Serving Patrons with Autism/Spectrum Disorders
As someone with a nephew who is autistic, this paper takes on
a personal level of importance to me. My
nephew loves the library, loves books and is a very advanced reader, but
sometimes the library can be overstimulating for him, or there are not
necessarily programs that are very inclusive for him. As a future librarian, I want to make sure
that he, as well as all patrons, feel comfortable in visiting their
library. I want to insure that there are
services and programs available for him, and all others like him.
As librarians, one of the most important things we can do is
to make sure that all patrons feel welcome and comfortable in the library. Serving patrons with disabilities or special
needs can be challenging, but there are many ways that we can provide for them
so that they feel just as satisfied as any other patron with the library
services they receive. Because equity,
diversity and inclusion are the fundamental values of the American Library
Association, their Office for Diversity, Literacy and Outreach Services offers
a wealth of information on library programming, services for patrons, and
training for employees. With a growing
population of individuals with disabilities, we need to make certain that
library employees are well trained and prepared to deal with a variety of
different situations.
It is estimated that between 1 and 1.5 million individuals in
this country are autistic or lie somewhere along the autism spectrum. It is currently the fastest growing
developmental disability, with an increase of over 10% every year. As such, libraries can expect to see
increasing numbers of autistic patrons and will need to consider this in their
collection development and programming. In
order to properly serve these patrons, it is recommended that library staff
become familiar with some of the signs displayed by autistic patrons. While the manifestations of autism are unique
in each individual, the most common are as follows:
·
Hand flapping
·
Rocking
·
Covering of the
ears
·
Screeching,
screaming, making loud noises
·
Repetitive
behaviors
According to a presentation by the Montana Office of Public
Instruction entitled “Serving Library Patrons with Autism Spectrum Disorders”,
library staff should keep these key ideas in mind when providing service:
·
Avoid touching
(most autistic individuals do not like to be touched or have their personal
space encroached upon)
·
Talk to the
patron, not just the caregiver
·
Allow the person
an opportunity to respond, even if it takes time
·
Don’t just tell
the patron how to do something, show them.
Autistic patrons most often learn better by example.
·
Keep things
simple and at all times explain what you are doing.
·
Use visual aids
as often as possible.
There
are numerous websites, PowerPoint presentations and webinars available to
assist in the training of library staff on identifying the signs of autism and
how to provide the best service to these special needs patrons. However, one of the best things to remember
in dealing with autistic/spectrum patrons is that their brains work
differently. There are numerous reasons for this, but the primary is that they process
information in a different part of the brain than a typical child. Therefore, we need to present the information differently
in order for them to be engaged.
Most, but not all, of the autistic patrons that library staff
will encounter are preschool and elementary age children. So how can these young patrons be best
served? One great way to provide
services is through story time, which can be easily modified to be inclusive
for all children. According to the article “Storytimes for Autistic Children”
by Kiera Parrott, things should be kept simple, using the same routine for each
program, and do not worry if children appear to be zoning out. It is not unusual for an autistic child to
lose focus but then regain interest at a later time.
The San Jose Public Library provided training for their staff
members on diversity and inclusion specifically focused on story time. Their suggestions for providing the most successful
programming possible include the following ideas:
·
Use short, clear sentences , and slow down when reading
and singing
·
Provide many
different forms of visuals during activities such as puppets, props, stuffed
animals, pictures/flannel board stories, sign language, adapted books
·
Provide a variety
of options for children to sit and to define space such as carpet squares,
story time carpets, beanbag chairs
·
Use a visual
schedule for all activities
·
Provide a variety
of options for children to pay attention such as a variety of fidget toys
available
·
Allow children to
stand, move or go for a walk and return to the group at their leisure
Story time and preschool activities can be easily tailored to
be inclusive for all children. But what
about teenagers? At an already awkward
stage, it can be even more challenging with a child on the spectrum. Research has shown, however, that the way to
handle programming for teens really isn’t much different than younger
children. It’s the same concept, just
different content. Instead of children’s
books, puppets and stuffed animals, the content will need to be geared to the
age appropriate level. Typical teens are
more involved in graphic novels, beauty and fashion, perhaps even teen romance
and science fiction. All of these can
still be presented in teen groups just as they would be in a story time session
for young children. The key concepts are
the same: short and clear sentences, appropriate props and visuals, a
comfortable place to sit, and the option to come and go from the group as
needed. One particular difference in
this age group, however, would be to include more socialization among
teens. Since most of these children have
been dealing with their diagnosis for a longer period of time, they have
learned their own unique way of dealing with others. Some may be quite talkative and some may be
completely non-verbal, but regardless of their level of socialization, ways of
encouraging social interaction should be explored.
One of the best ways to deal with special needs patrons is to
ask them or their caregivers what they need or want. You don’t have to be limited just to story
time. Some libraries open a little early
or close a little later in order to have a special time designated for patrons
on the spectrum. Ultimately, what works
best for your patrons is what will provide them with services they need, as
long as the ideas are financially feasible.
In speaking with friends and family members, and doing
research for this paper, I found a lot of information on multisensory environments.
These are rooms or spaces in the library that are dedicated to promoting
intellectual activity while encouraging relaxation and quiet. These rooms aim to control sensory
stimulation by reducing loud noises, talk and promoting a calmer, softer lit
environment. Of course these areas can
be geared to whatever activity is going on in the room. If there is a special program that needs to
be more active or have more interaction, that can certainly take place
too. Of the individuals I spoke with
regarding their autistic children, they indicated that a quiet space with
interactive or touchscreen games and books would be very useful. Every person I surveyed responded that there
was a huge need for beanbag type chairs.
Apparently these chairs provide a cocoon type environment which makes
the children feel safe and secure in their own personal space.
With a little training, it should be fairly easy for library
staff to create an inclusive environment for autistic patrons. Knowing the signs of autism, remembering to
allow these patrons their personal space, and providing them with encouragement
and a sense of security and acceptance will benefit the whole library community. Asking questions of autistic
families/caregivers about how to help them and what they need will provide the
best possible environment for these very special patrons.
Works Cited:
Cottrell, M. (2016,
March 1). Storytime for the Spectrum. American Libraries.
Libguides.uky.edu/autismresources
(n.d.). Retrieved March 2, 2018 from
http://www.uky.edu
Librariesandautism.org/strategies.htm.
(n.d.). Retrieved March 2, 2018, from
http://www.librariesandautism.org
Montana Office of
Public Instruction. (n.d.). Serving Library Patrons with Autism Spectrum
library-patrons-with-autism-spectrum-disorders-and-their-families
Parrott, K. (2008,
August 23). Storytimes for Autistic Children. Retrieved March 2, 2018, from
http://www.alsc.ala.org/blog/2008/08/storytime-for-autistic-children
San Jose Public
Library. (n.d.). Inclusive Training for Staff. Retrieved March 2, 2018, from
