Do you have questions about making your storytime more accessible for children with special needs? Join us for this session with information that addresses physical and emotional challenges that some children who come to your storytimes might have. Find out how to prepare a sensory storytime for children as well as serving caregivers, addressing space issues and acquiring the right tools for success.

1. Paula NewcomPaula Newcom
NE Regional CoordinatorNE Regional Coordinator
Angela DubingerAngela Dubinger
Children’s Services ConsultantChildren’s Services Consultant
Indiana State LibraryIndiana State Library
pnewcom@library.in.govpnewcom@library.in.gov
adubinger@library.in.govadubinger@library.in.gov

2.  Children’s ServicesChildren’s Services
Consulant - ISLConsulant - ISL
 Head of Youth Services inHead of Youth Services in
New Castle-Henry Co PLNew Castle-Henry Co PL
 Adult Fiction/Audiovisual/Adult Fiction/Audiovisual/
Teen Services SupervisorTeen Services Supervisor
 Marathon ManiacMarathon Maniac

3.  Northeast RegionalNortheast Regional
Coordinator – ISLCoordinator – ISL
 Head of Youth ServicesHead of Youth Services
at Crown Pointat Crown Point
Community libraryCommunity library
 ReferenceReference
Librarian/Webmaster/Librarian/Webmaster/
Audiovisual LibrarianAudiovisual Librarian
 Yorkie MamaYorkie Mama

4.  Types of disabilities and some statisticsTypes of disabilities and some statistics
 Developing a Sensory StorytimeDeveloping a Sensory Storytime
 Program modificationsProgram modifications
 Booklists and helpful webpagesBooklists and helpful webpages
 Parental involvementParental involvement
 Behavior managementBehavior management

5.  ADA laws and complianceADA laws and compliance
 Advocacy agenciesAdvocacy agencies

8.  Sensory impairmentsSensory impairments
Visual or hearingVisual or hearing
 Physical or motor impairmentsPhysical or motor impairments
 Cognitive disabilities - developmentalCognitive disabilities - developmental
AutismAutism
EmotionalEmotional
Intellectual disabilityIntellectual disability
Learning disabilityLearning disability
Traumatic brain injuryTraumatic brain injury

9. Macie and KatieMacie and Katie

10.  You might not knowYou might not know
 Pay attention to whether or not yourPay attention to whether or not your
students wear glassesstudents wear glasses
 Very dependent on whether or not theVery dependent on whether or not the
parent (or the child) tells youparent (or the child) tells you
 Color issuesColor issues

11.  Use descriptive books or storytellingUse descriptive books or storytelling
 Talk through the motionsTalk through the motions
 Explain visual communicationsExplain visual communications
 CraftsCrafts
 Second copies or big booksSecond copies or big books
 Tactile objectsTactile objects

12. Teen councilTeen council
member -member -
GabbyGabby

13.  Again … dependent on communications fromAgain … dependent on communications from
the parent (or the child)the parent (or the child)
 You may not knowYou may not know
 Pay attention to whether or not yourPay attention to whether or not your
students wear hearing aidsstudents wear hearing aids
 Are you seeing a pattern?Are you seeing a pattern?

15.  Location that cuts down on background noiseLocation that cuts down on background noise
or distractionsor distractions
 Circle or semi-circle seating arrangementCircle or semi-circle seating arrangement
 Place child with hearing loss close to thePlace child with hearing loss close to the
librarian (see speaker’s lips)librarian (see speaker’s lips)
 Learn a few key phrases or even sign child’sLearn a few key phrases or even sign child’s
namename
 Create a wearable flannel boardCreate a wearable flannel board
 Wear a voice amplifier if requestedWear a voice amplifier if requested
 Sign language interpreterSign language interpreter

16.  Children may be in a wheel chair or otherChildren may be in a wheel chair or other
assisted mobility deviceassisted mobility device
 Children may be in leg or arm braces or bothChildren may be in leg or arm braces or both
 Small children may have very little control ofSmall children may have very little control of
their bodiestheir bodies

17. Make sure there is room for the child and theirMake sure there is room for the child and their
apparatus in your spaceapparatus in your space
Their device is an extension of their bodyTheir device is an extension of their body
Make eye contactMake eye contact
Assist giving that child a turnAssist giving that child a turn

18. http://thejacksoncenter.orhttp://thejacksoncenter.org

19. 289% increase from 1997-99 and 2006-08

20. 1.1. CommunicationCommunication
2.2. Social InteractionsSocial Interactions
3.3. Socially irrelevant behaviorsSocially irrelevant behaviors
 Autistic people createAutistic people create OUTPUTOUTPUT to preventto prevent
INPUTINPUT

21. Under -ResponsiveUnder -Responsive
Over-ResponsiveOver-Responsive

22. http://carlysvoice.com/home/

23. ““Self regulation is the ability to attain,Self regulation is the ability to attain,
change or maintain an appropriate levelchange or maintain an appropriate level
of alertness for a task or situation.”of alertness for a task or situation.”
~ How does your Engine Run? by Mary Sue Williams~ How does your Engine Run? by Mary Sue Williams
and Sherry Shellenberger, 1996and Sherry Shellenberger, 1996

24.  For children who may not be able to attendFor children who may not be able to attend
regular storytimesregular storytimes
 It gives freedom to children with specialIt gives freedom to children with special
needs within a structured spaceneeds within a structured space
 Every child loves sensory storytime to beEvery child loves sensory storytime to be
inclusive, not exclusive!inclusive, not exclusive!
 If two parents ask – there are probably lotsIf two parents ask – there are probably lots
more who haven’t asked …more who haven’t asked …

25.  SongsSongs
 StoriesStories
 VisualsVisuals
 FormatFormat
 AudienceAudience

26.  More interaction & flexibilityMore interaction & flexibility
 Built in play timeBuilt in play time
 Sensitivity to:Sensitivity to:
Delayed motor skill developmentDelayed motor skill development
Freedom of movement - less sitting, more actionFreedom of movement - less sitting, more action
Visual schedules or storyboardsVisual schedules or storyboards
Deliberate sensory inputDeliberate sensory input
Loud noise/crowd issuesLoud noise/crowd issues
No food or perfume – allergies!No food or perfume – allergies!

27.  What if every single child has a differentWhat if every single child has a different
developmental need?developmental need?
 Your role is still the sameYour role is still the same
 Forced vs. Focused?Forced vs. Focused?
 Example: storytime with 3 stories in a row vs.
1 story with flannel board interaction.
Which one is best for a sensory storytime?
 What is a reasonable expectation forWhat is a reasonable expectation for
storytime length? Day of week?storytime length? Day of week?
 Does age matter? …Does age matter? …

28.  Evaluate your storytime areaEvaluate your storytime area
Are there too many distractions?
Can it be in an enclosed area for children who
cannot sit still and like to run away?
Is it away from bookshelves and books?
Will your activities allow for movement but stay
calm enough that children are still able to stay
in control?

29.  Announcements/Review of Schedule Board
 Welcome Song: “New Way to Say Hello” by Big
Jeff on Exercise Party [CD]
 Mirror Activity with unbreakable mirror, song
“Where is Thumpkin?” (substitute child’s name)
 Flannel: Who’s Coming Down the Road?
 Book: Puff Puff Chugga-Chugga by Wormell. I
incorporated the Big Mack switch for the
repeating phrase of “puff-puff chugga-chugga,
puff-puff chugga chugga”
 Flannel/song: “Toot Toot!”
From Tricia Bohanon Twargowski’s 2010 follow up blog (URL in Resources)

30.  Book: Mr. Gumpy’s Outing by Burningham
 Song: “Pass the Bean Bag “[recorded by the Tumble
Tots] on Action Songs Vol. 2 [CD]
 Book: The Boy on the Bus by Dale - I sang rather
than read the book aloud
 Balance beam activity: Leading children across
sensory balance beam while playing “Balance Beam”
[recorded by Laurie Berkner] on Rocketship Run [CD]
 Closing Book: Wave Good-Bye by Reid
 Bubbles with “Twinkle Twinkle Little Star”
[recorded by Elizabeth Mitchell & Lisa Loeb] on
Catch the Moon [CD]
 Classical music mix while coloring/socializing
From Tricia Bohanon Twargowski’s 2010 follow up blog

32. www.boardmakeronline.comwww.boardmakeronline.com
http://do2learn.com/http://do2learn.com/
… are very visual and often use picture symbols to
designate activities and abstract concepts
Tricia Bohanon TwargowskiTricia Bohanon Twargowski

42. ……are a greatare a great
way to calmway to calm
sensorysensory
seekingseeking
behaviorbehavior

45.  Simple, repetitive textSimple, repetitive text
 As literal as possibleAs literal as possible
 Select shorter storiesSelect shorter stories
 Toddler books are greatToddler books are great
 Always have a visual to go with yourAlways have a visual to go with your
book or some kind of physical activitybook or some kind of physical activity
 Try books that you sing instead of readTry books that you sing instead of read
 Use BIG booksUse BIG books
 Encourage interaction by using wordlessEncourage interaction by using wordless
picture bookspicture books
 Repeat stories that have been successfulRepeat stories that have been successful
with your groupwith your group

46.  Every book should be interactiveEvery book should be interactive
Does it have flaps?
Do you have flannel pieces the children can
help with while you do the story?
Is there a song that goes with the story?
Can the children clap or do shakers to the
story?
High interest themes
 Cars, dinosaurs, animals, etc.

47. Book list created by Esther Moberg, April 2013 – she also has someBook list created by Esther Moberg, April 2013 – she also has some
boards on Pinterest for Sensory Play ideasboards on Pinterest for Sensory Play ideas
 Bark GeorgeBark George by Jules Feifferby Jules Feiffer
 Birthday for Cow!Birthday for Cow! by Jan Thomasby Jan Thomas
 Brown Bear, Brown Bear, what do you see?Brown Bear, Brown Bear, what do you see? by Bill Martin &by Bill Martin &
Eric CarleEric Carle
 Chicka Chicka Boom BoomChicka Chicka Boom Boom by Bill Martin –by Bill Martin – hand out egghand out egg
shakers & have the kids follow you in making a rhythm whileshakers & have the kids follow you in making a rhythm while
you read the bookyou read the book
 Circle in the SkyCircle in the Sky by Zachary Wilson –by Zachary Wilson – Make felt shapes toMake felt shapes to
match those in the book. Kids take turns finding the rightmatch those in the book. Kids take turns finding the right
shape and help build the rocket.shape and help build the rocket.
 Cow that Laid an EggCow that Laid an Egg by Andy Cutbillby Andy Cutbill
 Dear Zoo: lift the flap bookDear Zoo: lift the flap book by Rod Campbellby Rod Campbell

48.  Dog’s colorful dayDog’s colorful day by Emma Dodd –by Emma Dodd – make a felt dog andmake a felt dog and
colored dots – the kids take turns finding the right colorcolored dots – the kids take turns finding the right color
and putting it on the dogand putting it on the dog
 DoggieDoggies by Sandra Boynton (a counting and barking book)s by Sandra Boynton (a counting and barking book)
 DoghouseDoghouse by Jan Thomasby Jan Thomas
 Down by the StationDown by the Station by Jennifer Riggs Vetter –by Jennifer Riggs Vetter – A book youA book you
can sing! You can create the different vehicles out of feltcan sing! You can create the different vehicles out of felt
for the children to take turns putting on the boardfor the children to take turns putting on the board
 Duck on a BikeDuck on a Bike by David Shannonby David Shannon
 Itsy Bitsy SpiderItsy Bitsy Spider by Iza Trapani –by Iza Trapani – sing the song while yousing the song while you
read the story. Before or after the story, sing and do theread the story. Before or after the story, sing and do the
fingerplay to the itsy bitsy spiderfingerplay to the itsy bitsy spider
 Let’s Play in the Forest (While the Wolf is Not Around)Let’s Play in the Forest (While the Wolf is Not Around)
by Claudia Ruedaby Claudia Rueda

49.  Little Green FrogsLittle Green Frogs by Frances Barry (fold out and find out)by Frances Barry (fold out and find out)
 LunchLunch by Denise Flemingby Denise Fleming
 Magpie MagicMagpie Magic by April Wilsonby April Wilson
 Mouse PaintMouse Paint by Ellen Stoll Walshby Ellen Stoll Walsh
 Mr. Grumpy’s OutingMr. Grumpy’s Outing by John Burninghamby John Burningham
 My Heart is like a ZooMy Heart is like a Zoo by Michael Hallby Michael Hall
 Napping House pop-up bookNapping House pop-up book by Audrey Woodby Audrey Wood
 Peek a Choo Choo!Peek a Choo Choo! by Marie Torres Cimarustiby Marie Torres Cimarusti
 Peek-a-Moo! A lift the flap bookPeek-a-Moo! A lift the flap book by Marie Torres Cimarustiby Marie Torres Cimarusti
 Pete the Cat: I love my white shoesPete the Cat: I love my white shoes by Eric Litwin – Make aby Eric Litwin – Make a
felt cat with colored shoes that kids can take turns putting onfelt cat with colored shoes that kids can take turns putting on
Pete. Or pass out different colored socks the kids can put onPete. Or pass out different colored socks the kids can put on
their hands and have them wave them as their color is read.their hands and have them wave them as their color is read.
Have them sing along with the “I love my (color) shoe” part.Have them sing along with the “I love my (color) shoe” part.

50.  Pigeon finds a HotdogPigeon finds a Hotdog by Mo Willemby Mo Willem
 Press HerePress Here by Herve Tullet – Kids can take turns pressingby Herve Tullet – Kids can take turns pressing
the buttons in the book as you read the storythe buttons in the book as you read the story
 Skippyjon JonesSkippyjon Jones by Judith Schachnerby Judith Schachner
 Stop Kissing Me!Stop Kissing Me! by Ethan Long –by Ethan Long – kids can take turnskids can take turns
pressing the button that makes the kissing noises.pressing the button that makes the kissing noises.
 Tanka Tanka SkunkTanka Tanka Skunk by Steve Webbby Steve Webb
 Very Hungry Caterpillar Pop-Up BookVery Hungry Caterpillar Pop-Up Book by Eric Carleby Eric Carle
 What Will Fat Cat Sit On?What Will Fat Cat Sit On? by Jan Thomasby Jan Thomas
 Who says WoofWho says Woof by John Butlerby John Butler
 Wide Mouthed frog: a pop-up bookWide Mouthed frog: a pop-up book by Keith Faulknerby Keith Faulkner
 Wolf’s Coming!Wolf’s Coming! by Joe Kulkaby Joe Kulka

51.  Simple fingerplaysSimple fingerplays
 Movement activities that can be done from aMovement activities that can be done from a
seated position –seated position – pass around bean bags orpass around bean bags or
blow bubblesblow bubbles
 Songs with repetitionSongs with repetition
 Regular open/closing songsRegular open/closing songs
 A good source for storytime songs &A good source for storytime songs &
fingerplays:fingerplays:
www.jbrary.comwww.jbrary.com

52.  Autistic children loveAutistic children love
songs!songs!
 Low-key or acousticLow-key or acoustic
songs or classicalsongs or classical
 Include more songsInclude more songs
than your regularthan your regular
storytimestorytime
 Make songs tactileMake songs tactile
through scarves,through scarves,
ribbons, beanbags,ribbons, beanbags,
parachutes, shakers orparachutes, shakers or
anything else you cananything else you can
think of – motor skillsthink of – motor skills

53. Remo Sound shapes –Remo Sound shapes –
durable & nice sounddurable & nice sound
Nimo egg shakers– ditto!Nimo egg shakers– ditto!

54. Bigmack communicator–Bigmack communicator–
record & playbackrecord & playback
Sensory balance beamSensory balance beam

55.  Know what your resources can supportKnow what your resources can support
 Be clear about what modifications you can makeBe clear about what modifications you can make
and what modifications are unrealistic for youand what modifications are unrealistic for you
and your staff or spaceand your staff or space
 Most parents don’t know that you can helpMost parents don’t know that you can help
 ““Prime” the children before storytime …Prime” the children before storytime …

56.  RegistrationRegistration
 Child visiting the program room beforeChild visiting the program room before
storytimestorytime
 If you do thematic storytimes, publish theIf you do thematic storytimes, publish the
topics before the program to assist intopics before the program to assist in
priming at homepriming at home
 During storytimeDuring storytime
 Help ease anxiety about what is going to happenHelp ease anxiety about what is going to happen
next by telling them (step by step)next by telling them (step by step)

57.  Provide children with individual boundariesProvide children with individual boundaries
with carpet squareswith carpet squares
 Make sure that all children can see you andMake sure that all children can see you and
your propsyour props
 Use big books with large illustrations so thatUse big books with large illustrations so that
all of children can seeall of children can see
 Visual Schedule – point to each element asVisual Schedule – point to each element as
you changeyou change
 Talk about time (we will be done with StoryTalk about time (we will be done with Story
time with the big hand is on the 12)time with the big hand is on the 12)

58. Active visualsActive visuals
Let theLet the
childrenchildren
help tell thehelp tell the
storystory

59.  Visually demarcate “your” space vs. “their” space -Visually demarcate “your” space vs. “their” space -
seating spotsseating spots
 Relaxed rules - many children cannot sit and willRelaxed rules - many children cannot sit and will
movemove

60.  Use flannel board storiesUse flannel board stories
 Have props available for the children to holdHave props available for the children to hold
– add sticky tape– add sticky tape
 Be patient with their responses … these kidsBe patient with their responses … these kids
take longer to processtake longer to process
 Alternate sitting with movingAlternate sitting with moving

61. Hide program supplies in a basket next to youHide program supplies in a basket next to you
Put away any wires for CD players or otherPut away any wires for CD players or other
electronic equipmentelectronic equipment
Hide craft supplies with tableclothHide craft supplies with tablecloth
Put away any other items, display cases, flags,Put away any other items, display cases, flags,
decorations, pull blinds awaydecorations, pull blinds away
Digital projectors, etc. not recommendedDigital projectors, etc. not recommended

62. Dim the lights (optional)Dim the lights (optional)
Keep door closed to prevent escape artistsKeep door closed to prevent escape artists
If possible put a volunteer near the back ofIf possible put a volunteer near the back of
the room near the door to control outbursts,the room near the door to control outbursts,
etc.etc.
Provide earplugs to sound-sensitive childrenProvide earplugs to sound-sensitive children
or if not, be aware of ambient noiseor if not, be aware of ambient noise

63. Have parents sit with their childrenHave parents sit with their children
(Do not provide chairs unless necessary)(Do not provide chairs unless necessary)

64.  Ask for favorite topics or titlesAsk for favorite topics or titles
 Let parents know about good behaviorLet parents know about good behavior
 Ask what they do that worksAsk what they do that works
 Communicate & learn from the parents ofCommunicate & learn from the parents of
your storytime childrenyour storytime children

65. Let parents be the ones who discipline, it is notLet parents be the ones who discipline, it is not
our roleour role
Show children visually what you want them toShow children visually what you want them to
dodo
Praise good behaviorPraise good behavior
Have other children model proper behavior, theHave other children model proper behavior, the
other children will see it and followother children will see it and follow

66. Include a space in your storytimeInclude a space in your storytime
room/auditorium for the children to take aroom/auditorium for the children to take a
breakbreak
Put related books and stuffed animals inPut related books and stuffed animals in
this areathis area
A rest area can be great for upsetA rest area can be great for upset
children, do not call it “Time out”children, do not call it “Time out”
Having a rest area lets the children andHaving a rest area lets the children and
parents participate without having toparents participate without having to
leave the roomleave the room

67.  Observe a sensory storytime at a nearbyObserve a sensory storytime at a nearby
librarylibrary
 Talk to people who have advanced trainingTalk to people who have advanced training
in the field (your local elementary school isin the field (your local elementary school is
often a great place to start)often a great place to start)
 Check out the Libraries and Autism websiteCheck out the Libraries and Autism website
(next slide)(next slide)
 Partner with local agenciesPartner with local agencies

69. 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.
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.

70.  Head of YouthHead of Youth
Services at theServices at the
Valparaiso PublicValparaiso Public
Library – PorterLibrary – Porter
County PublicCounty Public
Library SystemLibrary System
 wcataldo@pcpls.orgwcataldo@pcpls.org
 219-462-0524 x143219-462-0524 x143

71.  Just do it!Just do it!
 Don’t be afraid to failDon’t be afraid to fail
 Talk to peopleTalk to people
 Talk about yourTalk about your
programsprograms
 wcataldo@pcpls.orgwcataldo@pcpls.org
 219-462-0524 x143219-462-0524 x143

72.  Don’t reinvent the wheel
 Get parent/caregiver input
 Be flexible & keep a sense of humor!

73. http://www.alsc.ala.org/blog/category/special-http://www.alsc.ala.org/blog/category/special-
needs-awareness/needs-awareness/
Tricia Bohanon Twarogowski blog on her sensoryTricia Bohanon Twarogowski blog on her sensory
storytime on ALCS site in 2009:storytime on ALCS site in 2009:
http://www.alsc.ala.org/blog/2009/06/programminhttp://www.alsc.ala.org/blog/2009/06/programmin
g-for-children-with-special-needs-part-one/g-for-children-with-special-needs-part-one/
Follow up in 2010Follow up in 2010
http://www.alsc.ala.org/blog/2010/10/follow-up-to-http://www.alsc.ala.org/blog/2010/10/follow-up-to-
alsc-blog-series-%E2%80%9Cspecial-needs-alsc-blog-series-%E2%80%9Cspecial-needs-
programming-parts-1-5%E2%80%9D/programming-parts-1-5%E2%80%9D/

74. Autism Speaks:Autism Speaks:
http://www.autismspeaks.org/http://www.autismspeaks.org/
Indiana websites:Indiana websites:
http://www.autismsocietyofindiana.org/
http://www.iidc.indiana.edu/index.php?pageId=32
http://www.iidc.indiana.edu/?pageId=3613
http://www.arnionline.org/
https://www.autismspeaks.org/resource-guide/state/IN
http://appliedbehaviorcenter.org/

75. http://www.wla.org/assets/Conference/Handouts/uplohttp://www.wla.org/assets/Conference/Handouts/uplo
ad/sensory%20storytimes%20ola%20wlaad/sensory%20storytimes%20ola%20wla
%20conference_1.pdf%20conference_1.pdf
Boardmaker Share: Find great picture symbols forBoardmaker Share: Find great picture symbols for
your storytime for free.your storytime for free.
http://www.boardmakeronline.com/http://www.boardmakeronline.com/
Some of this information came from a presentationSome of this information came from a presentation
from Carrie Rogers-Whiteheadfrom Carrie Rogers-Whitehead

76.  Creative with KidsCreative with Kids
http://creativewithkids.com/category/activities-and-
crafts/sensory-activities/
 Small Potatoes site – Sensory bin activities
http://mysmallpotatoes.com/2012/11/13/30-sensory-bin-
activities-for-kids-a-small-potatoes-sensory-round-up/
 ““Serving the Underserved: Children with Disabilties” webshareServing the Underserved: Children with Disabilties” webshare
by Renee Grassi.by Renee Grassi.
http://www.webjunction.org/events/webjunction/serving-the-http://www.webjunction.org/events/webjunction/serving-the-
underserved-children.htmlunderserved-children.html
 The LSSPCC Toolkit -The LSSPCC Toolkit -
http://www.ala.org/alsc/sites/ala.org.alsc/files/content/professiohttp://www.ala.org/alsc/sites/ala.org.alsc/files/content/professio
nal-tools/lsspcc-toolkit-2015.pdfnal-tools/lsspcc-toolkit-2015.pdf

77. Angela DubingerAngela Dubinger
Children’s Services ConsultantChildren’s Services Consultant
adubinger@library.in.govadubinger@library.in.gov
Paula NewcomPaula Newcom
Northeast Regional CoordinatorNortheast Regional Coordinator
pnewcom@library.in.govpnewcom@library.in.gov