting their own views, discussing the views of others and completing a brief written exercise. The views expressed by the pupils were often supportive of disabled people but critical where the behaviour of the disabled people in the stories warranted criticism. They rarely used prejudicial language about disabled people and they appeared to be almost unaffected by anti- disabled prejudices. One group session was held with disabled pupils at a part-boarding, part-day school for disabled pupils from age 7 to 19. These pupils showed a greater awareness of the day to day realities of life for a motor impaired person. They also showed enthusiasm or the use of books to familiarise non-disabled people with disability. The project also demonstrated that fictional texts featuring motor impaired characters can be used to teach pupils about motor impairment and to encourage them to think about what it means to be thus disabled. It identified key characteristics of the methods used for research with children. It also identified an opportunity for improved teaching in the area of disability. The KS2 curriculum for Personal, Social and Health Education (PSHE) makes only one mention of disability. Disability could feature more prominently in the curriculum taught by schools and individual teachers.