special needs sensory storytime
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Special needs sensory storytime. By Carrie Rogers-Whitehead, Youth Services Salt Lake County Library System [email protected] . Why do this type of storytime ?. Liam, his brother and mother. - PowerPoint PPT PresentationTRANSCRIPT
SPECIAL NEEDS SENSORY STORYTIMEBy Carrie Rogers-Whitehead, Youth ServicesSalt Lake County Library System
WHY DO THIS TYPE OF STORYTIME?
Liam, his brother andmother
“I have never had the ability to take my 4 year old to story time because I can't bring her older brother even to the library let alone story time. She loved story time today and it was so nice to be able to see her enjoying the program so much and not have to worry about my son and having to grab her and leave because of his behavior. I have searched and searched and have not found any other programs for the more severely affected kids out there whatsoever.”---Monica Carpenter, parent of an autistic boy
WE’RE NUMBER ONEThe most recent statistics have
found that Utah has the NUMBER ONE highest rate of autism in
children in the country.Utah number one in autism cases
WHAT IS AUTISM SPECTRUM DISORDER?http://www.youtube.com/watch?v=GIDEStbJ158Carly’s Voice
It is sometimes said that if you know ONE person with autism, you know ONE person with autism.
The Autistic Brain
How different parts of the brain are affected
• Amygdala• Cerebellum• Hippocampus• Corpus Collosum• Frontal lobe
Autism is a Sensory Processing Disorder
“Self regulation is the nervous system’s ability to attain, maintain and change levels of arousal or alertness.” (Williams and Shellenberger, 1994)
Sensory Seeking vs. Sensory Aversion
Under Responsive Over-responsive
General Impairments1. Communication2. Social Interactions3. Socially irrelevant behaviors
Autistic people create OUTPUT to prevent INPUT
Autistic people SYSTEMIZE rather than EMPATHIZE”
HOW IS THIS TYPE OF STORYTIME DIFFERENT?
SIMILARITIES Songs Stories Visuals Format Audience
But there are differences…
Board MakerAutistic children are very visual and often use picture symbols to designate activities and abstract concepts.
Different types of booksSimple, repetitive textAs literal as possibleToddler books are greatAlways have a visual to
go with your book or some kind of physical activity
Try books that you sing instead of read
Use BIG books
Autistic Children are visual learnersDouble visuals
Let the children help tell the
story.
Visual Learning: Space Visually demarcate “your” space vs. “their”
space Understand that many children cannot sit
and will move. Do not restrict this
Proprioception: sensing the
orientation and motion of ones limb’s and body through spaceAre many of these children sitting?
Proprioception contd.
Weighted blankets and fidget toys are a great way to calm sensory seeking behavior.
Visual Learning: No Distractions Hide program supplies in a basket next to
you Put away any wires for CD players or
other electronic equipment Hide craft supplies with tablecloth Put away any other items, display cases,
flags, decorations, pull blinds away Digital projectors etc. not recommended
No Distractions (contd)
Dim the lights (optional) Keep door closed to prevent escape
artists If possible put a volunteer near the back
of the room near the door to control outbursts etc.
Provide earplugs to sound-sensitive children
No Distractions (contd)Have parents sit with their children. Do not provide chairs unless necessary.
Managing Behavior
Follow the 8 to 2 ruleLet parents be the ones who discipline, it
is not your roleShow children visually what you want
them to doPraise good behaviorHave other children model proper
behavior, the other children will see it and follow
Songs Autistic children
love songs! Include more
songs than your regular storytime
Make songs tactile through scarves, ribbons, beanbags, parachutes, shakers or anything else you can think ofMaking “snow” with a parachute during a song.
Rest Area Include a space in your storytime
room/auditorium for the children to take a break
Put related books and stuffed animals in this area
A rest area can be great for upset children, do not call it “Time out”
Having a rest area lets the children and parents participate without having to leave the room
CraftsAdapt your regular storytime crafts to ones that are more tactile and less complicated
Playtime/ Social HourAlways 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.
My autistic children LOVE the bubbles and play time. I always play music afterwards too.
Marketing and Outreach
More Tips:ResearchOutreachBe adaptableTreat autistic children differently than
the children in your regular groupRepetition An e-mail group is a mustConsistency
Libraries are spaces for EVERYONE
Myself with Christa, Liam’s mom about year after starting the Sensory Storytime.
Resources to check outTricia’s blog on her autistic storytime on ALSC:
http://www.alsc.ala.org/blog/?p=536 1001 Great Ideas for Teaching and Raising
Children with Autism for Asperger’s by Ellen Notbohm
Utah Parent Center: http://www.utahparentcenter.org/
Autism Speaks: http://www.autismspeaks.org/ Boardmaker Share: Find great picture symbols for
your storytime for free. http://www.boardmakershare.com/
Your local Special Ed teachers. Find some here: http://www.schools.utah.gov/sars/
If you have any questions or are interested in starting your own storytime for autistic children. Please contact Carrie Rogers-
Whitehead at 801-944-7611 or [email protected]