Programming for children and teens with autism spectrum disorder, by
Barbara Klipper, Chicago: American Library Association/ALA Editions, 2014,
152 pp., US$45.00 (ALA members $40.50) (soft cover), ISBN 978-0-83891206-5 (available from Inbooks)
Librarians who try to involve young people with autism spectrum disorder in
library programmes soon understand that they need background information
on the range of behaviours to expect, more staff, special strategies, additional
resources and supportive professional networks for success. Barbara Clipper
draws on her substantial knowledge and experience as a mother of two
autistic sons, as a founding parent of a special school for autistic children and
as a librarian responsible for developing a Special Needs Centre collection.
She has implemented special grant-funded programmes, trained librarians to
engage in programmes for children with special needs and shared her
expertise in workshops and conference presentations. Programming for
children and teens with autistic spectrum disorder is helpful for both the
general principles suggested for interacting with these students and the
clearly outlined examples of programmes implemented in US settings.
The eight chapters are complemented by four appendices and a useful index.
Autism, including its incidence and significance for families and communities,
is discussed in the first chapter. Chapter 2, Part 1 addresses important
questions to consider when planning a special library programme, including
budgeting and staff education needs. Best practices are discussed in Part 2.
A realistic picture of the necessary effort and resources is presented without
overwhelming the reader. Important principles and procedures are
emphasised in text boxes. The ‘social story’ and transition management
strategies are practicable and could be widely applied.
Guidelines for preparing storytimes are outlined in Chapter 3 and exemplified
in Chapter 4, with clear accounts of successful programmes, mainly for preschool children. The author recommends strategies to try rather than
promising quick success because of individual differences in the children and
circumstances. Where special equipment is desirable but expensive, cheaper
alternatives are suggested. Librarians will be reassured to recognise many of
the recommended books and rhymes as popular choices for mainstream
storytimes.
Chapters 5-7 focus on school-age children, teenagers and families
respectively. Since the activities, resources and strategies range from
programmes requiring trained facilitators to simple variations of or additions to
existing mainstream programmes, all librarians will find something that it is
possible for them to implement. Chapter 8 applies to school libraries, both in
special schools and inclusive mainstream schools. Suggested preparations
for a library visit and teaching appropriate library behaviour as well as
specially designed learning activities and routines are included. Appendix D,
Keys to a Successful Library Visit, applies to both school and public libraries.
Appendix A lists online addresses for vendors of special equipment, sources
of further information and advice. Books and related sensory activities are
found in Appendix B, whilst Appendix C focuses on rhymes with appropriate
sensory activities. This book is easy to read, full of useful information and
recommended for librarians who need to understand students with autism
spectrum disorder and are willing to include them as fully as possible in library
programmes.
Lyn Linning
Brisbane