Including Students with Developmental Disabilities in Secondary School

Including Students with Developmental Disabilities in Secondary School Libraries Brenda Dillon Brenda. Dillon@dpcdsb. org 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: – UN’s 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, cont’d • library documents, including – CLA Code of Ethics – IFLA / UNESCO School Library Manifesto – CLA Statement on Effective School Library Programs in Canada – ATLC The Student’s 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, there’s 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 50 - 55) – 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 IPRC’d, all with IEPs, working on alternative curriculum

• each student is an individual – must get to know them, however: – labels (e. g. Down Syndrome, Williams’s 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 welcome @ your library – library basics, e. g. appropriate behaviour, vocabulary, signing out and returning books… • Reading and Learning @ your library – – picture book read - alouds, with activities collaborative novel studies personal book selections research / inquiry process, research projects • Work Experience @ 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 what’s 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 – http: //inclusiveschoollibraries. wikispaces. com – Work in progress – check back! – Want to post? Contact me. • PIP Library Curriculum Project