Inclusive Storytime Project

mpebly

7/9/2018 6:38 PM

The Inclusive Storytime Program at the Hillsboro Public Library aims to provide equal access to the activities offered during the storytime experience that promote early literacy skills linked to reading and writing success in school. Run by faculty at Portland State University (PSU), Inclusive Storytime welcomes all children (see flyer attached at the first image at the end of this post).

Mary Ellen Chase (1952), American teacher and author, captured the importance of reading for children in the above quote.  The benefits of reading include improved language and communication skills, better speech skills, increased academic success and enhanced concentration and attention to tasks.  Some children, however, especially those with complex communication needs due to sensory, motor, intellectual or cognitive disabilities, need additional support in order to interact with books and engage in the early literacy activities that are fundamental to reading and writing success.  These supports include adapted books, use of assistive technology and visuals and strategies that enable children to participate meaningfully in groups such as fidgets, visual prompts and social stories.

Introducing children to the magic of reading is one of the primary missions of the public library.  Through interactive storytime programs, children have the opportunity to engage in literacy-rich activities that promote early reading, provide parents with important models of how to engage their children with books and develop a connection with the library that can become a valued lifelong resource.  The Inclusive Storytime Program at the Hillsboro Public Library aims to provide equal access to the activities offered during the storytime experience that promote early literacy skills linked to reading and writing success in school. Run by faculty at Portland State University (PSU) with an interest in literacy and a steady group of volunteers with experience and training in working with children with disabilities, the Inclusive Storytime Program welcomes all children to enjoy the storytime experience, as well as gain skills in sound-symbol associations, narrative, print-awareness, vocabulary and early writing, skills predictive of future literacy success.

Rory and Aubree

Rory, a bright, energetic, three-year-old enters the library and quickly chooses his spot on the carpet.  Rory was prepared for the group storytime experience by reading a social story at home that describes what will happen and how he will participate.  He knows that there will be a visual schedule to help him transition from activity to activity, and is familiar with the repetitive songs and structure that will help him fully engage in the session.  Rory holds his favorite “fidget” and is ready to sing the familiar book song paired with symbols designed to support all children be active participants in the routine. Books are chosen based upon the interests and language abilities of the children and supporting visuals and activities are carefully designed to support the early literacy skills that the children will need to be “school ready”.   Lacey, Rory’s mom says “The visuals and take-home activities help Rory the most. Also, having access to fidgets and the ability to move around if he needs to.”

The theme for this week’s session at the library is getting ready for summer.  Aubree, who is five, is excited to read one of her favorite Pete the Cat books, Pete the Cat and the Magic Sunglasses.  Aubree uses a head-switch to activate a recording of the song from the book so she can sing along with group. All of the children will wear sunglasses and help retell the adventures of Pete by sequencing pictures on individual schedules made of paint sticks with pictures attached to velcro.   Other activities to support this summer theme include “writing” a book about all the things the children will “see” in summer, learning about the sound “P” makes using a picture mnemonic of their favorite character, Pete the Cat, and a thematic craft. Core vocabulary boards with words and symbols to request “more” materials, and making choices by indicating what colors and shapes they “like” enable all children to communicate while decorating their foam visors as part of a summer craft activities.

Parents play a key role in the storytime sessions.  Facilitators, including some graduate students from PSU’s special education program, model how to use visual supports, engage their children with books and experiment with assistive technology during the sessions.  A take-home sheet with symbols and activities to follow-up at home is provided each session.

Our public libraries play a key role in getting students ready for academic success.  For children with disabilities, the library provides another avenue to help nudge the reading and writing skills that are so important in their future school experience.  The Inclusive Storytime Project is currently holding sessions on the second and fourth Friday of each month and will run throughout the summer. According to Lacey, “In a way, storytime has become an extension of school, giving him an additional day where he can practice sitting, listening, working on an activity with friends around him. He only gets four hours of special education preschool, and during the summer there will be several weeks where he has no school at all. Storytime gently reinforces all of the important skills he will need to be ready for kindergarten in an accommodating environment.”

For information in the Inclusive Storytime Project at the Hillsboro Library, contact Melissa Pebly, Instructor/Supervisor, Portland State University, Graduate School of Education, Department of Special Education at mpebly@pdx.edu.

This post is part of the collection