Showing posts with label reading. Show all posts
Showing posts with label reading. Show all posts

Inclusion-make it real


Inclusive Programming Nov 1 2019
Attendees from Sutherland Libraries: Chris Newett and Ingrid Micallef

These notes and the slide presentation that links to them are in Objective----


in a folder called EarlyEd inclusion

Purpose: To discover best practice for inclusive programming. To apply this to The Cubby program and other programs for pre-school children.

Pre-amble: Diagnosis? Often children at this age are not diagnosed and are displaying a variety of behaviours
The goal is to encourage participants into the mainstream programs.
Inclusion-fully participate. Councils now have an inclusion plan. (Check Suth Council)

Using Signs
KWS-based on Auslan but is not Auslan as Auslan has a distinct grammar and syntax.
Incorporates natural gesture
Talk and sign together never just sign.
Some basic Signs

Toilet - Sign for letter ‘t’ and tap several times. Tap more to indicate urgency!
Hot – hooked finger and wipe sweat and flick from brow
More – Cup hand to chest and pull away
Finish – Thumb up and wiggle side to side
Yes – fist nod up and down
No – fist nod side to side
My/mine – fist to chest (as if pointing but no pointing finger)
Your- fist turned out (as if pointing but no pointing finger)
Like – circle hand at heart
Don’t like -  circle hand at heart, shake head and add negative facial expression.
Yum – circle hand at tummy

The needs of the child-under or over sensitive. Ask parent - How can we support your child?
Change the environment to suit
Careful about demands placed on child
Have resources (lap toys etc) only if needed and if suitable to child-parent will know.

Seating options
·         Stay in pram?
·         Facing parent?
Partnership with parent
·         Have books online to match those in program.
·         “Do you need extra help?”
Always ask who is new? Understand that anyone new will display different behaviours. Behaviours of disabled child will be the same as other children however delayed or longer in duration.
1. FOCUS ON ABILITY
What is the best way for the child to sit?
What do they like?
What can they do?
-Focus on the individual not the stereotype or label
-Multiple disabilities-Downs syndrome and hearing loss…
Consider
-range of movement
-co-ordination and motor planning
-support systems in place, assistive technologies
-strength and stamina
-hearing and vision
-sensory processing
-memory
-cognition
When talking about disability put the person FIRST e.g a child with autism NOT an autistic child
Special support rather than special needs
(INGRID-work on wording for our program, what is our target group?)
2. SUPPORT INDIVIDUAL NEEDS
Structure with flexibility
Framework-scaffolds
3. THE RIGHT AMOUNT OF SUPPORT
-Just enough/not too much
                Can confuse/distract/distress
                Observe what is happening
                Respect independence
                Ask and offer support rather than provide it
Make storyboards consistent across branches
EVERY BEHAVIOUR IS A COMMUNICATION-intentionally communicating a message OR unintentionally expressing an unmet need.
IDENTIFY BEHAVIOUR-sitting crossed arms, scowling
NOT INTERPRETATION OF BEHAVIOUR-grumpy, non-compliant
4. AMOUNT OF SUPPORT - ASK FIRST.
                What can I do?
What kind of support does your child need for this session?
Respect the parents control, they are the expert for this child.
Managing difficult conversations-(This is where I disagree with the training as we are not in a position as trained child behavioural experts to have this conversation. We can provide resources and give feedback in a general or non-judgemental manner such as-your child really enjoyed that song, we’ll use it again next week OR that song seemed to cause your child some stress we’ll not sing it again.)
5. SUPPORTS TO HAVE IN PLACE
                Aimed to help understanding – give instructions.
SUPPORT THE UNDERSTANDING OF WHAT IS GOING TO HAPPEN.
5A. Be face to face
5B. Show with visual materials or gestures-this slows down the message; therefore easier to comprehend.
5C. Wait (5 sections) Give time to process before giving more information
Observe Wait Listen
5D Visual Schedules
Includes mat and chairs (?)
Part of Plan
Something to show you are the storyteller (Lanyard? Headband?)
Social Story
Puppet
Storyboard on paper to hand out
VISUALS
                Sitting on the floor social story
                Moving around the library social story
                Going to the toilet social story
Consistency in size and colour
Visuals also helpful to parents
Keyword Sign kwsnsw.com

                Boardmaker (1 month free trial)
                Different stripes of colour for different activity
MUSIC
Interest based
More engaged learning
Do less songs and do those 2 or 3 times
Use felt board for songs
Facilitate development of language and communication.
BOOKS
What makes a good book?
·         Clear setting
·         Problem/starting eent
·         Character reactions
·         Attempts to solve the problem
·         Consequences
·         Resolution
Who sank the boat/
Baa for beginners
Emily likes to bounce
Ducks away
WHAT NEXT?
Evaluate and consider goals for program, who we are targeting? Are we being inclusive or exclusive? Wording for notifying families of the program and it’s goals.


RESOURCES
Key Word Sign NSW
Hanen
Early Ed
Parachute
Puppet-child sized
Sign bank


Ingrid

Inclusion - make it real

Inclusion - make it real

Penrith NSW Nov 1, 2019

Presented by EarlyEd.

Chris Newett and Ingrid Micallef attended this workshop in order to gain some more understanding of Inclusion best practice to support The Cubby storytime and The Calm Corner.




Inclusion – Making it Real – Inclusive Story Time – Professional Development for Public Libraries
Friday 1st November Penrith Council

Diagnosis – autism?
Barriers – how to manage
Early Connections – collaboration
Keyword sign – Signbank
Challenges – demands on the child. What can we change? Environment? Seating?
Booking – when booking add a question – Do you need any help? Special needs?
We welcome …
Environment work for you
Raising Children Website
Chat first. Everyone has bad days
Focus on child’s ability non disability
Say …a child with autism/downs syndrome …
Not… autistic child
Special needs? Additional needs? Target group? Inclusive/exclusive
Support the child’s individual needs.
Structure-framework-flexibility
Adapt
Not too much support – confuse, distract. Even too much praise.
Use strategy that is broad. Ask parent do they need support.
Behaviour- how to manage it

Profile – behaviour eg finds it hard to concentrate, rocks back and forth.
Could say “he enjoyed that song today”
Wait so the child can process a song eg Twinkle Twinkle little star how I wonder what you are……pause…………….Up above etc
Use visuals – glasses, hat
Prepare/explain/show/finish
Social story – photos/videos
Boardmaker Spectronics
Social impact UTS
Kwsnsw.com.au
Autismapp.org.au
Auslan signbank

Music is a great tool as it helps develop language – it doesn’t teach language
Interest based learning
Repetition – less is more
Rhyme and rhythm
Narrative is important
Don’t talk/interrupt the story too much – read it
Hanen
Siblings – give them a role be inclusive.

Chris


Trends in reading among Australians

The Australia Council has released a fact sheet on the reading behaviour of Australians based on research into the Get Reading! campaigns from 2008-2012.  You can read the fact sheet here.

Barb

The 75 Books Every Man Should Read

Whether it's books. movies, music or sporting legends, if you want to start an argument, publish a list. The latest in a long line of literary pot-stirrers is Esquire magazine's online slideshow 75 Books Every Man Should Read (actually a reposting of the list from 2008).

What makes this list especially provocative is the sole inclusion of one female writer. To remedy this, short fiction publisher Joyland responded with 250 Books By Women All Men Should Read. You can listen to an interview with Joyland's publishers about their list on The Bookshow.

What do you think of the lists? As librarians giving reader advice, do you have a tendency to recommend male writers to male readers? Are blokes harder to recommend for? Is it all sexist guff this 'books for blokes' caper?
In the spirit of Joyland's cheeky riposte, and to flex your readers advisory muscles, I have a question for you:

What book by a female author would you recommend for a male to read?

To start us off, I will post two suggestions below - one for adults, one for teens.

Harper Collins and eBooks

Thought staff might be interested in what's happening in the world of eBook publishing. It seems one of the big publishers, Harper Collins, has instucted libraries it will be selling eBook licences that expire after 26 loans. They also want to have a say in who has the right to borrow a library's eBooks, wanting libraries to tighten up their membership policies.

Libraries are understandably up-in-arms about the whole thing. Have a look at comments from the Library Journal, and a librarian's blog which has lots of other interesting links.

Barb

Holiday reading

If you'd like to challenge yourself to a different read over the holidays, you might want to check out Inside Story's Best (Overlooked) Books 2010. It does come with a disclaimer that they weren't all necessarily overlooked, and they weren't even necessarily published in 2010, but they were the books read by Inside Story contributors during 2010.

It's a pretty eclectic mix and mostly a bit high-brow for me, but it may be just the list you're looking for.

Barb

So many books, so little time

So many books, so little time
Over the last nine months some staff have been participating in the 2010 Librarians Reading Challenge set up by the NSW State Library. It was surprisingly fun, challenging and eye opening, as we were encouraged to try read genres of books outside our comfort zones. Have a look, it makes interesting reading! So now I thought we should try an adaptation of this in our library service. The idea is to feature a different book genre/theme each month in the library. Each branch of the library nominates a staff member to write a book/ movie review or annotation/s of the featured genre of the month. This gives everyone the opportunity to share their favourite reads with everyone. It also means that the busy, reserved and shy ones amongst us need only contribute 3-4 times over the twelve month period. I will email out the list of the proposed selections for the next 12 months, to each branch, so that you can find your favourite genres and get reading! You may even like to challenge yourself and read outside your comfort zone. The genres initially included are those which the library have identified and created genre spine labels for. Of course, anyone is welcome to write a review of a book/ movie or add a comment to the checkmeout.blog at any time.

With the holiday season approaching now is the optimum time to get reading. So
here are some tips to help you to read more.

1. Get a good book. Follow Nancy Pearl's Rule of 50 which states “If you still don’t like a book after slogging through the first fifty pages, set it aside. If you’re more than 50 years old, subtract your age from 100 and only grant it that many pages.”
2. Turn off the T.V. The ratings are over until February, 2011 anyway, do you really want to watch those reruns…again?
3. For the library students, finish TAFE/Uni first, then read as much as you can before the next semester starts.
4. Listen to an audio book. This way you can maximise your time and multitask.
5. Join a book group. This way you will read at least one book a month, and may be inspired to read even more.
6. Write a list of 12 books you have been meaning to read, but haven’t. With the holiday season approaching, now’s the time to set a goal of getting them read.
7. Ask Santa for an e-reader or an i-pod. (Sony e-readers are compatible with Overdrive) and download as many books as you can. Then read them.
8. Have a set reading time, even if it’s only 15 minutes before you go to sleep.
9. Make it a habit to carry a book (or e-reader) with you everywhere.
10. Make it a New Years resolution to write a blog on “checkmeout” about some of your favourite titles. This way, you are letting everyone know that you committed to reading, and letting them know what you’re reading.
11. Don’t reread old favourites, find some new favourites.
12. Read new books, old books, fun books and make-you-think books. Read more than one book at once.

Happy reading
Monique