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Library Wizards- Bringing the Magic Alive for Students with Developmental Disabilities in the Elementary School Library
Presenters:Lisa Mast (Teacher-Librarian, Bloorview School Authority)Joanne Parum (Teacher-Librarian, Beverley School, TDSB)
Ice Breaker:
Find a partner Put an oven mitt on your non-dominant hand Write your name and one fact about yourself
on a piece of paper. Switch papers with your partner and read his
or her fact. Discuss with a partner- How did this activity
make you feel? How difficult was it? Were you able to read your partner’s fact?
Joanne Parum
Teacher-Librarian at Beverley Junior Public School, Toronto District School Board
Has worked at Beverley for 11 years. Beverley School: students with
developmental disabilities in a congregated setting, ranging from students with autism to students who are medically fragile.
Contact information: Email: [email protected] Phone: 416 397-2750
Lisa Mast Teacher-Librarian at Bloorview School Authority (on
secondment from TDSB) Bloorview School is a Section 68 school Has worked at Bloorview for 3 years Programs at Bloorview School:
IET (Integrated Education and Therapy): students attend Bloorview JK, SK, Grade 1
IKP (Integrated Kindergarten Program): OISE, half of the students have a disability and the other half do not.
Social Communication Class: students with autism Resource Classrooms (Grade 1 to 12) with a variety of
programs (e.g., Acquired Brain Injury, Complex Continuing Care, Respite Care) Students attend Bloorview School while receiving rehabilitation due to illness, injury, surgery. Most students are inpatients.
Contact informationEmail: [email protected] Phone: 416 424-3855, ext. 3553
Our Library Routines
Suggestions: Use a visual schedule (e.g., Picture
Communication Symbols, photos) Have a consistent library routine for
students (e.g., start with library poem or song)
Encourage active participation Give students an opportunity to choose
books
Storytelling with Props
Suggestions: Be creative, make your own props (e.g.,
garage sales, dollar store, draw your own)
Look through school catalogues for pre-made props to go with popular stories
Add Picture Communication Symbols to favourite stories (don’t be afraid to alter books to suit the needs of your students)
Using Technology
Suggestions:Encourage your students to become involved in the library
program. Step-by-step voice output device: use to record
multiple lines in stories, poems, songs BIGmack: use to record a repetitive line in the story Adapted mouse: assists students with physical
limitations to access computer activities Powerlink: assists students with physical limitations to
operate anything electronic. (e.g., tape recorder, fan, radio, blender, popcorn maker)
Promethean Board: an interactive white board that helps the teacher bring stories to life, use computer programs together as a group and other fun educational activities. Students enjoy using the board too!
Grade Level
Learning Expectations Teaching Strategies AssessmentMethods
AC The expectations for ______ are to achieve the following skills with greater frequency, consistency and independence with frequent, intensive support and ongoing modeling:Begin to listen/respond to a variety of media for enjoyment and informationBegin to attend for increasing lengths of timeBegin to learn to care for reading materials appropriatelyBegin to demonstrate the ability to make simple choicesBegin to participation as part of an audience/ group
To achieve optimum learning ________ must be provided with constant individualized and intensive support in all settings and at all times. Strategies will be implemented in a direct one-on-one teaching situation whenever possible.Be provided with opportunities to increase his/her abilities to attend through a multi-sensory approachBe provided with regular opportunities to visit the school library, listen to stories and handle booksBe provided with opportunities to make choices with his/her own personal response systemHear simple and consistent languageUse of age-appropriate materialsHear praiseSee modelingUse of the computerUse of adapted switches (if necessary)
Use of hand-over-hand experiences (if
necessary)
Positive Pathways- Phase 1
IEP Goal: To develop early literacy skills
Library Program Rubric for Students with Severe Physical
Limitations By: Joanne Parum
Date:Student:
Tolerates H-O-H assistance of actions to the
library poem
Attends to the book of the
week (listens to the story)
Book Borrowing (choice-making)
Participates in adapted
computer activities
Increased Support
Huge positive reaction
Consistently attends to the story
Can choose between two booksMethod:
Independently activates adapted switch
Mild Positive Reaction
Frequently attends to the story
Can choose a bookMethod:
Requires some prompting to activate adapted switch
No reaction Occasionally attends to the story
No reaction Requires a lot of prompting to activate adapted switch
Dislikes it Rarely attends to the story
Dislikes it Requires H-O-H assistance to activate adapted switch
Library Program Rubric for Students with Communication
Disorders By: Joanne Parum
Date:Student:
The Library Poem
Actions (modeled
by TL)
Attends to the Book of the Week (listens to
story)
Book Borrowing(choice-making)
Book Handling
Skills
Computer Skills
(simple games)
Increased Support
Independently does all of the actions
Consistently attends to the story
Independently picks a book out of the bin
Can hold and turn pages of a book
Independently operates
Requires prompting
Frequently attends to the story
Requires prompting
Requires prompting
Requires prompting
Requires prompting and some H-O-H assistance
Occasionally attends to the story
Requires prompting and some H-O-H assistance
Requires prompting and some H-O-H assistance
Requires prompting and some H-O-H assistance
Requires complete H-O-H assistance
Rarely attends to the story
Requires complete H-O-H assistance
Requires complete H-O-H assistance
Requires complete H-O-H assistance
Curriculum and Assessment
Suggestions: Positive Pathways Document is a
valuable resource for setting realistic goals and assessing students with developmental disabilities
Possibly add goals to student IEPs (see sample)
Make your own rubrics (see samples)
Great website to use with Switches:
www.kiddiesgames.com Variety of simple games, favourites being the alphabet
and musical clangwww.priorywoods.middlesbrough.sch.uk School in the UK for students with special needs Variety of resources, including switch activitieswww.notherngrid.org/sen/NetSwitch/index.htm Variety of simple pattern and activities (a favourite of
many students)www.webview.co.nz/index.htm Free registration to download 3 switch games
(Levelgames.net)www.helpkidzlearn.com Access to games and stories (varying difficulty)
Bibliography (page 1):Teacher Resources
Donnelly, Connie. 1992. The Art of Language. The Metropolitan School Board.
Erickson, K. and Koppenhaver, D. 2007. Children with Disabilities: Reading and Writing the Four-Blocks Way. Greenboro, NC: Carson-Dellosa Publishing Company Inc.ISBN #978-1-60022-125-5
Gould, P. and Sullivan, J. 1999. The Inclusive Early Childhood Classroom: Easy Ways to Adapt Learning Centers for All Children. Beltsville, MD: Gryphon House Inc.ISBN#0-87659-203-5
Hughes, S. 2000. Positive Pathways: Curriculum for Students with Developmental Disabilities. Peel District School Board.ISBN# 1-55038-187-3
Isbell, C. and Isbell, R. 2005. The Inclusive Learning Center Book for Preschool Children with Special Needs. Beltsville, MD: Gryphon House Inc.ISBN#0-87659-294-9
Kelly, J. and Friend, T. 2003. Hands-on Reading. Solana Beach, CA: Mayer-Johnson, Inc.ISBN# 1-884135-0604
Bibliography (page 2):Teacher ResourcesKelly, J. and Friend, T. 1999. Hands-on Reading Classroom Classics. Solana Beach, CA:
Mayer-Johnson Co.ISBN# 1-884135-45-5
Logan Oelwein, P. 1995. Teaching Reading to Children with Down Syndrome: A Guide for Parents and Teachers. Bethesda, MD: Woodbine House.ISBN#0-933149-55-7
Musslewhite, C. and King-DeBaun, P. 1997. Emergent Literacy Success: Merging Technology and Whole Language for Students with Disabilities. Park City, UT: Creative Publishing.ISBN#0-9628290-1-3
Schwartz, E. 2006. Lessons From Jacob: A Disabled Son Teaches His Mother About Courage, Hope and the Joy of Living Each Day to the Fullest. Toronto, ON: Key Porter Books.ISBN#1-55263-850-2
Spencer, G. Recipes for Reading: Hands-On, Literature-Based Cooking Activities. Worthington, Ohio: Linworth Publishing Inc.ISBN#1-58683-101-1
Turrell, L. The Complete Library Skills (Grades K-2), Grand Rapids Michigan: McGraw Hill Children’s Publishing.ISBN#0-513-02209-0 (Leo the Library Mouse)
Bibliography (page 3)Children’s books shown today by Joanne
1. If You Give a Pig a PancakeBy Laura NumeroffISBN#0-06-026686-4
2. Miss Bindergarten Celebrates the 100th day of KindergartenBy Joseph SlateISBN# 0-439-06512-7
3. The First Day of WinterBy Denise FlemingISBN# 0-8050-7384-1
4. Something From NothingBy Phoebe GilmanISBN# 0-7791-1370-5
5. The Snowman StorybookBy Raymond BriggsISBN# 0-679-80840-X
6. Hands-On Alphabet BookBy the Tactile Section CNIB National Library DivisionISBN# 0-921122-00-4
7. My Five SensesBy AlikiISBN#0-06-445083-X
8. Here Are My HandsBy Bill Martin Jr and John ArchambaultISBN#0-8050-5911-3 (board book)
9. Penguins: Unusual BirdsBy: John St. DenisISBN#0-13-044701-3
Bibliography (page 4)Children’s books shown today by Lisa
1. There Was An Old Lady Who Swallowed a BatBy Lucille ColandroISBN# 0-439-73766-4
2. I Like Myself!By Karen BeaumontISBN# 0-439-79905-8
3. The Scarecrows Clothes
www.enchantedlearning.com
4. Noisy Noises on the FarmBy Julie LacomeISBN# 0-7445-2336-2
5. Rolling Along with Goldilocks and the Three BearsBy Cindy MeyersISBN# 1-890627-12-7
6. Five Ugly MonstersBy Tedd ArnoldISBN# 0-590-22764-5
7. A Cold and Snowy DayBy Beth E. BreakstoneISBN#1-893467-02-3An interactive book- Mayer-Johnson
8. Chicka Chicka Boom BoomBy Bill Martin Jr and John ArchambaultISBN# 0-689-83568-X
9. The Very Hungry CaterpillarBy: Eric CarleISBN#0-399-20853-4
10. Dora’s ThanksgivingAdapted By: Sarah WilsonISBN: 0-689-85842-6