Nov 12 open door special needs storytime conversation sparks
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Heather Ketron Interim Branch Manager Sterling Library Loudoun County Public Library, Virginia 1
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Transcript of Nov 12 open door special needs storytime conversation sparks
Heather KetronInterim Branch ManagerSterling LibraryLoudoun County Public Library, Virginia
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BACKGROUND
Autism Spectrum Disorder is estimated to affect more than 2 million individuals in the U.S. and tens of millions worldwide.
Loudoun County Public Schools – 742 students are identified as autistic.
In response, Loudoun County Public Library developed a storytime program designed for children who have developmental disorders on the autism spectrum.
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BACKGROUND (2)
Autism is also known as ASD, Autism Spectrum Disorder.
“A child may not have the same symptoms and may seem very different from another child with the same diagnosis. It is sometimes said, that if you know one person with autism; you know one person with autism.”
Source: Autism Speaks
http://www.autismspeaks.org/sites/default/files/sctk_about_autism.pdf3
BACKGROUND (3)
These are sensory storytimes vs. “regular” storytimes.
Includes sensory activities but this is not therapy.
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BACKGROUND (4)
What do we mean when we say “sensory?” External
Tactile Auditory Visual Taste & Smell
Internal Proprioception – muscles & joints Vestibular – movement, balance, & coordination
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PROGRAM RESOURCES
Library collection (books and CD’s) Local organizations & agencies Staff! Websites Vendors/Suppliers Boardmaker software
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“Fidgets”Weighted Snakes
ROLE OF LIBRARY STAFF
We are supplementing, enriching , and extending children’s literacy development
We complement school instruction, we do not provide instruction, remediation, or therapy.
Our role is to facilitate and support children’s learning.
Our role is also to create a setting where children have a positive, life-enhancing experience in the library.
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SOME KEYS TO SUCCESS
Positive, Supportive, Encouraging Predictable and Structured (for the children) Flexibility (for the staff) FOCUS =Children vs. “teaching” Community partnerships The parents Having a reasonably sized group
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OPEN DOOR COMPONENTS
Books! Visual Schedule Use the same opening and closing routines Breathing Weighted lap snakes, “fidgets”, carpet squares Big Mack switch Flannel board Props Music & Rhymes Movement “Meditation” Unison Reading – “read along” Social Time
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SAMPLE STORYTIME
VISUAL SCHEDULE
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• We sing the same song each storytime.
• Children say their names while seeing their reflection in the unbreakable mirror.
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Breathing
Use “toys”•Cotton balls/pompoms/feathers/ping pong balls•Straws•Scarves•Tissue paperUse resistance: Beanie Baby or other objects on bellyUse imagery: “Blow up like a balloon.” “Smell a hot cookie, blow to cool it off.” “Smell a flower, blow away a bug.”
“Balloon Breath”
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• Parents help pass the switch.
• Use a book with a repeating phrase or word.
“Not by the skin of my finny fin fin!”
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Rain
From Head to Toe
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Props – puppets; beanie babies; inflatable animals; etc.
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Sung to : “Skip to My Lou”
Fish, fish, swim up high,Fish, fish, swim down low,Fish, fish, swim so fast,Fish, fish, swim so slow.
Using a song on a CD:
Walking, WalkingWalking, walking, walking, walkingHop, hop, hop. Hop, hop, hopRunning, running, running. Running, running, running.Now let’s stop. Now let’s stop!
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Two little black birdsSitting on a hill.One named Jack,One named Jill.Fly away Jack,Fly away Jill.Come back Jack,Come back Jill.
Gray squirrel, gray squirrel, Swish your fluffy tail.
Gray squirrel, gray squirrel,Swish your fluffy tail.
Wrinkle up your little noseHold a nut between your toes.
Gray squirrel, gray squirrel,Swish your fluffy tail.
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Vestibular Movement: Simple Yoga poses
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“Meditation”/Relaxation
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This is a nice way to share a story. Especially for the kids who have visual impairments. They can have the book close to them so they can see the illustrations.
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• Utilizing instruments provides a way to reinforce the musical experience and help make it lots of fun!
• A wonderful way to express themselves non-verbally.
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Our ending routine includes a “goodbye song”, a with a walk on the sensory beam and some bubble popping.
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Toys, painting, coloring, books, blocks, balls, etc.
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INCORPORATING SENSORY ELEMENTS INTO ANY STORYTIME
Make specific items/elements a regular part of every storytime.• Use the BIGmack switch in your opening/closing song.• Reread a book in unison• Repeat a book as a flannel• Seating - Use carpet squares; rug; or Educubes • Breathing for transitions • Tactile items – cotton balls; sandpaper• Add a visual schedule• Use the sensory beam at the end of every storytime as
your closing activity.
If time allows, have “stay-n-play” at the end of your storytimes. Bring out the toys, puzzles, soft balls, etc.
PROGRAM FEEDBACK
“I’m so glad the library is doing this for our special kids.”
“What a wonderful, much needed service for our area!”
“It is nice to have a place where people don’t look at us funny for the odd way my daughter behaves.”
“We really enjoy coming to the library!” 29
