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Families that include those with special needs can sometimes struggle with finding inclusive programming. Librarians often feel pressure to provide programming exclusively for special populations. But that’s not necessarily the case. Just having an open and welcoming atmosphere can be all that it takes to make your current programs accessible for everyone.  Are you doing what you can to offer programs for all children? Don’t know where to start?

As a programmer, ask yourself the following questions:

The location of the program-

Are the rooms bright and cheerful without being overwhelming with too many sights and sounds? A calm environment is important for children with sensory issues.

Is light distributed evenly? This is important for children with low vision.

Is the room accessible and clutter free, with clear pathways? Most mobility equipment requires a four to five foot turning radius.

Are there a variety of seating options? Large bolsters and pillows may be arranged to give children more stability and motor control and to ensure their comfort and security.

Staff to participant ratio-

Are all children receiving individual attention? Speaking with children at eye level is an important engagement tool.

Do adults call children by name? Identifying each child makes for a more inclusive environment. You can praise positive behavior when you can call each child by name.

Are there sufficient personnel to respond in the event of emergencies? Having another staff person in the room can help mitigate any immediate problem with minimal disruption to the program.

Are you using parents as partners? Parents can be your best tool! They know their children best. And after all, they are here to make positive memories as a family. Allow them to be a part of your program.

The program activities-

Do you have a variety of developmental activities taking place? Every child works and participates at a different pace. Make sure there are tools and activities for different ages and developmental abilities. This can be as simple as crayons of various sizes, precut craft items, and larger pieces of paper.

Is the information presented in multiple formats? Pictures can provide context about the program and its goals. A soft bell can be an audio clue that something is about to happen in your program.

Just being mindful of the needs of your families can start the conversation about inclusion. Don’t be overwhelmed by the idea of “special needs programming” these small steps will get you on the road to providing a welcoming atmosphere for all your families.

For more tips check out these resources:

http://www.ucsfchildcarehealth.org/pdfs/healthandsafety/inclen081803_adr.pdf

http://articles.extension.org/pages/61358/adapting-the-child-care-environment-for-children-with-special-needs

Lesley Mason is the Youth Services Manager at the Martin Luther King Jr. Memorial Library, the DC Public Library’s central branch. She is currently the chair of the ALCS’s Library Service to Special Population Children and Their Caregivers Committee. She earned her Master’s Degree in Library Science from Clarion University. She specializes in Early Literacy and can be reached at [email protected].

The post A Special Needs Summer? appeared first on ALSC Blog.

So much learning happens through play. Play can help children practice language, motor skills, problem-solving skills and social skills. Many of our libraries may already include free play as part of our storytime programs for young children to support this growth. We may not realize it, though, but there are many barriers to play that exist for children with special needs.  Some of the kids in our communities may not be equipped with the skills to play without accommodations or support. So it’s important that we develop strategies to be inclusive and enable access to play for all.

Coming up with accessible and inclusive play-based activities and games for storytime programs can be a challenge if you do not have a background in occupational therapy or special education. Thankfully, there are a variety of up to date and valuable resources at our disposal to help us learn about inclusive play-based programs.  Check out this professional literature–or interlibrary loan it from your nearest library–to learn more!

Early Intervention Games: Fun, Joyful Ways to Develop Social and Motor Skills in Children with Autism Spectrum or Sensory Processing Disorders by Barbara Sher

Including Families of Children with Special Needs by Carrie Banks

Social Skills Activities for Special Children by Darlene Mannix

The Out-of-Sync Child Has Fun, Revised Edition: Activities for Kids with Sensory Processing Disorder by Carol Kranowitz

Playing, Laughing, and Learning with Children on the Autism Spectrum: A Practical Resource of Play Ideas for Parents and Carers by Julia Moor

Inclusive Play: Practical Strategies for Children from Birth to Eight by Theresa Casey

101 Games and Activities for Children with Autism, Asperger’s and Sensory Processing Disorders by Tara Delaney

Renee Grassi, LSSPCC Committee Member

The post Professional Resources for Learning About Inclusive Play appeared first on ALSC Blog.

Playing with sensory balls

A few months back I saw a photo from Hennepin County Library on Instagram. It showed how much fun they had at their Sensitive Family Time — a time for families living with autism to explore the library. As I was looking for a way to partner with our local Autism Centre, I jumped on this fantastic idea. After a few phone calls and emails, we had a date. We opened one of our branches for 2 hours on a Sunday afternoon, just for these families. The families had signed up in advance with the Autism Centre, so we knew who to expect. Staff from their centre attended, and welcomed the families. Our staff were on had to show them around the library, read some stories, and get them signed up for library cards.

We had some toys out (I had these already from storytime), and just let the kids roam around. They played, I read a few books, they enjoyed themselves. Many of the families had never taken their child to the library before– they feared disruptive behavior and did not want to cause a scene. The kids were great — once they found out that the library was a safe, welcoming place, they had a grand time. And so did I. I tried something outside my comfort zone, something I really knew nothing about other than I knew there were families that wanted to use the library but maybe felt uncomfortable doing so.

Program room is set up

We’ve got another one in the works, and I look forward to it. It was such a simple idea, such an easy way to reach out. I have to thank Hennepin County Library for their great program, and for graciously allowing me to borrow their idea and run with it. Try something new. It just might be worth it.

The post Trying something new appeared first on ALSC Blog.

The Picture Communication Symbols ©1981-2015 by DynaVox Mayer-Johnson LLC. Used with permission.

Is your library looking to expand services to patrons with autism, but you are in need of funding to get your project started? Look no further than this new grant opportunity “Autism Welcome Here: Library Programs, Services and More.”

This grant honors the groundbreaking work of Libraries and Autism co-founder Meg Kolaya for her contributions in promoting inclusion, connecting libraries and the autism community, and bringing awareness of the needs of individuals with Autism Spectrum Disorder (ASD) and their families to the library community.  This opportunity is funded by Barbara Klipper, librarian and author of Programming for Children and Teens with Autism Spectrum Disorder (ALA Editions, 2014) and The Secret Rules of Social Networking (AAPC Publishing, 2015), a one-of-a-kind resource for teens and young adults with ASD or other social skills deficits that outlines the unstated rules that guide relationships in the real world and online as well.

Any type of library can apply and the proposal can fund projects and services for any age group. Applicants may propose to initiate a new, creative program or service, bring an already-existing, successful program or service to their library for the first time, or enhance a program or service they already offer.  Each year, a total of $5,000.00 will be awarded. Depending on the applications received, one grant for the full amount or multiple grants for smaller amounts totaling $5,000.00 may be awarded. All programs or services proposed must benefit people with autism or their families, directly or indirectly. Funds may be used to hire a trainer to present a workshop, to buy program materials, to pay for staff, etc.

What to make sure that your grant has what it takes to be selected? Here are things to keep in mind when drafting your application:

• Make sure the project is clearly described and well thought out.
• Don’t forget to garner institutional support for the program or service.
• Include people with autism, family members or other community stakeholders as involved members in the development and/or implementation of the project.
• Develop your project or program so that it would be replicable in other communities.
• Base your program or service on an understanding of the needs of people with autism and/or best practices in working with this population.
• Your service or program should be sustainable after the end of the grant period.

The grant period is now open, so please apply online here! Completed applications must be submitted by December 1, 2015. The winner(s) will be notified by March 1, 2016. The grant funding period is April 1, 2016 to March 31, 2017.

Looking for other grant opportunities to serve other special populations? Don’t forget about ALSC/Candlewick Press “Light the Way” Grant. Stay tuned–2016 applications will open later in the fall of 2015!

The post Announcing New Grant! Autism Welcome Here: Library Programs, Services, and More appeared first on ALSC Blog.

Who Are We?

We are ALSC’s Library Service to Special Population Children and Their Caregivers (LSSPCC) Committee.  We are accessibility and inclusion advocates who care deeply about the needs of our entire library community, especially special population children and their caregivers.

What Do We Do?

We discover and disseminate information about what libraries have to offer these special populations.  We develop and maintain guidelines for selection of useful and relevant materials.  We also help prepare the next generation of librarians and library workers by creating and providing resources to serve their communities more inclusively.

What Is The LSSPCC Toolkit?

The LSSPCC Committee has worked hard to develop a brand new resource for librarians and library works to develop or enhance your knowledge about serving special populations.  Launched earlier this year, this easy-to-use Toolkit for Librarians and Library Workers is available FREE online and can be downloaded or saved as a PDF file.  Whether you are just getting started learning about serving special populations of children and their families or want to brush up on the latest resources, this toolkit is for you!

What Special Populations Does the Toolkit Cover?

This toolkit offers a wide variety of information about serving many different types of groups in your library community, including homeschoolers, spanish-speaking families, LGBTQ families, children with autism, children with incarcerated parents, children with print disabilities, and more.  While this is by no means an exhaustive list of special populations that are served in all of our library communities, it’s a great place to start.

Why Is This Toolkit Useful?

In this toolkit, you will find a brief introduction in each section, which will provide librarians and library workers with context and background information needed before beginning to serve these groups in your community.  In addition, each section has a list of subject headings and keywords that will help make catalog and online searching on this topic a lot easier.  We have included short lists of subject area experts, if you are interested in connecting with people in our field and finding out more about that particular area of outreach.  We have even included information about existing partnerships, which are examples of the successes some libraries have found connecting with local organizations to serve these special populations. There are numerous lists of additional print and digital resources for further learning beyond the toolkit itself.

We hope you will share this resource with your library staff.  Through advocacy and awareness of various special populations, we can work together to help all children and all families feel welcome at our libraries!

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This post was written by Renee Grassi. Renee is the Youth Department Director at the Glen Ellyn Public Library in Glen Ellyn, Illinois.  She is also a member of ALSC’s LSSPCC Committee.  In 2012, she was recognized by Library Journal as a Mover & Shaker for her work serving children with autism and other special needs.  She is also one of the co-founding members of SNAILS, a state-wide networking group in Illinois for librarians and library staff who discuss and learn about expanding library services to those with special needs.  As a proud ALSC member and a former ALSC Blogger, she has written on the blog about a variety of topics related to inclusive library services. 

The post The LSSPCC Toolkit: Making All Families Feel Welcome at the Library appeared first on ALSC Blog.

As ALSC blogger Renee Grassi reminded us earlier this month, April is National Autism Awareness Month. For libraries, months that observe, celebrate, or raise awareness for a group of people or an issue should serve as annual checks for our services: “It’s National Autism Awareness Month; I should make sure that our library services to children with special needs and their families are excellent all year long.”

screen grab provided by the author

If you find yourself currently evaluating your programs for children with special needs of any type–in particular for young children and their families–I’m pleased to share that members of the Library Service to Special Population Children and their Caregivers (LSSPCC) Committee have been amassing and curating resources on a Sensory Storytime board on ALSC’s Pinterest account. They’re creating an excellent resource for libraries just setting out to offer sensory storytimes as well as for those of you in a place to evaluate and tweak what you’ve already been offering.

Thus far, the board offers a few dozen pins that link to program plans and write-ups; research related to special needs library services; and book recommendations for use in Sensory Storytime. Check out this resource for yourself to learn about some of the awesomely intentional ways you and your library can offer programs inclusive to every young library customer.

If you have favorite sensory storytime resources, link to them in the comments so our curators can add them to the board!

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Amy Koester is the Youth & Family Program Coordinator with the Skokie Public Library and is writing this post for the Public Awareness Committee.

The post Sensory Storytime Resources on the ALSC Pinterest Account appeared first on ALSC Blog.

Did you know that April is National Autism Awareness Month? According to the latest statistics from the Centers for Disease Control and Prevention (CDC), an estimated 1 in 68 children have been identified with Autism Spectrum Disorder (ASD) nationwide.  This dramatic increase is no doubt affecting how libraries provide programs and services that are inclusive and welcoming to those with ASD.  Because of that, the state of Illinois has kickstarted the conversation with Targeting Autism: A National Forum on Serving Library Patrons on the Spectrum.

In 2014, the Illinois State Library was awarded an Institute of Museum and Library Services (IMLS) National Leadership Forum Grant to help libraries better serve patrons and family members impacted by Autism Spectrum Disorders (ASD). This project explores how libraries can work with diverse community organizations and programs to address the topic of ASD, through training, education and support services. The primary goals of the Targeting Autism Forum include:

• Build a shared appreciation of the challenges and opportunities associated with acquiring information on Autism Spectrum Disorder (ASD)
• Identify leadership roles for community libraries in improving community supports and services for individuals with ASD
• Begin fostering stakeholder alignment around a community library ASD initiative
• Begin developing a shared vision of success for a state library initiative on ASD
• Identify next steps

The majority of the participation and conversation will take place at two Autism Stakeholder Forums, which were scheduled for March and September of 2015.  This past March, nearly 80 individuals came together representing various stakeholder groups including libraries, schools, institutions of higher education, health services professionals, government agencies, ASD service organizations, and parent advocates.  The idea behind the Forums is to inform the creation of an implementation plan.  With this plan, the state of Illinois hopes to achieve the following:

1. Increase ASD awareness, education, and support services
2. Improve adn streamline online access to the wealth of information intended to provide support for families and indiviuals with ASD
3. Ensure sustainable, inter-organizational partnerships committed to enhancing ASD support, state-wide

The March Forum offered a wealth of information and inspiration provided by variety of experts and advocates.  Among the presenters included self-advocate Adria Nassim from Adria’s Village, who discussed her experience as a reader, a library user, and a person with autism.  Participants also heard from former librarian Barbara Klipper about her book Programming for Children and Teens with Autism Spectrum Disorder, as well as Nancy Farmer, who highlighted content from her book Library Services for Youth with Autism Spectrum Disorders.  Dan Weiss discussed his experience partnering with libraries across the state of New Jersey in collaboration on a project called Libraries and Autism: We’re Connected.  In addition, forum participants heard from a panel entitled “Training Librarians: What’s Being Done (or Not).”  This included a panel of professors from Syracuse University School of Information, Florida State University College of Communication and Information, Dominican University Graduate School of Library and Information Science, and UIUC Graduate School of Library and Information Science.  All of the presentations from the March Forum are available on Youtube, so you don’t have to be an Illinois librarian to learn from what the Forum has to offer.

What can you do to help contribute to this effort?  Targeting Autism has launched a nationwide effort to collect personal stories that describe an individual’s connection to autism and a statement as to why this initiative is important.  Positive, negative, constructive–all experiences are welcome to help inform this process. Simply click here and submit your personal story to Suzanne Schriar, Targeting Autism Project Director.  We would love to have your input!

In the meantime, follow the Targeting Autism blog, join the conversation, and think about what you and your library can do today and every day to be a more welcoming place to people with autism.

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Renee Grassi is the Youth Department Director at the Glen Ellyn Public Library in Glen Ellyn, Illinois.  She is also a “Targeting Autism” Board member.  In 2012, she was recognized by Library Journal as a Mover & Shaker for her work serving children with autism and other special needs.  She is also one of the co-founding members of SNAILS, a state-wide networking group in Illinois for librarians and library staff who discuss and learn about expanding library services to those with special needs.  As a proud ALSC member and a former ALSC Blogger, she has written on the blog about a variety of topics related to inclusive library services. 

The post Targeting Autism: Serving Library Patrons on the Spectrum appeared first on ALSC Blog.

“74/365 – autism awareness” by Becky Wetherington is licensed under CC BY 2.0

Why not make this April your chance to reach out to the families in your community who are affected by autism? Anything you do can make a positive impact: from offering a program like Sensory Storytime to something more passive like creating a display, booklist, or web post. The important thing is that families with children on the autism spectrum feel welcome and included in the life of the library.

One way to get families with children with all types of disabilities into your library is to offer an informational program for parents and caregivers. Did you know that in every state there is a dedicated Parent Training and Information Center (PTI) that offers information and workshops about disabilities, special education rights, and local resources for families? PTIs are funded by the US Department of Education Office of Special Education Programs.

Some states also have Community Parent Resource Centers (CPRC), which offer the same types of support as PTIs, but focus on reaching underserved populations (rural, low income, or limited English proficiency). You can use this interactive map to find the PTI or CPRC in your area.

Why reach out to a PTI? They can come to the library and do a workshop on Early Intervention, special education basic rights, the IEP process, or transition services (just to name a few). By offering a parent workshop like this, you can highlight the library as a place where families of children with all types of disabilities, including autism, can come together for learning and support. Once those parents and caregivers are inside the library, you can begin a larger conversation. “How can the library better support you? What types of materials or programs would be most useful for you and your child(ren)?”

While you’re at it, partner with your local Early Intervention office, Special Education department, Special Education Parent Advisory Council, and Arc. These established local organizations can help promote your event, and even be on hand to answer questions, hand out brochures, etc.

Have you offered parent workshops at your library? Did you work with your local PTI or another group? What topics are most useful for parents in your area? Let’s continue the conversation in the comments below.

Ashley Waring is a Children’s Librarian at the Reading Public Library in Reading, MA and a member of the Liaison with National Organizations Committee.

The post April is Autism Awareness Month – Partner Up to Reach Families in Your Community appeared first on ALSC Blog.

Lately, I’ve been investigating and thinking about ways we serve young people with special needs, and how it ties in with the heightened focus on diversity.

At yesterday’s “Diversity Matters: Stepping It Up With Action!,” publishers and librarians engaged in a fascinating dialogue about practical ways we can include all voices. We should: hire more diverse staff; reach out to authors from underrepresented backgrounds; do targeted outreach; and develop partnerships with community organizations. But, as many audience members pointed out, our efforts should not only address race, culture, and sexual orientation, but should also include people with special needs.

Here are a few highlights of special needs resources found/represented at #alamw15:

*Remarkable Books about Young People with Special Needs: Stories to Foster Understanding by Alison M. G. Follos (Huron Street Press, 2013)

*Children with Disabilities in the Library – an ALSC online professional development course.

*Schneider Family Book Award, which “honor an author or illustrator for a book that embodies an artistic expression of the disability experience for child and adolescent audiences.”

• 2014 YA Winner: Rose Under Fire by Elizabeth Wein (Hyperion)
• 2014 Middle School Winner: Handbook for Dragon Slayers by Merrie Haskell (Harper Collins)
• 2014 Children’s Book Winner: A Splash of Red: The Life and Art of Horace Pippin by Jen Bryant; Illustrated by Melissa Sweet (Alfred A. Knopf)

*The Association for Specialized and Cooperative Library Agencies (ASCLA), a division of ALA which provides support and services for libraries and librarians serving special needs communities.

*AccessAbility Academy training module (ASCLA): “Positive Interactions: Making the Library a Welcoming and Empowering Place for People with Disabilities”

* @DisabilityInLit (Twitter feed) – Disability in KidLit, which focuses on the portrayal of disabled characters in MG/YA novels.

*Brooklyn Public Library offers the Child’s Room for Children (and Teens) with Special Needs, which features a universal design space and inclusive programming: a universal Makerspace, gaming, garden club, Legos, and story hours.

*Weplay – #alamw15 was the first time this vendor came to an ALA conference. Their focus is “physical movement and cognitive development equipment.” They offer a free 94-page Sensory Storytime handbook, developed especially for libraries.

Do you have more resources to share? Please post in the comments field.

The post Diversity: Special Needs at #alamw15 appeared first on ALSC Blog.

ALSC Online Education (image courtesy of ALSC)

Happy holidays from ALSC!

Know what makes for happy holidays? The encouragement and enthusiasm of learning alongside your peers in an ALSC online course.

Registration is now open for the winter 2015 ALSC online course season. Topics include children with disabilities, STEM programming, using puppets, and storytime. Classes start Monday, January 5, 2015.

Three of the courses being offered this semester are eligible for continuing education units (CEUs). The American Library Association (ALA) has been certified to provide CEUs by the IACET. ALSC online courses are designed to fit the needs of working professionals. Courses are taught by experienced librarians and academics. As participants frequently noted in post-course surveys, ALSC stresses quality and caring in its online education options. For more information on ALSC online learning, please visit: http://www.ala.org/alsced

Children with Disabilities in the Library
6 weeks, January 5 — February 13, 2015
CEU Certified Course, 3 CEUs

Science, Technology, Engineering and Math (STEM) Programs Made Easy
4 weeks, January 5 — January 30, 2015
CEU Certified Course, 1.2 CEUs

Storytelling with Puppets
4 weeks, January 5 — January 30, 2015

Storytime Tools
4 weeks, January 5 — January 30, 2015
CEU Certified Course, 2 CEUs

Detailed descriptions and registration information is available on the ALSC Online Learning site. Fees are $115 for personal ALSC members; $165 for personal ALA members; and $185 for non-members. Questions? Please contact ALSC Program Officer for Continuing Education, Kristen Sutherland or 1 (800) 545-2433 ext 4026.

One of the things that I love about librarianship is that it’s a dynamic profession. It is an evolving field that challenges us to continuously learn and grow in our professional development to better serve our communities.  As a member of ALSC’s Library Service to Special Population Children and Their Caregivers Committee, we have a specific goal to advocate for special populations children and their caregivers.  We strive to discover, develop, and disseminate information about materials, programs and facilities that are available at the library for these groups of patrons.  One of the things that we suggest is that library staff at all levels participate in continuing educational programs and classes about serving these special populations.  Here is a current list of online resources available through ALSC, ASCLA, YASLA, and Webjunction for you to help you grow in awareness and competency in this area.

• Children with Disabilities in the Library online course
• “City Librarian, Country Library” student session
• Using the Every Child Ready to Read @ your library® Toolkit with Spanish-Speaking Communities webcast
• What’s After Storytime: Programming for Children and Tweens With Autism webcast
• Sensory Storytime: Preschool Programming That Makes Sense for Kids with Autism webcast
• YALSA’s Beyond Booklists online course
• Webjunction’s Serving the Underserved: Children with Disabilities at Your Library archived webinar
• Webjunction’s Rainbow Family Connections: Embracing LGBTQ Families at Your Library online course
• ASCLA’s Going to Jail: How Juvenile Books Portray the Prison Experience online course
• ASCLA’s Improving Library Services to People with Disabilities online course

Be sure to also check out ALSC’s list of Professional Tools for Librarians Serving Youth.  You’ll find a lot of great information about access, advocacy, diversity, public awareness, and more.

Renee Grassi, LSSPCC Committee Member

This is not an uncommon situation.  I’ve had many conversations with librarians who share similar stories.  “I did all this research and developed this awesome new Sensory Storytime program…but no one came.  I want to draw new families to the library, but I don’t know how to reach them.  What should I do?”  My response if often much longer than the inquiring librarians ever intended, but that’s because it’s a multifaceted issue.  There are many different things to consider when hosting a program for children with special needs.  So, if no one is coming to your Sensory Storytime at your library, here are a few things you can do:

• Cultivate Partnerships: Partner with local organizations to help spread the word.  There are many places in your community that serve families with children with special needs, including hospitals, health centers, therapy centers, doctor’s offices, park districts, and museums.  Contact your local chapter of state-wide and national disability related organizational groups.  Consider hosting a special needs resource fair at your library, like Evanston Public Library did just this month, and invite these organizations to present at your library.  Otherwise, ask if you can attend one at a local school or community event.  Many organizations are looking for free recreational opportunities to share with families, and Sensory Storytime would be just the kind of program they might be willing to help promote.
• Rebrand: To keep a program fresh and appealing to our communities, sometimes we need to repackage and rebrand it. Maybe the name “Sensory Storytime” is not a draw to families.   Consider changing the name to “Special Needs Storytime,” or use more inclusive language like “Storytime for Children of All Abilities.”  Maybe your program is being offered on a day of the week or a time of day that doesn’t work for families in your community.  Switch it up and change the day and time, but don’t forgot to ask families first what works best for them.  Here are also 10 Quick Tips for Marketing to this audience.
• Focus on Inclusion: The reason your library is receiving low attendance–or none at all–could be because a storytime program specifically for children with special needs doesn’t work for your families.  It can be hard to attend a program for one child, when there are two or three other younger or older children that don’t fit in the correct age bracket for that program.  Consider a more inclusive approach and develop programming that is open to the entire family, including siblings.  There are many benefits to having the family attend as a unit, including the fact that it is a lot easier for families to attend together.
• Try a Different Program: You could switch gears and focus on developing a completely different program all together.  Perhaps you might want to target a different age group, offering Sensory School-age Programming for older children or Sensory-Friendly Films for the whole family.  You might even want to host a Board Game and Pizza Night for Tweens of All Abilities, like Deerfield Public Library did.  For whatever reason, a storytime program may not be a draw in your community, but there are many other things you at your library can do to offer programming for this audience.

If you have already tried these tips and still aren’t reaching families, perhaps library programming is not what your community wants.  And that’s okay.  Many families with children with special needs are over-scheduled with doctor visits, therapies, parent/teacher conferences about IEPs, and play dates.  Instead, here are some other things your library might want to consider to expand services to families with children with special needs:

• Focus on Outreach: Instead of trying to invite kids to the library, make trips to the local schools and make visit their classrooms.  Bring Sensory Storytime on the road, or even consider asking if their class would be able to do a community outing to visit the library.  There is a lot you can do to make these visits meaningful.  Here are just a few ideas, including curriculum on life skills teaching manners, as well as some general tips about visiting classrooms.
• Develop Your Collections: Don’t forget about your library materials!  You can serve the needs of families with children with special needs by developing your existing collections, or creating new ones.  You may want to consider Early Literacy or Sensory Kits, connecting with your local Braille and Talking Book Libraries or ordering more books in braille, offering more hi-lo reading material, or developing your parent/teacher collection to include more books on special needs related topics.  Don’t forget about the Schneider Family Book Award, which recognizes books that highlight the disability experience.  Just as we work to make our programs and services more inclusive and diverse, we shouldn’t forget that our collections should represent and reflect the diversity in our communities as well. 
  
• Train Staff:  Even if your library has the best new program or service, it won’t matter if other library staff members in other departments are not committed to serving families inclusively.  This could be a huge deterrent for some families.  Disability Awareness Training is necessary for us in libraries to make our libraries more accessible and friendly for everyone. No matter what your library does to welcome children with special needs–whether it is programming, outreach, services, or collections–it’s important that your entire organization is on board with inclusive customer service.

What are your ideas for welcoming families to your Sensory Storytime programs?  Feel free to share below!

Changes have occurred since I wrote the blog post, Learning about Disabilities in December 2011.  At that time I said, “Many librarians say that no one with a disability has visited their library.”  This is no longer true.  Most librarians have interacted with patrons who have physical, developmental or cognitive disabilities.  It is satisfying that people with disabilities and their families now turn to the library for resources and programming.

However, in many cases librarians feel ill-equipped to provide appropriate services to this recently identified group of patrons.  Research supports this view.  An IMLS funded research study found “…librarians rated their knowledge and skills for working with students with disabilities lowest and no librarian reported providing differentiated instruction to students with individualized education programs (IEPs)”  (Small, R. V., Justus, K. A., & Regitano, J. L. (2014). ENABLE-ing school librarians to empower students with disabilities. Teacher Librarian, 42(1), 18).

In the courses that I teach, there are often recent library school graduates who tell me that their degree program contained no mention or assignment about serving people with disabilities.  That is why I am happy to again teach the ALSC online course, Children with Disabilities in the Library.  This is one of four ALSC sponsored online courses that will be offered beginning January 5, 2015.

Children with Disabilities in the Library will be a six week course that combines reading juvenile books, examining library services to children with disabilities and creating plans for services in your community.  The asynchronous course will use Moodle, which allows learners to log in and complete course work at a time that is convenient for them.

Four novels for children will be the centerpiece of the course.  We will read Joey Pigza Swallowed the Key by Jack Gantos, Deaf Child Crossing by Marlee Maitlin, Reaching for Sun by Tracie Vaughn Zimmer and Rules by Cynthia Lord.  After discussing the books, there will be assignments designed to understand public and school library services to children with disabilities.  Since appropriate library services are best when planned with an individual in mind, a final project will allow library staff to create a program, resource, training or presentation that can enhance their community.

Course participants who complete the six week (January 5 – February 13, 2015) course, Children with Disabilities in the Library, can earn 3 CEUs (Continuing Education Units).  Registration for this and other ALSC online courses is now available by phone (800-545-2433, ext. 5) or at ALA Online Learning.

Anyone with further questions about the course, Children with Disabilities in the Library, should feel free to contact me at [email protected] .

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Photo by Kate Todd

Our guest blogger today is Kate Todd. Kate has retired from her work as a librarian at The New York Public Library and Manhattanville College.  She now provides online courses and webinars for ALSC and ASCLA.  She has published several journal articles and made presentations at professional conferences and seminars.  In addition to services to people with disabilities, her professional interests include leveling of children’s books, library services to incarcerated youth and gaming in libraries.  Her Twitter handle is @katetodd42 .  

Please note that as a guest post, the views expressed here do not represent the official position of ALA or ALSC.

If you’d like to write a guest post for the ALSC Blog, please contact Mary Voors, ALSC Blog manager, at [email protected].

ALSC Online Education (image courtesy of ALSC)

It will be once January rolls around and what a perfect time to refresh your library programs! ALSC online courses are a great way to introduce new ideas and energy into your programs and services. Registration is now open for the winter 2015 ALSC online course season. Classes start Monday, January 5, 2015.

Three of the courses being offered this semester are eligible for continuing education units (CEUs). The American Library Association (ALA) has been certified to provide CEUs by the IACET. ALSC online courses are designed to fit the needs of working professionals. Courses are taught by experienced librarians and academics. As participants frequently noted in post-course surveys, ALSC stresses quality and caring in its online education options. For more information on ALSC online learning, please visit: http://www.ala.org/alsced

Children with Disabilities in the Library
6 weeks, January 5 – February 13, 2015
CEU Certified Course, 3 CEUs

Science, Technology, Engineering and Math (STEM) Programs Made Easy
4 weeks, January 5 – January 30, 2015
CEU Certified Course, 1.2 CEUs

Storytelling with Puppets
4 weeks, January 5 – January 30, 2015

Storytime Tools
4 weeks, January 5 – January 30, 2015
CEU Certified Course, 2 CEUs

Detailed descriptions and registration information is available on the ALSC Online Learning site. Fees are $115 for personal ALSC members; $165 for personal ALA members; and $185 for non-members. Questions? Please contact ALSC Program Officer for Continuing Education, Kristen Sutherland or 1 (800) 545-2433 ext 4026.

A few weeks ago, a special education teacher approached our Youth Department, asking if a librarian might be able to plan a visit for her life skills class of high school students. Her class made regular visits to our library once a month to read and check out books. They were already comfortable visiting the Youth Department, since the materials that they were most interested in were housed in our part of the library. As much as she and her class enjoyed these visits, she wanted to explore the possibility of making the visit richer with learning and interaction, involving a librarian to lead 30 minutes of stories activities. Her goals for the visit were relatively simple: read books which demonstrate using manners in social situations, incorporate sensory and movement activities into the visit, and provide opportunities for her students to practice using manners in real life situations. Her students had been practicing using their manners in the classroom, in the lunchroom, and had plans to make a few field trips outside the school to extend the learning. We, of course, just had to say yes!

A great tip for collaborating on a school visit is to ask questions and plan ahead. Ask if there is a particular reading level that works best for readalouds. As the teacher and I discussed the visit, I learned that picture books and easy non-fiction materials would work best for her class as readalouds. So, I selected several books to read—both fiction and non-fiction—that would be both informative and entertaining for the audience.

Another helpful tip is to ask what type of accommodations would work best for her students. For example, would creating a visual schedule of the visit’s activities help alleviate anxiety for her students? I also learned that her students would benefit greatly from the use of visual supports, as a way for them to see what was coming next. So, I put together a large group schedule, using Boardmaker images to coincide with the various activities. Each 8 1/2″  x 11” piece of paper included a large graphic as well as simple, easy to decode text. For example, I put together one sign that included the text “Play a Game” and displayed an image of a large, multicolored parachute.

You may also want to ask the teacher if her students have any specific triggers that might be helpful for you to know about in advance. For example, does music cause discomfort or distress in some of her students? If so, you may want to reconsider using a music CD and decide just to sign a song aloud using your own voice. The teacher did happen to mention that one of her students has the tendency to run when that student gets frustrated or upset. This was useful information for me to know, as I wouldn’t be caught off-guard in case this happened during the visit.

Here is an outline of the program that we implemented with her students:

• Review Visual Schedule: As a way to let the students know what we would be doing, I reviewed the visual schedule by going over each activity individually using clear and specific “First… Then…” language.
• Hello Activity: I began the storytime by introducing myself as “Miss Renee.” I then invited each students and teachers to introduce themselves to the classroom by saying “Hi, my name is…” Then, the group replied “Hello, [student’s name]” as a way to practice good manners by greeting others.
• Read a Book: How do Dinosaurs Eat Their Food by Jane Yolen
• Read a Book: Suppose You Meet a Dinosaur: A First Book of Manners by Judy Sierra
• Play a Game with a Ball: I pulled out four different sized sensory balls and invited the group to move into a circle. The object of this activity was to have each student to ask another student or teacher if they could pass them the ball using their most polite manners. For example, “Daniel, would you please roll me that purple, spiky ball?” We passed, rolled, bounced, and threw the balls twice around the circle, allowing each student the chance to participate a few times.
• Read a Book: Manners in the Lunch Room (Way to Be: Manners! Series) by Amanda Tourville
• Play a Game with a Parachute: I brought out the parachute, and asked if everyone would stand up. This time, we went around the circle and each student was encouraged to dictate to the group (using their manners) what they wanted to do with the parachute. For instance, Jean would say “Could we please wave the wave the parachute up and down really fast?” Each student was allowed a chance to have the group play with the parachute in their own way.
• Read a Book: Manners in the Library (Way to Be: Manners! Series) by Carrie Finn
• Sing a Song “If You’re Happy and You Know It” (with ASL): We sung the first verse of this traditional song, but then incorporated ASL signs that aligned with our theme in the additional verses. For example “If you’re polite and you know it, just say “please.” (ASL sign for please) and “If you’re grateful and you know it, just say “thank you.” (ASL sign for thank you). Check out Jbrary’s great post about Using American Sign Language in Storytime for more ideas about how to utilize ASL in programs.
• Library Activity: The teacher instructed the students to write note cards in advance with questions they wanted to ask librarians. The students took turns going to the desk and asking their questions, and the librarians took them to the shelves to help them find books that they liked based on their interests. After they practiced asking their questions and using their manners, librarians gave each student a small incentive (a sticker) for visiting to the library.

Overall, it was a fantastic success–so much so that the teacher asked if we could make this a regular part of their monthly visits.  And again, how could we say no?

Partnering with your local special education district is a great way to provide students with disabilities opportunities for learning outside the classroom. By giving students the chance to practice life skills in a library environment, librarians can help prepare them to be successful in their daily lives. It’s important that all library staff at all levels are aware and prepared to provide excellent, inclusive library service. Children’s, Tween, and Teen Librarians can work together to lead this type of programming. So, the next time that you are approached by a local special education teacher, think about getting your tween or teen librarians on board, too.

For more great ideas about lesson planning for tweens and young adults with special needs, check out this fantastic post written by Sarah Okner from the Vernon Area Public Library about her experience Visiting High School Special Education Classrooms.

Serving a diverse community can be difficult, especially when you are dealing with diversity across the physical, mental, and emotional spectrum. Often the social aspect of the library can be off putting for children, and parents of children with developmental disabilities. For children on the Autism spectrum, the child’s inability to regulate behavior can be problematic in a highly structured setting (such as a library program). Children with physical disabilities may feel that they are limited in how they can participate in library programs. But often the simplest programs can be the most effective and by offering a new or unique opportunity the library becomes a safe place to engage in something outside their preconceived limitations.

Do you have a pre-set program time for children with disabilities? Do you have a pre-set time for family programs? Consider a family program featuring beginner and child friendly yoga. No matter how you incorporate it, I encourage you to use yoga as a way to bring all your patrons together. If offers the opportunity for all children to interact in a safe social environment.

Children enjoy the same benefits of yoga as adults: increased body awareness, strength and flexibility, as well as stress relief and relaxation. Yoga encourages self-acceptance, compassion, kindness, and discipline. All of this while celebrating creative expression, individual differences, and their place in the community. All of these are extremely important in the life of a child dealing with developmental delays or physical restrictions. Anecdotal reports describe success in reducing obesity and discipline problems, decreasing anger and panic attacks, and enhancing concentration and academic performance. Health problems, such as headaches, stomachaches, constipation, back pain, and colds or sinus problems, are reportedly improved with a yoga practice. (1) A certified yoga instructor can lead and demonstrate proper technique and offer advice and tips. Activities in this program can include age-appropriate poses, breathing exercises, relaxation, and partner poses between parent and child. Even a child with physical limitations can participate in the regulated and guided breathing exercises that accompany yoga practice.

While the research on the effects of yoga in children is lengthy, a tertiary literature review only uncovered a few empirical studies on yoga and the disabled. But using the early literacy principle of “play” and its importance in early childhood development, if you use yoga as an inclusive game, the possibilities for reaching children expands.

A 2011 study published in the International Journal of Yoga examined the positive combined effect of inclusive games and yogic relaxation on selected domestic skills among physically challenged boys. (2)

Since 2001, in a north London hospital, Jo Manuel has been providing yoga therapy sessions for children with a variety of special needs, from autism to cerebral palsy. Manuel and her 12 colleagues see around 500 children per week, and while some children do have physical restrictions the simple act of rhythmic breathing can bring a sense of calm and relaxation to both the children and their caregivers. (3)

Consider adding these titles  in order to make your program reflective of your collection.

You are a Lion:and other fun yoga poses is a fun interactive title that invites children to pretend to be different animals as they do various child friendly poses.

(Image from Pipin Properties)

My Daddy is a Pretzel: yoga for parents and kids is a great story time title. With it’s whimsical look at yoga practice, it offers great introductions for adults and children.

(Image from Barefoot Books)

Sleepy Little Yoga is a wonderful title that introduces nine poses perfect for preparing your toddler for bedtime.

(Image from Macmillan)
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1. White, Laura Santangelo. “Yoga for children.” Pediatric Nursing Sept.-Oct. 2009: 277+. Expanded Academic ASAP. Web. 16 Aug. 2014.
2. Duraisami, V., K. Jaiganesh, and S. Parthasarathy. “Combined effect of inclusive games and yogic relaxation on the selected domestic skills among physically challenged boys.” International Journal of Yoga 4.2 (2011): 100. Expanded Academic ASAP. Web. 16 Aug. 2014.
3. Cooper, Catherine. “A calming influence: a yoga centre helping children with special needs has been achieving some impressively positive results.” Nursing Standard 24.50 (2010): 24+. Expanded Academic ASAP. Web. 16 Aug. 2014.

Lesley Mason is a children’s librarian at the District of Columbia Public Library. She earned her Master’s Degree in Library Science from Clarion University. She specializes in Early Literacy and can be reached at [email protected]

Do you have an innovative new program or service that requires funding? Are you looking to serve an underserved part of your community more fully?  The ALSC/Candlewick Press “Light the Way: Outreach to the Underserved” Grant is a great opportunity for your library!

The Light the Way Grant was formed in honor of Newbery Medalist and Geisel Honoree author Kate DiCamillo. The spirit of the award honors the themes represented in her books.  The award itself consists of a $3,000 grant to assist a library in conducting exemplary outreach to underserved populations through a new program or an expansion of work already being done. So, whether yours is a new idea or one that has already been put into place, your library would be eligible.

The  ALSC Library Service to Special Population Children and Their Caregivers Committee has the honor of selecting the winner. Special population children may include those who have learning or physical differences, those who speak English as a second language, those who are in a non-traditional school environment, those who live in foster care settings, those who are in the juvenile justice system, those who live in gay and lesbian families, those who have teen parents, and those who need accommodation service to meet their needs.

Be inspired by the impact and the work of the 2014 ALSC/Candlewick Press “Light the Way” current grant winner. Don’t forget to check back on the ALSC website for the most current grant application to be available soon!

I’ve been thinking a lot lately about serving adults with special needs as a children’s librarian. I work at a large urban library and we have the luxury of having a specific children’s library area. Our policy states that you must be with a child or using children’s materials to be in the children’s library. This policy makes it clear that an adult with special needs can come into look for materials, but does allow for some grey areas. Here are a few related questions I’ve been pondering…

• What if an adult with special needs doesn’t feel comfortable in the adult parts of the library and would rather hang out in the children’s area?
• What if they want to attend a storytime that might be developmentally appropriate, but not age appropriate? How about registering for a developmentally appropriate summer reading program?
• Should we let them use our children-only internet computers or play on our iPads and AWE touchscreens?
• What happens if an adult makes a caregiver or child uncomfortable?

Serving adults with special needs can be difficult in many situations because the individuals without guidance are often in the most need of programming and services. In addition, some may be experiencing homelessness, adding another layer to the equation. Other barriers to providing targeted programming can include transportation, variety of developmental abilities, and marketing.

All of this makes me wonder…

• How does your library handle the information and service needs of this special population?
• How do you balance the needs and comfort of children/families with those of adults with special needs?
• Do you have a designated person who provides programming for this population?
• Do you have programs targeting this special population or do you make your regular children’s offerings more inclusive? (For an excellent example of targeted programming, check out the Sensory Storytime for Special Needs Adults provided by Durham County Library, NC.)

I don’t have the answers to these questions, as they are community-, library-, individual-specific. But I’m interested to hear how you handle situations such as these in your children’s areas. What other kinds of challenges or successes have you come across? Any words of advice for other librarians?

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Amy has her MLS from Texas Woman’s University and is a children’s librarian at the Denver Public Library. She is always on the look out for creative ways to incorporate the arts into children’s services and programming to extend books beyond the page. Check out Amy’s blogs: http://picturebookaday.blogspot.com/ & http://chapterbookexplorer.blogspot.com/

Please note that as a guest post, the views expressed here do not represent the official position of ALA or ALSC.

Full disclosure: I am not only a Children’s Librarian who advocates for inclusive programs and services for children with varying abilities, but I am also the parent of a child with a life-limiting genetic syndrome that causes significant developmental delays.  I am motivated to a great extent by my daughter to ensure that libraries across the country have the tools and training needed to create and/or improve their offerings for people with disabilities. It is my goal to have her enjoy visiting the library as much as I did as a child.

Many libraries today are addressing the needs of children with special needs to ensure inclusion in story time programs and successful visits for materials and other resources.  Sensory story times are the most popular offerings, but even a classic story time structure with simple modifications can be offered to include children with special needs.  If you are just getting started with creating inclusive story times and need some basic information to get the ball rolling, there is a great webinar offered through Infopeople that was put together by staff from the Contra Costa County Library (CA) titled, Inclusive Library Programs for People with Intellectual Disabilities. The webinar is fully archived with access to the presentation materials including slides, handouts, and the Q & A Chat with the live participants.  This webinar includes great information on creating inclusive programming for all ages as well as a segment focusing on Inclusive Story Time.

One of the resources suggested in the webinar to help you design appropriate content and develop a better understanding and awareness of the disabilities of children in your community is to connect with parents and professionals.  Communication with parents can be twofold.  It will provide insight into what parents feel are the needed adaptations and/or accommodations for their children to participate in a library story time, as well as create a channel for promoting your inclusive programming within the community.  Parents of children with special needs seek each other out and build strong networks of their own.  Getting the word out through these networks to promote your inclusive programs will help garner the participation and support you’ll need to make your program successful.

I have found many great resources for aiding youth librarians in educating themselves on getting started with programs and services to people with special needs.  One of the common concerns among staff is having the knowledge and understanding for working with children with disabilities.  I wasn’t prepared to be the mother to a child with significant health issues and developmental delays, but the more I worked with my daughter and cared for her, the more I have learned.  This will be true of working with children with special needs in the library.  You will learn more as you do more.  You’ll be thrilled to see how happy parents and local professionals will be to help teach you what you need to know.  Below is a list of several of the online resources I have recently found that can help you prepare for creating an inclusive environment for children of all abilities.

Professional Development:

Info People Webinar (Archived from August 2013), Inclusive Library Programs for People with Intellectual Disabilities

https://infopeople.org/civicrm/event/info?reset=1&id=55

Charlotte Mecklenburg County Library (Online Learning Archive)

http://www.cmlibrary.org/Programs/Special_Needs/

Association of Specialized and Cooperative Library Agencies: Library Accessibility – What you need to know

http://www.ala.org/ascla/asclaprotools/accessibilitytipsheets

SNAILS – Special Needs and Inclusive Library Services, a professional network of librarians in Illinois working towards increasing and improving inclusive services

http://snailsgroup.blogspot.com/

Resources and Examples:

Brooklyn Public Library – The Child’s Place, Information on programs for children with and without disabilities. Also check out their pamphlet about “Universal Design”.

http://www.bklynlibrary.org/only-bpl/childs-place

Skokie (IL) Public Library Resource List; a comprehensive list of print materials for adults and children

http://www.skokielibrary.info/s_kids/kd_COI/COI_bib.pdf

Center for Early Literacy Learning, resources for adapting activities during story time

http://www.earlyliteracylearning.org/pg_tier2.php

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Bethany Lafferty is the Assistant Branch Manager/Youth Services Department Head at Henderson Libraries – Green Valley Branch in Henderson, Nevada.  She can be followed on Twitter with the handle @balaff1.

Please note that as a guest post, the views expressed here do not represent the official position of ALA or ALSC.

If you’d like to write a guest post for the ALSC Blog, please contact Mary Voors, ALSC Blog manager, at [email protected].

There’s a wonderful article in the March 10, 2014 issue of People magazine called “A Helping Hand for a Friend” http://www.people.com/people/article/0,,20795392,00.html.

It’s the story of a 17-year-old boy who used plans for a Robohand from www.thingiverse.com and the 3-D printer at his local library to make a prosthetic hand for Matthew Shields, a nine-year-old family friend who was born without fingers on his right hand.  Awesome and heartwarming, and way beyond what most librarians think of when they introduce this technology.

(The original story, picked up by People, was covered by KCTV in Kansas City http://www.kctv5.com/story/24717704/teen-uses-3-d-printer-to-make-hand-for-boy. This photograph of Matthew Shields using his hand is reprinted with permission from KCTV.)

I loved the article, and it got me thinking…with or without a prosthetic hand, would someone like Matthew be able to use the library’s 3-D printer?  What if he were blind, or if he had ADHD or autism instead of a physical disability?  I would guess that few librarians who are now providing 3-D printers or offering MakerSpaces are asking those questions and making sure that the answers are “yes”.

Right now, MakerSpaces are all the rage in the library world. They are a wonderful way to introduce new technologies and to provide a new outlet for creativity, learning and community engagement.  But they are not for everyone, even in the libraries where they exist, though they can serve more community residents if accessibility becomes one of the considerations when designing MakerSpaces and Maker programs or when introducing new technologies like 3-D printing.

A couple of libraries are taking the lead in bringing Making to people with disabilities in their communities. One is the public library in Washington, DC. For example, in 2013 four students supervised by assistant professor Mega M. Subramaniam from the University of Maryland, collaborated with a team from FutureMakers (www.kidsmakethingsbetter.com) on a MakerSpace event for individuals with cognitive disabilities and visual impairments at a branch of the library. They introduced a number of accessible MakerSpace projects, including building and testing flying machines made from craft materials and designing tracks for a marble run. The students who worked on this project were so enthusiastic about it that they’ve written and are trying to publish a guide for librarians who want to design similar accessible MakerSpace projects.

Another library that has entered the arena is Brooklyn Public. They have offered robotics, CAD (computer aided design) graphic novels and Legos MakerSpace programs for tweens and teens and made sure that kids with disabilities could participate.

(Brooklyn Public Library makes STEAM programming accessible for tweens with and without disabilities. This photo is used with permission from librarian John Huth, The Child’s Place for Children With Special Needs, Brooklyn Public Library.)

When librarians think about accessibility, what usually comes to mind is a person using a wheelchair who may need wide aisles between book stacks and a ramp to reach the library door. But that is a limited view. Several years ago, I participated in a disability awareness workshop called “It Takes More Than a Ramp”, and this has never been truer than in this age of MakerSpaces and advanced technology.  It does take more than a ramp to serve those in our communities with learning differences or physical challenges.  It takes a little thought and a little conversation with them or their caregivers, and a little ingenuity to see how things can be tweaked to make them work for everyone.  But, the extra time and effort is worth it. After all, just think about what the Matthew Shieldses of the world will be able to accomplish with the help, not only of a talented neighbor, but also of a friendly and accessibility-conscious librarian.

Barbara Klipper is a youth services librarian, consultant and advocate for library services for children and teens with disabilities. She is also a former chair of the ALSC Library Service for Special Population Children and Their Caregivers committee. ALA Editions published her 2014 book, Programming for Children and Teens With Autism Spectrum Disorder.

 Look for a version of this post, including additional resources for programming in the Fall 2014 issue of Children and Libraries.

It seems lately that the blogs and listservs I’m reading have all started a conversation about focusing more on improving literacy for students with disabilities. One way to help your patrons who may not be receiving the help they need is to point them towards your local NLS (National Library Service for the Blind and Physically Handicapped) library.

When I tell people that I work at a braille and talking book library, there are typically two reactions: people have no idea we exist and/or they have the misconception that we only provide materials for people who are blind. One of my library’s biggest initiatives is to raise awareness about our services and our target populations. In short, we specifically provide talking books and magazines and braille for people of all ages who are blind, visually impaired, or are otherwise physically unable to read standard print which includes organic reading disabilities.

Each state in the US has at least one library that provides materials to patrons who qualify for the NLS service (Find your local NLS library). To obtain service, a patron simply needs to fill out an application that’s very similar to the traditional library card application that most libraries use.

From there, patrons will be mailed a machine and talking books (pictured) or braille books based on their reading preferences. We customize the service to that patrons can receive materials automatically based on favorite authors, genres, reading levels or topics or we can send them books only when they specifically ask for a title. All of the materials are postage paid and members of the service just need to use the USPS to return them to their NLS library.

Many of the libraries that are part of the NLS network also have programming for their patrons including support groups, musical programs, art workshops and children’s activities suitable for those who qualify for the NLS service.

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Jordan Boaz is the Children’s Librarian for the Andrew Heiskell Braille and Talking Book Library, a branch of New York Public Library. She regularly plans innovative, inclusive programming and outreach for children with disabilities. Jordan is experienced with story times, summer reading programs and reader advisory. She currently serves on the Library Service to Special Population Children and their Caregivers committee. She can be reached at [email protected].

Please note that as a guest post, the views expressed here do not represent the official position of ALA or ALSC.

If you’re going to the 2014 ALA Annual Conference in Las Vegas, you’re in luck!  You have many opportunities for learning and inspiration, including a wide variety of programs about inclusive services to youth in libraries.  Here’s a snapshot of some of the highlights you won’t want to miss.

• *Accessible eBooks: Ensuring that Your Library’s eContent is Universally Accessible to All (Saturday, June 28 at 8:30 am): As library’s purchase an ever increasing amount of electronic content, questions about universal accessibility become ever more important. In this session, attendees will learn timely options for making their collections accessible to patrons with print disabilities and will walk away with concrete steps and strategies that libraries can implement to ensure their ongoing accessibility.

• *Creating Fun, Accessible Programming for Youth with Disabilities (Saturday, June 28 at 10:30am): Youth patrons with disabilities are members of every public library’s population. This presentation will review best practices on accessible, engaging and entertaining programs for children of all ages and abilities. Throughout the presentation there will be examples and discussion of accessible technology options for children with varying disabilities and how to apply them to specialized programming that caters to their individual needs.

• *Creative Collaborations: Successful Partnerships That Serve Children With Autism (Saturday, June 28 at 1 pm): With the incidence of autism now at 1 in 88, children with this disability need our libraries. Librarians want to serve this population, but may not have the expertise or resources to offer appropriate programming. This panel will feature librarians who forged partnerships with outside organizations in order to serve their young patrons with autism in new and exciting ways. Find out how they did it, and be inspired to do it too.

• *Creating a Safe Library Space for All Youth (Saturday, June 28 at 3 pm): Libraries are in a unique position to be a safe and central location for many youth to turn to. Join us for a discussion of how we can make libraries a safer more welcoming space that meets the needs of all youth.

• *Stepping Up: Providing Effective Library and Information Services, Programs, and Resources to Students with Disabilities (Sunday, June 29 at 3 pm): Research has demonstrated that school librarians often lack the skills and knowledge to effectively design, implement and evaluate services, resources and programs for students with a range of physical, neuro-developmental and/or learning disabilities in their schools. This session will be led by four distinguished university faculty with different perspectives and areas of expertise: disabilities law, leadership and advocacy, communication disorders, and motivation and instructional design. The presenters will use a variety of interactive knowledge-building exercises and participative activities (e.g., what it is like to have a learning disability, how to create an accessible library facility) that motivate and engage participants.

• *Free and Affordable Apps for Accessibility (Saturday, June 28 at 1 pm): Library personnel are the greatest resource in providing outreach services to those with special needs or underserved populations. Free and low cost applications for smart phones and tablets have gone beyond simply games and utility functions and can be used to increase accessibility for library patrons of all ages. These apps and how to implement them in the library’s existing outreach resources will be discussed and demonstrated, and a go-to list of further resources will be provided.

How does your library  welcome children with special needs?   Have you thought about offering sensory storytimes for children on the autism spectrum or with sensory processing issues? Can technology help librarians serve this population better?  Amy Price, Librarian at Oakstone Academy in Westerville, Ohio developed Digital Sensory Storytime to help meet student needs. Oakstone serves many students with autism or sensory processing issues. Additionally, in cooperation with the State Library of Ohio, Price created a series of video tutorials that detail her process: Digital Sensory Storytime on the Ohio Ready to Read website. This site also includes a resource guide with a sample digital sensory storytime, app recommendations, and more! It a wonderful starting point for anyone interested in understanding and serving this population.

Interestingly, Price has found interactive digital stories have particular aspects that are especially effective for children with sensory processing issues. Price notes three essential characteristics of an interactive digital story:

• full color pictures
• full text (preferably highlighted)
• an audio read to me function

For example, the read to me function of a digital book is especially valuable because it can be understood more easily by a person with auditory processing issues: the word is pronounced exactly the same each time in the digital story, whereas a human voice may pronounce the same word slightly differently each time.

Example of a page from a social story created by the author.

Additional techniques Price includes are picture schedules, social stories and how to create them, and other aspects to consider such as lighting, sounds, smells, etc. when thinking about creating a welcoming environment to support these children. The video tutorials definitely increased my own awareness of differing needs. And don’t worry if you don’t have time/staff to create an entirely new program: Price advocates for including these children in traditional storytime and offers tips to help make inclusion successful.

If you are interested in learning more about serving patrons with autism and sensory processing issues, there are many great resources to help you get started:

• ALSC Blogger Renee Grassi posts on sensory storytimes (and films) and serving children with special needs offer more insight and resources.
• Videos and resources from Libraries & Autism: We’re Connected, developed by the Scotch Plains Public Library and Fanwood Memorial Library are helpful for all library staff as children who come to storytime will also check out materials and visit other parts of the library.
• Also of note is a recent book Programming for Children and Teens with Autism Spectrum Disorder by Barbara Klipper, ALA Editions, 2014.

-Robin L. Gibson is a Youth Services Librarian at the Westerville Public Library in Westerville Ohio and member of the Children and Technology Committee.

Created using Tagxedo

Since I started serving on the Committee for Library Services to Special Population Children and their Caregivers I am often asked, “What do you mean by special population?” The more I think about this question, the more I realize that the answer is far from straight forward.

Defining Special Populations

The term “special population” covers a wide range of communities, from ESL students to children with incarcerated parents. Other special populations can include children who::

• live with foster families
• live with single, separated, or divorced parents
• live in remote or difficult to reach areas (urban, suburban, or rural)
• have learning, physical, or mental disabilities/differences
• are homeless
• are adopted
• are mixed race
• are in the juvenile justice system
• are part of the LGBTQ community
• come from various cultural/ethnic backgrounds

This is by no means a complete list of special populations. These categories are not exclusive; some children belong to two or more special populations at the same time.

Your Community

Research your community to identify special populations in your particular area. Just because a special population exists in the world does not mean that it exists in your community. Also, keep your eyes open as your community changes to see if a special population emerges over time.

Identification

In some cases identifying members of a special population can be obvious due to appearance. A  child/caregiver might also mention it during a conversation at storytime or during a reader’s advisory interaction. In other cases, it is not so obvious. Sometimes the child and/or caregiver will not readily share information about the communities to which they belong. They may be embarrassed, scared, or just value their privacy. As much as you want to help a patron, remember to respect their choices and privacy as you would in any other situation.

There are two major ways to begin connecting with special populations in a respectful yet helpful manner. The first is to talk with a self-identified caregiver who is willing to give you feedback on desired services and programs. Ideally, talking to one caregiver will lead you to communicating with more caregivers so you can gain a wide range of ideas and needs. The second method is to start a community partnership with an organization already known and trusted by the target special population. Both ways allow you to gain insight into the special population from an insider.

Services and Programs

As you plan, consider the pros and cons of exclusive programs and services. Reaching your targeted audience is the goal, but that does not always mean you have to exclude other patrons at the same time. For instance, how can you adapt your regular storytime to be more accessible and enjoyable for ASD children? On the other hand, some programs, such as book clubs for children in the juvenile justice system, are necessarily exclusive. Remember that sometimes pointing out differences is more harmful than helpful. Clearly, there is not one correct answer here. Make informed choices based on your community and ask members of the community what they think/want/need.

Conclusion

There are a lot of special populations to consider, but do not be intimidated! Start by identifying one or two populations in your community and go from there. Remember that all patrons are individuals, not just members of one group or another. Creating services and programs for special populations is really just a way to make sure the library is accessible and welcoming to everyone.

For more resources to get started serving special populations, check out Renee Grassi’s post, “Learning about Serving Special Needs Populations”, as well as Amy Johnson’s post, “Serving Special Population Children in the Library…How Do We Get Started?” You can also search the ALSC blog for posts using the keywords “special populations.”

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Amy has her MLS from Texas Woman’s University and is a children’s librarian at the Denver Public Library. She is always on the look out for creative ways to incorporate the arts into children’s services and programming to extend books beyond the page. Check out Amy’s blogs: http://picturebookaday.blogspot.com/ & http://chapterbookexplorer.blogspot.com/

Please note that as a guest post, the views expressed here do not represent the official position of ALA or ALSC.

What is the ultimate goal of your library’s summer reading program?  Is it to increase statistics of the amount of participants or the number of minutes read?  Or is to make an impact on the lives of children?  This was a question that was discussed at the last SNAILS meeting, a group that meets on a quarterly basis to talk about expanding services to youth with special needs.  We all know that Children’s Departments across the country are buzzing this time of year, gearing up for the summer season–and rightly so!  It’s that time of year when we have the opportunity to encourage and reward reading in all of its forms through our annual summer reading programs.   It’s also that time of year when we have the chance to do a lot of outreach, advocating for the value of the public library to nonusers and new families. What about families with children of special needs?  How are they being included or excluded from our annual summer reading programs?

Your library may be one of the libraries that has decided to move away from the traditional “reading” program.  Maybe you have developed a summer program that is more experiential in nature.  Perhaps your library even encourages participants to set their own goal for completing the program.  It’s true–libraries are buildings that house books, but through our summer reading programs, we have an opportunity to do so much more than that.

With only a few more weeks left before summer reading begins, take some time to rethink your library’s program.  Reflect and ask yourself these questions:

• What is our ultimate goal for library summer reading programs?
• What benefits do summer reading clubs provide for families of children with special needs?
• What barriers (physical? perceived?) exist that prevent children with special needs from participating in summer reading clubs?
• What are some strategies to make our summer reading clubs accessible from the start (ie. universal design)?
• What are some examples of accommodations that can we make as we go along?
• What are some methods for inviting families of children with special needs to participate in our programs? (Remember, it’s all about marketing!)
  

Do you have the answers?  Share your ideas below!  For further reading, check out this thought-provoking article entitled Summer Reading Club: Inviting Accessibility by Children’s Librarian Tess Prendergast. You can find Tess on Twitter here, where she advocates for early literacy, inclusion, and the role of public libraries in supporting families.