AbstrackSelf-esteem is an important factor affecting the success of a child for a happier life. Have a high self esteem is a difficult thing for a slow learner child in elementary inclusive. This study aims to determine the level of self-esteem slow learner children in elementary inclusion school, and improving their self esteem with affective bibliotherapy techniques.The design of this study using randomized groups pre-test post-test design. This research involves with 9 slow learner children with 4 children as the experimental group and 5 children as a control group. The experimental group was given training bibliotherapy for 10 times.The study have two hypothesis, the first is “Affective bibliotherapy to increase self esteem slow learner children in inclusive elementary school”, and the second hypothesis is “There is an increase in self esteem between experimental group with the control group after the intervention with the experimental group was affective bibliotherapy.Research results show that affective bibliotherapy is effective for improving slow learner children's self esteem in primary inclusions with z value = -1,841 with 0.033 significansi level (p <0.05). It is also found that the affective bibliotherapy more effective in improving three aspects of self-esteem is significant, virtue, and competence, but the aspects of power increase is not to high.