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Rated “E” for Everyone:  Expanding Services toChildren with Special Needs,[object Object],Presented by,[object Object],Peggy Wong & Allen McGinley,[object Object],Piscataway Public Library,[object Object]
What’s On the Agenda?,[object Object],Defining “Special Needs”,[object Object],Benefits of Gaming,[object Object],PPL’s Program in Action,[object Object],Getting Started,[object Object],Tips and Advice,[object Object],Summary,[object Object],Feedback,[object Object],Webliography ,[object Object],Questions,[object Object]
Defining “Special Needs”,[object Object],Developmental Disorders ,[object Object],Autism Spectrum Disorders,[object Object],Hearing Loss / Vision Impairment,[object Object],Intellectual Disability,[object Object],Cerebral Palsy,[object Object],Down Syndrome,[object Object],Neurobehavioral Disorders,[object Object],ADHD/ADD,[object Object],Learning Disabilities,[object Object],Dyslexia,[object Object],Dyscalculia,[object Object],Medical / Physical disabilities,[object Object]
Special Needs Library Programs,[object Object],SNAP (Special Needs Active Play),[object Object],short story time session,[object Object],simple craft (optional),[object Object],period of unstructured play,[object Object],socializing time for the children and adults,[object Object],Story Time for Special Needs Children,[object Object],Yoga for Children with Special Needs,[object Object]
Trends and Statistics,[object Object],Number of New Jersey Autism Cases (ages 6-22 years): ,[object Object],2,378 in 1999 vs. 10,783 in 2009:   78%  (1999-2009) ,[object Object],(Source: Individuals with Disabilities Act Data),[object Object],Estimated ASD* Prevalence Rate in 2006: ,[object Object],The average ASD prevalence was 8 per 1,000 8-year-olds in 2004 and 9 per 1,000 8-year-olds in 2006 in several areas of the U.S. That’s about 1 in 110 children.        [* Autism Spectrum Disorder],[object Object],				        (Source:  Center for Disease Control & Prevention),[object Object],Estimated Prevalence Rate of parent-reported ADHD among children aged 4-17 years in 2007 in the U.S.:,[object Object],2009: 9.5% (representing 5.4 million children),[object Object],2003: 7.2% (representing 4.4 million children)        ,[object Object],				         (Source:  Center for Disease Control & Prevention),[object Object]
Benefits of Gaming,[object Object],Video, board, card and computer games can build and enhance a variety of important skills:,[object Object],Educational:,[object Object],Sorting, counting, pattern recognition, reading ,[object Object],Cognitive:,[object Object],Critical thinking and creative problem-solving skills,[object Object],Literacy(text and visual):,[object Object],Reading, comprehension, writing, interpreting images,[object Object],Social Skills:,[object Object],Turn-taking, sharing, cooperating, learning social cues,[object Object],Physical:,[object Object],Hand-eye coordination, gross/fine motor skills, exercise ,[object Object]
Educational Value of Video Games,[object Object],[object Object]
Games can help develop skills in inductive discovery, problem-solving through trial-and-error learning, and the ability to understand, manipulate, and control visual events on screen
Games involve a form of literacy that involves information processing, pattern recognition, multi-tasking, physical coordination, and other cognitive skills that are necessary and valued skills in societySource: The Effects of Video Games on Children:  ,[object Object],The Myth Unmasked by Barrie Gunter (1998),[object Object]
Social Value of (Board) Games,[object Object],Gaming provides children with a natural opportunity to:,[object Object],Practice their social skills,[object Object],Observe how other kids use same skills,[object Object],Improve conversation skills,[object Object],Initiate and maintain interactions,[object Object],Accept “no” responses,[object Object],Share and cooperate with others,[object Object],Solve problems effectively,[object Object],Take turns and practice good sportsmanship,[object Object],Learn cultural roles about social proximity and intrusion ,[object Object],Source: Autism Encyclopedia: The Complete Guide to Autism ,[object Object],Spectrum Disorders by E. Amanda Boutot, Matt Tincani, Ph.D. (2009),[object Object]
Games of all types can…,[object Object],Enhance players’ self-esteem from mastery of games,[object Object],Promote reading, literacy, writing, and creativity,[object Object],Develop critical thinking skills valued in the workplace,[object Object],Increase concentration and attention span,[object Object],Promote hand-eye coordination, gross/fine motor skills,[object Object],Engage full range of sensory and motor cortices,[object Object],Provide kids with fun, exciting, new experiences,[object Object]
Program in Action: Recipe for Success,[object Object],Combine Key Ingredients and Mix Well,[object Object],Teen / Peer Volunteers,[object Object],Local High School Key Club Members,[object Object],Teen Advisory Board (TAB),[object Object],National Honor Society,[object Object],Kids in Grades 3 and Up,[object Object],Welcome all kids with special needs,[object Object],Open to siblings and non-disabled kids,[object Object],Parents must accompany kids < 13 years old,[object Object],Variety of Games (video/board/card/ping pong),[object Object],Short games with a quick turn-over ,[object Object],Multi-player video games (2-4 players) ,[object Object],Board & card games (2 or more players),[object Object],Games ranging in skill level (basic to challenging),[object Object]
Program in Action: Recipe for Success,[object Object], Games build social and developmental skills…,[object Object]
Getting Started,[object Object],Getting the Equipment:,[object Object],Assess community interest via an Exploratory Survey,[object Object],Solicit Grants & Donationsfor Gaming and Console Equipment,[object Object],Present a proposal to the Friends of the Library for funds,[object Object],Access our Mini Toolkit for more resources to get started,[object Object],Getting the Games:,[object Object],Visit 8bitlibrary.com for game recommendations,[object Object],Let kids share their favorite games (more variety),[object Object],Select games that enhance different skills:,[object Object],Educational,[object Object],Cognitive,[object Object],Literacy,[object Object],Physical,[object Object],Social,[object Object],      (Blue Text are clickable links),[object Object]
Practical Advice & Tips,[object Object],Establish simple, clear rules up front,[object Object],Solicit kids for suggestions for rules,[object Object],Prominently display a sign with rules,[object Object],Use a white board to list game choices,[object Object],Have kids play in order of sign-ups,[object Object],Compliment kids for a job well-done,[object Object],Seat parents near video games for supervision,[object Object],(Blue Text are clickable links),[object Object]
Practical Advice & Tips,[object Object],Assign teens to work in teams by game type,[object Object],Assign team leaders to monitor each group,[object Object],Teens should keep kids engaged at all times,[object Object],Teens are role models--lead by demonstrating,[object Object],Open the program to children of all abilities,[object Object],Check for food allergies if offering snacks,[object Object],Enforce consistent rules and expectations,[object Object]
Distribute Monthly Gaming Flyer for Kids Gaming Programs,[object Object],Include program informationfor all students,[object Object],SEPA (Special Ed Parents Association),[object Object],Director of Pupil Services,[object Object],School Principals,[object Object],School Counselors,[object Object],Elementary School /Special Ed Teachers,[object Object],Special Needs Active Play (SNAP),[object Object],Local cable station and township newsletter,[object Object],Local Health and Support Agencies (Autism, ADHD),[object Object],Social Media (post on Facebook, Twitter, blogs, etc.) ,[object Object],  (Blue Text are clickable links),[object Object]
Summary of Benefits,[object Object],Teens acquire valuable leadership experience,[object Object],Teens gain well-deserved community service hours,[object Object],Kids have an opportunity to develop valuable skills,[object Object],Kids can meet other kids with similar interests,[object Object],Kids feel welcome at the library without feeling different,[object Object],Parents can meet and form a social/support network,[object Object],Libraries connect with a typically underserved population,[object Object],Excellent return-on-investment in more ways than one!!,[object Object],Everyone has fun and program is a win-win for all!!,[object Object]
Participant Feedback,[object Object],“I just wanted to thank you from the bottom of my heart for the gaming sessions that you hold for special education children. Joey loves coming to the sessions because he has made many friends there and tells me that he feels safe. No one is going to make fun of him or tell him he is not good enough. The student volunteers are great because it gives me a break and enables me to network with other special education parents. This is very useful because you can find out names of professionals or answers to school or home problems.,[object Object], ,[object Object],Special education students need a lot of practice in social situations and this is not always possible in school or other general education groups. Many times these students are shunned or bullied. They tend to not want to join general education groups for these same reasons. Our children can interact with each other and don't have to try and "fit in". They are all the same. They are not made to feel different. My son always feels comfortable at these sessions. ,[object Object], ,[object Object],As a parent of a special education child, I hope that these programs continue and will be expanded to other libraries. I know that parents are searching for programs just like this, but most times you have to go to private programs that are not very affordable.,[object Object], ,[object Object],Again, thank you so much for thinking of our children. Too many people close their eyes and look the other way.”,[object Object],-- Debbie C.,[object Object]
Participant Feedback,[object Object],“One thing I have gotten to enjoy more is the teen volunteers.  The teen or junior high peer helpers that come are a huge help. My son, ,[object Object],at 10, is still working on preschool board games. When we play those games, I don’t have to be the other player and be his role model at the same time. The helpers are the closest thing to same age peer role models [that] my son has, since at school he is still working mostly with adults.,[object Object],The teens are AMAZING play models for the kids- it is such an opportunity that so many special needs kids don't have.   Especially those with no siblings- or with younger siblings, as these are the  families most likely to not have those natural practice opportunities available.  (Those families with other siblings generally find their social networks through their other children.),[object Object],Almost all activities for children with special needs are outside of our town, so the kids don’t see each other in the neighborhood school and the likelihood of forming lasting friendships is difficult.,[object Object],I am so thankful for this program because it is something Nate can be included in where being different doesn’t make a difference. Of course, there are still those games the other kids want to play that he can’t due to the fine motor skills required or to not knowing the objective of the game. But thanks to the program facilitator, he gets his turn playing Wii Sports or other simpler games that the kids can enjoy just as much.”,[object Object],-- Cris M.,[object Object]
Participant Feedback,[object Object],“Kenny is learning to share and take turns. He is also learning how to take instruction from peers and learning how to give instructions to [help] others.  Kenny enjoys coming to this program at the library and feels like he really fits in without feeling different.” ,[object Object],-- Deb H.,[object Object],“Shamu, my son, enjoys the gaming program at the library. The gaming program is a fun way for children to interact with other children and teenagers. Teenage volunteers make the program more interacting and lively for the children. My son also likes the treats they provide during the program. The program should be held more frequently than once a month.” ,[object Object],-- Chetna S.,[object Object],“The Special Needs Gaming Program has been an immense blessing for all of my children that have been attending these past few months. This type of program helps benefit this population in attaining the skills that are required in society that are often taken for granted.  What I mean by this is that taking turns is a skill that our kids need to master in life and this is a skill that is hard to teach if there is just 1 kid but if you're in a gaming situation then they have to sign up for the game as well as wait patiently for their turn to come up.” ,[object Object],-- Anita S.,[object Object]

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Rated E for Everyone: Expanding services to children with special needs

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