Storytime with children with Special Needs

Part 1 The Library

Within our community there are many families with children who have different abilities/disabilities. Sometimes these are obvious and at other times they are not.

Parents often feel anxious coming into places like libraries for various reasons:

·         Libraries were previously known as quiet places

·         Fear of judgement

·         Other people can sometimes comment inappropriately

·         Other people look and stare or use expressions that show how they feel about the child’s behaviour.

Parents can inadvertently be made to feel very unwelcome.

Libraries are spaces for everyone and especially for those with special needs, it can be a safe space where they can access resources, other people and see role models.

The attitude and expectations of library staff will have a big impact on these families. At all times we aim to make everyone feel welcome and accepted in the library.

The library space itself needs to be welcoming.

Consider these questions for your branch. Jots some notes in the Form linked here.

Is the library space accessible for someone in a wheelchair? That includes all the shelves of books, toilets, power-points, door handles, computer desks/catalogues

Is the area clearly signposted? Do signs use familiar/universal icons so everyone can identify spaces? Is Braille included in signage?

Do resources cater for visual and auditory ability ranges?

Are their quiet spaces for people who struggle with sensory over-stimulation?

Are staff trained in assisting patrons with special needs?

 

Part 2 Storytimes

Watch this video of a storytime specifically for children with special needs.

https://www.cmlibrary.org/services/special-needs

As you watch it please notice the librarians and their reactions to the children’s behaviour. Write some notes in the form linked here

The librarians remain positive, relaxed and you can tell they are not fazed by the children’s actions.  They allow the parents to monitor their child’s behaviour and intervene when the parent feels it is time.

At no time do you see the librarians search out parents or try to correct behaviour. The only time a librarian makes any sort of reaction to a child’s behaviour is when a child tried to take her prop. The librarian gently yet firmly holds onto it and the child moves on.

You can see a parent takes a child away from the group for a while, then comes back later when the child is more settled.

The librarians use a storyboard and take it one step further by removing the cards when the activity is done.

They combine book and resource, so the story is told two ways at once-2 presenters are essential for this.

The parents join in the stories and songs. This tells me they are familiar with the books and songs so repetition is happening.

Inclusive storytimes

All programs at Sutherland Shire Libraries are inclusive. At no time do we discourage families from coming to programs if their children have special needs. If a child does not cope with the over stimulation of a large group storytime, The Cubby Sensitive Storytime can be recommended as another option.

Some things to consider

• Children with a disability or developmental delay like going to community venues and enjoy the same activities as neuro-typical children
• All children are children first
• All children thrive when they are included, valued and encouraged to participate
• All children can benefit when their community supports them
• All children in a library setting can learn social skills such as taking turns, sitting with others, making friends and learning to love books

Why should we include children with disability or developmental delay in Storytime and Rhymetime sessions?

Firstly, it is required by law. As a part of the NSW Inclusion Act 2014, local councils must plan and implement a Disability Inclusion Plan for their services and facilities.

More importantly, inclusion is a right. Children learn in everyday environments and with their peers. According to Dr Tim Moore of the Murdoch Children’s Research Institute, inclusion is “the meaningful participation of children with developmental disabilities in the same range of home, early childhood and community environments, experiences and activities as other children.”

In libraries, Storytime and Rhymetime sessions are among the first opportunities for a child to enjoy books in a group. Children with disabilities should also experience the magic of books, learn and love to read with others.

How can you support families?

All children are unique, including those with a disability or developmental delay. A diagnosis is not an indication of their talents.

It is important to discover the child and the family’s strengths, needs and inclusion goals to provide the right support. Parents are the experts on their child. You can use the information they provide to tailor the child’s library experience. Remember that all families are different. Culture, traditions, religious beliefs and language are just some of the unique traits that are important to them and their children.

Children learn from everyday experiences and interactions. Enabling access, participation and providing support for children with disabilities will give them the best opportunity to flourish and become a part of the community.

Things you can do in your regular programs

• Use the visual timetable to help children understand what to expect-each branch has one for each type of program. If you can’t locate them, give the Kids team a call.

• Use the same routine for activities-use the same opening and closing song for that program.
• Provide visual aids-feltboards help children who do not hear or process language.
• Create displays that highlight resources for specific needs or stories about children with different types of disabilities.

The State Library has a list of diverse books, you can check it here. We have many of these books in our collection.

• Hold Storytime sessions in different languages or use interpreters for newly-arrived migrants to feel included in library activities.

From Training package developed by Plumtree-Libraries as Community Connectors. For more information form this training package please see Chris Newett or Ingrid Micallef or look in the Objective folder-Library>Childrens-Library_Desk>Training-Children and Youth>Plumtree Training Package-Inclusion-Libraries as Community Connectors

Things you can do if you notice a child with special needs in your programs

After the program, introduce yourself to the family/carers. Thank them for coming to the storytime.

Ask if there is anything you can do for the family/child to make the storytime more suited to the child’s needs.

If you notice a child starts having a tantrum when you start using the shakers or you are doing a clapping/stamping song try to quieten the actions/shaking.  “We’re going to do whisper shaking now” or “Let’s do feather claps / mouse stamps”. Talk to the parent afterwards and say that you noticed the loud noise was causing their child to feel stressed, let them know that it is O.K. and that in the future if they let you know they are at storytime, you will avoid these types of songs/actions. Keep a note in your diary or day book as a reminder and to alert other staff who present programs.

If you know you have children with special needs coming to your sessions include books that show children with diverse needs. (We should do this across all storytimes and as these books become more available, we will do that.)  

Include books that are repetitious, are very visual, have clear simple storylines – not too detailed.  Stories that deal with day to day activities-dressing, eating, visiting different places. Books about colour, shape, transport, feelings, animals.  Ask Kids team if you have the chance, we have a small collection of these ready for use.

Include familiar rhymes that have simple actions. If they don’t participate, that’s fine. (These children might even find that movement causes their clothes to move on them therefore causing aggravation.)

The most important thing you can do is be very welcoming, smile at the family, chat with them afterwards, chat to the child at their level, giving them space and speaking gently.

The behaviour you model will impact on the other families and will be the best thing you can do for that family.

Try This:

What can you do in your next storytime to help any families who come to your storytime? Jot down some notes in the reflection form.

 

The Cubby Sensitive Storytime and The Calm Corner.

 

The Cubby Storytime

 

The Cubby Storytime is a sensitive storytime for children with autism or children who have sensory processing issues. The program is run by Sutherland children’s team staff.  Resources have been purchased through a grant from Ability Links. Resources have been purchased to assist children with Autism or who have difficulties with sensory stimulation. These are

·         Weighted blanket

·         Weighted toys-lap toys such as bear, turtle and monkey and wrap toys such as snake-snake can wrap around the child’s neck and shoulders giving a downward pressure along the spine.

·         Weighted lap distraction toys-weighted cushion with window for looking for objects.

·         Fidget toys, for older children-small interactive cubes with different textile, sound, action

·         Squishy soft ruby things

·         Squish balls

·         Sparkle balls

·         Light up balls

·         Timer with colored fluid (lava lamp style..)

·         2x dark tent

·         1x large memory foam bean bag

·         Wobble stool

·         Books

·         Noise cancelling headphones

  This was all part of a process called Great Expectations.

Ages

·         2-5years

Dates

·         First Thursday of the month

Times

·         10:30-11:00/11:15

Bookings essential

·         Details for booking are on our website.

Numbers

·         Limited to 10

The Calm Corner

The Calm Corner is a space in the meeting room at Engadine Library designed to be available at specific times for families with children who have autism. The space is designed to be made available if needed on the dates and times as shown below.  Children and their parents can come to the library to browse and borrow when the Calm Corner is available and if they become stressed and the parent feels they would like to take them into the Calm Corner to distress and relax they can go there.  This came about when a patron who has 2 children with autism felt it was difficult to come to the library.

The meeting room at Engadine is being fitted with dimmable lights (still coming). They also have a collection of resources- 10 cushions, weighted blankets and toys and lap pads, sensory toys, timers, sensory tents, noise cancelling headphones, a wobble stool and a Cloud Sac (giant bean bag style cushion) that can be made available.  Some of the resources will be set up such as the tent and the Cloud Sac and one or two other items. Others can be obtained from the cupboard in the meeting room. The containers are labelled so parents and children can choose what they know will help to calm and relieve their child’s stress. These resources are available for families if and when their child needs it. It is not available as a playroom! The parents will be responsible for assisting their child to become calm, it is not a staff run space.

Ages

·         0-12/13

Dates

·         First Thursday of the month

Times

·         4:00pm-6:00pm

No Booking needed as this is a needs-based area.

Numbers.

·         There are quite a few resources and it is hoped that they are not all needed at once otherwise it won’t be very calming for very long! It will be up to the parents to assist in calming their children.

 

The Cubby Storytime has a set structure

A simple storyboard is used and a ‘finished’ box for the items that are completed.

The storyteller goes through what will happen.

·         Hello song

·         Song

·         Weather

·         Story

·         Song

·         Story

·         Song

·         End

We have a social story for the children and parents to look at together and a video as well. These were created so the children are familiar with what they will experience before they come to the library.

https://photos.app.goo.gl/ZuDgcY7qSBLb7FRaA

How would you describe The Cubby Storytime to a parent/carer who asks about programs for children with over sensitivity to stimulation or autism?

______________________________________________________________________

______________________________________________________________________

Activities

Additional Information

Here are two PowerPoints that have great tips for storytime for children with autism.

Using Picture Books

PowerPoint: Sensory Storytime Training

These are some pointers put together for helping you when faced with children with autism.

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Resources and References

https://www.cmlibrary.org/services/special-needs

http://www.librariesandautism.org/strategies.htm

https://www.alsc.ala.org/blog/2012/03/sensory-storytime-a-brief-how-to-guide/

https://plumtree.org.au/

 

Link to Module 15 Presenting Programs 

Beyond Fake news: are we suffering from an information disorder?

Hello there people out in blogland, I am here today to talk to you about an interesting panel session that was part of the recent ALIA information online 2021 virtual conference. The session was about “fake news” and misinformation, something which has been in the spotlight in the past twelve months. The panellists for this session were Dr Timothy Graham, Professor Colin Klein, and Tom Sear.

 

I attended the ALIA Online Conference on Monday 8^th February. Its theme was ‘Access or control?’ This issue of dominance, control, use and permission was a common one. To understand its questions, you must consider the social landscapes in which libraries live across the world, and not just the ‘library’ itself which does not exist independently of the society in which it serves.

There were a lot of rich, inspiring and challenging ideas. One (amongst many) that resonated with me was that libraries have to “tell their own stories”. The survival and thriving of libraries cannot depend on us passively assuming that the public, policy makers, councils and government know what values and contribution modern libraries make in societies, says Eric Klinenberg (Prof Sociology and Director of the Institute for Public Knowledge at NYU). It is important to record and promote what libraries do in all its social diversity, and ensure that libraries are vocal and active in the community, demonstrating that who we are, what we do and what we stand for matters. Prof Klinenberg asserted that, in this continuing age of Covid, what we need is not social distancing. He reframed the phrase to ‘not social, but physical distancing, with social solidarity’, that the library is a place, in essence, where people are “looking after each other”.

This idea that libraries are not passive places was repeated throughout the Conference. There was discussion around the decisions that are consciously made around library work such as historical cataloguing and metadata, and who is counted. There was a call to consider the Indigenous story sensitively and with compassion. There was a plea to listen and heed Indigenous voices, and to proceed with the openness of collaboration instead of a closed attitude of ‘this is the way things have always been done in libraries’. There is a lot of emotion around issues of history, who is represented and what gets taken to be the "way things have always been done around here” mentality. The Conference was really asking you to consider – what do YOU mean by the word ‘here’? Also, what does it mean ‘to hear’?

At its heart, I believe the Conference was broadly asking for a very compassionate, open and sensitive nature of listening and receptivity to historical issues, working with Indigenous communities and supporting social solidarity to promote harmony and social cohesion. It was the GLAM sector (Galleries, Libraries, Archives and Museums) as peace builders. We were challenged to “tell our own story”, but also make space to listen, and hear, others’ stories, and voices, as well. On this note I will apologise that I do not have the space here to name all of the Conference’s participants.  

Jean at Miranda

Training Modules Children and Youth 

Module 15 Presenting the programs

Photo courtesy of Christchurch Libraries https://www.flickr.com/photos/christchurchcitylibraries/

(May 03, 2022)

By now you will have watched some if not all of the programs we run at our libraries.

To complete your training you need to go through a process of on the job training where you will go through these steps

Step 1 Observe:  

What did you observe that surprised you?

What would you do the same?

What would you do differently?

Step 2 Participate: SMILE!

You will sit in with presentations of the program at your branch. Your team ember will present the majority of the program and you will take on part of the program to build confidence. Some of the things you can take on are...

    Sing a song

    Read a book

    Do a feltboard

    Use a puppet

    Do the opening routine

    Do the closing routine 

As you feel more confident take on more than one activity.

Keep notes of how you feel you went and the feedback from your team members. Listen for constructive ideas and remember-the kids and the parents will love what you are doing. Everyone has their own style and preferred manner for delivering programs.  Find yours and enjoy what you do.

Step 3: Present: 

You should be ready to present from beginning to end. You can choose to do this last step completely solo with a team member standing by in case you get stuck or with a team member sitting with you and doing one element them selves.

Keep notes of anything you think you did really well, anything you think you would change and any parent or child behaviours that occurred.

 

Do this

 Last module:  Module 16 Program Evaluation