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Sensory Storytime: Preschool Programming that Makes Sense for Kids with Autism

Sensory Storytime: Preschool Programming that Makes Sense for Kids with Autism. ALA Conference Presentation Tricia Bohanon Twarogowski June 25, 2011. This is a great idea! Kids can roam free and make noise without parents worrying they are bothering others. We hope you have more! Thanks!.

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Sensory Storytime: Preschool Programming that Makes Sense for Kids with Autism

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  1. Sensory Storytime: Preschool Programming that Makes Sense for Kids with Autism ALA Conference Presentation Tricia Bohanon Twarogowski June 25, 2011

  2. This is a great idea! Kids can roam free and make noise without parents worrying they are bothering others. We hope you have more! Thanks! Keep things moving. Need it louder. More action. My child would benefit from having the books/presenters sit in the middle of the group. The closer the material, the more likely he is to pay attention. Feedback—First Storytime August 2008

  3. Focus GroupSeptember 2008 10 questions including: “What would an effective program look like?” “What tips can you give for interacting well with your child?” “What resources would you recommend that the Library have that we currently do not?”

  4. Charlotte-Area School Visits Garr Christian School Autism Track Fletcher School Learning Disabilities (ADHD) Metro School—CMS Multiple disabilities (severely cognitively disabled)

  5. Autism Society Partnership • Attended meetings—including regular meetings and summer fairs • One-on-one meetings with Parent Advocate and President of organization • Partnership between the Autism Society and Library to raise Autism awareness of all library staff members http://www.asncmeck.org/

  6. Rhythm and Rhyme Storytime • Audience--children with autism (primarily) • Saturday mornings work best • No age limits set • Presenters possess “flexibility plus” • Social time following program

  7. Storytime Announcements • Thank you for supporting our efforts to provide specialized programming—feedback is welcome • Purpose-not to exclude but to welcome without judgment • Understanding that children are at different levels—feel free to come and go as necessary during program • Present visual schedule for the program

  8. Visual Schedule

  9. Storytime Setting • Dimmer lighting • Seating spot—e.g. rug or carpet square • No food or perfume • Stuffed animals/pillows • Programming materials best concealed

  10. Storytime Components • Visual schedule (Boardmaker) • Books with patterns, repeating lines or easily reproduced visual options • Double visuals (book/puppet or book/flannel simultaneously) • Music low-key/acoustic

  11. Book Examples

  12. Hands On Activities

  13. Double Visuals

  14. Music Activities

  15. Music Examples

  16. Repeated Activities

  17. Building Programming Relationships “It’s nice to be in an open and understanding environment. It’s just nice to be relaxed.”—Jennifer Lang, Mother of Courtney, a 4-year old child with sensory integration dysfunction and hyperactivity “It’s an hour of therapy being able to interact with Michael and see other children who have special needs like him. It’s been nice to meet other parents who understand what it’s like.”—Michael McManus, Sr., Father of Michael Jr., a 2-year old child with autism

  18. Building Library Relationships Response from survey 7/25/09: “Our family does not frequent library programs because of my autistic daughter. However; because of Rhythm and Rhyme we have been coming to the library and have even gotten library cards for several members of the family.”

  19. Charlotte Mecklenburg Library Training Video and ALSC Blog Series Emily Nanney, Children’s Services Manager, South County Regional Library Tricia Bohanon Twarogowski, Former Children’s Services Manager, Matthews Branch Library Accessible from: http://plcmc.org/programs/special_needs/default.asp

  20. Ideas for Addition of Sensory Benefits to Storytime Classes • Read a book multiple times or repeat book again as flannel story • Add visual schedule • Use of hands-on activities with objects--e.g. bean bags/flannel pieces/scarves/stick objects • Carpet squares or rug for a seating spots or use of adaptive seating –e.g. sitting wedges or Educubes • Adaptive technology—e.g. Big Mack switch • Sensory integration equipment –e.g. sensory balance beam, Therabands or textured bean bags/balls • Incorporate tactile items of various textures (common items such as cotton balls or corrugated paper) Flexibility, acceptance and a positive attitude!

  21. Contact Information Tricia Bohanon Twarogowski Youth Public Services Supervisor Cuyahoga County Public Library Maple Heights Branch Phone: (216) 475-5000 Email: ptwarogowski@cuyahogalibrary.org

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