How to Implement a Sensory Storytime
At the Sept. 8, 2023 ACL Meeting, we were introduced step-by-step on how to prepare and implement a sensory storytime followed by Q&A. This session was presented by sensory storytime expert Maria Cotto.
Maria started a sensory storytime in 2015 and a sensory support group for other librarians in 2018. The support group led to more libraries doing sensory storytime–they went from 2 libraries in Rhode Island doing sensory storytimes to 12. Reach out to Maria on resources for how to start a sensory storytime support group in your state.
Why offer sensory storytime? They promote inclusion, serve an underserved population, provide a safe space for parents, promote community collaboration, and can help educate staff on serving children/families with disabilities and how to make them feel welcome.
The main difference between sensory storytime and regular storytimes is that you are making it more adaptable and providing resources specific for neurodiverse kids.
Before planning it is useful to watch a sensory storytime either in person or online and to connect with others doing sensory-friendly programming. Maria provided lots of recommendations for organizations and online resources throughout her presentation.
Sensory story time can require more (or different) materials/preparation than regular storytime, as you need to gather unique things like fidget toys, social stories, and other elements that Maria talks about later in the presentation.
Maria recommends registration/limiting the number of attendees in order to provide a less stimulating and chaotic environment. Registration can also be useful for building relationships with parents and understanding children’s needs ahead of the event by contacting attendees ahead of time.
Maria recommends interactive books for sensory storytimes and Penny shared a link to the ACL blog with recommendations: https://www.bayviews.org/storytime/interactive-books-for-storytime/
Social stories: They describe and depict a particular situation. In the case of sensory storytime it can be about coming to the library and what will happen at storytime. Maria provides examples from different libraries in her slides
Room set up: Different libraries will have different set ups depending on space. Maria recommends putting out cushions (or other indicators) to define seating, but to also provide other options/seating away from the rest of the group. Maria uses a small tent that kids can use if they are feeling overwhelmed or want to step away. All the example setups had felt boards. Maria recommended using methods to make big spaces feel smaller to help kids focus. This can include a circle of chairs, keeping the door closed, and dimming the lights, although the methods used may depend on your specific group.
Visual schedule: Using images to indicate what the group is going to do. You’ll want to move activities from the “upcoming” area on the board to a completed area (Maria uses an “all done envelope”). A visual schedule can be specific or general–Maria uses a visual schedule with specific songs/activities, but it can also be just “hello song,” “scarf song,” etc. Maria also has a printed schedule to give to families so they can show it to their child and help with participation.
Reading tips: Often, neurodiverse kids have a shorter attention span, so visual interest is important. You may have to shorten books/activities based on child interest, but you’ll also want to continue to the end through distraction. Try not to get ruffled by interruptions because that effects participant enjoyment of the program and can make them feel unwelcome
Songs and activities can be the same as regular storytime, but you want to keep it predictable by using the same songs each time, in the same order and only change out the specific book that you read.
Sensory activities: Things that engage the five senses. Ideas: beads, cups, and farm animals to play with; cotton balls to color sort into labeled buckets; sensory bins; magna tiles; colored shaving cream; sorting cotton balls from feathers. Maria usually includes 3 to 5 different activities, 1 or 2 messy activities and others that are easy to clean up. You can use what you already have to put together sensory activities. Keep the activities simple but think about engaging kids’ senses and developmental stages.
Fidget toys/sensory toys: Things for kids to stretch/pull/twist during storytime, offered at the beginning of session. Maria makes sure to let parents know that they can get up and leave/move around as their kid needs. Maria also provides full body activities like a balance beam, tent, and parachute.
Maria provides an example sensory storytime plan in her slides.
During sensory storytime, pay attention to kids’ reactions by turning down recorded music or lowering your voice if it looks like kids are uncomfortable (covering ears, etc).
It is important to talk to/interact with families and learn about their needs.
Maria emphasized using your voice to engage kids by using different voices/tones.
To promote your event, try to meet people where they are at. This can include providing flyers to different organizations that serve special needs kids. There are example flyers and program names in the presentation.
Can also consider offering sensory friendly programs for teens and adults.
Reach out to Maria at [email protected] with any questions.
Q&A: Where did you get the cart shown in your presentation? From Amazon
How do you feel about outdoors storytime? It’s not bad at all–do the same set up you would do in a large indoor space by creating a closed in space. Try it and see if it works for your families.
Have you connected with organizations run by autistic adults? Is just starting to do programming for autistic adults. Doesn’t know much about collaborating with autistic adult organizations. Has worked with the Autism Project group.
How long do you wait before changing the songs, felt board etc? Is it every season? Storytime length is 10 to 15 minutes and you might not always be able to finish the whole thing.
When I visit preschools there is often a child or two who are on the spectrum in the class. Are they any tips to make the storytime more inclusive? I have seen that my opposite song with loud/soft is not good for them. Other considerations? Puppets, felt board, keeping songs short and simple, engaging with your voice and being dramatic can all help.
Lillian Whithaus, ACL Secretary
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