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CONCLUSIONS

From research and practical experience we know that children need books for their language development and to facilitate their education. The melodies of lullabyes and the rhythm of poetry stimulate a child’s sense of rhythm and body awareness. Children, especially those with handicaps need picture books, thymes, stories and easy reading books. Books also make their leisure time more meaningful. They need to become familiar with books from infancy.

In order to give all children the opportunities to experience literature, we need books designed with special groups of handicapped children in mind. We need:

  • - books in braille, talking books, and tactile books for blind children;
  • - books in large print for partially sighted children;
  • - books with sign language for deaf children;
  • - very simple picture books for those delayed in speech and language,
  • - easy reading books for those many children who are reading retarded.

A number of ordinary picture books, however, and collections of rhymes are also well suited for handicapped children. The problem is that parents, teachers and staff personal very often are not aware of their existence.

Knowledge of handicapped children and their reading needs should be a compulsory part of the education of librarians. Staff members, teachers and parents of handicapped children should be given a wider knowledge of children's literature.

Authors, artists, and publishers need to become acquainted with the insight of teachers, staff members and parents who have had experience with different groups of handicapped children. In many cases it will be important to work closely with the handicapped children themselves, to get to know and understand their needs.

The challenge to educators is to make these needs known to the artists, writers and publishers. The challenge to authors, on the other hand, is first and foremost to write texts which are easily read and at the same time meaningful. The challenge to artists is to make illustrations which convey the texts, with regard to the special needs of those who are reading retarded or partially sighted. To make books which are typographically suitable is a challenge to publishers and designers. The challenge to librarians is to make the books available and familiar to those who need them.

All partners in the books professions must contribute to the spread of information and practical experience concerning books for handicapped children as well as research results and lists of suitable books. The world "suitable" is important for one must cast a critical eye on books about handicapped children, especially where the authors show lack of knowledge concerning the handicap they are describing. One must be especially wary of authors who concentrate principally on the handicap itself, making it the main ingredient in the child’s personality. What is most important is to make people aware of the books which are good and to encourage their use.

Literature influences us. We need books that show us meeting each other as human beings. Some of us have a handicap, some of us have not. It is important that we get acquainted with each other, in books and in real life.