一本黑白的韓國繪本描繪了一個樓頂上的女孩對著街上的人們喊：“抬頭,！抬頭!“ 一個小男孩這么做了,。后來,，她和他一起走在街上,，讀者才知道她是坐在輪椅上的。

A Korean picture book in black and white depicts a girl on the roof calling out to people on the street, “Look up! Look up!” A little boy does. She later joins him on the street where the reader learns that she is in a wheelchair.

《前與后》（西班牙）,。這本無字圖畫書已在許多國家被翻譯或出版。它描述了“變化”以及自然界其他事物間的關系,，比如毛毛蟲變成蝴蝶,。我特別喜歡展示這本書，因為無字書讓讀者能夠理解故事……用自己的方式講述自己的故事,。這就是賦權,。

Before and after (Spain). This wordless picture book has been “translated” or published in many countries. It depicts changes and other natural relationships, such as a caterpillar turning into a butterfly. I particularly like to show this book because wordless books allow the reader to be in charge of the story…to weave their own story their own way. And that is empowerment.

創(chuàng)造性：插圖的魔力在繪本中非常重要。我們都是視覺動物,，尤其對于那些不能閱讀或理解文字的人,。同樣，一本以不同尋常的方式牽動情節(jié)的小說總能引起我們的注意,。 

《白雪公主織怪物》——（荷蘭）這是我最喜歡的一本童話,，因為它的結局反轉(zhuǎn)。在這個故事里,，白雪公主是一只山羊,，同時她也是一個出色的織者。她織了一些襪子,，然后織了一些居然活著的小山羊,，但是當她的另一個作品——一只狼——也活過來的時候，她就遇到麻煩了,。

Creative: The magic of illustration is very important in picture books. We are all visual beings, particularly those who cannot read or understand the text. Similarly, a novel which tweaks a plot in an unusual way always catches our attention.

Snow white knits a monster – 

(Netherlands) is a fairy tale favourite of mine because of the unusual twist in the end. Snow White is a goat and an amazing knitter. She knits some socks, then some baby goats which come alive, but when one of her other creations – a wolf – also comes alive, she has  problem to solve.

融合：在當今世界,，創(chuàng)作包含不同國籍、宗教,、文化和能力的多元社會的圖書勢在必行,。對于繪本來說，這可能意味著插圖中有坐在輪椅上的孩子,，有接受耳蝸植入的孩子,，有戴眼鏡的孩子，拄拐杖的孩子等等,；在小說中,，這意味著十分寫實地描寫一個殘疾人的角色，讓讀者能夠識別和理解該人物的思想,，面臨的問題以及做出的行動,。 

有時,，非常有效的圖書會以抽象的方式處理“融合”這個話題，例如一個故事寫的是物體而不是人物,?；蛘哌@個故事可能是關于孩子們?nèi)谌胍粋€人人都一樣,，似乎沒有殘疾個體的群體,。任何一本關于“接納”主題的圖書，讀者都可以用它來學習關于集體中的“融合”,。我們太多的學習都是來自于閱讀小說,，來自于把自己融入角色或情境中，然后詢問自己,，“（如果是我）我該怎么辦,？”。

 《樹的故事》（意大利）是一個繪本可以被所有孩子運用的絕妙例子,。恩里科遇到了一個新同學——葆拉,，恩里科與他玩的時候不會說話。當恩里科問老師,，葆拉是和他一樣還是不一樣,，老師告訴他，孩子就像樹,。有些樹可能不同于其他樹,，但它們都是生命，都有它自己的重要價值,。

Inclusion: It is imperative in today’s world to create books which include a diverse society with a variety of nationalities, religions, culture and abilities. For picture books, this may mean illustrations of children in wheelchairs, with cochlear implants, glasses, crutches, etc. In novels, it means writing so realistically about a character with a disability that the reader comes to identify and understand that character’s thoughts, problems and actions.

Sometimes very effective books will deal with inclusion in an abstract way, such as a story using objects rather than people. Or the story may be about children fitting into a group where everyone is the same and no one seems to have a disability. Any book which puts forward a theme of acceptance may be used by a reader to learn about inclusion in a group. So much of our learning comes from reading fiction, from putting ourselves into the character or the situation and asking, “what would I do?”

Lessons of the tree (Italy) is a lovely example of a picture book to be used by all children. Enrico meets a new student, Paola, who does not speak when he plays with her. When he asks his teacher if Paola is the same as him or different, the teacher tells him that children are like trees. Some trees may be different from others but all of them are living things; each one is important in its own way.

形式：對于患有影響閱讀能力的殘疾兒童青少年來說,，有一種能夠允許他們自己閱讀書籍和故事的形式是非常重要的。我們知道“給孩子讀書”對孩子是很重要的,，但是一個人需要自己控制閱讀過程,。他們需要的是能夠以自己的速度閱讀，通過他們自己的理念理解故事,，能夠停下來思考把自己融入情境或人物,。

對于一些孩子來說，這意味著文本或插圖必須是一種特殊的形式,，比如盲文,、大字體或圖片溝通符號。也許書中的文字使用手語,，或者是誦讀困難的專門字體,，或者是簡化的?？茖W技術在一些情況下使得這個過程更容易,。例如,，有視力障礙的孩子可以使用電子圖書，他們可以調(diào)整字體大小或背景顏色,。有聲讀物能大聲地朗讀課文,。

可觸摸圖書（其中插圖是可以觸摸的）可運用于視障兒童青少年。其實,，我們都喜歡觸摸插圖,，而不是僅僅看一幅畫。通過運用這種額外的感覺,，觸摸可以讓讀者更深入地投入這本書,。對于有認知或?qū)W習障礙的孩子來說，這種互動使故事更有意義,，也更容易讓他們理解,。這是一個來自新加坡圖書的例子《司馬光砸缸》；是用大字體打印的誦讀困難字體,，有盲文,，同時使用帶有紋理的觸覺插圖。

Format: For children and teens with a disability which affects their ability to read, it is very important that they have a format which allows them to read books and stories for themselves. We know it is important for children to be read to, but a person needs to control that process for themselves. They need to be able to read at their own pace, to have the story revealed through their own concept of understanding and to be able to pause to ruminate on putting themselves into the situation or the character.

For some children, this means the text and/or illustrations must be in a specialized format, such as Braille, large print or picture communication symbols. Perhaps the text uses sign language, is in a dyslexic font, or is simplified. Technology is making this easier in some cases. For instance, children with vision loss can use electronic books where they manipulate the font size or the background colour. Audio books can read the text aloud.

Tactile books, where the illustrations are touchable, may be used by young people who are blind. However, we are all drawn to touching an illustration rather than just looking at a picture. By using this additional sense, touching allows the reader to be even more involved in the book. For children with cognitive or learning disabilities, this level of interaction makes the story more meaningful and accessible to them. This is an example of a book from Singapore, Si Ma Guang and the Giant Jar; it is written in large print dyslexic font, and in Braille, as well as using textured, tactile illustrations.

《Un Livre》（法國）,。作者埃爾維·杜萊已設法制作紙板繪本并使之更具互動性,。與出版商Les Doigts Qui Revent合作，他已經(jīng)為盲人與發(fā)展遲緩兒童改編了這本書,，《點點點》（中文譯名）,。讀者可以點擊帶有觸覺的圓圈或搖動書來在頁面上移動圓圈。這是通用化設計的一個極好例子——一本對所有人來說都是有趣的書,。

Un Livre (France). Author Herve Tullet has managed to take a print book and make it interactive. Working with publisher Les Doigts Qui Revent, he has adapted his book, Press Here, for children who are blind or have a developmental delay. Readers tap the tactile circles or shake the book to move the circles around the page. This is an excellent example of universal design – an hilarious book which is fun for all.

1.選擇2014年至2017年出版的書,。

2.提交給國際兒童讀物聯(lián)盟中國分會（CBBY）

e-amil地址： [email protected],。