This study investigated the representation of disabled people in the textbooks of elementary school Life Science, Social Science and Science and Technology courses. In this study, 12 textbooks published by Ministry of National Education in Turkey during the academic year of 2011-2012 were examined using content analysis. Findings of this study revealed that representation of disabled people in visuals and texts in elementary school textbooks was limited. Significant findings from the study results also show that the vast majority of individuals affected by disability are children and physically handicapped, and that over half of them are accompanied by unhindered peers. The individuals, affected by inadequacy and vast majority of whom consist of children, are usually located outside the school. Texts and visuals largely supported each other in the textbooks examined. Individuals affected by disability should be fully integrated into textbooks as well with social and educational life.