... children with motor difficulties to manipulate the to

1
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

2
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
  Statistics)
• 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)

3
Professional Sources

• Special Education department in local school
  district-teachers-occupational/physical
  therapists-speech therapists
• County agencies-family services, Early On,
  Lekotek leaders
• Special Needs organizations centers

4
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

5
The Collection

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

6
Print

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

7
Media

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

8
Toys

• 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
  touch.
• Mainstream Toys

9
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.

10
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

11
How do I circulate this stuff?

• Circulation Policy- batteries not included
• Information card included with toys
• Volunteers to check materials returned

12
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
  .com
• 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

13
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

14

• 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?

15
Incidence of Autism inMichigan
16
Autism Spectrum Disorders

• Autism Retts Childhood
  Aspergers PDD-NOS
• Disorder Disintegrative
  Syndrome
• Disorder

17
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
  (DSM)
• 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

18
The DSM-IV Definition of Autism
Differences in socialization
Differences in behavior
Differences in communication
19
(No Transcript)
20
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

21
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
  interest
• 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

22
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
  play
• Building same Lego structure over and over
• Lining up blocks, cars, etc.

23
Communication-Pragmatics

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

24
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

25
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

26
Autism Spectrum DisordersLearning
Characteristics

• 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

27
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
sarcasm)
28
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

29
Strengths

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

30
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

31
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
  activities.
• 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
  profound..

32
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.

33
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

34
Be Aware of Behaviors

• Screaming
• Temper Tantrums
• Stimming
• Rocking
• Pacing
• Hand flapping

35
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
  possible.
• Ignore
• Keep going with your program/activities

36
Types of Communication Devices You May Encounter

• DynaVox
• DynaWrite
• Cheap Talks
• Picture Exchange Communication System (PECS)

37
Have a Picture Board Available

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

38
www.bcps.k12.md.us/boardmaker/adapted_library.asp
Need to have Boardmaker installed on computer
to use!
39
Boardmaker from Mayer-Johnson
329.00
40
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
  integrity
• Ultimate goals are independence and socialization
• YOU can make a DIFFERENCE!

41
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

42
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
  necessities.

43
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.

44
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

45
What Can I offer? (Storytimes)

• Storytimes
• In house vs. outreach
• Age ranges
• Adaptations
• To register or not to register?
• Potential pitfalls and incredible benefits

46
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

47
What can I offer? (Movie Night)

• Movie Nights
• Setting the scene
• Special considerations
• Successful stories

48
Hobby Oriented(opening up the world)

• Arts and Crafts
• Gardening
• Therapy Dogs
• Whatever else works for you!

49
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

50
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
  classrooms?
• Keep in touch with the special ed. teachers in
  your district to help support curriculum

51
If I build it, will they come?

• Finding partnerships
• Advertising
• Word of Mouth
• Attitude, attitude, attitude!

52
What else do I need to know?

• Educating staff
• Setting the scene
• Be flexible

53
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
  Birrell
• There are only two lasting bequests we can hope
  to give our children. One of these is roots, the
  other, wings. -Hodding Carter