Programming for Children and Teens with Autism Spectrum Disorder

by Barbara Klipper

Overview

Those who understand the unique sensitivities of young people with autism spectrum disorder, now the second most commonly diagnosed serious developmental disability, know that ordinary library programming guides are not up to the task of effectively serving these library users. Klipper has presented at conferences and trained librarians from around the country in autism awareness, and the grant-funded Sensory Storytime programming she developed at The Ferguson Library in Stamford, Connecticut is a model for reaching children and teens with autism spectrum disorder. Her complete programming guide, ideal for audiences ranging from preschool through school-age children, teens, and families, Provides background information on the disorder to help librarians understand how to program for this special audience Features step-by-step programs from librarians across the country, adaptable for both public and school library settings Suggests methods for securing funding and establishing partnerships with community organizations Includes a glossary and list of additional resources that will prove valuable to librarians and parents/caregivers alike

Product Details

ISBN-13:	9780838912065
Publisher:	American Library Association
Publication date:	01/09/2014
Edition description:	New Edition
Pages:	168
Product dimensions:	8.50(w) x 11.00(h) x 0.36(d)

Editorial Reviews

★ 06/01/2014
For librarians who offer or are thinking about offering programming to children and/or teens with autism spectrum disorders (ASD), this how-to guide is a must-have. Klipper, who has worked with people with autism since 1986, begins with an excellent overview of autism. She then discusses best practices and the decisions that need to be made before libraries start a program. For librarians who are already providing programs or services for those with ASD, this book offers many sample programs from around the country. There are storytime models; programming for school-age children, teens, and families; and program plans for school libraries. Helpful side boxes include tips on ways to supplement or adapt existing programs and library spaces. For example, the author includes information on selecting read-aloud books, using a registration questionnaire to query caregivers about their child's special needs, and setting up a quiet corner. The appendixes include valuable resources such as vendors, websites, and publishers; suggested books and their related sensory activities; rhymes and their related sensory activities; and keys to a successful library visit. All of this will give both new and veteran librarians a good foundation for thinking about programs for children and teens with ASD. This resource should be in every public and school library.—Renee McGrath, Nassau Library System, Uniondale, NY

School Library Journal