Interactive bibliotherapy (IB) warrants greater attention in the pursuit of innovative inservice education. This paper presents the findings of a study thatexplored IB as an inservice practice to help prepare educators for the roles and responsibilities associated with inclusion. Data collection concentrated on a questionnaire (openended) regarding IB\u27s impact on participants professional and personal development. Discussion of findings, which involved a content analysis of participants\u27 responses, concludes with considerations for practice and research
