Programming

Weller breaks down Hart's Ladder in the Infobase article Developing Inclusive Children's Library Programs, stating "at the level of 'assigned but informed,' if you offer children a program with predetermined steps or goals, you can still encourage inclusion by offering them clear information, letting them ask questions, and giving them choices. For a higher level of participation, you might ask children about what programs they would like you to offer. For the most involvement, adults and children can share the decisions about what programs to offer and how. Or children can initiate and lead the program, with adult support available. There is no one 'right' participation level; what you decide to use will depend on the age of the children and the context of the program" (Weller, 2023).

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How do we ensure that our programs are accessible, and children of all abilities and disabilities will be able to participate? First, we must consider physical accessibility. If your program is virtual, or if it includes digital elements, you can provide captioning and sign language interpretation. For in-person programs, make sure your spaces are accessible for children using wheelchairs or mobility aids. Use rooms equipped with hearing loops if possible. And ensure you have a microphone set up for your programming, and make sure presenters use it, so participants who require amplification do not need to publicly identify themselves. And always offer your programs at various times and locations so families with working parents can attend.

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We also need to create a safe and comfortable environment for the neurodiverse community. Some of your patrons, regardless of age, may have trouble engaging with a program in a crowded, loud, or highly stimulating environment. Consider ways to help your attendees address their sensory needs. For example, you can set up a sensory corner in a different part of the room, equipped with a mat, pillows, or beanbag chair; a weighed blanket; earmuffs; and/or plushy stuffed animals and fidget toys. Attendees who need a break can visit the corner then return to the program when they are ready (Weller, 2023).

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You can also offer programs that are specifically designed and designated as sensory-friendly. These programs would involve smaller groups, they could occur at less crowded times at the library, and the lighting and sound levels could be reduced. Consider sending details or photographs of the activity to the parents and caregivers of the attendees beforehand, so they can help their neurodiverse patron prepare.

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Programming Librarian, from the American Library Association (ALA) is an outstanding programming resource. In their October 17, 2023 article entitled Ways to Make Your Performances, Book Clubs and Maker Programs Accessible, they provided some guidelines for making different types of programming accessible, which I have listed below (Ways to Make Your Performances, Book Clubs and Maker Programs Accessible | Programming Librarian, 2023):

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• Performances (movie screenings, theatrical performances, dance, music, and other related programs):

  • The sensory environment and letting the audience know what to expect is critical for this type of programming. Make sure you inform the performers that people with disabilities are welcome to all your programs so they are cognizant of what they can expect. And if the program is for a focused audience (for example, neurodiverse patrons), be sure to share this information with the performers and explain the features you have included that make this program work for the intended audience.

  • Take steps to protect the performers and the audience. Keeping these two groups separated is particularly important, and there are a variety of ways to erect barriers between them – a raised stage, a rope across the front of the stage, or strategically placed chairs. Or you can have volunteers stand discreetly by the performance area. For example, during a musical performance, the volunteers would prevent participants from grabbing instruments while also encouraging participation like dancing and using their own rhythm instruments.

  • Performers should be given microphones and be asked to use them, even if they consider the space a “small space.” Projecting and speaking loudly, without a microphone, can make it difficult for people who are hard of hearing to understand. Microphones can also help people with ADHD or sensory issues to focus.

  • Lectures, films, and other video programs can be problematic for people who are blind or have low vision, people who are deaf or hard of hearing, and the neurodiverse community. To make this type of program more accessible you will want to always enable captioning. When you choose films or videos, give priority to those that are audio-described for people who are blind. Often these can be available on a secondary audio channel that can be made available to patrons who need it via FM system. And make sure that visuals used in lectures are adequately described to support people who are blind or have low vision and to help those who are neurodiverse make sense of the context (Ways to Make Your Performances, Book Clubs and Maker Programs Accessible | Programming Librarian, 2023).

• Book Clubs:

  • Ensure that you are offering material in the format, complexity, and reading level of participants. This is key to creating a barrier-free book-related program. Hi/lo books, material written for new adult readers, audiobooks, and books written for English Language learners can work well for these programs while also filling other collection needs.

  • While staff can offer a short list for consideration, the participants should choose the books. And we should not avoid controversial books or those with potentially triggering content, as it is not up to us to make those decisions. If material with controversial or triggering content is selected, you can explain this to the group so individuals can make informed decisions about their own participation.

  • When making your book club material suggestions, consider the availability of the titles in a variety of formats (print, paperback, large print, graphic novel, audio, Braille, Hi/lo, Video). Also consider the length and complexity of the material. People with ADHD may prefer poetry, magazine articles, or short stories. Also consider the interests of your audience.

  • Next Chapter Book Club (https://nextchapterbookclub.org/) is a good example of a book club geared specifically to meet the needs of participants with developmental disabilities. In this model, a trained volunteer organizes the book club, and books are selected from a list provided by a national organization. The participants read the books aloud and discuss them together in a group. Next Chapter Book Club is a licensed product and involves a fee, so this could be a disadvantage if budget is tight. Conversely, you could allow readers to pick their own books and come together to discuss them. You could suggest a theme, or you could give participants free rein to pick whatever they want. A third book club model you could use in your library is the “silent book club” where people come together to read material of their own choice, with or without discussion.

• Maker Programs:

  • These programs require the correct tools, materials, and techniques. Adaptive tools can be expensive though. So, we can create inexpensive versions of adaptive tools by combining basic tools with things like duct tape, paper tape, and polyester or cotton padding. Unfortunately, scissors are difficult to adapt, so at a minimum offer ambidextrous scissors or loop scissors.

  • Colored pencils, pens, paintbrushes, gardening trowels, and spoons can be adapted by building up the part that you grip. Try wrapping some batting, cotton balls, or cloth scraps around the part you grip and secure it with duct tape. Adding a layer of paper tape on top of the duct tape can make the object more sensory-friendly.

  • For more ideas on how to create adaptive equipment, browse the catalogs from organizations like School Outfitters (https://www.schooloutfitters.com/) and Independent Living Aids (https://independentliving.com/).

  • Other tips for ensuring smooth maker programs – have multiple sets of supplies so everyone can easily reach them, show a variety of models of what you are making (or no model at all), and remember that there is no right way to create!