Do you have questions about making your storytime more
accessible for children with special needs? Join us for this session
with information that addresses physical and emotional
challenges that some children who come to your storytimes
might have. Find out how to prepare a sensory storytime for
children as well as serving caregivers, addressing space issues
and acquiring the right tools for success.
Positive Approaches to managing Behaviour in the Early yearsSammy Fugler
This document provides guidance for staff at Rainbow Nursery on addressing challenging behaviors. It emphasizes establishing clear expectations and a positive learning environment. It outlines types of unwanted behaviors like disengaged, disruptive and unacceptable and suggests strategies for responding, including distraction, eye contact, and moving a child. The document stresses the importance of responding positively, reviewing strategies, and helping children understand their behavior is their choice to develop self-control.
The document discusses early childhood development from birth to age 8. It emphasizes that this stage is crucial for building brain architecture and lays the foundation for future learning, behavior, and health. Caregivers play a key role by nurturing the whole child, observing their development, and supporting their growth across all developmental domains through responsive relationships and active learning experiences. The document stresses the importance of healthy, safe environments as well as two-way communication between families and care providers to support each child's unique strengths and needs.
Looking for ways to modify your storytimes to better serve children with disabilities? This presentation can help you by giving ideas about setting the scene, organizing your storytimes, and giving positive reinforcement.
Understanding Autism and Positive Behaviour Support (focus on Tuberous Sclero...atss
Presentation by ASPECT (Autism Spectrum Australia) staff Tom Tutton and Natalie Willis at the 2007 ATSS conference: Tuberous Sclerosis Complex: From Pathway to Therapy.
This presentation provides an overview of sensory processing difficulties and regulation by occupational therapist Cynthia Miller-Lautman. It discusses how sensory processing issues can affect learning, behavior, and daily living. The presentation offers suggestions for parents and schools, such as providing movement breaks, outdoor time, and fidget tools. It also outlines what an occupational therapy evaluation involves and common sensory-based techniques used in therapy.
Child development begins at conception and continues through adolescence as children develop physically, mentally, and emotionally. The document outlines key stages of development from prenatal development through childhood. It discusses periods like the zygote, embryo, and fetus stages before birth. After birth, development includes growth, motor skills, cognitive abilities, language, and social-emotional skills according to theorists like Piaget and Vygotsky. Child development is complex and can be influenced by many environmental and biological factors.
Sensory power point why does my child act that waysusankcollins
This document discusses sensory processing disorder and how it can contribute to children's behavior. It explains that sensory integration affects learning, behavior, and self-esteem. Around 10-17% of children are diagnosed with sensory integration disorder, which is when the senses are not properly processed by the nervous system. This can lead to oversensitivity, undersensitivity, sensory seeking behaviors, and difficulties with self-regulation. The document provides strategies to support children, such as incorporating sensory activities into their daily routine to help their development and behavior.
Storytimes are a staple of public library service, but few MLIS programs provide training in presenting storytimes. This presentation demonstrates the basic steps and structure of a typical storytime to get beginners started.
Positive Approaches to managing Behaviour in the Early yearsSammy Fugler
This document provides guidance for staff at Rainbow Nursery on addressing challenging behaviors. It emphasizes establishing clear expectations and a positive learning environment. It outlines types of unwanted behaviors like disengaged, disruptive and unacceptable and suggests strategies for responding, including distraction, eye contact, and moving a child. The document stresses the importance of responding positively, reviewing strategies, and helping children understand their behavior is their choice to develop self-control.
The document discusses early childhood development from birth to age 8. It emphasizes that this stage is crucial for building brain architecture and lays the foundation for future learning, behavior, and health. Caregivers play a key role by nurturing the whole child, observing their development, and supporting their growth across all developmental domains through responsive relationships and active learning experiences. The document stresses the importance of healthy, safe environments as well as two-way communication between families and care providers to support each child's unique strengths and needs.
Looking for ways to modify your storytimes to better serve children with disabilities? This presentation can help you by giving ideas about setting the scene, organizing your storytimes, and giving positive reinforcement.
Understanding Autism and Positive Behaviour Support (focus on Tuberous Sclero...atss
Presentation by ASPECT (Autism Spectrum Australia) staff Tom Tutton and Natalie Willis at the 2007 ATSS conference: Tuberous Sclerosis Complex: From Pathway to Therapy.
This presentation provides an overview of sensory processing difficulties and regulation by occupational therapist Cynthia Miller-Lautman. It discusses how sensory processing issues can affect learning, behavior, and daily living. The presentation offers suggestions for parents and schools, such as providing movement breaks, outdoor time, and fidget tools. It also outlines what an occupational therapy evaluation involves and common sensory-based techniques used in therapy.
Child development begins at conception and continues through adolescence as children develop physically, mentally, and emotionally. The document outlines key stages of development from prenatal development through childhood. It discusses periods like the zygote, embryo, and fetus stages before birth. After birth, development includes growth, motor skills, cognitive abilities, language, and social-emotional skills according to theorists like Piaget and Vygotsky. Child development is complex and can be influenced by many environmental and biological factors.
Sensory power point why does my child act that waysusankcollins
This document discusses sensory processing disorder and how it can contribute to children's behavior. It explains that sensory integration affects learning, behavior, and self-esteem. Around 10-17% of children are diagnosed with sensory integration disorder, which is when the senses are not properly processed by the nervous system. This can lead to oversensitivity, undersensitivity, sensory seeking behaviors, and difficulties with self-regulation. The document provides strategies to support children, such as incorporating sensory activities into their daily routine to help their development and behavior.
Storytimes are a staple of public library service, but few MLIS programs provide training in presenting storytimes. This presentation demonstrates the basic steps and structure of a typical storytime to get beginners started.
This document discusses inclusion in early childhood education. It provides strategies for creating inclusive classrooms and schools that embrace diversity and meet the individual needs of all students. The strategies focus on examining assumptions, using inclusive language, providing multiple examples, establishing respectful interaction rules, ensuring curriculum represents diverse perspectives, avoiding asking students to speak for entire groups, and providing accommodations for students with disabilities. Creating inclusive schools requires tailoring learning to each student, encouraging collaboration, involving families and communities, maintaining high expectations, and promoting inclusive values.
The ECERS-R is an observation tool used to assess the quality of preschool classrooms. It contains 43 items organized into 7 subscales that evaluate different aspects of the classroom environment and teacher-child interactions. The document provides an overview of each subscale and the items included. It also includes tips and examples for scoring items on the scale regarding aspects like dramatic play, child displays, language use, and accessibility of materials. Video clips demonstrate using the tool to observe and score items in the classroom.
DIR/Floortime is a developmental, individualized, and relationship-based approach that uses play to facilitate social and emotional development. It addresses 6 functional emotional developmental levels in children with autism or other developmental disabilities. The DIR model focuses on parent education and encourages parents to follow their child's lead and engage in reciprocal social interactions. Cultural factors and family dynamics are also considered in DIR/Floortime interventions.
Procesamiento sensorial (a veces llamado “Integración Sensorial” ) se define l como un término que se refiere a la forma en que el sistema nervioso recibe mensajes de los sentidos y las convierte en las respuestas motoras y conductuales apropiadas. Si usted está mordiendo una hamburguesa, andar en bicicleta, o leyendo un libro, su finalización con éxito de la actividad requiere la tramitación de las sensaciones o “integración sensorial”.
Este documento describe las herramientas de estimulación temprana. Explica que son acciones cuyo objetivo es promover el bienestar del niño y la familia mediante la detección e intervención temprana de factores de riesgo que pueden interferir en el desarrollo infantil. Incluye programas de salud, intervenciones sociales y campañas de educación sobre el desarrollo infantil. La estimulación temprana trata de mejorar el desarrollo del niño mediante acciones dirigidas al niño, su familia y entorno
This document discusses various parenting styles and strategies for effectively raising children. It provides guidance on when to say "no" to children, setting limits, teaching life skills at different ages, and the importance of open communication and showing love daily. The four main parenting styles discussed are neglectful, permissive, authoritarian, and authoritative, with authoritative parenting being identified as the most effective approach.
Conscious Parenting: A Mindful You for your Child's Healthier tomorrowDeepanwita Roy
The document summarizes a presentation by clinical psychologist Ms. Deepanwita Roy on conscious parenting. The presentation discusses improving parenting skills through mindfulness to have a lasting positive impact on children. It promotes collaborative parenting through communication, negotiation, and compromise. The presentation addresses challenges faced by adolescents including physical, emotional, social, and educational issues and provides tips for parents on talking to teens, career counseling, conflict resolution, and handling anxiety.
Presentation expands on the specific problems persons with SPD have. Also gives a checklist of characteristic behaviors and issues in persons w/Sensory Processing.
El documento describe la importancia del desarrollo cerebral durante los primeros años de vida y cómo el sistema de protección a la infancia en Chile apoya el desarrollo infantil a través de atención directa y trabajo con los cuidadores. Luego, detalla los servicios de estimulación temprana en un CESFAM, incluyendo las actividades realizadas por una educadora de párvulos, kinesióloga y fonoaudióloga para desarrollar al máximo las capacidades de los niños y ayudar a los padres en el cuidado infantil.
The document discusses several autism interventions:
1) Picture Exchange Communication System (PECS)
2) Pivotal Response Training
3) Social Stories
4) Structured Teaching (TEACCH)
It provides a brief 1-2 sentence description of each intervention.
Sensory processing disorder is a condition where the brain has difficulty processing sensory information from the environment. People with sensory processing disorder may be over-sensitive or under-sensitive to stimuli like sounds, textures, or movement. They may struggle with motor coordination, spatial awareness, focus, and adapting to changes. While the causes are unknown, it may relate to genetics, birth complications, or environmental factors. Occupational therapy aims to help individuals learn to tolerate and respond appropriately to sensory experiences through playful challenges.
Este documento trata sobre el trastorno por déficit de atención con hiperactividad (TDAH) y las estrategias para incluir a niños con este trastorno en las escuelas. El TDAH se caracteriza por períodos breves de atención, inquietud motora, inestabilidad emocional y conductas impulsivas. Las escuelas deben ofrecer comunicación entre el hogar y la escuela, trabajo en equipo con otros profesionales, rutinas estructuradas, y mantener la atención de los estudiantes. No se debe asum
The Teen Brain: Still Under ConstructionScott Carroll
This is a fun, “TED” style workshop that uses humorous pictures rather than text to show how the teen brain is still developing and how its incomplete development determines the thoughts, feelings and behaviors of teens.
While the workshop covers technical subjects such neuroanatomy and neurodevelopment, it does so in a clear, non-technical fashion to make the material accessible to everyone, not just psychiatrists and psychologists.
Participants often feel afterwards that they “get” teenagers and feel more comfortable working with them both at home and in professional settings.
El documento habla sobre el autismo. Explica que el autismo es un trastorno del desarrollo biológico que se manifiesta en los primeros años de vida. Describe los diferentes tipos de autismo y sus síntomas. También cubre el proceso de diagnóstico y el importante papel que juegan los padres en apoyar a un niño con autismo.
A Preschool Daily Routine & Effective TransitionsOxford Schools
The document discusses elements of an effective daily routine and transitions for preschoolers. It identifies components of half-day and full-day sample routines, including greeting time, planning time, work time, cleanup time, recall time, snack time, small-group time, large-group time and outside time. It emphasizes the importance of consistency, visual schedules, warning signals and fun ways to transition between activities. Effective routines and transitions help children learn skills in math, science, language and other domains.
The document discusses attachment development in children and the implications of insecure attachment, such as when children are separated from their primary caregivers before certain developmental phases. Insecure attachment can lead to problems with emotional regulation, relationships, self-worth, and accepting care or control from others according to the child's internal working model developed from their early experiences. Intervention approaches should focus on providing structure, engagement, nurturing experiences, and challenges to help change insecure internal working models over time.
This document provides information about autism spectrum disorders, including the diagnostic criteria for autism as defined by the DSM-IV. It also outlines several classroom strategies that can be used, such as visual schedules, social stories, the 5 point scale, comic strip conversations, and power cards. Examples of each strategy are provided. Additionally, the document lists curriculum materials and resources about autism.
The document summarizes a workshop on starting sensory storytimes in public libraries to serve children with special needs. It discusses partnering with local agencies, conducting focus groups with parents, programming ideas, creating sensory kits, book recommendations, and tips from community panelists. The goal is to help families feel comfortable and supported through inclusive, multi-sensory programming.
Best of the web - accessibility & ell - Fall 2013Richard Byrne
The fall 2013 version of my popular slideshow. This version was tailored to include more resources for accessibility, ELL, and elementary school.
Learn more about these tools at FreeTech4Teachers.com
This document discusses inclusion in early childhood education. It provides strategies for creating inclusive classrooms and schools that embrace diversity and meet the individual needs of all students. The strategies focus on examining assumptions, using inclusive language, providing multiple examples, establishing respectful interaction rules, ensuring curriculum represents diverse perspectives, avoiding asking students to speak for entire groups, and providing accommodations for students with disabilities. Creating inclusive schools requires tailoring learning to each student, encouraging collaboration, involving families and communities, maintaining high expectations, and promoting inclusive values.
The ECERS-R is an observation tool used to assess the quality of preschool classrooms. It contains 43 items organized into 7 subscales that evaluate different aspects of the classroom environment and teacher-child interactions. The document provides an overview of each subscale and the items included. It also includes tips and examples for scoring items on the scale regarding aspects like dramatic play, child displays, language use, and accessibility of materials. Video clips demonstrate using the tool to observe and score items in the classroom.
DIR/Floortime is a developmental, individualized, and relationship-based approach that uses play to facilitate social and emotional development. It addresses 6 functional emotional developmental levels in children with autism or other developmental disabilities. The DIR model focuses on parent education and encourages parents to follow their child's lead and engage in reciprocal social interactions. Cultural factors and family dynamics are also considered in DIR/Floortime interventions.
Procesamiento sensorial (a veces llamado “Integración Sensorial” ) se define l como un término que se refiere a la forma en que el sistema nervioso recibe mensajes de los sentidos y las convierte en las respuestas motoras y conductuales apropiadas. Si usted está mordiendo una hamburguesa, andar en bicicleta, o leyendo un libro, su finalización con éxito de la actividad requiere la tramitación de las sensaciones o “integración sensorial”.
Este documento describe las herramientas de estimulación temprana. Explica que son acciones cuyo objetivo es promover el bienestar del niño y la familia mediante la detección e intervención temprana de factores de riesgo que pueden interferir en el desarrollo infantil. Incluye programas de salud, intervenciones sociales y campañas de educación sobre el desarrollo infantil. La estimulación temprana trata de mejorar el desarrollo del niño mediante acciones dirigidas al niño, su familia y entorno
This document discusses various parenting styles and strategies for effectively raising children. It provides guidance on when to say "no" to children, setting limits, teaching life skills at different ages, and the importance of open communication and showing love daily. The four main parenting styles discussed are neglectful, permissive, authoritarian, and authoritative, with authoritative parenting being identified as the most effective approach.
Conscious Parenting: A Mindful You for your Child's Healthier tomorrowDeepanwita Roy
The document summarizes a presentation by clinical psychologist Ms. Deepanwita Roy on conscious parenting. The presentation discusses improving parenting skills through mindfulness to have a lasting positive impact on children. It promotes collaborative parenting through communication, negotiation, and compromise. The presentation addresses challenges faced by adolescents including physical, emotional, social, and educational issues and provides tips for parents on talking to teens, career counseling, conflict resolution, and handling anxiety.
Presentation expands on the specific problems persons with SPD have. Also gives a checklist of characteristic behaviors and issues in persons w/Sensory Processing.
El documento describe la importancia del desarrollo cerebral durante los primeros años de vida y cómo el sistema de protección a la infancia en Chile apoya el desarrollo infantil a través de atención directa y trabajo con los cuidadores. Luego, detalla los servicios de estimulación temprana en un CESFAM, incluyendo las actividades realizadas por una educadora de párvulos, kinesióloga y fonoaudióloga para desarrollar al máximo las capacidades de los niños y ayudar a los padres en el cuidado infantil.
The document discusses several autism interventions:
1) Picture Exchange Communication System (PECS)
2) Pivotal Response Training
3) Social Stories
4) Structured Teaching (TEACCH)
It provides a brief 1-2 sentence description of each intervention.
Sensory processing disorder is a condition where the brain has difficulty processing sensory information from the environment. People with sensory processing disorder may be over-sensitive or under-sensitive to stimuli like sounds, textures, or movement. They may struggle with motor coordination, spatial awareness, focus, and adapting to changes. While the causes are unknown, it may relate to genetics, birth complications, or environmental factors. Occupational therapy aims to help individuals learn to tolerate and respond appropriately to sensory experiences through playful challenges.
Este documento trata sobre el trastorno por déficit de atención con hiperactividad (TDAH) y las estrategias para incluir a niños con este trastorno en las escuelas. El TDAH se caracteriza por períodos breves de atención, inquietud motora, inestabilidad emocional y conductas impulsivas. Las escuelas deben ofrecer comunicación entre el hogar y la escuela, trabajo en equipo con otros profesionales, rutinas estructuradas, y mantener la atención de los estudiantes. No se debe asum
The Teen Brain: Still Under ConstructionScott Carroll
This is a fun, “TED” style workshop that uses humorous pictures rather than text to show how the teen brain is still developing and how its incomplete development determines the thoughts, feelings and behaviors of teens.
While the workshop covers technical subjects such neuroanatomy and neurodevelopment, it does so in a clear, non-technical fashion to make the material accessible to everyone, not just psychiatrists and psychologists.
Participants often feel afterwards that they “get” teenagers and feel more comfortable working with them both at home and in professional settings.
El documento habla sobre el autismo. Explica que el autismo es un trastorno del desarrollo biológico que se manifiesta en los primeros años de vida. Describe los diferentes tipos de autismo y sus síntomas. También cubre el proceso de diagnóstico y el importante papel que juegan los padres en apoyar a un niño con autismo.
A Preschool Daily Routine & Effective TransitionsOxford Schools
The document discusses elements of an effective daily routine and transitions for preschoolers. It identifies components of half-day and full-day sample routines, including greeting time, planning time, work time, cleanup time, recall time, snack time, small-group time, large-group time and outside time. It emphasizes the importance of consistency, visual schedules, warning signals and fun ways to transition between activities. Effective routines and transitions help children learn skills in math, science, language and other domains.
The document discusses attachment development in children and the implications of insecure attachment, such as when children are separated from their primary caregivers before certain developmental phases. Insecure attachment can lead to problems with emotional regulation, relationships, self-worth, and accepting care or control from others according to the child's internal working model developed from their early experiences. Intervention approaches should focus on providing structure, engagement, nurturing experiences, and challenges to help change insecure internal working models over time.
This document provides information about autism spectrum disorders, including the diagnostic criteria for autism as defined by the DSM-IV. It also outlines several classroom strategies that can be used, such as visual schedules, social stories, the 5 point scale, comic strip conversations, and power cards. Examples of each strategy are provided. Additionally, the document lists curriculum materials and resources about autism.
The document summarizes a workshop on starting sensory storytimes in public libraries to serve children with special needs. It discusses partnering with local agencies, conducting focus groups with parents, programming ideas, creating sensory kits, book recommendations, and tips from community panelists. The goal is to help families feel comfortable and supported through inclusive, multi-sensory programming.
Best of the web - accessibility & ell - Fall 2013Richard Byrne
The fall 2013 version of my popular slideshow. This version was tailored to include more resources for accessibility, ELL, and elementary school.
Learn more about these tools at FreeTech4Teachers.com
Tanka is an ancient form of Japanese poetry consisting of 5 lines with a 5-7-5-7-7 syllable structure. The poet chooses a theme and brainstorms images and feelings associated with that theme. By arranging the words into the tanka format, focusing on completing one thought across the 5 lines, the poet can evoke strong emotions or mark a special event with their poem. The example provided is a tanka about spending a day at the beach.
This document discusses storytime programming and outreach to children on the autism spectrum and their families. It provides an overview of autism as a pervasive developmental disorder characterized by difficulties with social communication and interaction, as well as repetitive behaviors and restricted interests. The document then outlines the benefits of storytime programming at public libraries for children with autism, describing techniques like using double visuals and musical activities. It also lists ways to tie-in programming with events like Autism Awareness Month and resources for collaboration like autism advocates and schools.
This document discusses the importance of play-based storytimes at libraries. It provides details on the different types of storytimes offered for various age groups from babies to preschoolers. The storytimes incorporate songs, fingerplays, stretches, dances, and other interactive elements beyond just stories. They aim to promote early literacy skills as well as math, science, and social skill development through play. Research shows that play is critical for child development and learning, and these storytimes provide opportunities for both children and their caregivers.
The children had a storytime and made gingerbread houses to take home. That evening, they played in the library and various toys watched a video, played games on the computer, read books, and looked at pictures of birds. After a snack, it was time to sleep in a gingerbread house the children had made the previous Saturday at the Egg Harbor City Library branch.
Creating welcoming and accessible libraries for children with special needs(1)jamzak
This webinar discusses creating accessible and inclusive libraries for children with special needs. It begins with an overview and explains why it is important to serve this underserved group. Some key points included are that only 61% of children with disabilities graduate high school. It then discusses where to begin such as disability awareness training, needs assessments, and identifying partners. It provides examples of inclusive collections, customer service tips, and a spectrum of programming options from open play to targeted programs. Sensory storytime and film formats are described in detail. Making accommodations for visual, tactile, sensory, and movement needs is addressed. The webinar concludes with ideas for additional services and resources.
Open Door Special Needs Storytime Nov 2012hjketron
1. Heather Ketron presented on the Open Door Special Needs Storytime program at the Ashburn Library in Loudoun County, Virginia.
2. The storytime is designed for children with autism or developmental disorders and incorporates sensory integration activities.
3. The storytime includes books, visual schedules, weighted items, music, movement, social time and toys to develop early literacy skills in a supportive environment for special needs children and their families.
This is the Power Point for a presentation I am doing at the Virginia Hamilton Conference on Multicultural Literature for Youth in April 2010. The presentation is titled, "Bilingual Storytime at Your Biblioteca: What, Why and How." This presentation is designed to provide library staff interested in developing a bilingual storytime program a framework for doing so. There is information for current bilingual storytime practitioners on how to enrich their programming using early literacy skill building techniques. Ideas on how non-bilingual library staff can make their programming more inclusive of the Latino community are also presented.
The document provides guidance for volunteers conducting preschool storytime programs at local libraries. It covers topics like preparing for storytime, choosing age-appropriate books and activities, presenting stories engagingly, and managing disruptive behaviors. Volunteers are encouraged to be well-prepared and choose materials they enjoy to best engage young children. The document also addresses differences in planning toddler versus preschool storytimes due to shorter attention spans of toddlers.
Storytimes for Children on the Austism SpectrumBeth Crist
Learn about Autism Spectrum Disorder and how to create sensory storytimes for young children on the autism spectrum. Also this is a great webinar for any library wishing to make all storytimes more inclusive for all children.
This document outlines a presentation by Dr. Betsy Diamant-Cohen and Cen Campbell on transforming preschool storytime. The presentation covers introducing new media tools to preschool storytime, including examples of using new media for typical storytime activities. It also discusses the importance of relationships and social emotional development for young children and how storytime can support this, as well as addressing early learning standards. The document includes sections on engaging parents, using repeat books in different ways, and transforming preschool storytime.
Storytime: The Road to Reading ComprehensionAmanda Choi
The document discusses strategies that librarians can use during storytime to help develop early reading skills in young children. It outlines the six key pre-literacy skills of print motivation, phonological awareness, vocabulary, narrative skills, print awareness, and letter knowledge. For each skill, examples are given of how children develop that skill and specific storytime techniques librarians can employ to foster the skill. The goal is to help children build a strong foundation for reading comprehension from an early age through engaging storytime activities.
STEM Storytime: Preschool Fun with Science, Technology, Engineering, and MathWesterville Library
The document discusses a preschool STEM program offered at libraries. The program explores science, technology, engineering, and math concepts through picture books, games, hands-on activities, and technology. It aims to introduce preschoolers to key concepts and prepare them for kindergarten standards like the Common Core. The program incorporates interactive storytimes, hands-on activities, and take-home projects to promote skills like inquiry and problem-solving.
The document discusses StoryTime Effective Practice (STEP), an approach to planning storytimes that promotes child development across four domains: emotional/social, language/literacy, physical, and cognitive. STEP divides storytimes into parts that connect books, rhymes, songs and activities to developmental needs. Examples are provided for how to adapt elements like rhymes, books and flannelboards for different age groups from infants to preschoolers to strengthen skills in each developmental domain.
Supporting and reinforcing your child's language growthListen Love Learn
This document discusses strategies for supporting a child's language growth through shared reading experiences and vocabulary development. It recommends reading to children from an early age to help build their vocabulary both receptively and expressively. Specific tips include choosing books with interesting words and pictures, asking questions about the story, acting out parts of the story, and making connections to the child's own experiences. Establishing a regular reading routine can help children learn to listen and expand their understanding of language.
Early Literacy Workshop at Proud fo My Culture 2020Bobbee Pennington
This document provides information on developing early literacy skills in young children. It discusses how hands-on experiences and play are crucial for building the foundation needed for reading. During the ages of 0-3, brain development occurs rapidly through interactions with caring adults. Reading aloud together, talking, singing, writing and playing are highlighted as key ways to develop skills like print motivation, phonological awareness, vocabulary and narrative skills. The document emphasizes that symbolic thought and reading comprehension are built upon a base of concrete, sensory experiences. It encourages caregivers to incorporate literacy-rich activities into everyday routines and play to help children's brains form connections for future school success.
Nov 12 open door special needs storytime conversation sparkshjketron
The document discusses the development of a storytime program at the Loudoun County Public Library in Virginia for children with autism spectrum disorder (ASD). It provides background on ASD, noting that over 2 million individuals in the US are affected. The library created "sensory storytimes" incorporating activities involving the senses to supplement literacy development for these children in a supportive environment. Key aspects of the program include use of sensory materials, structured routines, community partnerships and feedback from parents that the program is a welcomed resource.
The document summarizes how adding parachute play and movement to traditional story time can benefit children's development in multiple ways. It promotes print motivation, phonological awareness, vocabulary, narrative skills, and letter knowledge. Parachute time also helps develop children's fine and gross motor skills while allowing them to socialize. Research shows the importance of active play and movement for healthy child development. The parachute activities provide an engaging way for children to learn through exploration and follow directions in a group setting.
This document discusses how early literacy develops in infants and toddlers through real-life experiences like exploring objects and books. It emphasizes the importance of parents' literacy level for children's development and provides ideas for encouraging literacy interactions between caregivers and young children, such as reading books together, singing songs, and telling stories. Activities should reflect children's experiences and cultural backgrounds. Early literacy lays the foundation for future academic success.
Empathic Parenting - A Skills-Building Workshop Natasha Ufema
This document discusses the importance of empathy and listening skills for parents. It begins by explaining how mammals have evolved to rely on empathy and communication to meet basic needs. Empathy is defined as understanding another's feelings rather than just feeling sympathy. The rest of the document provides tips for empathetic listening with examples of how children and dogs signal discomfort through body language and behaviors before escalating to more aggressive actions if not listened to. Empathic listening is presented as a way for parents to understand their children's perspectives and avoid behavioral issues.
UCF's Literary Arts Partnership provides creative writing workshops for organizations serving vulnerable populations, including homeless shelters, schools, and rehabilitation centers. Students in UCF's creative writing classes work one-on-one with participants, using writing prompts to improve literacy and self-expression. At the end of each 10-12 week program, the partnership hosts a reading event for participants to share their writings. The program aims to improve literacy and self-sufficiency among at-risk youth and adults through creative writing.
This document discusses supporting children learning English as an additional language (EAL) in schools. It describes the Ethnic Minority Achievement Service (EMAS) which provides specialist teachers, assistants, and home-school liaison officers to support children and families with limited English. It discusses key terms, the diversity of EAL students' backgrounds, and strategies teachers can use to help EAL students feel welcome and supported as they learn English, such as using visual aids, modeling language, and allowing extra thinking time for responses.
Babies Boogie: Adding Music and Dance to story time for under Two'sSara Figueroa
The document outlines how to plan and conduct music-based story times for babies, including sample schedules, research supporting the benefits of early musical exposure and brain development, and tips for implementation in libraries to increase early literacy, learning, and family engagement. The presentation provides evidence that music helps brain development in infants and supports early learning goals while creating a fun environment that can attract more families to the library.
This document provides guidance for reading to young deaf or hard of hearing children. It discusses best practices such as using active engagement strategies, visual aids, American Sign Language, role shifting, and wait time. Choosing high quality children's books that connect to the child's experiences and developing activities to expand learning after reading are also covered. Resources for additional activities and developing early literacy skills are recommended.
The document provides a summary of the shortlist for the Book of the Year: Early Childhood category for the CBCA awards. It summarizes 7 books on the shortlist: Piranhas Don't Eat Bananas by Aaron Blabey, My Dog Bigsy by Alison Lester, Perfect by Danny Parker and Freya Blackwood, Ollie and the Wind by Ghosh Ronojoy, Mr Huff by Anna Walker, and The Cow Tripped Over The Moon by Tony Wilson and Laura Wood. For each book, it provides 1-2 sentences on themes, inspiration or analysis of the text and illustrations when relevant. It also includes discussion questions or engagement opportunities for reading each book aloud.
In this Presentation, the Daycare La Habra, CA team has mentioned the daycare activities for 1-year-old kids that will encourage them to stay there.
http://walnutmontessori-preschool.com/
This document provides summaries of several energizing activities for children, including "Go Bananas", "Dum Dum Dah Dah", and "Now I'm Still". It also lists themes, books, and techniques that can help support children experiencing stress, such as exploring emotions, problem-solving, and using a volunteer's positive statements and promises to create a safe environment.
The document provides guidance for churches on welcoming and including children with special needs. It suggests fully integrating these children and their families by welcoming them, asking about needs, providing one-on-one support, and giving children roles. It also offers ideas for multi-sensory teaching incorporating hearing, vision, touch, smell and taste to engage different learners. The goal is for children with special needs to feel included in worship and learn about the Gospel.
Developing early listening skills is important for children's development. Many young children struggle with listening skills, especially those with hearing loss. Building good listening skills in a child's early years provides a foundation for other skills like language development, following instructions, and learning. The document provides ideas to help children practice and improve their listening, such as using songs, toys, and games that incorporate different sounds. Activities should be engaging for children and done under supervision. Parents can consult speech therapists or home visitors if they have concerns or want more suggestions.
Outreach to Daycares and Preschools with the Indiana Early Literacy Firefly A...Indiana State Library
Join Abby Johnson from the Floyd County Library to learn about how to do more with the Indiana Early Literacy Firefly Award. We will discuss why Firefly outreach is important, how to set up circulating book kits for daycares and preschools, incorporating the Firefly Award into existing outreach and lots more!
The document discusses Google Drive and cloud storage options for sharing and collaborating on files. It provides an overview of key terms like Google Drive, Google Docs, G Suite, and Team Drives. The document reviews how to use common Google applications like Docs, Sheets, Slides, Calendar, and Hangouts for collaboration. It also discusses options for non-profits to get free access to G Suite and Team Drives through Google for Nonprofits.
Professionalism doesn’t always mean what position you hold at a library. It can also mean how you show honesty and responsibility in any position you hold. This presentation will discuss topics such as dress codes, appropriate workplace language and conversations, diversity, and electronic communication issues. Small group exercises are also included
This document provides information from a presentation by Pam Seabolt on community engagement for libraries. It discusses the difference between engagement and outreach, and presents a spectrum of engagement from inform to empower. Various methods of community engagement are outlined, such as interviews, art exhibits, and crowdsourcing. Case studies of specific library engagement initiatives are described, like community conversations at Knox County Public Library and an ideas box at Oak Park Public Library. Resources for further information on community engagement are also listed.
This is a tongue-in-cheek training about workplace etiquette. The concepts covered are common sense, but some may benefit from humorous reminders and scenarios about how the little things matter in the workplace.
You love your job, your organization, and your community. But there can still be days when you feel like you have nothing left to give. If at the end of the day you feel drained, or irritated, or both, you may have “compassion fatigue.” Compassion fatigue, also known as secondary traumatic stress (STS), is a condition characterized by a gradual lessening of compassion over time. This session will help you recognize the symptoms and the situations that may trigger compassion fatigue and understand how it affects you and your working environment. Explore ways to take care of yourself so you can continue to show compassion and give your patrons the care they need.
“Whenever you’re in conflict with someone, there is one factor that can make the difference between damaging your relationship and deepening it. That factor is attitude.”
Anyone who works with others is very likely to be a party to some disagreements on occasion but conflict doesn’t have to be a bad thing. This training focuses on ways library staff can work with patrons and co-workers to resolve conflict in the workplace and empower them to manage the stress resulting from conflict.
1. Libraries need a strategic plan to guide their future and ensure their survival and growth. The director needs to educate trustees and staff, conduct research, and draft the plan with goals, strategies, and budgets. Trustees establish the planning process and support community involvement.
2. Developing a strategic plan involves gathering information from stakeholders, creating a vision and mission statement, setting goals and strategies, and outlining budgets, timelines, and evaluations.
3. Regular monitoring and evaluation of the strategic plan allows the library to check progress towards goals and make adjustments based on changes in priorities or resources.
This document discusses managing conflict in libraries. It begins by differentiating between good and bad types of conflict, then describes different levels and types of conflict including personality, behavioral, situational, and communication conflicts. The document provides scenarios involving conflicts with patrons and tips for resolving each situation. It suggests listening to understand patrons' positions and interests, then using techniques like apologizing and problem-solving to resolve conflicts. The presentation emphasizes remaining calm, acknowledging concerns, and following policies to move past conflicts in a positive manner.
This document provides an overview of a presentation on business etiquette. It begins by defining the difference between manners and etiquette, with etiquette referring to social codes of conduct. The presentation then discusses why business etiquette is important for building relationships and career success. Specific etiquette rules covered include communication skills, conflict resolution, showing appreciation, and cleanliness. The presentation concludes with a review of etiquette basics like maintaining a positive attitude, respecting others, and being on time.
The document describes a Maker Space Petting Zoo event being held by Courtney Brown of the Indiana State Library. The event will include a presentation about what maker spaces are and different types of hands-on, interactive technologies and projects like Makey Makey, Little Bits, and Sphero robots. Attendees will learn how maker spaces can support creativity and community in libraries, as well as ideas for incorporating maker projects into library programming for all ages.
This document provides an overview of vital records and their use for genealogical research in Indiana. It discusses what information can be found in birth, death, census, and other records. It explains where these records are located, both in terms of the organizations that hold the original records and online databases. Examples of specific records are also described.
In this program, we will explore how to use newspapers more effectively to research family history. Using newspaper columns, obituaries, death notices, and articles, you can better piece together family ties during times when other types of records did not exist. Newspaper digitization is a new technology that we will discuss, as well. The Indiana State Library has the world’s largest collection of Indiana newspapers. If you would like to find out how to utilize this vast collection to help with your research, plan to attend this webinar.
Indiana Humanities, along with the Indiana State Library and the Indiana Center for the Book is excited to offer lots of opportunities for Indiana Libraries to program with Frankenstein in 2018; the 200th anniversary of this powerful book. This slideshow was delivered in September of 2017 in order to help libraries in Indiana apply for grants, share ideas, and learn more about Indiana Humanities and their Quantum Leap initiative.
Canva is a free graphic design platform that nonprofit organizations like libraries can use to create visual content. It offers a premium "Canva for Nonprofits" version at no cost which requires 501c3 documentation for U.S. organizations. Canva provides written tutorials on their Design School page and helpful video tutorials on topics like creating graphics from scratch and using clever Canva hacks to make amazing images with ease. The document concludes with contact information for the teen librarian who presented on using Canva for libraries.
This document provides an introduction to the GNU Image Manipulation Program (GIMP) and lists various GIMP tutorials, both written and video, that teach techniques like smoke effects, double exposures, galaxy silhouettes, and more. It also mentions that GIMP supports plugins, with the most popular being G'MIC, which adds additional photo editing features. Contact information is provided for any comments, questions, or concerns related to GIMP or the tutorials.
Do you want to spruce up your library’s graphic design? Learning and understanding the elements of design can help any artistic novice create attractive signage and advertisements. This hour-long session will cover the foundations of graphic design, including color, contrast, texture, and fonts and how they coexist in an image.
This document outlines a presentation on customer service basics for libraries. It discusses defining customer service and identifying internal and external customers. It provides examples of both good and bad customer service. The presentation emphasizes active listening, acknowledging customers, and making customer service a priority through a positive attitude. It concludes with tips for libraries to provide excellent customer service and resources on the topic.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
Storytime for Children with Disabilities
1. Paula NewcomPaula Newcom
NE Regional CoordinatorNE Regional Coordinator
Angela DubingerAngela Dubinger
Children’s Services ConsultantChildren’s Services Consultant
Indiana State LibraryIndiana State Library
pnewcom@library.in.govpnewcom@library.in.gov
adubinger@library.in.govadubinger@library.in.gov
2. Children’s ServicesChildren’s Services
Consulant - ISLConsulant - ISL
Head of Youth Services inHead of Youth Services in
New Castle-Henry Co PLNew Castle-Henry Co PL
Adult Fiction/Audiovisual/Adult Fiction/Audiovisual/
Teen Services SupervisorTeen Services Supervisor
Marathon ManiacMarathon Maniac
3. Northeast RegionalNortheast Regional
Coordinator – ISLCoordinator – ISL
Head of Youth ServicesHead of Youth Services
at Crown Pointat Crown Point
Community libraryCommunity library
ReferenceReference
Librarian/Webmaster/Librarian/Webmaster/
Audiovisual LibrarianAudiovisual Librarian
Yorkie MamaYorkie Mama
4. Types of disabilities and some statisticsTypes of disabilities and some statistics
Developing a Sensory StorytimeDeveloping a Sensory Storytime
Program modificationsProgram modifications
Booklists and helpful webpagesBooklists and helpful webpages
Parental involvementParental involvement
Behavior managementBehavior management
5. ADA laws and complianceADA laws and compliance
Advocacy agenciesAdvocacy agencies
6.
7.
8. Sensory impairmentsSensory impairments
Visual or hearingVisual or hearing
Physical or motor impairmentsPhysical or motor impairments
Cognitive disabilities - developmentalCognitive disabilities - developmental
AutismAutism
EmotionalEmotional
Intellectual disabilityIntellectual disability
Learning disabilityLearning disability
Traumatic brain injuryTraumatic brain injury
10. You might not knowYou might not know
Pay attention to whether or not yourPay attention to whether or not your
students wear glassesstudents wear glasses
Very dependent on whether or not theVery dependent on whether or not the
parent (or the child) tells youparent (or the child) tells you
Color issuesColor issues
11. Use descriptive books or storytellingUse descriptive books or storytelling
Talk through the motionsTalk through the motions
Explain visual communicationsExplain visual communications
CraftsCrafts
Second copies or big booksSecond copies or big books
Tactile objectsTactile objects
13. Again … dependent on communications fromAgain … dependent on communications from
the parent (or the child)the parent (or the child)
You may not knowYou may not know
Pay attention to whether or not yourPay attention to whether or not your
students wear hearing aidsstudents wear hearing aids
Are you seeing a pattern?Are you seeing a pattern?
14.
15. Location that cuts down on background noiseLocation that cuts down on background noise
or distractionsor distractions
Circle or semi-circle seating arrangementCircle or semi-circle seating arrangement
Place child with hearing loss close to thePlace child with hearing loss close to the
librarian (see speaker’s lips)librarian (see speaker’s lips)
Learn a few key phrases or even sign child’sLearn a few key phrases or even sign child’s
namename
Create a wearable flannel boardCreate a wearable flannel board
Wear a voice amplifier if requestedWear a voice amplifier if requested
Sign language interpreterSign language interpreter
16. Children may be in a wheel chair or otherChildren may be in a wheel chair or other
assisted mobility deviceassisted mobility device
Children may be in leg or arm braces or bothChildren may be in leg or arm braces or both
Small children may have very little control ofSmall children may have very little control of
their bodiestheir bodies
17. Make sure there is room for the child and theirMake sure there is room for the child and their
apparatus in your spaceapparatus in your space
Their device is an extension of their bodyTheir device is an extension of their body
Make eye contactMake eye contact
Assist giving that child a turnAssist giving that child a turn
23. ““Self regulation is the ability to attain,Self regulation is the ability to attain,
change or maintain an appropriate levelchange or maintain an appropriate level
of alertness for a task or situation.”of alertness for a task or situation.”
~ How does your Engine Run? by Mary Sue Williams~ How does your Engine Run? by Mary Sue Williams
and Sherry Shellenberger, 1996and Sherry Shellenberger, 1996
24. For children who may not be able to attendFor children who may not be able to attend
regular storytimesregular storytimes
It gives freedom to children with specialIt gives freedom to children with special
needs within a structured spaceneeds within a structured space
Every child loves sensory storytime to beEvery child loves sensory storytime to be
inclusive, not exclusive!inclusive, not exclusive!
If two parents ask – there are probably lotsIf two parents ask – there are probably lots
more who haven’t asked …more who haven’t asked …
26. More interaction & flexibilityMore interaction & flexibility
Built in play timeBuilt in play time
Sensitivity to:Sensitivity to:
Delayed motor skill developmentDelayed motor skill development
Freedom of movement - less sitting, more actionFreedom of movement - less sitting, more action
Visual schedules or storyboardsVisual schedules or storyboards
Deliberate sensory inputDeliberate sensory input
Loud noise/crowd issuesLoud noise/crowd issues
No food or perfume – allergies!No food or perfume – allergies!
27. What if every single child has a differentWhat if every single child has a different
developmental need?developmental need?
Your role is still the sameYour role is still the same
Forced vs. Focused?Forced vs. Focused?
Example: storytime with 3 stories in a row vs.
1 story with flannel board interaction.
Which one is best for a sensory storytime?
What is a reasonable expectation forWhat is a reasonable expectation for
storytime length? Day of week?storytime length? Day of week?
Does age matter? …Does age matter? …
28. Evaluate your storytime areaEvaluate your storytime area
Are there too many distractions?
Can it be in an enclosed area for children who
cannot sit still and like to run away?
Is it away from bookshelves and books?
Will your activities allow for movement but stay
calm enough that children are still able to stay
in control?
29. Announcements/Review of Schedule Board
Welcome Song: “New Way to Say Hello” by Big
Jeff on Exercise Party [CD]
Mirror Activity with unbreakable mirror, song
“Where is Thumpkin?” (substitute child’s name)
Flannel: Who’s Coming Down the Road?
Book: Puff Puff Chugga-Chugga by Wormell. I
incorporated the Big Mack switch for the
repeating phrase of “puff-puff chugga-chugga,
puff-puff chugga chugga”
Flannel/song: “Toot Toot!”
From Tricia Bohanon Twargowski’s 2010 follow up blog (URL in Resources)
30. Book: Mr. Gumpy’s Outing by Burningham
Song: “Pass the Bean Bag “[recorded by the Tumble
Tots] on Action Songs Vol. 2 [CD]
Book: The Boy on the Bus by Dale - I sang rather
than read the book aloud
Balance beam activity: Leading children across
sensory balance beam while playing “Balance Beam”
[recorded by Laurie Berkner] on Rocketship Run [CD]
Closing Book: Wave Good-Bye by Reid
Bubbles with “Twinkle Twinkle Little Star”
[recorded by Elizabeth Mitchell & Lisa Loeb] on
Catch the Moon [CD]
Classical music mix while coloring/socializing
From Tricia Bohanon Twargowski’s 2010 follow up blog
42. ……are a greatare a great
way to calmway to calm
sensorysensory
seekingseeking
behaviorbehavior
43.
44.
45. Simple, repetitive textSimple, repetitive text
As literal as possibleAs literal as possible
Select shorter storiesSelect shorter stories
Toddler books are greatToddler books are great
Always have a visual to go with yourAlways have a visual to go with your
book or some kind of physical activitybook or some kind of physical activity
Try books that you sing instead of readTry books that you sing instead of read
Use BIG booksUse BIG books
Encourage interaction by using wordlessEncourage interaction by using wordless
picture bookspicture books
Repeat stories that have been successfulRepeat stories that have been successful
with your groupwith your group
46. Every book should be interactiveEvery book should be interactive
Does it have flaps?
Do you have flannel pieces the children can
help with while you do the story?
Is there a song that goes with the story?
Can the children clap or do shakers to the
story?
High interest themes
Cars, dinosaurs, animals, etc.
47. Book list created by Esther Moberg, April 2013 – she also has someBook list created by Esther Moberg, April 2013 – she also has some
boards on Pinterest for Sensory Play ideasboards on Pinterest for Sensory Play ideas
Bark GeorgeBark George by Jules Feifferby Jules Feiffer
Birthday for Cow!Birthday for Cow! by Jan Thomasby Jan Thomas
Brown Bear, Brown Bear, what do you see?Brown Bear, Brown Bear, what do you see? by Bill Martin &by Bill Martin &
Eric CarleEric Carle
Chicka Chicka Boom BoomChicka Chicka Boom Boom by Bill Martin –by Bill Martin – hand out egghand out egg
shakers & have the kids follow you in making a rhythm whileshakers & have the kids follow you in making a rhythm while
you read the bookyou read the book
Circle in the SkyCircle in the Sky by Zachary Wilson –by Zachary Wilson – Make felt shapes toMake felt shapes to
match those in the book. Kids take turns finding the rightmatch those in the book. Kids take turns finding the right
shape and help build the rocket.shape and help build the rocket.
Cow that Laid an EggCow that Laid an Egg by Andy Cutbillby Andy Cutbill
Dear Zoo: lift the flap bookDear Zoo: lift the flap book by Rod Campbellby Rod Campbell
48. Dog’s colorful dayDog’s colorful day by Emma Dodd –by Emma Dodd – make a felt dog andmake a felt dog and
colored dots – the kids take turns finding the right colorcolored dots – the kids take turns finding the right color
and putting it on the dogand putting it on the dog
DoggieDoggies by Sandra Boynton (a counting and barking book)s by Sandra Boynton (a counting and barking book)
DoghouseDoghouse by Jan Thomasby Jan Thomas
Down by the StationDown by the Station by Jennifer Riggs Vetter –by Jennifer Riggs Vetter – A book youA book you
can sing! You can create the different vehicles out of feltcan sing! You can create the different vehicles out of felt
for the children to take turns putting on the boardfor the children to take turns putting on the board
Duck on a BikeDuck on a Bike by David Shannonby David Shannon
Itsy Bitsy SpiderItsy Bitsy Spider by Iza Trapani –by Iza Trapani – sing the song while yousing the song while you
read the story. Before or after the story, sing and do theread the story. Before or after the story, sing and do the
fingerplay to the itsy bitsy spiderfingerplay to the itsy bitsy spider
Let’s Play in the Forest (While the Wolf is Not Around)Let’s Play in the Forest (While the Wolf is Not Around)
by Claudia Ruedaby Claudia Rueda
49. Little Green FrogsLittle Green Frogs by Frances Barry (fold out and find out)by Frances Barry (fold out and find out)
LunchLunch by Denise Flemingby Denise Fleming
Magpie MagicMagpie Magic by April Wilsonby April Wilson
Mouse PaintMouse Paint by Ellen Stoll Walshby Ellen Stoll Walsh
Mr. Grumpy’s OutingMr. Grumpy’s Outing by John Burninghamby John Burningham
My Heart is like a ZooMy Heart is like a Zoo by Michael Hallby Michael Hall
Napping House pop-up bookNapping House pop-up book by Audrey Woodby Audrey Wood
Peek a Choo Choo!Peek a Choo Choo! by Marie Torres Cimarustiby Marie Torres Cimarusti
Peek-a-Moo! A lift the flap bookPeek-a-Moo! A lift the flap book by Marie Torres Cimarustiby Marie Torres Cimarusti
Pete the Cat: I love my white shoesPete the Cat: I love my white shoes by Eric Litwin – Make aby Eric Litwin – Make a
felt cat with colored shoes that kids can take turns putting onfelt cat with colored shoes that kids can take turns putting on
Pete. Or pass out different colored socks the kids can put onPete. Or pass out different colored socks the kids can put on
their hands and have them wave them as their color is read.their hands and have them wave them as their color is read.
Have them sing along with the “I love my (color) shoe” part.Have them sing along with the “I love my (color) shoe” part.
50. Pigeon finds a HotdogPigeon finds a Hotdog by Mo Willemby Mo Willem
Press HerePress Here by Herve Tullet – Kids can take turns pressingby Herve Tullet – Kids can take turns pressing
the buttons in the book as you read the storythe buttons in the book as you read the story
Skippyjon JonesSkippyjon Jones by Judith Schachnerby Judith Schachner
Stop Kissing Me!Stop Kissing Me! by Ethan Long –by Ethan Long – kids can take turnskids can take turns
pressing the button that makes the kissing noises.pressing the button that makes the kissing noises.
Tanka Tanka SkunkTanka Tanka Skunk by Steve Webbby Steve Webb
Very Hungry Caterpillar Pop-Up BookVery Hungry Caterpillar Pop-Up Book by Eric Carleby Eric Carle
What Will Fat Cat Sit On?What Will Fat Cat Sit On? by Jan Thomasby Jan Thomas
Who says WoofWho says Woof by John Butlerby John Butler
Wide Mouthed frog: a pop-up bookWide Mouthed frog: a pop-up book by Keith Faulknerby Keith Faulkner
Wolf’s Coming!Wolf’s Coming! by Joe Kulkaby Joe Kulka
51. Simple fingerplaysSimple fingerplays
Movement activities that can be done from aMovement activities that can be done from a
seated position –seated position – pass around bean bags orpass around bean bags or
blow bubblesblow bubbles
Songs with repetitionSongs with repetition
Regular open/closing songsRegular open/closing songs
A good source for storytime songs &A good source for storytime songs &
fingerplays:fingerplays:
www.jbrary.comwww.jbrary.com
52. Autistic children loveAutistic children love
songs!songs!
Low-key or acousticLow-key or acoustic
songs or classicalsongs or classical
Include more songsInclude more songs
than your regularthan your regular
storytimestorytime
Make songs tactileMake songs tactile
through scarves,through scarves,
ribbons, beanbags,ribbons, beanbags,
parachutes, shakers orparachutes, shakers or
anything else you cananything else you can
think of – motor skillsthink of – motor skills
55. Know what your resources can supportKnow what your resources can support
Be clear about what modifications you can makeBe clear about what modifications you can make
and what modifications are unrealistic for youand what modifications are unrealistic for you
and your staff or spaceand your staff or space
Most parents don’t know that you can helpMost parents don’t know that you can help
““Prime” the children before storytime …Prime” the children before storytime …
56. RegistrationRegistration
Child visiting the program room beforeChild visiting the program room before
storytimestorytime
If you do thematic storytimes, publish theIf you do thematic storytimes, publish the
topics before the program to assist intopics before the program to assist in
priming at homepriming at home
During storytimeDuring storytime
Help ease anxiety about what is going to happenHelp ease anxiety about what is going to happen
next by telling them (step by step)next by telling them (step by step)
57. Provide children with individual boundariesProvide children with individual boundaries
with carpet squareswith carpet squares
Make sure that all children can see you andMake sure that all children can see you and
your propsyour props
Use big books with large illustrations so thatUse big books with large illustrations so that
all of children can seeall of children can see
Visual Schedule – point to each element asVisual Schedule – point to each element as
you changeyou change
Talk about time (we will be done with StoryTalk about time (we will be done with Story
time with the big hand is on the 12)time with the big hand is on the 12)
59. Visually demarcate “your” space vs. “their” space -Visually demarcate “your” space vs. “their” space -
seating spotsseating spots
Relaxed rules - many children cannot sit and willRelaxed rules - many children cannot sit and will
movemove
60. Use flannel board storiesUse flannel board stories
Have props available for the children to holdHave props available for the children to hold
– add sticky tape– add sticky tape
Be patient with their responses … these kidsBe patient with their responses … these kids
take longer to processtake longer to process
Alternate sitting with movingAlternate sitting with moving
61. Hide program supplies in a basket next to youHide program supplies in a basket next to you
Put away any wires for CD players or otherPut away any wires for CD players or other
electronic equipmentelectronic equipment
Hide craft supplies with tableclothHide craft supplies with tablecloth
Put away any other items, display cases, flags,Put away any other items, display cases, flags,
decorations, pull blinds awaydecorations, pull blinds away
Digital projectors, etc. not recommendedDigital projectors, etc. not recommended
62. Dim the lights (optional)Dim the lights (optional)
Keep door closed to prevent escape artistsKeep door closed to prevent escape artists
If possible put a volunteer near the back ofIf possible put a volunteer near the back of
the room near the door to control outbursts,the room near the door to control outbursts,
etc.etc.
Provide earplugs to sound-sensitive childrenProvide earplugs to sound-sensitive children
or if not, be aware of ambient noiseor if not, be aware of ambient noise
63. Have parents sit with their childrenHave parents sit with their children
(Do not provide chairs unless necessary)(Do not provide chairs unless necessary)
64. Ask for favorite topics or titlesAsk for favorite topics or titles
Let parents know about good behaviorLet parents know about good behavior
Ask what they do that worksAsk what they do that works
Communicate & learn from the parents ofCommunicate & learn from the parents of
your storytime childrenyour storytime children
65. Let parents be the ones who discipline, it is notLet parents be the ones who discipline, it is not
our roleour role
Show children visually what you want them toShow children visually what you want them to
dodo
Praise good behaviorPraise good behavior
Have other children model proper behavior, theHave other children model proper behavior, the
other children will see it and followother children will see it and follow
66. Include a space in your storytimeInclude a space in your storytime
room/auditorium for the children to take aroom/auditorium for the children to take a
breakbreak
Put related books and stuffed animals inPut related books and stuffed animals in
this areathis area
A rest area can be great for upsetA rest area can be great for upset
children, do not call it “Time out”children, do not call it “Time out”
Having a rest area lets the children andHaving a rest area lets the children and
parents participate without having toparents participate without having to
leave the roomleave the room
67. Observe a sensory storytime at a nearbyObserve a sensory storytime at a nearby
librarylibrary
Talk to people who have advanced trainingTalk to people who have advanced training
in the field (your local elementary school isin the field (your local elementary school is
often a great place to start)often a great place to start)
Check out the Libraries and Autism websiteCheck out the Libraries and Autism website
(next slide)(next slide)
Partner with local agenciesPartner with local agencies
68.
69. This grant honors the
groundbreaking work of
Libraries and Autism co-founder
Meg Kolaya for her
contributions in promoting
inclusion, connecting libraries
and the autism community, and
bringing awareness of the needs
of individuals with Autism
Spectrum Disorder (ASD) and
their families to the library
community.
Completed applications must be submitted by December 1, 2015.
The winner(s) will be notified by March 1, 2016.
The grant funding period is April 1, 2016 to March 31, 2017.
70. Head of YouthHead of Youth
Services at theServices at the
Valparaiso PublicValparaiso Public
Library – PorterLibrary – Porter
County PublicCounty Public
Library SystemLibrary System
wcataldo@pcpls.orgwcataldo@pcpls.org
219-462-0524 x143219-462-0524 x143
71. Just do it!Just do it!
Don’t be afraid to failDon’t be afraid to fail
Talk to peopleTalk to people
Talk about yourTalk about your
programsprograms
wcataldo@pcpls.orgwcataldo@pcpls.org
219-462-0524 x143219-462-0524 x143
72. Don’t reinvent the wheel
Get parent/caregiver input
Be flexible & keep a sense of humor!
73. http://www.alsc.ala.org/blog/category/special-http://www.alsc.ala.org/blog/category/special-
needs-awareness/needs-awareness/
Tricia Bohanon Twarogowski blog on her sensoryTricia Bohanon Twarogowski blog on her sensory
storytime on ALCS site in 2009:storytime on ALCS site in 2009:
http://www.alsc.ala.org/blog/2009/06/programminhttp://www.alsc.ala.org/blog/2009/06/programmin
g-for-children-with-special-needs-part-one/g-for-children-with-special-needs-part-one/
Follow up in 2010Follow up in 2010
http://www.alsc.ala.org/blog/2010/10/follow-up-to-http://www.alsc.ala.org/blog/2010/10/follow-up-to-
alsc-blog-series-%E2%80%9Cspecial-needs-alsc-blog-series-%E2%80%9Cspecial-needs-
programming-parts-1-5%E2%80%9D/programming-parts-1-5%E2%80%9D/
76. Creative with KidsCreative with Kids
http://creativewithkids.com/category/activities-and-
crafts/sensory-activities/
Small Potatoes site – Sensory bin activities
http://mysmallpotatoes.com/2012/11/13/30-sensory-bin-
activities-for-kids-a-small-potatoes-sensory-round-up/
““Serving the Underserved: Children with Disabilties” webshareServing the Underserved: Children with Disabilties” webshare
by Renee Grassi.by Renee Grassi.
http://www.webjunction.org/events/webjunction/serving-the-http://www.webjunction.org/events/webjunction/serving-the-
underserved-children.htmlunderserved-children.html
The LSSPCC Toolkit -The LSSPCC Toolkit -
http://www.ala.org/alsc/sites/ala.org.alsc/files/content/professiohttp://www.ala.org/alsc/sites/ala.org.alsc/files/content/professio
nal-tools/lsspcc-toolkit-2015.pdfnal-tools/lsspcc-toolkit-2015.pdf
We are not lawyers, medical personnel or social workers!
CDC Statistics - http://www.cdc.gov/ncbddd/autism/data.html
STRESS even though the statistics and information came from the CDC – these disabilities are not diseases
The likelihood of SOMEONE having a disability and being in your story time, or any program, is high.
NEW data: http://www.cdc.gov/ncbddd/autism/states/addm-fact-sheet_508.pdf
“The picture of ASD in communities continues to change. Almost half of children identified with ASD have average or above average intellectual ability; a decade ago, a third of children identified with ASD had average or above average intellectual ability.”
“Boys are almost 5 times more likely to be identified with ASD than girls. Most children with ASD are diagnosed after age 4, even though ASD can be diagnosed as early as age 2.”
No longer just Aspberger’s syndrome, but is just diagnosed ASD – “A diagnosis of ASD now includes several conditions that used to be diagnosed separately: autistic disorder, pervasive developmental disorder not otherwise specified (PDD-NOS), and Asperger syndrome. These conditions are now all called autism spectrum disorder.” CDC
http://www.cdc.gov/ncbddd/autism/facts.html
CDC Statistics - http://www.cdc.gov/ncbddd/autism/data.html
STRESS even though the statistics and information came from the CDC – these disabilities are not diseases
The likelihood of SOMEONE having a disability and being in your story time, or any program, is high.
NEW data: http://www.cdc.gov/ncbddd/autism/states/addm-fact-sheet_508.pdf
“The picture of ASD in communities continues to change. Almost half of children identified with ASD have average or above average intellectual ability; a decade ago, a third of children identified with ASD had average or above average intellectual ability.”
“Boys are almost 5 times more likely to be identified with ASD than girls. Most children with ASD are diagnosed after age 4, even though ASD can be diagnosed as early as age 2.”
No longer just Aspberger’s syndrome, but is just diagnosed ASD – “A diagnosis of ASD now includes several conditions that used to be diagnosed separately: autistic disorder, pervasive developmental disorder not otherwise specified (PDD-NOS), and Asperger syndrome. These conditions are now all called autism spectrum disorder.” CDC
http://www.cdc.gov/ncbddd/autism/facts.html
Cognitive – difficulties with mental tasks and/or information processing
People can have a mixture of these with varied levels
Suzanne Walker stories: ----Mooresville PL
Macie – young girl Suzanne knew for four years before she knew that Macie was low vision. Suzanne didn’t find out until the last day she was at work and the mother came in asking how to increase the size of eBook print on the iPad. Point: sometimes you don’t know. Also, Macie did a good job of hiding her low vision from everyone. She sat herself in front during programs. She sat herself next to capable students on purpose. She was very resourceful and did not want to be known as being different.
Katie – low vision – wore a patch. Suzanne says she was proud as punch of that patch and told everyone what it was for. Point: all kids deal with their differences differently. You cannot assume anything.
When a blind or visually impaired child attends your storytimes, here are a few things to remember:
Don’t change your topics. Children who are blind need the same pre-reading skills as other children. They need to know about rhyming, shapes, relationships and more.
Make sure that you add books that are very descriptive to your lineup of stories
When doing fingerplays, talk the children through the motions while you are demonstrating for the sighted children.
When you expect a behavior, i.e. holding up a hand to answer a question, let the children know that is what you want.
Crafts in storytime can serve many functions: a bridge between the storytime and home for narrative skills or to gain fine motor skills. Blind children need these as much as any other child. If you do crafts, continue on with them.
Use big books so that children with low vision may be able to see the pictures in a book or try to provide them with a second copy of the book so that they may hold it in a way where they can view the pictures
Provide tactile objects relative to the story. Make sure that these are varied.
Suzanne Walker stories:
Gabby – wore hearing aids the whole time Suzanne knew her, but still did not want to be known as being different. She never asked when she couldn’t hear anything. After two years of her being in Teen Council, her mother finally came to Suzanne to tell her that Gabby had no idea what was going on in Teen Council, that she never wanted to ask because she didn’t want people to know that she couldn’t hear. Suzanne had to get a lot better about telling Gabby where to sit (subtly) and talking slower and so she could see her lips move.
In my research regarding modification of storytime, this one area that clearly presents difficulties. Most libraries that do programming for deaf, do so with an interpreter during a deaf storytime. Because of the communication barrier, it makes modification difficult. However, with a child who is hard of hearing, here are a few ideas that may be helpful in dealing with their needs.
Recommended by Angela Dubinger - El Deafo by Cece Bell puts you in the shoes of the author. It’s semi-autobiographical graphic novel based on the author’s experiences with being severely to profoundly deaf after a bout with meningitis at the age of 4. The phonic ear gave her super powers. It’s a large clunky hearing aid that they don’t use anymore, but reading it would definitely give you perspective on the experiences of a child with severe hearing impairment.
We definitely should make accommodations when asked to
Located just south of Indianapolis, the Jackson Center is the only Conductive Education program in Indiana.
Mission is to equip motor-challenged children and adults with physical abilities and confidence to attain the highest quality of independent life.
Conductive education - which develops motor skills through repetition, peer interaction and positive reinforcement.
Some aren’t verbal
Avoid eye contact
Make extra noises or movements
Some aren’t verbal
Avoid eye contact
Make extra noises or movements
Story in Chicago 1997
Under-responsive – takes extra stimulation to get a response
Over-responsive – hyper-sensitive to stimulation & takes very little to get a response
Carly has no vocalizations & can’t control her movements – you would think there isn’t a lot going on inside her, but there is! When she was 11 years old she started to type … and her “voice” was unlocked
“I take over a thousand pictures of a persons face when I look at them”?
It’s the way I describe how we see. All the images come at us at once. It is so overwhelming.
Some times sounds overwhelm us when we are experiencing increase of sensory input
Just because it does not look like I am paying attention does not mean that’s the case.
I love food.
It takes a lot out of me to read a book but I like when someone reads it for me.
I love listening to music. I like songs that I can rock back and forth to.
I like TV but it’s hard for me to sit in front of it sometimes. It’s too overwhelming.
It takes time for me to switch what I am doing. And when you rush me I can’t help but explode.
*Sometimes it feels like my arms are on fire or there are millions of ants crawling on me
She had a lot of intensive therapy from an early age – her advice is to not give up & eventually they will find a way to get their inner voice out
How does your Engine Run – offers strategies for people teaching individuals with sensory issues
The benefit was the relaxed environment which offered a decreased chance of misunderstanding a child’s behavior during storytime.
Limit sensory storytimes to less than 10 children (large crowds will scare and frustrate them)
Smaller numbers help focus on each child and be aware of their special needs
Caretakers – involved in storytime (they know their child’s needs the best)
Before & after story time – connect with the caretaker to understand how to best accommodate their need
BACKGROUND: Tricia Bohanon Twarogowski – Northwest Branch of Akron-Summit County Public Library in Ohio
Started in 2008 – does not have a background in special education - she is a Children’s Librarian. She took a leap & developed a Sensory Storytime because parents asked her to. Depended a lot on their feedback & from there it has developed!
I called her & asked her - How to name a storytime & promote something like this – it’s for differently-abled, special needs, autistic children. She had a group of people who didn’t like that she called her program “special needs” so they lobbied to get the name changed (special needs offended them). So you have to be careful how to name or promote a program like this. Probably word-of -mouth & special needs forums & groups will get the word out!
Drop ins – she would carefully tell people who the target audience is & that they are welcome to join, but to be aware that the group might make noise or extra movements – she wants to make sure that they maintain a safe & non-judgemental environment for the children & families.
Actually, this storytime is very similar than your regular one. With a sensory storytime you both have songs, stories, visuals and it is a similar format.
Remember – parents are often used to feeling they have to constantly apologize for their children while trying in vain to control behaviors. They need to feel accepted, welcomed & encouraged!
Don’t set the child up for failure! You are helping them participate, NOT master storytime. Goal for regular storytime is often mastery
Age – sometimes developmental differences rather than age is to be considered
Akron Summit County Public Library – Northwest Akron Branch Library
From Tricia Bohanon Twargowski’s Transportation theme sensory story time – this is on her 2010 follow up blog
Akron Summit County Public Library (NW Branch), Cuyahoga County Pubic Library, Charlotte & Mecklenburg CountyShe does a monthly Sensory Storytime on Saturday – 10:30 or 11:30
This is the flannel of Tricia Bohanon Twargowski who has been doing an autistic storytime since 2008 and been a great help for me. I have one of my own but just not a picture. I put the schedule of what we are doing on the board and when we complete an activity I put it in a folder that says “done.” Many autistic children use schedules in their daily lives to indicate what they should be doing from the morning to the evening. Not all autistic children use these and I get a different response from some kids than others. Board Maker is a program you have to buy, I got my images from a special ed teacher who printed them off for me and I laminated them and put velcro on the back. (Bring examples and show them the ears, eyes, and mouth that helps them be quiet)
iPod for music, props in a container, boards turned around
Some kids may not like mirrors – more beamed to see their reflection in the mirror and be greeted by the group while singing hello song
Knee tapping is less jarring than clapping
Promotes motor skills and interacting with others
One doing story & the other doing the flannel board
Motor skills, tactile (nubs on beam), teaches the kids to line up and take turns
Love bubbles! Also promotes interaction
Fidget toys – helps to refocus – some parents requested to have stuffed animals around the room
Fidgets can be a very effective and helpful self-regulation tool!
Use fidgets and sensory balls for calming and alerting, to promote focusing and concentration, decrease stress, increase tactile awareness of fingers/hands (through proprioceptive input), and as a way to keep fidgeting fingers busy!
Fidget toys can also provide a fun way to strengthen hands and "warm-up" fingers before handwriting activities and fine motor skill tasks.
Sensory balls are a favorite OT sensory diet tool, make a fun gift, and are one of many fidget toys that can help relieve stress! We also have silent fidgets for the classroom, quiet fidget toys that can help improve concentration and focus, and lots of great office and desk toys that relieve stress and keep minds alert at work.
Keep fingers and feet busy, minds focused, and bodies relaxed
Saw this on one episode of the television show “Parenthood” when Haddie goes to college and gives her brother Max a weighted blanket!
Maybe a local craft or sewing group would make these or a service project for your teen group or maybe the scouts or 4-H Club – customize for each child
Baby time example – “taggy”
During playtime parents and children can socialize – very important for parents to be able to talk about doctors, therapies, what’s working for their children
Always leave time afterwards for the kids to run around and play. Parents also want a time to socialize and meet with other parents that have autistic children.
After the storytime leave time for socializing.
I put out my crafts here, leave flannels or other toys for them to play with and sometimes we do chalk on the porch.
I always have music playing and some of the kids like to dance to it.
For some of them, their favorite part are the bubbles. I always use Gymboree bubbles which are nontoxic (they can eat them) and last forever. Some of the kids like to blow the bubbles but others just play around with them. You can also get a bubble blower and just leave it on afterwards.
This is a great time for parents to socialize. I’ve had a number of preschool and special ed teachers come out and talk with the parents afterwards.
You’ll notice that all of these tips are ones that you’d probably already use for selecting your materials for storytime. One thing to remember about working with children with disabilities is that while the may need some modifications, their learning needs are the same. If you use the Every Child Ready to Read Program at your Library, those six early literacy skills are still significant and useful for this group.
Favorite authors: Pat Hutchins, Emma Dodd These authors are great for their sing/song books: Raffi, Jane Cabrera, Iza Trapani
Also try wordless picture books like Tuesday by David Wiesner. These can be great to promote higher order thinking and lets the parents be more involved.
How can you make a book interactive? Can you do a song or fingerplay with the story? Can you repeat the song that goes with the story after the story is over or even go through the story twice? Are shakers too noisy for your group?
Use simple fingerplays with limited actions. For example, counting fingerplays are easily found
Songs with repetition are useful. Use songs that have the same refrain or tune from week to week
Promote movement activities that can be done from a seated position: arms up or down, tapping knees, body part identification…
Include lots of songs in this storytime. Some of favorite CDs are: Georgina Stewart, Super Simple Songs (1, 2 & 3) , Laurie Berkner, Jim Gill, Baby Toddler CDs like Baloney, Margie La Bella, Raffi, Johnette Downing, and Eric Litwin.
Low-key or acoustic songs during the program rather than jarring options with a heavy beat or lots of movements (spinning, jumping, etc.).
The drum sets are around $80 (bought through Amazon) & egg shakers about $8 for 4 (I made the mistake early on buying things from Oriental Trading – they fell apart!)
And of course make sure the children are good with these sounds
Bigmack’s are pricey - $136-$300 on Amazon and Sensory balance beam - $200-$300
And of course make sure the children are good with these sounds
One parent liked the programmer to be in the middle of the children, another in front of the children – you can’t please everyone but do be flexible!
Priming - is a low-cost, time-efficient strategy that helps children who need structure and predictability. Priming familiarizes a child with material before its use; introduces predictability into the information or activity, thereby, reducing stress and anxiety; and increases the child’s success.
“We ask that you tell us about any conditions your child may have so that we can make our storytimes as safe, educational and fun for them as possible.”
Priming has generally been used in helping autistic children, however, it can be very useful for all children in that the process allows them to become familiarized with the library and how your programs are run. This can ease anxiety about what’s going to happen next – song, fingerplay, story, song, activity, story, goodbye
Registration
Encourage parents/caregivers to bring the child to the library so they can be familiar with the facility
Alert you to any specific likes or dislikes
Sounds, lights, communication problem
Child visiting the program room before storytime
Introduces predictability and familiarity
Reduces stress & anxiety
Increases child’s success
If you do thematic storytimes, publish the topics before the program to assist in priming at home
Parents can help prepare their children for the session. For example, if a child is scared of dogs and your storytime is about dogs that week, the parent may choose to not attend that week.
During storytime
Help to ease anxiety about what is going to happen next:
Welcome to storytime! Today we’re going to be reading about penguins. First I’ll be reading…, then we’ll sing a song and ….”
Recap - Often these children don’t know where their bodies begin & where they end so boundaries are very important
Autistic children will understand “your” space vs. “their” space if there are visual clues. Suggestions: masking tape, seat cushions, be on a stage. This does not always work but can help. Autistic children often have proprioception issues and cannot sit still for long periods of time. They need to move and explore their surroundings. A suggestion would be to have the parents come early so they can explore the space before storytime starts. Many autistic children get scared of new spaces and very large or cramped rooms.
Just like any other storytime you want to encourage participation. You may have to modify the situation, though.
If you are using flannel board stories where the children put pieces on the board, you may want to add sticky back to the pieces so that a child who cannot grasp well can still “hold on” to the piece. Use a portable flannel board so that a child with limited mobility can still participate by you going to them.
Having a prop available for the children to hold during the story allows them to connect to the story in a physical way. This can be as simple as a paper die-cut shape or something like a play piece of food.
Encourage the children to listen for certain phrases or words in a story to help keep them engaged. For example, you might ask the children to say “Woof” every time you say the word dog. This may encourage some rowdiness, but be concrete in your directions about when the can and can’t say “woof.” Set clear guidelines.
Autistic children love to explore and will play with anything they can get their hands on. They will climb on chairs, play with blinds or anything available. First time I had a kid grab the flagpole off the staff and walk away with it. While autistic children are visual and having big pictures projected on the screen can be great, special ed teachers have recommended not to do it because they will be distracted by the device and wires.
Some autistic children work better in dim lighting, for others it does not bother them. Some have suggested to me to keep the music quieter and less jarring. I have not found that loud music upsets my autistic kids but everyone is different. I always provide ear plugs for sound-sensitive children.
Parents know how to discipline their children best. Sitting with parents also calms and controls the child.
I know that talking to parents about their children’s behavior can often be very intimidating, however, it is your responsibility to your patrons as a group to do that is needed. Please remember that these do not need to be negative interactions even if there is a problem. You should try to get in the habit of speaking to the parents regularly so that when problems do occur, there is already a relationship there.
For example you might say, “I noticed during storytime that Mindy gets upset when we play music. Does she get upset at home like this? What do you do when this happens?” or make a suggestion like “I noticed that Brandon likes to be up and moving during storytimes. Does he do this with you at home? Would you mind if I gave him something to occupy his hands while I read the stories?” Bring a suggested solution with you to the conversation.
There will probably be a learning curve for this & just need to remain flexible!
Each child is disciplined differently at home and your type of discipline will most likely be ineffective. What works with a non-special needs child, will probably not work with these children and may make it worse.
8 positive attentions/corrections to 2 negative ones
When working with a “sensory seeking” ASD they often seek attention any way they can, pulling off flannels, making noise. If attention is what they seek, do not give it to them…no eye contact, no words, no reaction and no emotion.
Show picture symbol cards which visually illustrate what you want them to do
Peer pressure is important…one sensory seeking child was “wild” at first but now he sometimes corrects the other children when they get up.
I have a rest area in the corner of my auditorium where I put a rug (to visually demarcate the space), stuffed animals and non-fiction books related to the theme. The rest area has been a great addition. Some of the lower-functioning children prefer to just sit there and play and completely ignore me. But since they are happy there I do not make an issue of it. As mentioned before, it is difficult to have these kids sit for any length of time.
Ask for help from local therapists who specialize in working with children. They can suggest environment modifications, techniques, materials, types of stories, and activities. They may be willing to observe and even assist at your storytimes.
Attend local autism chapter meetings.
Help with library programs, services and more!
Grant DescriptionEach year, a total of $5,000.00 will be awarded. Depending on the applications received, one grant for the full amount or multiple grants for smaller amounts totaling $5,000.00 may be awarded.
Any type of library can apply and the proposal can fund projects and services for any age group. Applicants may propose to initiate a new, creative program or service, bring an already-existing, successful program or service to their library for the first time, or enhance a program or service they already offer. All programs or services proposed must benefit people with autism or their families, directly or indirectly. Funds may be used to hire a trainer to present a workshop, to buy program materials, to pay for staff, etc.
She is very passionate about this program! She is happy to "consult" with anyone considering implementing.
1. "Just do it" - offer it, even if you're not exactly sure what you're doing. It's important to offer. The rest will come. Learn more. Update your collections to include books, videos, websites that offer resources to families with children who have disabilities. Make sure you have current information. There are a lot of disabilities (almost all of us have at least one!), and there are a lot of great resources. Offer programs and other ways to truly integrate your library.
2. Don't be afraid to fail. Sounds cheesy. But if you see that one or more element of your program isn't working, figure out what might work better, and try it. Don't be afraid to fail. Just vow to "fail better" next time. Ask for help. Parents, teachers, and early intervention case workers are great resources because they live it every day.
3. Talk to people. And listen to their stories and suggestions. We are often afraid to ask, because we are afraid to offend, and afraid to hear that we aren't doing it right or aren't doing enough. But isn't that important to know? The only way to make those connections is to jump in and have those awkward conversations with parents of kids who may not be "entirely successful in neuro-typical storytimes." Some least-offensive phrasing: "I am interested in hearing your story (your child's story, your family's story). Are you comfortable telling me more about your child/family/experiences?" It's gonna be awkward. But like I said earlier, "just do it." It's only way to learn.
4. Talk about your programs. To everyone. Parents, teachers, grandparents, all the staff at your library. Everyone knows someone who can benefit from the library as a partner. Be loud and proud about being an integrated library.
Remember, you probably already have children in your programs that have disabilities and you just aren’t aware of it. Children with disabilities need the same things that other children need, so your storytime elements should remain the same.
Get parent input whenever possible. Many of your adaptations should come from parent advice
Tricia’s blog (5 part series) explains her storytime, has outlines of her storytime plans & part three has a couple of ½ hour videos
LSSPCC – Library Services to Special Population Children and Their Caregivers
This toolkit offers a wide variety of information about serving many different types of groups in your library community, including homeschoolers, Spanish-speaking families, LGBTQ families, children with autism, children with incarcerated parents, children with print disabilities, and more.