An Inquiry into the Effectiveness of Bibliotherapy for Children with Intellectual Disability

Autor/inn/en	Mehdizadeh, Mahsa; Khosravi, Zohreh
Titel	An Inquiry into the Effectiveness of Bibliotherapy for Children with Intellectual Disability
Quelle	In: International Journal of Developmental Disabilities, 65 (2019) 4, S.285-292 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mehdizadeh, Mahsa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2047-3869
DOI	10.1080/20473869.2018.1466509
Schlagwörter	Bibliotherapy; Intellectual Disability; Foreign Countries; Elementary School Students; Intervention; Program Effectiveness; Librarians; Reading; Books; Story Telling; Reading Material Selection; Supplementary Reading Materials; Students with Disabilities; Childrens Literature; Elementary School Teachers; Mothers; Public Libraries; Special Needs Students; Iran (Tehran) + Suchen Sie Ihr Suchwort? Bibliotherapie; Intellect; Disability; Disabilities; Verstand; Behinderung; Ausland; Librarian; Bibliothekar; Bibliothekarin; Leseprozess; Lesen; Book; Buch; Monographie; Monografie; Reading materials; Lesekartei; Student; Students; Schüler; Schülerin; Studentin; 'Children''s literature'; Kinderliteratur; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mother; Mutter; Public library; Stadtbücherei; Öffentliche Bibliothek; Sonderpädagogischer Förderbedarf
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01