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... children with motor difficulties to manipulate the to


... children with motor difficulties to manipulate the toy with a slight touch. 'Mainstream' Toys ... for Speech Cards, DVD kits and some toys (i.e. puzzles) ... – PowerPoint PPT presentation

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Title: ... children with motor difficulties to manipulate the to

Building aSpecial Needs Collection
  • A guide for youth librarians
  • (MLA Spring Institute 2009)
  • by Jennifer Taggart
  • Youth Services Librarian
  • Bloomfield Township Public Library
  • taggartj_at_btpl.org

Special Needs Statistics
  • In 2007, 16.4 (1,523,000 of the 9,317,000
    reported) individuals, ages 5 and older in
    Michigan reported one or more disabilities.
    (Cornell University U.S. Disability
  • 6.7 million children and youth received services
    under IDEA (Individuals with Disabilities
    Education ACT) in public schools during the
    2006-2007 school year. (National Center for
    Education Statistics)
  • 24,704 kids receiving special education services
    at public schools in Oakland County, MI(Oakland
    Schools 2007-2008 school year)
  • 1,040 students (about 16 of student body)
    receiving special education services currently in
    the Bloomfield Hills School District.(Carolyn
    Packard, Director for Special Education,
    Bloomfield Hills Schools, Bloomfield Hills, MI)

Professional Sources
  • Special Education department in local school
    therapists-speech therapists
  • County agencies-family services, Early On,
    Lekotek leaders
  • Special Needs organizations centers

Funding your collection
  • Friends of the Library group
  • Grants(LSTA grants)(Target Corporation
    grants)(Lions Club)
  • Fundraisers
  • Material donations for collection- Local
    family services agency- Special Education
    department in local school district

The Collection
  • Print (books, magazines, etc.)
  • Media
  • Toys
  • Story Boxes
  • Resource File

  • BooksFiction from picture books to chapter
    booksNon-Fiction for kids, parents, teachers,
  • Hi-Low Books
  • BrailleLarge Print
  • Magazines

  • Speech Card Collection- useful for working with
    children who have speech impairments and
    cognitive disabilities
  • DVDs/Videos
  • Music/Activity CDs
  • CD ROMs

  • Specially Adapted- toys made especially for
    those with special needs. Some require a special
    switch that allows children with motor
    difficulties to manipulate the toy with a slight
  • Mainstream Toys

Story Boxes
  • What is a story box?It is simply a box
    containing a story and a collection of items that
    correspond to the items mentioned in the story. A
    story box is a way for children with visual
    impairments to experience a story. This tactual
    exploration of a story is not just for future
    Braille readers who will be using their sense of
    touch to decode letters and words, but also for
    all children who would benefit from hands-on
    experiences to help provide meaning to the words
    in the story.

What do I circulate this stuff in?
  • Packaging for mixed media- Janway hanging media
    pouches for Speech Cards, DVD kits and some toys
    (i.e. puzzles)
  • - Sterilite show-off totes and latch totes for
    toys and story boxes
  • www.janway.com
  • www.spacesavers.com

How do I circulate this stuff?
  • Circulation Policy- batteries not included
  • Information card included with toys
  • Volunteers to check materials returned

Collection resources
  • Special Needs Project www.SpecialNeeds.com
  • EP Bookstore www.epbookstoreonline.com
  • Seedlings Braille Books www.seedlings.org
  • High Interest Publishing www.hip-books.com
  • High Noon Books www.HighNoonBooks.com
  • Childcraft Education Corp www.childcrafteducation
  • Lakeshore Learning www.lakeshorelearning.com
  • Super Duper Publications www.superduperinc.com
  • Abilitations www.abilitations.com
  • Enabling Devices www.enablingdevices.com
  • Sammons Preston www.sammonspreston.com
  • Laureate Learning Systems www.laureatelearning.com

What Can You Expect When These Children/Young
Adults Come to Your Library?
  • Jacqui Coluccy
  • Teacher Consultant
  • Washtenaw Intermediate School District
  • jcoluccy_at_wash.k12.mi.us

  • Taking a Look at Autism and Severe/Multiple
    Cognitive Impairments
  • What are they?
  • How do they manifest themselves?
  • What can I do to support people with these
    disabilities in my library program?

Incidence of Autism inMichigan
Autism Spectrum Disorders
  • Autism Retts Childhood
    Aspergers PDD-NOS
  • Disorder Disintegrative
  • Disorder

Defining Autism
  • Identified in 1943 by Leo Kanner
  • Biologically-based, developmental disability
  • Characteristics are evident by the age of 3
  • Occurs 4 times as often in males than in females
  • Historically occurred in 10-15 per 10,000 births
  • Most recent estimate is 1 in 150 (Centers for
    Disease Control and Prevention, 2007)
  • Historically 70-75 were thought to have some
    degree of mental retardation recent estimates
    closer to 50

The DSM-IV Definition of Autism
Differences in socialization
Differences in behavior
Differences in communication
(No Transcript)
Differences in Socialization
  • Marked impairment in the use of nonverbal
    behaviors to regulate social interaction
  • eye to eye gaze,
  • facial expression,
  • body posture
  • gestures
  • Failure to achieve developmentally appropriate
    peer relations

Differences in Socialization
  • Lack of spontaneous seeking to share enjoyment,
    interest, or achievements with other people
  • Child does not show, bring, or point to items of
  • Lack of social or emotional reciprocity
  • Identifying and responding appropriately to
    emotional states of other people (e.g., comfort a
    crying person)
  • Impaired perspective taking
  • Viewing situations from another persons point of
    view and predicting others behavior

Impairments in Communication
  • Delay in or total lack of the development of
    spoken language (with no attempt to compensate)
  • Individuals with adequate speech impairment in
    ability to initiate and sustain a conversation
  • Stereotyped, repetitive use of language or
    idiosyncratic language
  • Pronomial reversal
  • Echolalia
  • Lack of varied, developmentally appropriate,
    spontaneous make believe play or social imitative
  • Building same Lego structure over and over
  • Lining up blocks, cars, etc.

  • Use of idioms
  • Slang whats up?
  • Making small talk
  • Responding to questions
  • Nonverbal behavior

Restricted and Repetitive Patterns of Behavior
  • Encompassing preoccupation with one or more
    stereotyped and restricted patterns of interest,
    abnormal in intensity or focus for example
  • Thomas trains
  • Letters and numbers
  • Apparently inflexible adherence to specific
    nonfunctional routines or rituals some examples
  • Dressing rituals
  • Distress at unexpected changes

Restricted and Repetitive Patterns of Behavior
  • Stereotyped, repetitive motor mannerisms
  • Hand or finger flapping
  • Complex whole body movements
  • Persistent preoccupation with parts of objects,
    such as spinning the wheels on a toy car

Autism Spectrum DisordersLearning
  • Uneven skill development (Joseph, Tager-Flusberg,
    Lord, 2002)
  • Tends to resist change in learning environment
  • Difficulty generalizing skills/information
  • Tend to function better with consistency and
    structure within activities and environments
  • Good long-term and rote memory
  • May have poor motivation
  • Can persist if use interests and engagement

Difficulty with abstract concepts and seeing the
big picture or getting the gist
  • Difficulty interpreting idiomatic language
  • Difficulty recognizing important features
  • Understand the words literally, but not the tone
    of voice that changes the meaning

Did the lightbulb go on yet? Killing two birds
with one stone.
Can recite names of all 14 characters in the book
read for English class, but cant identify the
main character.
Yes, that was a great choice. (stated with
Autism Spectrum DisordersSensory Characteristics
  • May exhibit sensory hypersensitivity and/or
    hyposensitivity (Liss, Saulnier, Fein,
    Kinsbourne, 2006)
  • Sensory processing abnormalities include
  • Tactile defensiveness
  • Auditory problems
  • Visual-perceptual differences
  • Olfactory and taste sensitivity
  • Difficulties processing multiple sensory input
    under certain conditions

  • Honesty/forthrightness
  • Interesting personalities
  • Topical knowledge
  • Good long-term and rote memory
  • Good visual-spatial abilities
  • Capture our interest and compassion

Ultimate Goals for Students with ASD
  • General or special education classes in the
    students home school district
  • Development of functional communication system(s)
  • Peer relationships
  • Minimal behavior problems
  • Age appropriate self-help skills
  • Highest level of independence possible

What is a Cognitive Impairment?
  • Cognitive Impairment is characterized both by a
    significantly below-average score on a test of
    mental ability or intelligence and by limitations
    in the ability to function in areas of daily
    life, such as communication, self-care, and
    getting along in social situations and school
  • Children with cognitive impairment can and do
    learn new skills, but they develop more slowly
    than children with average intelligence and
    adaptive skills. There are different degrees of
    Cognitive impairment, ranging from mild to

Supports and Equipment
  • Sometimes the students need additional equipment
    or supports to be successful in life. These
    supports can include
  • Walkers
  • Leg braces
  • Communication devices
  • Chew items
  • Weighted blankets
  • Etc.

Be Aware of Sensory Needs
  • Dim lights
  • No strong odors
  • No loud, startling noises
  • Shoes may come off
  • Caretaker may be squeezing or hugging child to
    provide deep pressure
  • May have chew items

Be Aware of Behaviors
  • Screaming
  • Temper Tantrums
  • Stimming
  • Rocking
  • Pacing
  • Hand flapping

What to Do About Behaviors?
  • It is the responsibility of the parent/guardian
    to handle the behaviors, however, be supportive
    and try to remove the audience if at all
  • Ignore
  • Keep going with your program/activities

Types of Communication Devices You May Encounter
  • DynaVox
  • DynaWrite
  • Cheap Talks
  • Picture Exchange Communication System (PECS)

Have a Picture Board Available
  • Icons for
  • Book
  • Magazine
  • Check-out
  • Help
  • Bathroom
  • Yes/no
  • I want
  • Please
  • Thank you
  • Etc.

Need to have Boardmaker installed on computer
to use!
Boardmaker from Mayer-Johnson
Final Thoughts
  • Remember that even though they may not be able to
    talk you have to assume competence.
  • Treat them and their familys with dignity and
  • Ultimate goals are independence and socialization
  • YOU can make a DIFFERENCE!

Im readywhats next!Programming and
services in the library
  • Katie Mitchell
  • Teen Librarian (and special needs mom)
  • Saline District Library
  • katie_at_saline.lib.mi.us

Here we go
  • We, as librarians, are in the unique position of
    bringing the love of books, the sharing of
    resources, and the welcoming of community to
    populations who are often denied these

Why should I do this?
  • Perception is key
  • while we know our programs are open to the
    general public, special needs families often feel
    uneasy about coming to them. One of the greatest
    challenges for special needs families is finding
    a social atmosphere that is welcoming to all
    their members. Specifically designing programs
    and inviting special needs families to the
    library is one of the greatest and most rewarding
    services we can offer to our patrons.

What can I offer? (Programs)
  • Book related programming
  • Storytimes
  • Book Groups
  • Family Movie Nights
  • Hobby oriented (crafts, gardening, therapy dogs)
  • Parent oriented programs
  • Library tours and school outreach programs

What Can I offer? (Storytimes)
  • Storytimes
  • In house vs. outreach
  • Age ranges
  • Adaptations
  • To register or not to register?
  • Potential pitfalls and incredible benefits

What Can I Offer? (Book Groups)
  • Special Needs books groups
  • Siblings of Special Needs book groups
  • Use books with special needs protagonists or
    characters in your typical book groups

What can I offer? (Movie Night)
  • Movie Nights
  • Setting the scene
  • Special considerations
  • Successful stories

Hobby Oriented(opening up the world)
  • Arts and Crafts
  • Gardening
  • Therapy Dogs
  • Whatever else works for you!

What can I offer (Parenting helps)
  • Develop own Parenting series
  • Specific to the needs of your community
  • Invite experts
  • Contact your ISD or RESA
  • Talk to your school district
  • Health and Wellness
  • Offer meeting space
  • To parent groups, community groups,
  • Create a bibliography of library resources and a
    brochure of community resources

Library Tours and Public Outreach
  • Some of our most basic services are ones that
    special needs populations never receive
  • Consider library tours at the beginning of the
    school year for special needs students
  • Do your school visits include special needs
  • Keep in touch with the special ed. teachers in
    your district to help support curriculum

If I build it, will they come?
  • Finding partnerships
  • Advertising
  • Word of Mouth
  • Attitude, attitude, attitude!

What else do I need to know?
  • Educating staff
  • Setting the scene
  • Be flexible

Final Thoughts
  • Perhaps no place in any community is so totally
    democratic as the town library. The only entrance
    requirement is interest. - Lady Bird Johnson
  • Libraries are not made they grow.- Augustine
  • There are only two lasting bequests we can hope
    to give our children. One of these is roots, the
    other, wings. -Hodding Carter
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