WHAT'S NEXT? WHEN KIDS OUTGROW SENSORY STORYTIMECassie Runkel

Youth Services Librarian

Ocean County Library, Brick branch

Contact: cassierunkel@gmail.com or find me on Facebook!

SPECIAL NEEDS STORIES, TUNES, AND MOVES

Description: Ages 7-13 - Older kids with special needs, different abilities, and those on the autism spectrum are invited to join us for a fun time with

peers including a story, music, movement, and more!

*Use of different abilities is per the term's use in OCL's Diversability initiative. *

HISTORY & GOALS

The Brick branch has a long history of providing targeted programs for children with special needs.

Our goal is to provide fun, social programs in a warm environment.

Target audience: wide umbrella of special needs, disabilities, and autism spectrum disorders.

FINDING ATTENDEES

Calls and emails to Special Education PTA Special Education Coordinators POAC – Parents of Autistic Children Contacts from previous programs

Events Attended POAC Annual Walk SEPTA meeting(s)

TARGETED COMPONENTS

Fine motor skills Activities that use fingers

Gross motor skills Activities that use whole bodies

Sensory exploration Social skills (FUN! PLAY! CONFIDENCE!) Transitions between activities

#SQUAD

Our current attendees are very diverse. Some of us have…

Asperger syndrome Autism spectrum disorders ADHD Cerebral palsy Down syndrome Unknown/undisclosed

Some of us are more mobile than others. Some of us are more verbal than others. This diversity seems to bring us together as special individuals.

PLANNING Explore Pinterest and Google. Sample search terms

include: autism, special needs, therapy (paired with movement, occupational).

Most activity books have great ideas for the home and classroom, fewer that are program-friendly.

Primary method is trial-and-error, but we always have fun.

Spoke with an OT before the first program to lay the groundwork. (Who new big kids loved the ‘chute?)

Found information from previous program titled “Fun with Friends” and utilized basic format and concepts. (Email me for this document)

WHAT WE DOWe use a visual schedule, which has definitely helped with self-regulation. Some of the kids like to take turns taking items off the schedule.

No program items are visible until it is time for that activity. This is important for practicing self-regulation. Just like in storytime, create a boundary for your space.

Hello:

Hello (Name), (Name) is my friend, Hello (Name), and here we go again!

Pop Toobs/Tubes

Organic play – make suggestions based off what the children are doing. Recognize children by name as examples of what can be done with the tubes.

Book

Read a book out loud and discuss it briefly.

WHAT WE DOMusicBefore the program, gather rhythm instruments: one for each participant and staff member. Parents/helpers not included.Ask children to gather in a circle.Explain to children that everyone will get a chance to play every instrument.Practice the following rhyme twice:

Let’s make some rhythm all together,Let’s make some rhythm, sounds alright!Let’s make some rhythm all together,Now let’s pass them to the right!

Pass out the instruments individually, try to find some rhythm, and get started with the first rhyme.ParachuteMake some waves and warm up.Put a ball in the center and have everyone try to guide it to the name the leader calls out.Have two people switch places until everyone gets a chance to go across at least once. Craft 

BEST CRAFTS…SO FAR. Sand Art Pompom Truffula trees with pipe cleaners and

playdough base Discovery bottles

Oil, water, glitter, sequins, beads, etc. Foil painting

Mix tempera with school glue so it doesn’t peel/flake

OTHERS Free play with model magic. Fun, but less

successful. Volcanoes—entertaining, messy. Tambourines: motor skill hurdle made it

frustrating.

OTHER STUFF WE TRIED

Movement song with colorful maracas—moving arms in different directions to cross the mid-line and moving our feet as well.

Ice Breaker: Shake Your Shaker If… (you have have a brother, sister; you are wearing pink).

A Tangled Web Game #LibrarianFail

#LIBRARIANPROBLEMS

Outline has been fine tuned over time.

Varying interests and reading levels makes choosing books difficult. The best so far has been The Lorax (with some abridging). A list of recommendations will be uploaded.

Crafts are also a hurdle. Interest levels come into play—and it’s not fun for everyone when we push motor skill boundaries.

Lesson learned: put tables together for larger group crafts. This supports socializing and avoids alienating anyone.

CASSIE’S TIPS For crafts and activities—find the sweet spot. We don’t want to

frustrate the kids, but we can still practice certain skills.

Promote, promote, promote—inside and outside of the library.

Have a helper/volunteer/second staff member at all sessions.

Don’t sweat small group numbers. In fact, those can lead to stronger bonds.

Relax! Most parents and kids are happy to go with the flow.

Get honest feedback, anonymous if possible.

Read/Pin about adaptive ideas for classrooms and the home. Read about autism spectrum disorders. Read about physical and cognitive disabilities. Bring your passion and a positive attitude to the group and you will be successful.

SURVEY SAYS!

In August 2015 I sent an online survey to parents.

“I am so happy that this program finally exists.”

“…perhaps a young staff member or volunteer would like to assist those with physical challenges. I love helping my daughter but she might prefer if mom wasn’t in the group!”

“Maybe a helper for librarian. Sometimes things get hectic.”

MOVING FORWARD In September, a retired Librarian’s granddaughter, age

11, acted as both a helper and an attendee. It was fantastic.

I’d like to be able to consult with an occupational and/or behavioral therapist about best practices for program success.

Survey parents again—make a paper option.

I want to integrate more movement, such as a short, choreographed dance.

Adapting program materials for kids with low muscle tone.

QUESTIONS, IDEAS?