1. 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)

3. 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 partners fact?

5. 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: joanne.parum@tel.tdsb.on.cajoanne.parum@tel.tdsb.on.ca School Phone: 416 397-2750

6. 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 information Email: lisa.mast@tel.tdsb.on.calisa.mast@tel.tdsb.on.ca School Phone: 416 424-3855, ext. 3553

8. 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

10. 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 (dont be afraid to alter books to suit the needs of your students)

12. 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!

14. Grade Level Learning ExpectationsTeaching StrategiesAssessment Methods ACThe 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 information Begin to attend for increasing lengths of time Begin to learn to care for reading materials appropriately Begin to demonstrate the ability to make simple choices Begin 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 approach Be provided with regular opportunities to visit the school library, listen to stories and handle books Be provided with opportunities to make choices with his/her own personal response system Hear simple and consistent language Use of age-appropriate materials Hear praise See modeling Use of the computer Use of adapted switches (if necessary) Use of hand-over-hand experiences (if necessary) Positive Pathways- Phase 1 IEP Goal: To develop early literacy skills

15. 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 books Method: Independently activates adapted switch Mild Positive Reaction Frequently attends to the story Can choose a book Method: Requires some prompting to activate adapted switch No reactionOccasionally attends to the story No reactionRequires a lot of prompting to activate adapted switch Dislikes itRarely attends to the story Dislikes itRequires H-O-H assistance to activate adapted switch

16. 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 and some H-O-H assistance Occasionally attends to the story 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

17. 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)

19. Great website to use with Switches: www.kiddiesgames.com Variety of simple games, favourites being the alphabet and musical clang www.priorywoods.middlesbrough.sch.uk School in the UK for students with special needs Variety of resources, including switch activities www.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)

20. 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

21. Bibliography (page 2): Teacher Resources Kelly, 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 Childrens Publishing. ISBN#0-513-02209-0 (Leo the Library Mouse)

22. Bibliography (page 3) Childrens books shown today by Joanne 1. If You Give a Pig a Pancake By Laura Numeroff ISBN#0-06-026686-4 2. Miss Bindergarten Celebrates the 100 th day of Kindergarten By Joseph Slate ISBN# 0-439-06512-7 3.The First Day of Winter By Denise Fleming ISBN# 0-8050-7384-1 4.Something From Nothing By Phoebe Gilman ISBN# 0-7791-1370-5 5.The Snowman Storybook By Raymond Briggs ISBN# 0-679-80840-X 6.Hands-On Alphabet Book By the Tactile Section CNIB National Library Division ISBN# 0-921122-00-4 7.My Five Senses By Aliki ISBN#0-06-445083-X 8.Here Are My Hands By Bill Martin Jr and John Archambault ISBN#0-8050-5911-3 (board book) 9.Penguins: Unusual Birds By: John St. Denis ISBN#0-13-044701-3

23. Bibliography (page 4) Childrens books shown today by Lisa 1. There Was An Old Lady Who Swallowed a Bat By Lucille Colandro ISBN# 0-439-73766-4 2. I Like Myself! By Karen Beaumont ISBN# 0-439-79905-8 3.The Scarecrows Clothes www.enchantedlearning.com 4.Noisy Noises on the Farm By Julie Lacome ISBN# 0-7445-2336-2 5.Rolling Along with Goldilocks and the Three Bears By Cindy Meyers ISBN# 1-890627-12-7 6.Five Ugly Monsters By Tedd Arnold ISBN# 0-590-22764-5 7.A Cold and Snowy Day By Beth E. Breakstone ISBN#1-893467-02-3 An interactive book- Mayer-Johnson 8.Chicka Chicka Boom Boom By Bill Martin Jr and John Archambault ISBN# 0-689-83568-X 9.The Very Hungry Caterpillar By: Eric Carle ISBN#0-399-20853-4 10.Doras Thanksgiving Adapted By: Sarah Wilson ISBN: 0-689-85842-6