Libraries & Autism

Course

Technology [7:46]

Your library already makes an important positive impact on a wide variety of students, the addition of trainings, supports and accommodations in technology and social media could help even more individuals experience success.

Technology can be used to minimize sensory distractions. The library checkout system can be confusing to any new library user and presents particular problems for an individual with ASD. Interaction with the librarian, verbal communication, and waiting patiently in line can all be difficult. Many libraries employ self-checkout systems and this is the perfect opportunity to teach your students how to use one. By using self-checkout, an individual with ASD can likely avoid waiting in a long line and not go through the additional stress of unnecessary interaction and communication. If your library doesn't have a self-checkout system, think about alternatives that can help support a smooth checkout experience. For example, you might consider letting an individual leave the library with his or her items and have the teacher call in later with the barcode numbers. Allowing some flexibility in checkout procedures can be helpful to all users and especially those with ASD.

Allowing students to borrow headphones can also greatly aid in library visits for those with ASD. These individuals sometimes have difficulty processing noise and headphones can be a great comfort for them. Many people have electronic devices and your students might appreciate the opportunity to listen to a calming story or a song on their device while visiting the library, headphones make this possible. Headphones may also be offered for computer usage or to be worn on their own as a source of comfort. No matter the ultimate reason, providing headphones will make your library more welcoming to individuals with ASD and today headphones are cool.

Some individuals with ASD engage in fixed interest and there are ways to support these interests to help them more effectively engage and communicate. In recent news reports, a father describes how his son with autism turned his love of Disney into an outlet for connection and communication with his family. Another parent describes the communication gains her son with ASD made by interacting with the iPhone personal assistant "Siri" about the weather, animals, and other specific interests. A library researcher recently studied the fixed information-seeking behavior of a young adult with ASD, and explored how his love of hockey led him to the library to discover more information about the sport. Learning more about hockey from the library helped this individual engage in conversation outside the library as well, discussing the sport with people at the grocery store and in other social situations. Exploring and supporting these fixed interests is a wonderful way to engage students into the wealth of information resources available at the library as well as enhance their opportunities for communication both within and outside the library environment.

The internet offers an abundance of opportunities for individuals with ASD to explore their interests and librarians can assist by providing classes, one-on-one trainings, or information posted on the library's website about best practices in using these sites. One example is Pinterest where users can create virtual scrapbooks of images that link each image's source. These boards can be about anything the user is interested in from television shows and video games to sports, celebrities, crafts, fashion, and more. YouTube is another online avenue where users can explore their interests by watching videos, and studies have shown that this is a popular venue for individuals with ASD to connect with one another. You might also show how an individual could create their own book of their own interest using iBooks or demonstrate how to find and access any of the available online tools for creating photo galleries, comic strips, and journals.

Though investing in an expensive assistive technology may not be possible for libraries with tight budgets, you might be surprised at the assistive technology options you already have. Basic word processing software on public access computers can serve as assistive technology for those who have difficulty with handwriting. Tablets can be used as assistive technology and many libraries are already invested in such devices. Most tablets such as the iPad have adjustable accessibility settings and headphones can be used as a way to reduce sensory distractions. Many accessibility features are also built into Macs and PCs including: magnifiers, text narrators, screen readers, dictation, thicker cursors, video calling, closed captioning, dictionaries, word completion, and many, many more.

Be sure that your library's web presence allows for ease of use by keeping sentences short and avoid clichés or confusing figures of speech. On the website, make available any information that will help prepare students with ASD with what to expect from a library visit. Clearly indicate hours of operation and provide contact information for the librarians. If possible, include librarians' photographs here as well. Try to avoid distracting, unnecessary content such as automatic background music, repeating slideshows, or video loops.

Databases vary tremendously and some of these are more user friendly than others. It might be a good idea to embed homemade video instructions that show library users how to use the database without having to approach staff. As social media networking sites grow in popularity, individuals with ASD will also be using these sites to facilitate communication and information sharing.

Children are accessing the internet at younger and younger ages as portable devices become increasingly affordable, popular, and widespread. Early elementary aged children may play computer games online and many have multiplayer components that enable players to type or talk to anonymous strangers. Each day, tweens and adolescents discover and begin using new social media outlets that teachers and parents might not even realize. Many situations individuals with ASD face in the physical environment are mirrored or magnified online, such as: understanding social norms, misinterpreting cues and sarcasm, and avoiding bullying. They also need to understand the implications of digital citizenship.

You might think about holding a workshop to educate parents about internet safety. The recent book Online Safety for Children and Teens on the Autism Spectrum: A Parent and Caregiver's Guide, can also serve as a resource. A unique feature of the book is that the risks and the warning signs to look out for are clearly explained alongside useful advice and examples from real life experiences. It is incredible to think about all that your library can offer to individuals with ASD using activities, materials, and services you currently provide. Your library already makes an important positive impact on a wide variety of students, the addition of trainings, supports and accommodations in technology and social media could help even more individuals experience success.

Flexibility with Technology

Context:

Technology can provide personalized access to information in the library and in the virtual world. Flexibility is key for students with ASD in the library and greater access can be accomplished through flexible procedures and items such as self checkout, headphones, and visual stories. In addition, the library website and use of social media provide students with personalized access to unlimited information.

Instructions:

Consider the technology you have available in your library. What changes can you make to your policies and procedures to allow flexibility and access to students with ASD? Taking these ideas into account, create a lesson in which students research a topic of interest and create a visual scrapbook about their topic.

MLA Citation

Collins, Karla. "Libraries & Autism: Flexibility with Technology." School Library Connection, November 2024, schoollibraryconnection.com/Content/Course/2009343?learningModuleId=2009336&topicCenterId=2247903.

Entry ID: 2128760

Additional Resources

Annotated Bibliography.

About the Author

Nancy Everhart, PhD, is Professor, School of Information, at Florida State University. She earned a master's in educational media from the University of Central Florida and a doctorate in library science from Florida State University. Everhart is the primary investigator for the IMLS-funded Project PALS (Panhandle Autism Library Services), enabling librarians to better serve patrons on the autism spectrum. She is a past president of AASL, current co-chair of the National Board for Professional Teaching Standards revision committee, and in 2012 received the School Librarianship Award from the International Association of School Librarianship. Everhart is also the author of over 100 publications.

MLA Citation

Everhart, Nancy. "Libraries & Autism. Technology [7:46]." School Library Connection, ABC-CLIO, April 2016, schoollibraryconnection.com/Content/Course/2009343?learningModuleId=2009336&topicCenterId=2247903.

View all citation styles

https://schoollibraryconnection.com/Content/Course/2009343?learningModuleId=2009336&topicCenterId=2247903

Entry ID: 2009343