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The intellectually challenged children (children with intellectual disability) suffer from a condition which limits their capacity to learn and function in the society. Ensuring qualitative education for this category of children is still an herculean task in Nigeria as at today. Such children suffer from poor memory and have difficulties with abstract thinking and problem solving. Because the conventional educational system is built on skills such as comprehension, memory, abstract thinking and problem solving, intellectually challenged children are at a disadvantage of being excluded in an inclusive education system. In special education, teaching intellectually challenged children have over time evolved towards the use of methods such as the use of learning aids, scripting, experiential learning and scaffolding, reading strategies and bibliotherapy which the school libraries have strived to provide. This paper focuses on the effects of reread strategy and bibliotherapy on the IQ of intellectually challenged children. The paper is based mainly on a review of peer- reviewed journal articles and findings are used to discuss the topic.