Inclusive School Libraries

I have been working on the Advocacy Sub-Committee of the School Library Association of NSW (SLANSW) a flyer with strategies to develop a school library that is inclusive of the learning needs and interests of students, focusing on students with disabilities or additional learning needs.

This has built up on the OLT courses on Autism and Personalised Learning that I have undertaken with Sydney Catholic Schools. It has given me scope to learn and reflect on what I have learnt from those courses and what I can do within a library capacity. This was supported by drawing on.academic literature.

As the flyer is a benefit available to SLANSW members, I can only reflect on it briefly.

What I can point out is that I realised that I was already doing it in practice, even in a mainstream capacity such as acquiring high interest literature but contains text with low/limited vocabulary and knowing interests and needs. Visual signage can make a big difference as well but also the approaches to signage. It was broadened further. 

For students with learning needs, they love having a special or responsiblity and encouraging them to step up to roles can make a bigger difference than a student who is mainstream.

OLT Autism Training

I have recently been given the opportunity to undertake some Autism training through my school which is a mixture of face to face and online training.

The insights that have been given onto Autism today have interested me, especially the changes in the definition of Autism under DSM - 5, where Autism Spectrum Disorder is classified by levels and is determined by assessment by medical professionals.

Two matters have stood out for me which I will need to consider as a Teacher Librarian:

1. Ensuring that I provide explicit instructions in how to access library services. I have focused on providing step by step guides in how to access database or undertake a particular task in a program or application for the general school community. Could breaking it down further be better and/or identify an area that may require explicit instructions or ensure effective use.
2. Inquiry Learning - We have been presented with a hypothetical case study as part of the course. The person who was one who found creative tasks and answering open ended questions difficult. While inquiry learning is great in formulating questions of our choice to help us in research, for a person with autism, it may be overwhelming. Obviously there is a need for detailed steps to be followed including templates and scaffolds. But what about what to choose as their area of focus. I have thought about it and I would suggest at this time to focus on the persons specific interest area to narrow it down and allow them to enjoy a research task that accommodates their interests.

Accommodating for students with a disability

I have been a keen advocate for providing equitable access to library services and recently accepted an opportunity to undertake some free professional development provided online through the Association of Independent Schools.

The course Disability Legislation Online Module on the impact of legislation of the following:

• Disability Discrimination Act (1992)
• Disability Standards for Education (2005)

I would encourage Teacher Librarians to enroll in this course. It is free for those in Association of Independent Schools but non-member schools will charge a fee.

As Teacher Librarians, we do collaborate in the programming of units of work across each key learning area. We do need to remember that we need to accommodate various learning needs for those who may be disabled.

It also affects how we provide library services including resources and furniture. We should ensure that any activities that we provide can include those with a disability. If not we need to provide an alternative.

We should also liaise with learning support as to how the school library can improve its provision of library service to those with disabilities. 

Special Needs Library Programs

This term has introduced me to library programs for Special Needs students which I have actually enjoyed more than standard library lessons.

It allows me to open up and relax a little and show that passion for reading!!!

And the time is so relaxing for them too. In fact its my number one priority because I have seen them participate actively and also become more settled.

Some people might think these classes are a burden, but they are not at all.

I have been lucky to be guided in how to organise the sessions in a casual/temporary capacity as there has been a well established routine that I (and them) would like to maintain.

There is a bit of work involved in planning, but if you approach it with gusto like you do in your day to day role, you wont have a problem. Embrace it, because I think its one of the great ways you can show off your passion for reading and libraries.

The students will certainly get involved and will want to read.

But if you need somewhere to start, this document by Toronto Public Library would be a good start as it has some great guidelines but also outlines of how you can organise a library session with your special needs students.