An inquiry into the effectiveness of bibliotherapy for children with intellectual disability

Abstract

Background

The present study was aimed at developing a grounded theory on how bibliotherapy influences children with intellectual disabilities.

Method

Participants were selected among the students of four primary schools in Tehran. They received, for 3 years, a special bibliotherapy intervention provided by the public library in cooperation with a team of experts; The bibliotherapy sessions were held once a week during the academic year. 10 teachers, 4 mothers, and 4 agents (librarians) were selected using a purposeful sampling method, and were interviewed using in-depth interviews.

Result

Data analysis was performed using the grounded theory. ‘Improvement of skills necessary for adjustment to disability’ was identified at the core of grounded theory.

Conclusion

Bibliotherapy, as a guided learning method and an add-on therapy, based on an accurate identification of intellectually disabled children’s needs and behaviors, providing them with supplemental education materials, empathy, and cooperation among experts from different fields.

Keywords:

• children with intellectual disabilities
• storytelling
• bibliotherapy
• qualitative research

Notes

1. ‘Active problem-solving' engages children in confronting their differences and working together to solve their problems. The adult guides children toward solution but does not solve problem for them. Posing open-ended questions, the adult helps keep the child focused so that they can suggest alternative solutions (Gordon and Browne 2013).