June 2024 | Volume XLII, Issue 2 »
Inclusive Spaces: Sensory Storytime at the Naperville Public Library
June 3, 2024
Lindsay Holbrook, Chicago Public Library
As Sensory-Friendly Storytime at the 95th Street branch of the Naperville Public Library begins, the story room fills with gentle excitement as children settle down onto the colorful storytime rug. Among them, some children cling to their parents or stuffed animals tightly. Ms. Julie Diekmann, the children’s librarian, welcomes everyone with a bright smile, radiating warmth. She understands the importance of creating a safe and inviting space.
Julie begins “I’m so glad you’re here today. We are going to have such a wonderful time together. But first, how does everyone feel?” She offers visual aids for children to show how they feel, offering gentle prompts along the way. Julie enthusiastically presents a picture book filled with exciting images that come to life through her narration. Using sensory elements throughout, she adjusts the pacing of the storytime, allowing the children to process the words and the sounds around them. Julie observes the children closely, remaining aware of subtle cues, ready to provide support when needed.
As Sensory-Friendly Storytime comes to a close, Julie incorporates a movement activity, offering reassuring smiles and prompts. “You all did such an amazing job today. I’m so glad you all were able to be here with us. We can’t wait to see you again.” Children and their caregivers, welcomed with genuine warmth and acceptance, exit the room with positive memories of an immersive storytime experience and a newfound sense of belonging.
For public librarians like Julie, serving youth and creating inclusive programming and services that meet the unique needs of their communities can be both challenging and rewarding, particularly in addressing the needs of children with sensory concerns. Sensory processing disorder is a term used to describe the difficulties children face in interpreting sensory messages in their environment. This often occurs, though not exclusively, in children with autism spectrum disorder, the fastest-growing developmental disorder in the United States.¹ The Centers for Disease Control and Prevention estimates that 1 in 44 children across all racial, ethnic, and socioeconomic backgrounds are affected.²
Providing sensory storytime is an alternative approach to traditional storytime that helps children with sensory concerns participate inclusively in a regular, ongoing program within the library while giving children more ways to process information. It allows for movement and sensory play while considering the sensory integration needs of its participants. These needs vary in severity and can include sensitivity or even hypersensitivity to certain sights, sounds, smells, tastes, touches, and movements, which can be overwhelming. Having sensitivities such as these can make attending a traditional storytime difficult. Understanding and accommodating these concerns may involve modifying the environment, using various aids, or changing a routine.³
Beginning in 2023, Ms. Jenny Berry, Children’s Services Supervisor at the 95th Street branch, noticed a need for sensory storytime by observing the interactions of children and parents during storytime. While some appeared fully engaged and able to sit and participate, others seemed restless or overwhelmed, even with caregiver support. She knew that the existing storytime was not meeting the needs of these children.
Parents and children with sensory concerns often find engaging in an average storytime challenging. With their child’s inability to sit quietly as expected during storytime, they can feel unwelcome. However, being accessible for children with special needs goes beyond providing a welcoming environment. Public librarians serving youth must better understand the needs of special needs youth and their families and be proactive about accessibility. This means investigating the problems experienced by special needs library users and delving deeper into how to serve their unique needs to provide a safe space for families in the library and offer a sense of belonging.
Jenny, determined to find the best approach to serving the needs of children with sensory concerns, gained insight through feedback and casual conversations with parents and caregivers while also researching best practices for serving those with sensory differences.
With the support of the Naperville community and library administrators, Jenny and Julie began offering Sensory-Friendly Storytime, a monthly 30-minute storytelling experience. The storytime has drawn praise from parents and community members alike. While maintaining its core format, it continues to adapt to accommodate the needs of its participants.
Sensory-Friendly Storytime is designed to focus on the social and emotional needs of children while retaining the traditional elements of a typical storytime: reading, songs, and early literacy skills are modified to fit a slower pace. The carefully crafted program, provided during the school year, even encourages the expression of feelings and provides alternative methods of handling strong emotions.
Engagement with children during Sensory-Friendly Storytime has proved successful among families. As Julie says, "[Parents] seem to appreciate sharing different emotions and tips on communicating to their child regarding emotions.” This simple aspect of the Sensory-Friendly Storytime is one reason it’s garnered tremendous community support. The storytime also provides calming spaces where children can relax separate from the group without fear of being asked to step out of the program.
With sensory storytime, libraries can make the storytelling experience accessible regardless of sensory needs or developmental challenges. By adapting the environment, libraries can offer special needs users a controlled visual and auditory environment where children can thrive and feel like they belong. When children come to the library, they can be who they are.
In anticipation of challenges that may arise during a session, Julie has found it helpful to have a calm area available for children to relax, which can include dim lighting and soft seating, among other adaptations, to create the most inclusive experience. These moments provide a welcome release and allow children to channel their energy more constructively, and can limit distractions from too many stimuli, like bright lights and loud noises. Additionally, incorporating simple books and props, such as a puppet to help tell the story, followed by a short craft or activity with many different types of supplies on hand, makes participating fun.
For Jenny and Julie, providing sensory storytime demonstrates a commitment to meeting the diverse needs of the children and families served and creates an inclusive experience where every child is valued and respected.
With effort, Illinois librarians can reach families with special needs and help them overcome barriers to participation in library programming with sensory storytime. To ensure equal opportunity access to library services, underserved populations need special consideration, and children with special needs should be provided accessible programming and support that helps to overcome barriers.
WORKS CITED
- “Learn about Autism Spectrum Disorder.” The Autism Research Foundation, 10 Feb. 2013, https://theautismresearchfoundation.org/autism/.
- “Data & Statistics on Autism Spectrum Disorder.” Centers for Disease Control and Prevention, Centers for Disease Control and Prevention, 2 Mar. 2022, https://www.cdc.gov/ncbddd/autism/data.html.
- “Sensory Issues,” Autism Speaks, https://www.autismspeaks.org/sensory-issues.
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