Including Students with Developmental Disabilities in Secondary School Libraries Brenda Dillon Philip Pocock Catholic Secondary School Dufferin Peel Catholic District School Board Session 1704 Ontario Library Association Super Conference 2009

Agenda Introduction –My Topic –My Journey –My Capping Project Literature Review –Human Rights and Libraries –Libraries and Individuals with Special Needs –Conclusion Reflection and Sharing –The Students –The School Library Program –Collection Development –Collaboration –Professional Learning

Introduction: My Topic goal – to create an inclusive school library focus – students with developmental disabilities definition of developmental disability: severe learning disorder combining moderate to profound intellectual disability with disability in adaptive functioning, both of which are present before 18 years of age

Introduction: My Journey volunteer work summer job faculty independent study course classroom experience a library period… –asked by teachers to work with students –discovered students not welcome in library –vowed to change this, should I get the chance TL, September 1996… –made changes! –AQ Specialist, Special Education (helpful!)

Introduction: My Capping Project session is based on my M.Ed. capping project an opportunity to develop, refine, consolidate… tried to create a resource for others interested in including students with developmental disabilities in high school libraries

Literature Review Human Rights and Libraries Libraries and Individuals with Special Needs –The Right to Inclusion –From Philosophy to Practice –Including Students with Developmental Disabilities Conclusion

Human Rights and Libraries human rights documents, including: –UNs Universal Declaration of Human Rights –Canadian Charter of Rights and Freedoms –Ontario Human Rights Code have in common… –respect for diversity –expectation that human rights apply to ALL persons

Human Rights and Libraries, contd library documents, including –CLA Code of Ethics –IFLA / UNESCO School Library Manifesto –CLA Statement on Effective School Library Programs in Canada –ATLC The Students Bill of Information Rights –OSLA Policy Statement make clear… –libraries welcome all community members –provide equitable service to all patrons

Libraries and Individuals with Special Needs right to inclusion –human rights and education legislation make clear that inclusion of individuals with special needs is desired, expected, required –school library documents make clear the need to welcome and support students with special needs from philosophy to practice –lots of material on including individuals with special needs in school, academic, and public libraries –includes physical access, assistive technology… including individuals with developmental disabilities –very little specific to this topic

Conclusion Creating an inclusive school library is an essential and ongoing task. –library literature offers both philosophical and practical support –however, theres very little specifically about including students with developmental disabilities Together, we can make it happen!

Reflection and Sharing The Students The School Library Program Collection Development Collaboration Professional Learning

The Students PIP (Planning for Independence Program) –intellectual disabilities moderate to profound (IQ scores below ) –significant deficits in adaptive functioning in at least two areas communication self - care home living social / interpersonal skills use of community resources self - direction functional and academic skills work leisure health and safety –beginning before 18 years of age –may have multiple exceptionalities –in high school until age 21 –all IPRCd, all with IEPs, working on alternative curriculum

each student is an individual – must get to know them, however: –labels (e.g. Down Syndrome, Williamss Syndrome…) can provide useful starting points –as can records (IEP, OSR) –and people who already know / work with students (PIP teachers, ERWs)

generally useful strategies include: –using simple, clear language –avoiding visual, verbal, and material clutter –using a plain font, larger size, extra space –allowing extra time for processing –beginning with the familiar / known –working from the concrete to the abstract –using realistic materials –working step – by - step, with lots of scaffolding, organization, support, and modeling –not expecting generalization / providing direct instruction in a number of settings / situations / repeated practice –providing opportunities for ongoing practice to maintain learning and develop skills

The School Library Program You are your library –library basics, e.g. appropriate behaviour, vocabulary, signing out and returning books… Reading and your library –picture book read - alouds, with activities –collaborative novel studies –personal book selections –research / inquiry process, research projects Work your library –basic job skills (e.g. attendance, punctuality, accountability, following schedule, following instructions, completing tasks, –appropriate work behaviour and social skills –literacy and numeracy –goal is preparation for Work Experience placement outside school

Teaching Materials use visual, concrete materials lots of worksheets, activities, games try to create each activity at a variety of levels, match materials to students use a variety of activities / approaches to repeat teaching see whats available from PIP teachers use / adapt elementary materials check out online materials (lots for elementary teachers, home schoolers) make your own (learn Boardmaker!) Think primary; avoid cute!

Collection Development encyclopedias –World Book Student Discovery, WBSD Science primary and high / low non - fiction picture books pre - chapter books (e.g. DK Readers) Junior novels high / low fiction (e.g. Orca Soundings) consider non – book materials (e.g. puzzles) consider making / publishing in - house Think primary; avoid cute!

Collaboration essential element in creation of inclusive school library with classroom teachers –differentiated instruction –resources at appropriate levels with PIP teachers, ERWs, support staff… –most helpful if TL can be part of team working with students ideally, library program is developed collaboratively with, and fully integrated into, PIP

Professional Learning critical factor is attitude however, ongoing professional learning is necessary –for everyone – not just TL –behaviour, communication, medical issues –augmentative / alternative communication systems or other assistive technology –confidentiality is a concern, but so is safety –goal is to reduce apprehension, increase support, make student welcome –talk to ERWs, PIP teachers –ask to be included in in-service sessions –read –consider taking courses

Next Steps Wiki – –Work in progress – check back! –Want to post? Contact me. PIP Library Curriculum Project