Local culture-based bibliotherapy as an inclusive literacy innovation for children with disabilities in libraries

Abstract

Inclusive literacy in special education settings continues to face challenges, particularly in providing reading materials that are cognitively, affectively, and culturally appropriate for children with disabilities. This study aims to explore the implementation of culturally grounded bibliotherapy as an innovative strategy to enhance reading interest, emotional engagement, and cultural identity among students with disabilities at the State Special School (SLB) 1 Padang, Indonesia. Employing a descriptive qualitative method, data were collected through participatory observation, in-depth interviews with librarians, special education teachers, and students, as well as document analysis. The findings reveal that the integration of Minangkabau folktales into bibliotherapy sessions significantly strengthens students’ sense of cultural belonging and enhances their emotional responsiveness to reading materials. The bibliotherapy sessions were designed to be adaptive and interactive, involving relaxation activities, guided reading, discussion, coloring, and narrative reflection. Moreover, the digitization of local stories into accessible formats such as audiobooks and interactive media further supported inclusive literacy practices. The roles of teachers and librarians as emotional literacy facilitators were found to be essential, particularly when supported by training in bibliotherapy techniques, child development psychology, and empathetic communication. This study concludes that culturally based bibliotherapy is an effective and contextually relevant approach to promoting inclusive literacy in special school libraries. The findings offer a foundation for developing inclusive library service models in Indonesia that integrate local culture, accessible technology, and psychosocial intervention.