storytime for children with disabilities
TRANSCRIPT
Who am I?
Who are you?
What we will cover
Types of disabilities and some statisticsProgram modificationsBehavior management
What we will not cover
ADA laws and complianceAdvocacy agencies
http://www.cdc.gov/features/dsdev_disabilities/index.html
http://www.cdc.gov/features/dsdev_disabilities/index.html
http://www.cdc.gov/ncbddd/autism/index.html
http://carlysvoice.com/
Take NoteCommunicate and learn from the parents
of your Storytime ChildrenWho in here is a doctor? No?
Expectations and RegistrationParents don’t know that you can help.Know what your resources can support.Be clear about what modifications you can
make and what modifications are unrealistic for you and your staff or space.
Types of Disabilities
PhysicalEmotionalIntellectual
Physical disabilities
Lack of mobilityVision impairmentHearing loss
Lack of Mobility
Children may be in a wheel cheer or other assisted mobility device
Children may be in leg or arm braces or both
Small children may have very little control of their bodies
Modifications for Lack of Mobility
Make sure there is room for the child and their apparatus in your space
Their device is an extension of their body.Make eye contactAssist giving that child a turn
Jackson Center for Conductive Education
Blind or Low Vision
You might not know.Pay attention to whether or not your
students wear glasses.Very dependent on whether or not the
parent tells youColor issues
Modifications for the blind/low vision
Use descriptive books or storytellingTalk through the motionsExplain visual communicationsCraftsSecond copies or big booksTactile objects
Macie and Katie – Blind Low Vision
Deaf or hard of hearing
Again…dependent on communications from the parent.
Are you seeing a pattern?
Teen council member - Gabby
Autism
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
SimilaritiesSongsStoriesVisualsFormat
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 books
Simple, 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 learners
Active visuals
Let the children help tell the
story.
Visual Learning: Space Visually demarcate “your” space vs. “their”
space - seating spots 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?
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 or if not, be aware of ambient noise
No Distractions (contd)Have parents sit with their children. Do not provide chairs unless necessary.
Managing Behavior
Let 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
SongsAutistic 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 of
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
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.
Emotional disabilities
Anxiety disordersDepressionBi-polar disordersAD/HDLearning/communication disorders*Conduct disordersEating disordersSchizophrenia
IntellectualRanges from mild to profoundDefined by IQ or level of support needed
Learning disabilities
DyslexiaADD-AD/HD
Choosing your stories
Select shorter storiesUse stories that feature repetitive
languageEncourage interaction by using wordless
picture booksRepeat stories that have been successful
with your group
Other storytime elements
Simple fingerplaysSongs with repetitionMovement activities that can be done from
a seated position Regular open/closing songs
Priming
Registration – invite parents/caregivers to bring the child to the library so they can be familiar with the facility
If you do thematic storytimes, publish the topics before the program to assist in priming at home
Allow the child to become familiar with the programming room before storytime
List the segments of your programEncourage parents to stay during the program
Setting the scene
Provide children with individual boundaries with carpet squares
Make sure that all children can see you and your props
Use big books with large illustrations so that all of children can see
Setting the scene
Consider an outline of your storytime, in pictures…point to each element as you change
Talk about time (we will be done with Story time with the big hand is on the 12)
Other Visual cues as needed…these can also help with behavior
Encourage interaction
Use flannel board storiesHave props available for the children to
holdBe patient with their responses…these
kids take a little longer to processAlternate sitting with moving
Peer support
Seat the target child next to a peer that models appropriate behavior
If you ask questions about the story, call on a child that you know will model the appropriate type of response before calling on the target child
Parental involvement
Ask for favorite topics or titlesLet parents know about good behaviorAsk what they do that works
Behavior management - before
Give the expectation of good behavior. Before the program starts, let parents
know that they can certainly take their child out of the room if the child is unhappy, and return when the child is calmer.
Behavior management - before
Encourage friendshipsCatch them being good and reinforce itDescribe what you wantBe enthusiasticHeard that having visual cues helps
behavior issues a lotBackwards chaining
Behavior management – in the moment
Diffuse and redirectBe specificPlanned ignoring or differential attentionDon’t make it personalChoose your battlesBe fair and consistentBe flexibleKeep things moving
Lack of communication
Parental denialUndiagnosed conditions
In conclusion
Don’t reinvent the wheelGet parent/caregiver inputBe flexible
The ALSC Blog is a GREAT resource:http://www.alsc.ala.org/blog/category/special-needs-awareness/
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/
Some of this information came from a presentation from: Carrie Rogers-Whitehead
