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PAMIS Multi-sensory Storytelling Working & learning together for involvement 29 th October Acorn Centre, Inveruri

PAMIS Multi-sensory Storytelling Working & learning together for involvement 29 th October Acorn Centre, Inverurie Jenny Whinnett PAMIS Grampian Co-ordinator. Communication. Most people with PMLD have no speech - communication is usually non-verbal

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PAMIS Multi-sensory Storytelling Working & learning together for involvement 29 th October Acorn Centre, Inveruri

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  1. PAMIS Multi-sensory Storytelling Working & learning together for involvement 29th October Acorn Centre, Inverurie Jenny Whinnett PAMIS Grampian Co-ordinator

  2. Communication • Most people with PMLD have no speech - communication is usually non-verbal • A minority will use a few single words • Some are able to use a few signs and/or symbols - eg Makaton, Boardmaker or SignAlong

  3. Why Storytelling? Worldwide tradition of storytelling Storytelling is an age-old tradition that has existed since the dawn of time and in every culture. It is many things to many people. It is entertainment, a way of passing on a culture’s history, or a way of teaching to both the young and old. Storytelling is an art. Lambe 2002

  4. Storytelling: an age old tradition An Séanachai

  5. The Importance of Storytelling “One must have a story, it’s one of the things humans do. Not just have a story, but tell a story” Chinua Achebe 2000 “Storytelling is a vital ingredient of human experiences” Keith Park 1999 “….for most of human history ‘literature’, both fiction and poetry has been narrated, not written, heard, not read” Angela Carter 1991

  6. Multi-sensory Storytelling Principles – The Book • The Pages • 7 or less • Colour is neutral • Reading card is laminated (matte)

  7. Multi-sensory Storytelling Principles – The Book • The Sentences • On reading card • One or two per page • Short and rounded • No word overload

  8. Multi-sensory Storytelling Principles – The Book • The Stimuli • One per page • Speech (word sounds relate to the concrete object/material) • Age appropriate

  9. Multi-sensory Storytelling Principles – The Book • The Book Cover • The Box is the cover • Tactile symbol & title (1 or 2 words) • Recognition & choice-making

  10. Uses voice expressively intonation, inflection, tone pitch, volume speaks slowly and use pauses implies atmosphere allows time for acoustic processing Stick to the storyline no deviation/ad lib but, encourages, prompts the person to interact with the stimulus Objects are always presented in the same way Presents objects within person’s personal field ofvision, hearing&reach Reading is an active process Principles – The Storyteller

  11. Example of a Multi-sensory Story page & stimuli complete story The box – the book cover & tactile title

  12. Personalised Designed and developed by parents, carers & staff Based on real experiences Tactilesymbol, (sign) and word(s) Accompanied by a photo storybook Built-in agreed learning targets Progress evaluated PAMIS Real Lives: Real Stories

  13. Susan Seaside Story

  14. Evaluation Parents “The story was an activity to share with the family” “It was tailor made for my daughter’s enjoyment and interest” “My son has an entertaining and educational story that gives him pleasure, and informs him too” “Her responses are much better than I had expected, it is difficult for me to get things she responses to, but with her story she responds to the stimuli most times”

  15. Evaluation Teachers “She has shown lovely positive reactions to the final pages” “She never tires of hearing it and always responds positively to it - head up and eye contact!” “They have been great for encouraging all kinds of awareness not only sensory but also social and have become a really valuable tool in the class”

  16. Focus for setting specific learning targets & new skills Collaboration Library of personal sensory storybooks Support and information sharing within the development group Teaching and training materials Exploring Literacy…Through multi-sensory stories Interaction Enjoyment Attention Listening Recognition Comprehension Learning Anticipation Sequencing GOOD FUN

  17. Parents’ comments on the need for accessible material “… she appears terrified and I don’t know where to start, I cannot find any materials that are appropriateor suitable for her developmental level” Mother of 9 yr old girl, who had just begun menstruating “…he constantly tries to open doors in the house looking for him (his dad) he seems puzzled and depressed. I don’t know what to do, how to explain that Chris is not coming back” Parent whose partner had died very suddenly

  18. Contact Details Mrs J Whinnett Grampian Co-ordinator Unit 5 Badentoy Business Centre Badentoy Crescent Portlethen Aberdeenshire AB12 4YD E-mail: jenny.pamis@btconnect.com Tel: 0044 (0) 1224 784456

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