School librarians from across New York state attended three summer workshops in 2011 focused on serving students with disabilities. Participants reported low initial knowledge in making library spaces and services accessible and contributing to individualized education plans. Through presentations and activities, participants gained knowledge in disability types, laws, universal design, assistive technology, and lesson planning with 21st century skills. Post-tests showed significant knowledge gains in these areas, as well as collaboration skills and adapting instruction. Participants created action plans and online resources to apply skills in their schools.

1. AASL 2011
Minneapolis, MN

2. .
.
.

3. , Director, Southern Westchester BOCES School
Library System
, Doctoral Student, Special Education, Syracuse
University
, Associate Professor, Instructional Design,
Development & Evaluation
, Librarian, Boston Public Schools
, High School English Teacher,
Jamesville-Dewitt
, Director of Library Services, New York
City Department of Education
, Education Technology Integration
Specialist, Syracuse City School District

5. Report having
a low level of
knowledge about how
to use school library
programs and services
to serve students with
disabilities.
Renee Franklin Hill, (2011), Strengths &
Opportunities: School Librarians Serving
Students with Special Needs in Central NY
State.

6. Are unaware of
methods they can use to
make modifications to the
physical library space and
instructional delivery so
that students with
disabilities are served
effectively. Renee Franklin Hill, (2011), Strengths &
Opportunities: School Librarians Serving
Students with Special Needs in Central NY
State.

7. Are unaware of the
process for creating
individualized education
plans (IEPs) and how
they can contribute to
these documents.
Renee Franklin Hill, (2011), Strengths &
Opportunities: School Librarians Serving
Students with Special Needs in Central NY
State.

8. Three 5-day summer 2011 workshops for
educator teams from NYS, held at
Syracuse University.
Develop/test freely accessible training
Web site that covers content from
workshops (and more).
Launch/market Web site
nationwide.

17. Workshop 1
Workshop 2
Workshop 3
Teams of educators joined us
from all over New York.

18. • School Library System
Directors
• Superintendents
• & Principals

19. Leadership
Use of technology
Communication and public speaking skills
Awareness of the importance of providing services to
students with disabilities

20. 42 teams 100
individuals
3 weeks 36 SLSs

22. • Disability types/characteristics
• School disability laws and policies
• Universal Design
• Universal Design for Learning

23. Video Retrieved from: http://www.youtube.com/watch?v=6AoRQGZLPAkUploaded by: MsBPasek

24. 7
6
5
4
Pretest
3
Posttest
2
1
Knowledge of Types of Knowledge of
Disabilities Characteristics
Associated with
Disabilities

25. The law provides guidance to teacher librarians, as well as
general and special educators, regarding their roles in
delivering instruction and assistance to students with
disabilities. Areas of responsibility include creating an
accessible environment, providing individualized and
valuable learning opportunities, ensuring effective
communication and the equal opportunity to benefit from
school programs and services, and increasingly, facilitating
the use of and access to information technology.

26. 7
6
5
4 Pretest
Posttest
3
2
1

27. Universal Design Principles
Image Retrieved From: http://design-dev.ncsu.edu/openjournal/index.php/redlab/article/viewFile/129/77

28. Universal Design for Learning Guidelines
Image Retrieved From: http://www.udlcenter.org/sites/udlcenter.org/files/updateguidelines2_0.pdf

29. • School library accessibility
• Strategies for modifying the school
library environment
• Awareness & use of assistive
technology
• Action plans

31. Adaptive Equipment
 Low-tech
◦ built up pencil  HigherTech
◦ light switch “Environmental
extender Controls”
◦ Switch-operated
tape recorder
◦ Page turners
◦ Adapted toys
Adaptive Equipment from the
Adapted
PowerPoint of M. Scherer

32. 7
6
5
4
Pretest
3 Posttest
2
1
Assessing Assistive Using Assistive
Technology Needs Technology with
Students

33. The library accessibility
action plan is a template
to be used for creating
your accessible library
vision, for identifying
relevant "environmental”
factors that impact your
vision, and for developing
appropriate strategic
steps to actualize your
vision.
Adapted from UDL Action Plan, CAST, Inc. 2001 --
http://www.cast.org/teachingeverystudent/toolkits/downloads/AIR_UDL_Action_Plan_for_Systemic_Change.pdf

34. • Modifications to library programs/services
• Awareness of: range of programs &
services; appropriate modifications to
ensure access
• Skills for the 21st Century learner
• Lesson planning

35. Develop awareness of
appropriate modifications to
ensure meaningful access to
library programs and services
for all students.

36. 7
6
5
4 Pretest
Posttest
3
2
1

37. AASL Standards for the
21st Century Learner
Image Retrieved From: http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards/AASL_LearningStandards.pdf

38. Video Retrieved from: http://www.youtube.com/watch?v=_A-ZVCjfWf8 Uploaded by: bjnesbitt

39. Prepare a two-unit lesson plan for
teaching this fall that includes two or
more 21st Century
indicators, modifications for the given
disability, a motivation or management
strategy, and identifies roles and
contributions of each team member.

40. 7
6
5
Pretest
4
Posttest
3
2
1

41. • Motivation & management
• IEP awareness
• Online resource selection &
creation

42. 1. Increase awareness of
motivational techniques that can
be applied with diverse K-12
learner groups for the acquisition
of information literacy skills.
2. Improve working knowledge of
motivation strategies that are
effective for behavior
management of diverse groups of
students.

43. 7
6
5
4 Pretest
Posttest
3
2
1

44. • Elements of an IEP
• Process for IEP development
• Role of classroom teachers in IEP
development
• Potential for input from school
librarians in IEP development

46. 7
6
5
4 Pretest
Posttest
3
2
1

47. Enhance working knowledge of accessibility issues and available
tools for selecting and creating online resources.
http://library-accessibility.wikispaces.com/Web+Resource+Selection+Guidelines
Guidelines - Online Resource Selection/Creation
Guidelines
Resources and Tools - Resources for Accessibility in the
Library
Web Accessibility - Evaluating Internet-Based Resources
for Accessibility

48. 7
6
5
4 Pretest
Posttest
3
2
1

49. 7
6
5
4 Pretest
Posttest
3
2
1

50. • Collaboration strategies
• Workshop participant
expectations

51. • Knowledge of practical strategies to
facilitate or improve collaboration

52. 7
6
5
4 Pretest
Posttest
3
2
1

53. • Wiki entries
• Instructional delivery
• Two trainings of key project
content/skills

54. 7
Pretest
Posttest
6
5
4
3
2
1
Training others in the Training others in the Adapting my
effective use of AT for effective use of instructional
students with incorporating strategies to address
disabilities accommodations in the needs of students
the classroom/library with disabilities

55. 7
6
5
4
Pretest
3 Posttest
2
1
School Librarians General Special
Educators Educators