The aim of this final paper is to show how a librarian can prepare and implement bibliotherapy work with visual impaired students. Books have powerful therapeutic properties for every person, more so when it comes to people with disabilities. Book therapy encompasses all possible genres because it centers on the effect that reading has on an individual and not the content of the text itself, therefore, in the same way, it adjusts to readers and their needs. All types of libraries can carry out bibliotherapy, but here the emphasis will be on school libraries, considering that young people are the most affected group - especially students with disabilities. The first part of the work consists of the definition, history, goals, types, selection of texts and benefits of bibliotherapy and the origin of library therapy in librarianship, as well as the guidelines for its implementation. The main part of the paper explains who blind and partially sighted children are, how and what they read, how visual impairment affects the acquisition of reading skills, what aids they use and whether books have a therapeutic effect on them. Finally, examples of bibliotherapy workshops for primary and secondary school libraries are presented, in order to point out the need for such services for people, i.e. children with visual impairments. This information will serve as an incentive for librarians to believe in the mentioned users for whom books and reading primarily serve as therapeutic tools despite the everyday challenges they face.