A shared story does not require every child to listen, move, or respond in the same way. A welcoming read-aloud gives children several ways to take part while keeping the book itself at the center. Start by asking the child's caregiver or teacher what helps, without requesting private medical information you do not need.
Offer choices before the first page
Make the pictures easy to see and explain what the session will involve. A child might sit nearby, stand at the edge, hold a familiar object, or listen while drawing. Choose options that fit the setting and the child's needs rather than treating stillness as the only sign of attention.
Keep participation invitations simple. “Would you like to point, answer, or pass?” makes declining a visible option. Avoid putting one child on display as a representative of a diagnosis or experience.
Ask about the character first
Questions about a character's feelings or choices can open conversation without requiring children to disclose personal experiences. Try “What helped this character feel included?” rather than asking a child to explain their own body or support needs to the group.
When differences arise, use respectful, straightforward language. People and families have different preferences about disability language; listen to how someone describes themselves. A story can encourage curiosity and kindness without becoming a test of who knows the correct answer.
Leave room to return
Pause when useful, but do not turn every page into a quiz. Some children respond later through play, pictures, or a question on the way home. Repeated reading can offer another way into a familiar story.
The Kids Like Me books provide starting points for conversations about inclusion. They are stories, not individualized medical guidance. For a particular child's health, communication, or learning support, follow advice from the people who know that child and the relevant professionals. The aim of the reading session is shared enjoyment and respectful connection.