Helping Autistic Children Fit In During Story Time

Every child wants to fit in.  That was a statement that was recently posted on a Facebook page for children who were bullied.  The message was clear, simple and too the point.  It also speaks to the purpose of this post for today.    Story time in libraries are a perfect way to begin socializing young children   Every Tuesday morning,  a child goes to see his or her friends at the library to hear wonderful stories, sing cute songs, maybe a finger play or two and a craft to complete to complete the hour.  This is routine and believe it or not all children love routine.  It's a sense of security and safety.  This is what Autistic children crave too.  They are no different.   Including the Autistic child to a Story time program may mean  adding a few things to help the program go smoother for everyone but it doesn't mean that it's impossible. 

There are three things that a good children's librarian should never go without when planning a story time to include Autistic children.  One, a checklist of what will happen during the program.  This can either be printed or on a board where children can see it.  What can this checklist do?  It helps the child know that things are moving as planned and it helps keep track of time.   This not only helps the child but the librarian as well.  It's a great reminder that activities should not last longer than three minutes.  (Unless of course, the children are having so much fun that another round of "If you're happy and you know it" is needed before the children are ready to move on.)  

The second thing to never go without is a sensory bowl.  Set up this bowl in a place that is away from the librarian but in easy view of the children.  In the bowl place things like  a toy,  stress reliever balls,  or toy cars.  During the program if a child feels that he or she needs to move during the story, allow them to go up to a bowl  to pick out an object such as a stress ball that they can take back to their seats.  This allows them to fidget a little but still be able to pay attention to the story.  It also calms them so that they are able to still be part of the program.  

Third and most important of all.  A  safe place to go to when things get a little too much to handle for them.  It doesn't happen often but when a child has a meltdown there needs to be a place with the child and caregiver can go to ease the tensions and "refocus" the child's attention on the program.  This simply means setting up an area  a little away from the rest of the children that gives privacy, protection and play for the autistic child.  One of the best ways of doing this is by draping a blanket over two chairs, as if to make a quick fort, and place small toy or crayons and coloring books that can help the child calm down.  When the child is ready to rejoin the group,  he or she can without disturbing the rest of the children's attention. 

Every child really does fit into story time at the library.  The children librarian just has to do a little extra planning to make it happen.  This by the way, can be done at schools or home too.  Librarians aren't the only ones who can read to a child.  Everyone should take advantage of this opportunity.  Life is too short not to share a book.  That sounds like another  Facebook message to share! In the meantime to find out more about Autism, go to AutismSpeaks.org. 

Positive Library Story Time Experiences For Autistic Children

The library should be an open and inviting place for patrons of all shapes and sizes. On a given day, in libraries across America, people can walk, roll, or bring a canine helper to guide them through the library. All are welcome, even those who are diagnosed with Autism Spectrum Disorder. This disorder covers a wide range of symptoms from flapping hands (self stimulation) to loud outbursts that are seen as unsocial behaviors. Perhaps the hardest hurdle of serving patrons with Autism is identifying them and knowing how to help them during their library visits.

One of the more popular programs that library offers are story times for toddlers and preschoolers. These programs offer wonderful ways to share the love of reading to a budding young group of readers. It also is a positive reinforcement for family literacy. For parents of autistic children the joy of story times may turn into tears of frustrations. This shouldn't be case because all children deserve the opportunity to find joy in reading and sharing a story. There is a simple solution for autistic children and that is to simply provide a special story time geared for their needs.

First to consider when planning a story time for autistic children is the setting. The room should be dimmed since some Autistic children experience sensory sensitivities. Bright lights may be disturbing to them as well as loud noises. Secondly, do not take their behaviors personally. For example, some children with this disorder may not be able to make eye contact with the person they are speaking to, others may not want to do something as simple as a high-five because they do not like human contact. These children may also rock themselves during a program and seem totally unaware of what is going on around them. In reality, they are drinking in every single word that is said. Librarians must also remember that short simple instructions along with the child's name is an effective method of getting an autistic child to follow the rules of the program. Keeping the group small if possible and invite parents/caregivers to stay for the program should also be considered when implementing the program.

When beginning a story time let children know what to expect for the duration of the program. Simple pictures that will can demonstrate the order of the activities will give these special students a sense of security. When each activity is finished the picture that demonstrates this will be taken down. For example, after the first story has ended, the librarian will go to the "schedule" and take down the picture that represents the librarian and children reading together. This is repeated throughout the program until the very end when all pictures have been taken down. simple songs can also help with the transition of the program. For example, singing to the tune of London Bridges, "First story is over now, over now, over now. First story is over now. Now we will dance." It's simple, it's a tune that everyone recognizes and the children respond positively to the instructions.

Choosing books and crafts for this program is no different then planning one for children without disabilities. One universal rule of reading to all children is if the reader is engaged in the book, the audience will be too. During quite sit down activities, such as listening to a story, allow a child who can not keep their hands still to hold a fidget toy. This can be anything from a small rubber ball to a small stuffed animal. By allowing the toys during he story, it may help some autistic children focus better on the story being told. '

Finally allow the children time for movement that engage the senses to some degree. One activity may include singing or playing a song while the children are encouraged to walk around the room with colorful ribbons. Of course, with adult supervision to keep them from bumping into each other.

This program can be rewarding for everyone involved. Especially for the youth services librarian who has discovered another group of youngsters to share with the joy of a good story. Could the job get any better?