Of Mice and Men has been a staple school text in the US and UK for decades, though its prominence has decreased in the UK. While the National Curriculum in England emphasizes mutual respect and understanding, disability awareness isn't explicitly included. This presents a challenge, as students' understanding of disability is often shaped by their literary encounters. Of Mice and Men, despite its accessible and engaging nature, presents a portrayal of Lennie that needs careful unpacking in the modern classroom. While Steinbeck didn't intend Lennie as an educational tool, teachers have a responsibility to address the potentially harmful stereotypes presented in the text. The novella's shift from a GCSE text (in the UK) to a Key Stage 3 text allows for greater freedom in its interpretation, enabling teachers to explore disability representation within both historical and contemporary contexts. The central ethical debate surrounding George's action in killing Lennie provides a potent framework for this exploration, and this study investigates how that discussion can be best framed within a 21st-century context, examining the text's use as a vehicle for disability awareness debates within the classroom.

This study utilizes the theoretical framework of Disability Studies, specifically the Social Model of disability, to analyze the portrayal of disability in Steinbeck's Of Mice and Men. This model challenges the notion of disability as an individual impairment and instead focuses on the societal barriers that create disability. The study builds on previous work by Loftis (2015, 2016), who examined autistic portrayals in literature, highlighting the importance of autistic voices in autism research. Loftis emphasizes the impact of narratives on how society views autistic and disabled people, underscoring the need to bridge the gap between stereotypes and personal identities. The study also considers the impact of previous portrayals of intellectually disabled individuals and those with autism, as being either entirely asexual or overtly hypersexual or sexually deviant.

This analysis employs a Disability Studies lens, focusing on the Social Model of disability, to examine the portrayal of Lennie in Of Mice and Men within a 21st-century context. This involves analyzing the text's portrayal of Lennie as 'other' and the implications of this for autistic and intellectually disabled individuals, both historically and currently. The study investigates how the final act of the book can be examined within a modern ethical framework and how it can be used to challenge ableist rhetoric. The study considers Lennie's portrayal as 'other' – through animalistic descriptions, lack of agency, and physical descriptions – in relation to philosophical conceptions of humanity and eugenics movements of the 1930s. The analysis also examines how Steinbeck's characterization of Lennie as both childlike and menacing contributes to the perception of Lennie as a monstrous character in the context of societal views of disability at that time, The author further explores the potential of using the book to create discussion among students on issues of ableism and violence toward people with disabilities.

The study finds that Steinbeck's portrayal of Lennie reinforces societal stereotypes of intellectually disabled individuals, portraying him as 'other', animalistic, and lacking agency. This dehumanization is rooted in historical and philosophical contexts, including the eugenics movement. The frequent descriptions of Lennie as 'huge' and his repeated association with animals serve to emphasize his difference and otherness. Lennie's lack of agency is significant, as his actions, even when seemingly independent, are always ultimately controlled or interpreted by George. The ambiguity surrounding Lennie's sexuality further complicates his portrayal, oscillating between innocence and dangerous deviance. Steinbeck's use of physical descriptions reinforces the harmful assumption that intellectual disability is visually apparent. The novella's narrative structure guides readers to empathize with George, justifying his actions at the end of the novel. The study also highlights how the concept of a 'mercy killing' for Lennie is problematic when viewed in the context of contemporary understanding of disability rights and care for autistic and intellectually disabled individuals. The study notes that the killing of Lennie is sanctioned by Slim, an authority figure, further reinforcing the acceptability of George’s actions within the narrative. This reinforces the dehumanization of Lennie, positioning him as less deserving of protection than other characters. The study links this to the use of the 'Briseño factors' in Texas, which controversially used the character of Lennie as a benchmark for determining the suitability of mentally disabled individuals for the death penalty. The study contrasts George's lack of legal consequences with the potential punishments for Lennie, highlighting the injustice inherent in this narrative. The research references other studies showing high rates of victimization for autistic and intellectually disabled individuals, emphasizing the dangers of perpetuating harmful stereotypes. Finally, the study points to the need for a more nuanced and critical examination of Of Mice and Men in the classroom, one that prioritizes the human dignity of Lennie and challenges societal prejudices.

The findings highlight the significance of incorporating disability studies into the analysis of literary texts like Of Mice and Men. By examining the portrayal of Lennie through a disability studies lens, the study reveals how the narrative reinforces harmful stereotypes and perpetuates ableist attitudes. The discussion emphasizes the need to challenge the narrative's implicit justification of George's actions, particularly in light of contemporary understandings of disability rights and the vulnerability of autistic and intellectually disabled individuals to violence and abuse. The study's analysis of the Briseño factors underscores the real-world consequences of literary portrayals that dehumanize disabled individuals. The discussion extends beyond the specific analysis of Of Mice and Men, making broader implications for literature education and the importance of promoting inclusivity and critical thinking about disability representation.

This study emphasizes the importance of critically engaging with literary texts like Of Mice and Men to challenge ableist perceptions and promote a more inclusive understanding of autism and intellectual disability. The study argues for the importance of considering Lennie outside the specific context of the book to reveal societal attitudes toward disabled people, even in a time when these attitudes were theoretically very different. Teachers are encouraged to incorporate disability studies perspectives into their teaching to foster critical analysis and promote positive attitudes toward disabled individuals. Future research could explore the effectiveness of different pedagogical approaches in challenging ableist stereotypes in the classroom, considering diverse student perspectives and the inclusion of autistic voices in these educational settings.

The study focuses primarily on the literary analysis of Of Mice and Men and does not include empirical data on student perceptions of disability. Further research involving student surveys or interviews could provide insights into the effectiveness of various pedagogical approaches in challenging ableist representations and fostering inclusive understanding. Additionally, the study is limited to an analysis of a single literary work. Further investigations into wider representations of disability in literature might reveal broader trends and patterns.