A typical storytime?
One child is listening,
watching
 One child does not
appear to “do” anything
 One child is
participating in a
fingerplay
 One child is looking at a
handheld video game

A typical storytime?
One child wanders to
the side of the room
 One child rocks back
and forth grabbing
imaginary items in the
air
 One child is speaking
random, incoherent
words
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Out of control storytime? NO

Are the children engaged?

A successful special needs storytime?
YES
YES!
Diane Keyes
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Background in liberal arts (English & Art degrees) &
teaching certificate in Secondary English
1997: Middle School teacher for remedial reading
2000: Youth Services Librarian
2001: Began providing special needs storytimes
Sara White
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Background in education; student-taught high
school English
2009: Took special needs education class
Hosted a book club for middle schoolers with
low FCAT reading scores
2012: Youth Services Librarian
Is it important to know
a child’s issue?
Not at all!
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Some parents want to discuss their child’s needs
Some parents do not want to discuss their child’s
needs
 Don’t ask - it doesn’t matter. Ultimately,
the best way to serve everyone is to welcome
and accept all children and ALL behaviors
Who might attend a special needs
storytime?
 Children
with:
› Autism
› Deafness
› Hard of hearing
› Cerebral Palsy
› Any disability
› No disability
Autism Spectrum Disorder

Research ongoing on causes- could be genetic
predisposition + pregnancy/birth complications
Some children on the Autism Spectrum MAY have:
Difficulties with communication,
social interaction
 Repetitive behaviors
 Intellectual disability or aboveaverage abilities
 Difficulty with motor coordination
and attention

Source: Autism Speaks, http://www.autismspeaks.org/what-autism
Autism Spectrum Disorder
How do I accommodate?
 Assume all children understand and
are engaged ---no matter what it
looks like to you.
 Participatory activities are gratifying;
children feel like they did it too!
 Due to huge variety of potential ASD-behaviors, do not
let yourself be fazed by anything.
 Structure, order, and consistency help many children
on the spectrum to relax.
 “Fidgeting objects” may be helpful for some children.
Deafness/Hard-of-Hearing

Varied causes- sometimes genetic reasons, sometimes
complications before or after birth.
Source: Deaf Child Worldwide, http://www.deafchildworldwide.info
How do I accommodate?
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Sign language interpreter (paid if possible)
Avoid stories where humor may be “lost in
translation”
 Example – Cock-a-moo-moo by Juliet DallasConte
Face the audience as much as possible
Do not speak if your back is turned
Speak clearly and loudly without shouting
Include music. If they can’t hear it, they will enjoy
feeling it and moving with the other children
Cerebral Palsy

Occurs because of brain
damage before or during birth
(various complications)
Some children with cerebral palsy MAY have:
 Stiffness and movement difficulties
 Involuntary/uncontrolled movements
 Disturbed sense balance & depth perception
Source: KidsHealth.org (Nemours), http://kidshealth.org/parent/medical/brain/cerebral_palsy.html
Cerebral Palsy
How do I accommodate?
 Allow children extra time to
stand up or be helped up
by parents for a stretch,
dance, song, etc.
 “Move in place” activities, rather than a” march around the
room”
 When inviting group participation, don’t be afraid to go to
them
 A large room allows the family to have space if they need it
(in case of uncontrolled movements)
 Take the storytime to them. Walk into the audience to
those who can’t come forward.
Down Syndrome

Genetic condition, usually occurs randomly
Some children with Down Syndrome MAY have:
 Low muscle tone, small stature
 Mild to moderate cognitive delays
Source: National Down Syndrome Society, https://www.ndss.org/Down-Syndrome/What-Is-Down-Syndrome/
https://www.ndss.org/Down-Syndrome/Myths-Truths/
How do I accommodate?
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“Comfortable attitude” is key
Be aware that some children may be cognitively younger
than they appear- welcome every individual the same
Other children’s smaller stature may make them look younger
than they are, so they may NOT have significant cognitive
delays
Seminole County Public Library’s Special Needs Storytime

How it began…
› Patron attended
preschool storytimes
with her 3-year old
daughter & 6-year old
son with autism
Seminole County Public Library’s Special Needs Storytime

How it began…
› Confided that
 Her friends with children with
autism weren’t comfortable
in the library or storytimes
 They felt others looked at
them unkindly
 They felt unwelcome
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Our actions:
› Brainstormed with patron
› Discussed options with library management
Seminole County Public Library’s Special Needs Storytime
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Our actions:
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Contacted Center for
Autism and Related
Disabilities (CARD) at UCF
for help and advice
Concerns:
› Library concerns: Children will be disruptive
› CARD concerns: Special Needs Storytime
might lead to further separation instead of
inclusion
Seminole County Public Library’s Special Needs Storytime

Goals:
› Special Needs Storytime as an introduction to the
library, new literature & new sensory activities
› A “safe place” to meet new & supportive friends: no
judgment, no criticism
› Increase comfort level so
families will feel comfortable
attending other storytimes,
spending time in the library &
checking out books
› Educate staff regarding the
needs of children with special
needs
Seminole County Public Library’s Special Needs Storytime

Results:
› March 2001: Quarterly
storytimes
› July 2002: Every other month
storytimes
› December 2003-present:
Alternating storytimes between
two branches (for a total of
once per month)
› 10-25 people typically in
attendance (all children have a
parent or caregiver in the
room)
Seminole County Public Library’s Special Needs Storytime
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Community Involvement:
› Sign language interpreter
volunteer
› High school sign language
instructors and clubs
 Review books and songs
ahead of time.
› Library patrons who are
deaf - They sign a book,
librarian holds the book,
the interpreter voices the
book
› Florida Hands and Voices
(nationwide)
Seminole County Public Library’s Special Needs Storytime
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Community Involvement:
› Autism Speaks (nationwide)
› CARD: Center for Autism and
Related Disabilities (statewide)
 Providing Autism Links & Support
“PALS”
› United Cerebral Palsy
(nationwide)
› ASGO (local autism organization)
› Down Syndrome Association of
Central Florida (local)
› The Village Academy (local
school)
Seminole County Public Library’s Special Needs Storytime
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Community Involvement:
› Teen volunteers
 help with puppet shows
 assist with crafts and
experiments
Spring 2013
http://www.magazinevolume.com/13600CC/#/1/
Seminole County Public Library’s Special Needs Storytime
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What Do I Do Differently?
› A big room with plenty of space near
the front of the library is ideal. (Walking
through the library can be intimidating).
› Remain genuinely calm, kind, and
positive. If a child has unexpected
behavior, don’t react. Be comfortable
no matter what.
› Parents know best whether their child is
upset or whether the child is simply
responding in his or her own way to
storytime. Leave it to them to handle
their child.
Seminole County Public Library’s Special Needs Storytime
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What Do I Do Differently?
› Assume the children hear and understand. It
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does not matter whether or not they look like
they are paying attention
Explain as you go,
 “Next, we will…”
Consistency from one
program to the next
Always approach each kid
Speak loudly without shouting
Don’t go too fast
Seminole County Public Library’s Special Needs Storytime
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What Do I Do Differently?
› Book choice:
 Themes are not important
 Be aware of translation needs (The Cow That
Went Oink by Bernard Most)
 Linear storylines (Annie and the Wild Animals
by Jan Brett)
Seminole County Public Library’s Special Needs Storytime
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What Do I Do Differently?
› Book choice:
 Participation is key The Very Hungry Caterpillar
by Eric Carle
Visual Stimulation

Mixed methods - a story might be told with
a book, words, sign language, puppets,
AND teen volunteer “actors”
Visual Stimulation
Dear Zoo by Rod Campbell,
 Performed by LaShawn Smith
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Visual Stimulation
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Pop-up books, board stories, or stories with
large colorful props can be used
Lunch by Denise Fleming
Verbal & Musical Stimulation
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“Distributed objects” such as musical instruments
or bean bags give the children a sense of
creative autonomy
Body movement helps get the fidgets out, and
give meaning to words in a song or rhyme
Verbal & Musical Stimulation

Some children will be sensitive to music and
not wish to hear it. Covering ears or
wandering to another part of the room are
perfectly acceptable.
Encouraging Curiosity
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Playing with
puppets
Science
experiments
create wonder,
inspire curiosity
Encouraging Curiosity
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Demonstrations teach the child that they
too can make this happen (Stomp
Rockets, Catapults, and Kaleidoscopes
by Curt Gabrielson)
Nurturing Creativity
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Crafts allow children to select and manipulate
pieces, decorate, and personalize
Children practice focus and concentration in a
fun, social, low-pressure environment, gain
confidence
Nurturing Creativity
 Sequential
“building” process:
observe raw materials, envision an
idea, and execute that idea
Nurturing Creativity

Craft time is also a relaxed, social time
for parents! They talk to each other,
network, make new friends, and learn
about supportive groups and
organizations.
Seminole County Public Library’s Special Needs Storytime
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What Do I Do Differently?
› Book choice:
 Participation is key
 Ten Red Apples by Pat Hutchins
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Welcome puppet
Board story - Cookie’s Week by Cindy Ward
Fingerplay with music – 5 Green and Speckled Frogs
Puppet Show – One Dog Canoe by Mary Casanova
Stretch – Shake Your Sillies Out
Kid participation – I Swapped My Dog by Harriet Ziefert
Magic - Coloring Book
Puppet poem – 5 ponies
Puppet show – The Mouse and the Apple by Stephen Butler
Experiment – Ping Pong Launcher from Fantastic Flying Fun by
Ed Sobey
Craft – Dog paper bag puppet
Direct, In-Library
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Approach families that come into your library with
special needs and invite them to attend
Collect e-mail addresses of patrons who would
like a reminder e-mail regarding the Special
Needs Storytime schedule
Good old-fashioned posters & flyers about
Special Needs Storytime
Online
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Feature on your library website
and online calendar (of course!)
Facebook is a great way to find
out about community groups for
families with special needs. If
your library is unable to promote
via social media, a community
group page may be willing to
promote your storytime.
“Meetup Groups” for parents of
children with special needs may
promote your storytime
Community Organizations
Visit your local school special needs programs, offer
free storytimes, and leave flyers with the teacher that
students can take home
 Research local organizations,
festivals, and events for special
needs in your area, and contact
them about opportunities to promote
your storytimes. e.g. in Central
Florida: UCF Center for Autism &
Related Disabilities
 Contact local publications,
newsletters, magazines, etc. for
families with special needs, e.g.
Florida Crossroads
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Create a “safe place,” and establish that ALL
behaviors are acceptable.
 No worries! Stay comfortable.
 Allow your program to be a place where
parents can relax and not worry about what
other people think.
 Understand that each child is going to
respond to storytime in his or her own way.
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