英语翻译BIBLIOTHERAPY FOR UNDERSTANDING DISABILITIESBibliotherapy has been used to enhance understanding,self-esteem,and adjustment to a developmental crisis (Cohen,1987).Teachers can use children’s literature to help students solve problems an

英语翻译BIBLIOTHERAPY FOR UNDERSTANDING DISABILITIESBibliotherapy has been used to enhance understanding,self-esteem,and adjustment to a developmental crisis (Cohen,1987).Teachers can use children’s literature to help students solve problems an
英语翻译
BIBLIOTHERAPY FOR UNDERSTANDING DISABILITIES
Bibliotherapy has been used to enhance understanding,self-esteem,and adjustment to a developmental crisis (Cohen,1987).Teachers can use children’s literature to help students solve problems and generate alternative responses to their issues.By learning a problem-solving strategy that the main character in the children’s literature utilizes,students with disabilities can learn to become independent and effective problem solvers.To further illustrate how A.D.D.not B.A.D.(Penn,2003) was used for problem-solving in a first grade classroom the teacher remarked,“How do you think Jimmy Jumping Bean (main character with A.D.D.) feels when he is acting this way?” “How can you not show this kind of behavior?”[The teacher explained that individuals are not BAD they just need their space to act out these feelings sometimes.] “Let’s role-play a few scenarios and practice using words that would help others facing a similar situation.”[The teacher engaged students in role-play situations.]
Students with emotional and behavioral learning needs struggle academically and with a sense of self.Bibliotherapy can begin to fill in these gaps for this population of students.Sridhar and Vaughn (2000) provided insight into the therapy by writing,”Bibliotherapy can be used more extensively for students with significant learning and behavior problems to enhance self-understanding,and as a tool for enhancing reading comprehension” (p.75).
BIBLIOTHERAPY AS A PROBLEM-SOLVING TOOL
Forgan (2002) examined how bibliotherapy can positively affect students with behavioral issues and explained that students with these problems are characterized as inefficient in recognizing and solving problems.He believes that these students rely on teachers to solve the problem for them because they have not learned to be independent problem solvers.Bibliotherapy can provide a way for students to talk through problems that the characters face in the book and then apply the same concepts to their own lives (McCarthy & Chalmers,1997).Readers learn that all characters share universal experiences:embarrassments,dreams,challenges,and triumphs (Rohner &Rosberg,2003).

英语翻译BIBLIOTHERAPY FOR UNDERSTANDING DISABILITIESBibliotherapy has been used to enhance understanding,self-esteem,and adjustment to a developmental crisis (Cohen,1987).Teachers can use children’s literature to help students solve problems an
阅读理解残疾人士
图书已被用来增进了解,自尊,并调整了发展危机（科恩,1987年） .教师可以利用儿童文学的,帮助学生解决问题,并产生替代的反应,他们的问题.通过学习解决问题的策略的主要特征,在儿童文学的利用,有残疾的学生可以学习,成为独立和有效的解决问题.为了进一步说明如何a.d.d.不b.a.d.（西恩潘,2003年）是用于解决问题,在一个一年级的课堂上,老师说过,“你怎么认为,麦跳豆（主要特征与添加）时,觉得他是署理这样吗?” “你怎么不再显示此种行为“ [老师解释说,个人是不坏,他们只需要他们的空间,这些行为的感受,有时.] ”让我们的角色扮演几个情景和实践使用的话,这将有助于其他面临类似情况.“ [教师从事学生在角色扮演的情况.]
学生的情绪和行为的学习需要,在学术上的斗争和与意识的自我.图书可以开始,以填补在这些空白,为这部分人口的学生.sridhar和沃恩（ 2000 ）提供的洞察到治疗的写作,“阅读疗法可用于更广泛地为学生与显着的学习和行为问题,以提高自我认识,作为一种工具来提高阅读理解能力” （第75页） .
图书作为一个解决问题的工具
福根（ 2002 ）研究如何阅读,可以产生积极影响学生的行为问题,学生与这些问题的特点是效率低,在认识和解决问题.他认为,这些学生依赖于教师,以解决问题为他们,因为他们还没有学会独立解决问题.图书可以提供一种方法,让学生透过对话问题的特点,面对在这本书中,然后采用相同的概念,以自己的生命（麦卡锡＆查,1997年） .读者知道的所有字符的普遍经验分享：尴尬,梦想,挑战和胜利（罗内尔＆罗斯伯格,2003年） .