Everyone is welcomed at the library! Summit Educational Resources believes that all children should have access to the educational wonders found in a library.

"Shhh ... quiet please!" is a familiar utterance at libraries across the country

However, if you were to visit Summit Educational Resources library media center you would most likely encounter not only lots and lots of noise, but children who are learning how to check out books, listen to a story, and properly interact with their peers. As a librarian, we are often disciplined in the importance of order, following rules, and creating a library environment that is quiet. Working as a librarian at a school for children with special needs, you soon realize that your library will not be the norm. Order is seemingly impossible to establish, rules are difficult to adhere to, and the room is virtually never silent!

Summit Educational Resources (www.summited.org) is a private, not-for-profit organization that is dedicated to serving more than 1600 students. Summit offers an array of services including an Early Autism Program that focuses on addressing the needs of students with autism spectrum disorders, on service coordination, and features a year round school program for students through age 21. Summit's mission is to prepare children and young adults with developmental disabilities for life success. Roughly 75 percent of Summit's students are diagnosed with autism.

When I began working at Summit in 2005, students were not allowed into the library. The library was designated as a place where teachers could borrow resource materials for their classrooms. Within the first week of my employment, this rule went out the window! A school library without students was not only too quiet, but lonely. During my first weeks, I began working with the special education teachers to create schedules for weekly story times, read-alouds, reading incentive programs, and computer software training. The basic idea was to foster an environment where the students could feel safe and comfortable.

The first groups I worked with were integrated preschool classes with many students with autism. An average preschool story time is a half hour long. The schedule includes sitting the students down on a large colorful rug, going over picture rules, singing a song or doing a finger play (i.e., "The Itsy Bitsy Spider"), reading a book, having a brief discussion, doing a craft activity, and having time to pick out one book. The story time allows the students to indulge all of their senses, encourages communication skills, fine motor manipulation, and peer interaction. I often include puppets, tangible objects (i.e., seashells for the ocean unit), and posters and displays to get the students interested in the topic at hand in as many ways as possible. These skills allow the students to work on their IEP and/or behavioral goals. I do, however, make sure that I do not over stimulate the students, since this can greatly deter from the lesson. Working with children with autism, it is also important to choose the right book to read aloud. It is essential that the book does not include too many idioms, illustrations that are too abstract, or a story line that is overly verbose or convoluted. I often use stories such as Chicka, Chicka Boom, Boom by Bill Martin or The Very Hungry Caterpillar by Eric Carle. These books have a repetitive and relatively simple story line. Also, I can ask the students to identify colors, numbers, and different types of foods. I never rush a story and sometimes linger over a page to point out certain aspects that are included in the illustrations.

I am often asked about the challenges of being a librarian and working with children with autism. One of the main hurdles is refocusing a child whose attention is elsewhere. Some students come into the library and continually perseverate over their favorite book or video. This may make it difficult for the student to focus on anything other than their favorite item. Other students have a difficult time transitioning into the library, sitting still, and learning that they can only take out one book at a time. However, I try to view all of these challenges as temporary obstacles to successful learning.

Another common question I am asked is if children with autism would benefit from visiting the library. I am asked if it is worth the difficulties and challenges. The answer is an enthusiastic yes! Why should any child be denied the opportunity of being in a room filled with books and learning experiences? Maria Barbopoulos, a preschool special education teacher, notes that going to the library "... is a special event that all my students look forward to. This is a great motivator, especially since some of the kids can read. I'm not sure if they get this opportunity outside of school to go to the library." After working with a number of students for only a year, I have seen some dramatic changes in the students' library behavior. The students learn how to use new vocabulary and transition into another setting.

There are a plethora of benefits and advantages to instituting a regular library routine. One advantage is teaching the students how to properly respect and handle books. Every year I offer a Respect For Books program that uses a puppet to demonstrate how books should not be ripped, chewed, stepped on, etc. I teach the students that books are precious and that they should be well treated. The students generally love this unit and are taught that if they cannot respect a book they will not be able to check out another book in subsequent weeks. Periodically visiting a library is a life skill that will benefit these students in the future since libraries are an integral aspect to virtually every community.

Now, whenever I visit other libraries, they seem eerily quiet! Working as a librarian at Summit, I not only got used to noise, but when the library is quiet, I miss the familiar din!

Suggested Resources

Hopkins, Jackie Mims. 2004. The Shelf Elf. Fort Atkinson, Wisconsin: Upstart books.

Knudsen, Michelle. 2006. Library Lion. Cambridge, Massachusetts: Candlewick Press.

Rey, H.A. 2003. Curious George Visits the Library. New York: Scholastic Inc.

Rockwell, Ann. 1977. I Like the Library. New York: E.P. Dutton.

Sierra, Judy. 2004. Wild About Books. New York: Alfred a. Knopf.

Tips for taking a child with autism to the library

* Talk to your child about going to the library, in simple terms. Read them a book showing what occurs at the library.

* Create a social story showing step by step what you do at the library. See social story below that accompanies this article for tips.

* Create a picture schedule of proper behavior in the library (quiet voice, hands and feet to self, etc.). Review these rules immediately before entering the library.

* Tell the library staff that you have a child with autism who may have difficulties remaining quiet.

* Remind the child, in advance, how many materials may be checked out (e.g., three books, one video, etc.).

* Give your child a tour of the library during his/her first visit.

* If your child acts out, do not become frustrated; it may take a while for your child to become comfortable within the library.

Sarah Albanese is the library media specialist at Summit Educational Resources, in Getzville, NY. She is currently researching the benefits of computers for children with autism. She is an avid reader and blogger. She also enjoys cooking with her husband and four-month-old son. Her email is [e-mail].