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The Role of Bibliotherapy and Therapeutic Storytelling in Creating Inclusive Classroom Communities

This chapter reviews the literature of using the bibliotherapy as strategy to provide the empathy and understanding for diverse behaviors and emotions. Since divers learners have difficulties in developing social skills and emotional regulation, positive and respectful social climate is critical to encourage students to be more accepting of individual differences and challenges. By Lessac bio- dynamic approach, use verbal intonation and dynamic articulation of the text, students experience enriches and also allows students with difficulties to recognize the intention of the character and to interactively participate with movements. It is given a theoretical framework of Therapeutic storytelling with Lessac Kinestetis as teaching strategy on the development of the skills of diverse learners, as well as on development of the other students in the inclusive classroom.

Bibliotherapy, Therapeutic Stories, Storytelling, Lessac Kinesensics, Social skills, Diverse Learners, Speceial Education Needs, Gifted, Teachers, Inclusive Classroom

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