Library Wizards- Bringing the Magic Alive for Students with Developmental Disabilities in the Elementary School Library

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Library Wizards- Bringing the Magic Alive for
Students with Developmental Disabilities in the
Elementary School Library

• Presenters
• Lisa Mast (Teacher-Librarian, Bloorview School
  Authority)
• Joanne Parum (Teacher-Librarian, Beverley School,
  TDSB)

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Ice Breaker

• Find a partner
• Put an oven mitt on your non-dominant hand
• Write your name and one fact about yourself on a
  piece of paper.
• Switch papers with your partner and read his or
  her fact.
• Discuss with a partner- How did this activity
  make you feel? How difficult was it? Were you
  able to read your partners fact?

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Joanne Parum

• Teacher-Librarian at Beverley Junior Public
  School, Toronto District School Board
• Has worked at Beverley for 11 years.
• Beverley School students with developmental
  disabilities in a congregated setting, ranging
  from students with autism to students who are
  medically fragile.
• Contact information
• Email joanne.parum_at_tel.tdsb.on.ca
• School Phone [phone]

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Lisa Mast

• Teacher-Librarian at Bloorview School Authority
  (on secondment from TDSB)
• Bloorview School is a Section 68 school
• Has worked at Bloorview for 3 years
• Programs at Bloorview School
• IET (Integrated Education and Therapy) students
  attend Bloorview JK, SK, Grade 1
• IKP (Integrated Kindergarten Program) OISE, half
  of the students have a disability and the other
  half do not.
• Social Communication Class students with autism
• Resource Classrooms (Grade 1 to 12) with a
  variety of programs (e.g., Acquired Brain Injury,
  Complex Continuing Care, Respite Care) Students
  attend Bloorview School while receiving
  rehabilitation due to illness, injury, surgery.
  Most students are inpatients.
• Contact information
• Email lisa.mast_at_tel.tdsb.on.ca
• School Phone [phone], ext. 3553

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Our Library Routines

• Suggestions
• Use a visual schedule (e.g., Picture
  Communication Symbols, photos)
• Have a consistent library routine for students
  (e.g., start with library poem or song)
• Encourage active participation
• Give students an opportunity to choose books

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Storytelling with Props

• Suggestions
• Be creative, make your own props (e.g., garage
  sales, dollar store, draw your own)
• Look through school catalogues for pre-made props
  to go with popular stories
• Add Picture Communication Symbols to favourite
  stories (dont be afraid to alter books to suit
  the needs of your students)

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Using Technology

• Suggestions
• Encourage your students to become involved in the
  library program.
• Step-by-step voice output device use to record
  multiple lines in stories, poems, songs
• BIGmack use to record a repetitive line in the
  story
• Adapted mouse assists students with physical
  limitations to access computer activities
• Powerlink assists students with physical
  limitations to operate anything electronic.
  (e.g., tape recorder, fan, radio, blender,
  popcorn maker)
• Promethean Board an interactive white board that
  helps the teacher bring stories to life, use
  computer programs together as a group and other
  fun educational activities. Students enjoy using
  the board too!

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Positive Pathways- Phase 1 IEP Goal To develop
early literacy skills
Grade Level Learning Expectations Teaching Strategies Assessment Methods
AC The expectations for ______ are to achieve the following skills with greater frequency, consistency and independence with frequent, intensive support and ongoing modeling Begin to listen/respond to a variety of media for enjoyment and information Begin to attend for increasing lengths of time Begin to learn to care for reading materials appropriately Begin to demonstrate the ability to make simple choices Begin to participation as part of an audience/ group To achieve optimum learning ________ must be provided with constant individualized and intensive support in all settings and at all times. Strategies will be implemented in a direct one-on-one teaching situation whenever possible. Be provided with opportunities to increase his/her abilities to attend through a multi-sensory approach Be provided with regular opportunities to visit the school library, listen to stories and handle books Be provided with opportunities to make choices with his/her own personal response system Hear simple and consistent language Use of age-appropriate materials Hear praise See modeling Use of the computer Use of adapted switches (if necessary) Use of hand-over-hand experiences (if necessary)
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Library Program Rubric for Students with Severe
Physical Limitations By Joanne Parum
Date Student Tolerates H-O-H assistance of actions to the library poem Attends to the book of the week (listens to the story) Book Borrowing (choice-making) Participates in adapted computer activities
Increased Support Huge positive reaction Consistently attends to the story Can choose between two books Method Independently activates adapted switch
Increased Support Mild Positive Reaction Frequently attends to the story Can choose a book Method Requires some prompting to activate adapted switch
Increased Support No reaction Occasionally attends to the story No reaction Requires a lot of prompting to activate adapted switch
Increased Support Dislikes it Rarely attends to the story Dislikes it Requires H-O-H assistance to activate adapted switch
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Library Program Rubric for Students with
Communication Disorders By Joanne Parum
Date Student The Library Poem Actions (modeled by TL) Attends to the Book of the Week (listens to story) Book Borrowing (choice-making) Book Handling Skills Computer Skills (simple games)
Increased Support Independently does all of the actions Consistently attends to the story Independently picks a book out of the bin Can hold and turn pages of a book Independently operates
Increased Support Requires prompting Frequently attends to the story Requires prompting Requires prompting Requires prompting
Increased Support Requires prompting and some H-O-H assistance Occasionally attends to the story Requires prompting and some H-O-H assistance Requires prompting and some H-O-H assistance Requires prompting and some H-O-H assistance
Increased Support Requires complete H-O-H assistance Rarely attends to the story Requires complete H-O-H assistance Requires complete H-O-H assistance Requires complete H-O-H assistance
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Curriculum and Assessment

• Suggestions
• Positive Pathways Document is a valuable resource
  for setting realistic goals and assessing
  students with developmental disabilities
• Possibly add goals to student IEPs (see sample)
• Make your own rubrics (see samples)

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Great website to use with Switches

• www.kiddiesgames.com
• Variety of simple games, favourites being the
  alphabet and musical clang
• www.priorywoods.middlesbrough.sch.uk
• School in the UK for students with special needs
• Variety of resources, including switch activities
• www.notherngrid.org/sen/NetSwitch/index.htm
• Variety of simple pattern and activities (a
  favourite of many students)
• www.webview.co.nz/index.htm
• Free registration to download 3 switch games
  (Levelgames.net)
• www.helpkidzlearn.com
• Access to games and stories (varying difficulty)

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Bibliography (page 1)Teacher Resources

• Donnelly, Connie. 1992. The Art of Language. The
  Metropolitan School Board.
• Erickson, K. and Koppenhaver, D. 2007. Children
  with Disabilities Reading and Writing the
  Four-Blocks Way. Greenboro, NC Carson-Dellosa
  Publishing Company Inc.
• ISBN 978-1-60022-125-5
• Gould, P. and Sullivan, J. 1999. The Inclusive
  Early Childhood Classroom Easy Ways to Adapt
  Learning Centers for All Children. Beltsville,
  MD Gryphon House Inc.
• ISBN0-87659-203-5
• Hughes, S. 2000. Positive Pathways Curriculum
  for Students with Developmental Disabilities.
  Peel District School Board.
• ISBN 1-55038-187-3
• Isbell, C. and Isbell, R. 2005. The Inclusive
  Learning Center Book for Preschool Children with
  Special Needs. Beltsville, MD Gryphon House Inc.
• ISBN0-87659-294-9
• Kelly, J. and Friend, T. 2003. Hands-on Reading.
  Solana Beach, CA Mayer-Johnson, Inc.
• ISBN 1-884135-0604

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Bibliography (page 2)Teacher Resources

• Kelly, J. and Friend, T. 1999. Hands-on Reading
  Classroom Classics. Solana Beach, CA
  Mayer-Johnson Co.
• ISBN 1-884135-45-5
• Logan Oelwein, P. 1995. Teaching Reading to
  Children with Down Syndrome A Guide for Parents
  and Teachers. Bethesda, MD Woodbine House.
• ISBN0-933149-55-7
• Musslewhite, C. and King-DeBaun, P. 1997.
  Emergent Literacy Success Merging Technology and
  Whole Language for Students with Disabilities.
  Park City, UT Creative Publishing.
• ISBN0-9628290-1-3
• Schwartz, E. 2006. Lessons From Jacob A
  Disabled Son Teaches His Mother About Courage,
  Hope and the Joy of Living Each Day to the
  Fullest. Toronto, ON Key Porter Books.
• ISBN1-55263-850-2
• Spencer, G. Recipes for Reading Hands-On,
  Literature-Based Cooking Activities. Worthington,
  Ohio Linworth Publishing Inc.
• ISBN1-58683-101-1
• Turrell, L. The Complete Library Skills (Grades
  K-2), Grand Rapids Michigan McGraw Hill
  Childrens Publishing.
• ISBN0-513-02209-0 (Leo the Library Mouse)

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Bibliography (page 3)Childrens books shown
today by Joanne

• 1. If You Give a Pig a Pancake
• By Laura Numeroff
• ISBN0-06-026686-4
• 2. Miss Bindergarten Celebrates the 100th day of
  Kindergarten
• By Joseph Slate
• ISBN 0-439-06512-7
• 3. The First Day of Winter
• By Denise Fleming
• ISBN 0-8050-7384-1
• 4. Something From Nothing
• By Phoebe Gilman
• ISBN 0-7791-1370-5
• 5. The Snowman Storybook
• By Raymond Briggs
• ISBN 0-679-80840-X

6. Hands-On Alphabet Book By the Tactile Section
CNIB National Library Division ISBN
0-921122-00-4 7. My Five Senses By
Aliki ISBN0-06-445083-X 8. Here Are My
Hands By Bill Martin Jr and John
Archambault ISBN0-8050-5911-3 (board
book) 9. Penguins Unusual Birds By John St.
Denis ISBN0-13-044701-3
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Bibliography (page 4)Childrens books shown
today by Lisa

• 1. There Was An Old Lady Who Swallowed a Bat
• By Lucille Colandro
• ISBN 0-439-73766-4
• 2. I Like Myself!
• By Karen Beaumont
• ISBN 0-439-79905-8
• 3. The Scarecrows Clothes
• www.enchantedlearning.com
• 4. Noisy Noises on the Farm
• By Julie Lacome
• ISBN 0-7445-2336-2
• 5. Rolling Along with Goldilocks and the Three
  Bears
• By Cindy Meyers
• ISBN 1-890627-12-7

6. Five Ugly Monsters By Tedd Arnold ISBN
0-590-22764-5 7. A Cold and Snowy Day By Beth E.
Breakstone ISBN1-893467-02-3 An interactive
book- Mayer-Johnson 8. Chicka Chicka Boom
Boom By Bill Martin Jr and John
Archambault ISBN 0-689-83568-X 9. The Very
Hungry Caterpillar By Eric Carle ISBN0-399-208
53-4 10. Doras Thanksgiving Adapted By Sarah
Wilson ISBN 0-689-85842-6
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