Supporting churches to include people with Autism and Learning Disabilties

Posts tagged ‘#Aspergers’

How to create multi-sensory Bible Stories for children with Additional Needs (Part 1)

I love story telling. We do much of our work with children and young people through telling the rich and varied stories of the Bible, helping them see God at work in all history and in all his world.  We use story to teach the Gospel and help children understand their need of a Saviour and ultimately, who that Saviour is.  We use story to explain what Jesus has done for us and what a wonderful gift of grace he offers us.

I’m going to write three posts covering sensory and interactive story telling for children (Part 1) , young people (Part 2)  and then adults (Part 3) with learning disabilities.  There are many different ways of telling Bible stories, this is only one and is specifically about using simple, clear language and sensory experiences that aim to bring understanding of that language.

What is a sensory story?

Sensory Stories are a way of telling stories simply, with added sensory experiences to help the listeners engage and experience the story. They are particularly used with children with profound and multiple disabilities, but are easily used with children with moderate learning difficulties, those with poor attention skills and children with autism.  They are used more and more with people who have dementia – but more of that in part 3.  You can find some great information and leaflets about Sensory Stories from Joanna Grace’s website Jo.element42.org   (Scroll down to the bottom of her page to find the free leaflets)

How to begin…

A Sensory story starts with choosing the words you are going to use to tell the story.  With young children and those who find it difficult to process lots of words, this stage is crucial.  You are looking for one sentence that is your main teaching point and then between 5 and 10 sentences that tell the story from beginning to end.  Lets have a go…

Jesus calms the storm

1. Jesus was tired.

2. He and his friends went out on a boat where it was nice and quiet.

3. A storm came. It was VERY windy, and VERY rainy. the Waves were enormous.

4. Jesus’s friends were frightened.  Jesus stayed sleeping.

5. The friends woke Jesus up. “We are going to drown” they shouted.

6. Jesus stood up, put out his hand and said “STOP” to the storm.

7. The friends were amazed. Only God has power to control the weather.

8. The friends knew that Jesus MUST be God. (Main teaching point) 

 

The next stage…chose your Sensory Experiences

Use colouring, scents and tactile activities.

Use colouring, scents and tactile activities.

For each of these sentences you can now choose a sensory experience that enhances the understanding of the story, rather than distracting the child from it.  The sensory experiences should come out one at a time and each one put aside when you are ready to say the next sentence of the story. You can put them in order behind you or somewhere just out of reach to help with sequencing, but the focus should be on each sensory experience alone.

It is at this stage you need to be mindful of any sensory sensitivities the children may have.  Be careful that you don’t distress them by using something that they cannot cope with.  Fortunately there are so many sensory experiences you could use that you can usually find something.  I often will put them in a box or bag with a symbol or picture of the story on the front so that the children can anticipate each thing that will come out of the same place. This also helps with your own organisation!

Here is the story with a few sensory ideas, chose only one or make up your own. Don’t forget to think about all your senses, generally we would use one or two at a time but throughout the story use a good variety.  Be creative but try to make the sensory experience enhance the meaning of the words.

Jesus calms the storm

Use a variety of things you have to hand or make your own.

Use a variety of things you have to hand or make your own.

1. Jesus was tired.  (Something soft to stroke or lay their heads on, or cover them like a blanket, I sometimes use a lavender mini pillow because of the lovely sensory smell.) 

2. He and his friends went out on a boat where it was nice and quiet.  (Boats rock, so you might want to do gentle rocking movements, or have a toy boat on a bowl of water to look at and move around, or maybe bubbles gently blowing around them.) 

3. A storm came. It was VERY windy, and VERY rainy. the Waves were enormous. (Wind can be from a hand held fan, hairdryer on cool setting, and can be accompanied by wind instrument noise if they can cope with that. Rain from a spray bottle of water, or water gun, accompanied by rain,asked sounds. Some may want to hide under an umbrella!)

Thunder tube or make your own

Thunder tube or make your own            

Pringle tubes make good thunder or rain sound makers

Pringle tubes make good thunder or rain sound makers.

4. Jesus’s friends were frightened. Jesus stayed sleeping.  (You could use a Makaton or BSL sign for ‘scared’ and show scared on your faces, looking at each other’s scared expressions, or have a ‘scared’ expression mask in your bag for the children to hold against their face.  They could mould a scared face from play dough.) 

5. The friends woke Jesus up. “We are going to drown” they shouted.  (You can have a yawn and stretch to show Jesus waking up. If children don’t like shouts, have a big card speech bubble with the words on that they can hold up.  The boat in the bowl can be swished about or the children can rock more strongly to link with sentence 2.) 

plastic bottles filled with fish, tiny boats or small beads for the sea can be swished around for the storm too.

plastic bottles filled with fish, tiny boats or small beads for the sea can be swished around for the storm too.

6. Jesus stood up, put out his hand and said “STOP” to the storm.  (The children can hold up their hands and say ‘stop’ or you could have a large foam hand (if you’ve got one handy! Sorry for the pun!) and again use a cardboard speech bubble if needed – they can be good for when you’ve to the children to sequence or go over the story again). 

7. The friends were amazed. Only God has power to control the weather.  (Again an ‘amazed’ Makaton or BSL sign with a mask, play dough or children’s own expressions can be used.) 

8. The friends knew that Jesus MUST be God.  (This is the teaching point of the story, put all the sensory things aside and have a simple visual/ pictures to show ‘Jesus = God’ ) 

Water beads are great fun. Find out about them

Water beads are great fun. Find out about them www.teachpreschool.org

Give it a go!

Obviously planning a Sensory Bible Story relies on someone telling you what story is going to be told in your Children’s session beforehand.  One of the greatest obstacles to supporting children with additional needs in churches, is communication between leaders and helpers.  Once you know and get used to telling stories in this way you will find it easier and easier to do.  My advice, identify your main teaching point in a sentence first and then don’t get bogged down in detail.  Children can listen to these stories in other ways and probably will throughout their childhood and so the layers of detail will build gradually.

Try it! And then post your story in the comments on here, or send it to me by email includedbygace@talktalk.net and we can share our ideas with each other.  Don’t forget to take pictures of your sensory experiences and have fun!

Creation story sensory stuff!

Creation story sensory stuff!

Passionate about Autism

autism

Don’t ask me why…I can’t really answer that. I don’t have a child or family member with autism, and so much of the excellent research and writing about autism is done by people who are directly affected by the condition.

…but me…I just ‘get it’. I can only say it is like God has planted this seed in my heart and mind and it is growing strong and healthy, without me having a say in it at all!  If I have a calling, it is autism shaped.  If I have a ministry planned by God, then he has equipped me with the knowledge and understanding to do his will.

“Autism is a lifelong condition, which affects how a person communicates, interacts socially, and can present difficulties or differences for the person in their thinking, imagination, perception and sensitivity of their senses.

As a spectrum condition, individuals with autism will share similar difficulties; however the way in which autism will impact on the individual is unique, with no two people with the condition being exactly the same.”

I use these statements at the beginning of the training I do for schools, charities, churches and anyone who wants to hear about autism. I then break it down to explain to people what life just might be like for someone with autism in the areas of communication, social understanding, thinking and perspective, and sensory experience. Over the years I’ve known and worked with children and people with autism / Asperger’s.  I am fascinated by their perspective on the world and how the typical way others do and assume things, can cause them much confusion and anxiety.

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I also have met some deep thinking, kind, generous and amazing people with autism. I have worked with children who cannot speak and whose communication has been through their behaviour. It is true, that there is no such thing as autistic behaviour…even at the point where no challenging behaviour shocks me any more, I can see that it is all just human behaviour.

I love to explain to people that there are things they can do to make life and school better for people with autism, and in my experience it begins with knowing what autism is.  I love to see the ‘penny drop’ or the ‘lightbulb moment’ (meaning the point of really understanding that people with autism see and experience the world differently) because this leads to better relationships between teachers and their autistic pupils; parents and their autistic children; and people with their autistic friends and neighbours.

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I have some general principles that I know work when it comes to strategies. These must always be adapted for the individual and where possible INCLUDE the person with autism in the strategy.  This is not about doing something ‘to’ someone…it is about coming alongside, teaching, supporting and enabling a person to organise and mange their difficulties themselves. We need to listen to the voice, the views and the needs of each individual person with autism whilst teaching them things that enable them to be independent and stand up for themselves.  We also need to understand that inclusion is the responsibility of all of us, working together to be the unit we are (family, school class, social group, church, friends, etc).

autism2

Some of the work that I love the most is with teenagers with autism/Aspergers in schools. I often work 1:1 or in small groups working through who they are and what autism is to them.  I often teach the child how to understand themselves, celebrate their strengths and know that everyone has weaknesses. i learn so much from them too.  I often use a book called  “I AM SPECIAL” by Peter Vermulen and recently had the pleasure of meeting him at a conference. I showed him the work I had been doing and he was very impressed.  In his email to me he said

” Thank you very much for your kind words and the very illustrative pictures. They are proof of the fact that you really understood the philosophy behind “I am Special” and that, on top of that, you are a talented, knowledgeable and creative teacher / consultant.”

and to be honest, that was such a thrill to me after years of feeling I was never good enough in the education system.

Autism is not going away.  Children and adults with autism make up at least 1% of our population and this statistic is growing as more people get diagnosed and professional realise that girls and women have different features of autism that are only just being recognised.

As a Christian, I know God invites everyone into his kingdom. Learning how to communicate well with people with autism and listen to their individual and general views of the world, I am learning to communicate the gospel much clearer too.  We have put many good communication strategies in place in our weekly group for adults with learning disabilties (some who have autism/Asperger’s) and I long to teach these to other churches too.  I think it is early days, I think I can learn a lot from others who are autistic and/or advise churches about autism too. What I bring to the table is having known hundreds of children of all different ages with autism/Asperger’s over the past 10 years, I have a wealth of experience and practical strategies that have worked to build up the skills, acceptance and postive attitiudes of the children I have worked with.  I have trained many teachers, social workers, support workers, parents and others – equipping them with knowledge and resources to make school, home and other places more accessible and successful for people with autism.  Even years later, I still get feedback when people say how they learned so much from the training and that the strategies are still working!

a.u.t.i.s.m.

I am stating facts here. Not to blow my own trumpet but to communicate that my passion for autism has a purpose in God’s Kingdom. I could ignore it, use it to make money, neglect it – but as with any passion from God – it is a gift to be nurtured, treasured and used for His will.  I am very glad I am only one of many. It shows that God loves all people and he loves me too.

I am very glad I know that. I hope you do too…

And finally, this is for my wonderful friends who love their autistic children so much…

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Life’s not fair; Ecclesiastes and wisdom…

Nurse Holding Elderly Patient's Hand

Life’s not fair…

How many times a day do you think that? How many days in your life have you thought it?

Children say it a lot. Don’t we say to them, “Well life isn’t fair,” while still secretly joining with them in the complaint? Don’t we look at everything that is going on in our own lives, the lives other others around us and all that is on the news and just want to complain loudly to God…

“It isn’t FAIR!”

Well, thank you for agreeing with me – glad it’s not only me.

I’ve been to a http://www.womeninministry.co.uk   conference today. The talks were about engaging with the Old Testament, ourselves and as we teach others from the Bible. The first talk from Daf Merion-Jones (All Saints, Preston) was about the wisdom literature of Proverbs, Ecclesiastes, Job and Song of Songs.

There are a few of facts you need to acknowledge about these books straight away..

  1. They have long passages of doom, gloom and miserableness in them.
  2. They agree that life is unfair, pretty awful for long periods of time and we are not in control of any of it.
  3. Too often the wicked get what the ‘good’ deserve, and the ‘good’ get what the wicked deserve.
  4. We are all heading to the same conclusion…death.
  5. And they are some of my favourite books of the Bible…

whoops taken on another challenge!

Huh????

Daf was telling us is that these books are about the reality of living in a broken and fallen world. We see God has intervened in history from creating the world, to the Exodus, Exile, birth of Jesus, Jesus’ death and resurrection, the growth of the church and we look forward to Jesus coming again and the new heaven and the new earth when everything will be put right…and then there’s all this mundane, hard and everyday bits in between…the bits that are our own lives, somehow weaving into the bigger picture but often incomprehensible to us.

I was thinking about disability a lot through this session. In Jesus’ time and for so many people still, disability was seen as a punishment for parents’ or personal sin.  Jesus dispelled that myth, but it perpetuated for a long, long time…and still does, even in some parts of his church.

Having a disability can be very difficult; the pain and suffering of bodies that don’t work as they should; the confusion of sensory overload and challenges of understanding a confusing world; having to rely on others; the mistreatment suffered from comments, exploitation, physical and sexual abuse;  people with disabilities being locked up, wrongly accused, kept in slavery, or killed.

In our group right now we have people with learning disabilities who are grieving.  Some are fighting the injustice of loss of benefits. Some are missing trusted staff who have been moved suddenly. Some are suffering with pain and medical conditions for which they take a lot of medication. One is having chemotherapy for breast cancer. One is losing his sight.

I know children who have been bullied, sexually abused, taken advantage of by their peers and trusted adults. Their disabilities making them ‘easy targets’.

THIS IS LIFE….BROKEN LIFE…

So why are Proverbs, Ecclesiastes, Job and Song of Songs some of my favourite books of the Bible?

Because they are real.  They don’t hide the facts that life is unfair and terrible at times. Ecclesiastes has a few great pearls of wisdom.

  1. If you don’t know God, (or choose not to acknowledge him) then all you can do is live life for all you can get out of it.
  2. If you do acknowledge God then there is HOPE. God is working all things together for the good of those who love him. He has promise to carry us through the roughness of life. Most of all he has promised JUSTICE.

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We all want to see JUSTICE done. We want people with disabilities to be treated fairly, to be valued and to be included. To be given every change to make something of their lives and not to suffer. We want that for ourselves too, if we are really honest.

We can and should keep fighting to make this world a better place, we should be exploring better medical treatments to alleviate suffering, we should be fighting for inclusive churches and education, we should be supporting disabled children and their families and giving adults with disabilities the same chances that we all want for relationships, life and work..

… but it is NEVER going to be right, or perfect or fixed. We cannot fix the world, we cannot make it work the way it should.

Only God can do that. If we ignore him we are left with just our best efforts – and then we die, and then we are forgotten.  Sorry.

images

But if we turn to God and acknowledge him – we have a hope that brings life, peace, even JOY.

We CAN endure this life, even rejoice in it because we know the one who has promised us eternal justice for all wickedness, including our own. And if we trust in the saving work of Jesus, who took God’s punishment for our sin (of ignoring God) and told us “That WHOEVER believes in him will have eternal life.” A life of joy, peace and complete fairness, a life of hope and freedom from all the crap* in this life.

We treat our adults with disabilities as adults, not children. So when they suffer, and life is unfair we have to have the right answer – not something glib – because that isn’t true.  We must do it with care and sensitivity and make sure that they know the hope we have in Jesus – because that is the grace that saves us.

The God I follow hates the injustice in this world that his created people have caused through their selfishness and because they ignore their creator.  But if you turn to him and say sorry for ignoring him, he promises to forgive you and set you on a new path – his WAY. Make that decision today, before it is too late, then go and tell others about his great saving grace too!

(*sorry if you offended but I feel it is an accurate word in this context)

Panning for Gold and being honest with God.

 

Nothing, especially God, is simple.

SCBUIf someone was born with a disability; and if I believe psalm 139 about God creating us in the womb; then has God created the person with that disability or impairment?

Ummm…hard and uncomfortable question…

These past few days I have been encouraged and challenged to dare to ask God and myself the hard things I wonder about disability. The things I usually push to the back of my mind…fearful of not knowing…or not wanting to explore the deep places of God where I might find some answers and probably more questions.
It started with the Association of Christian Writers weekend at the gorgeous Scargill House in Yorkshire. Adrian and Bridet Plass along with Sheridan Voysey, encouraged and challenged us writers to ‘Pan for Gold’ in the story of our lives and of those we write about. Gold, you see, takes some patience to collect. It settles in miniscule flecks and after a lot of patient ‘panning’ to filter away the unnecessary and irrelevant.
The gold of our lives can be found when we look with patience and perseverance, carefully sifting and finding. As writers we looked at how we share our stories in memoir that can be meaningful to our audience. Sheridan Voysey shared his story and how he had brought it under a theme, of broken dreams and new beginnings. But honesty is very important. God can deal with our honesty because we bring it to him with all the repentance, confusion, emotional baggage and rawness that go with it. God loves us to come to Him as we are, not as we pretend to be.

gold-panning

My life story is inextricably linked with people with a disability. I have supported and worked in care, education and churches for a long time. I realised that I have many questions I haven’t dared to ask. Many of them are linked with those “Whopper questions” that dare to ask God ‘WHY?’ They sneak about the back of my mind threatening to make themselves know while I politely push them back and tell them…Not now!

So, here were these questions about why people are born disabled, why do they face so many obstacles, why do they suffer… and then a huge cavernous hole with devouring monsters opens up in front of me, threatening to unleash the whole caboodle of tricky questions about life, suffering, death, blessing, growth and God! Thanks Adrian…I thought they had been well-sealed away.

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    And two days later I attend the Enabling Church conference of the Churches for All organisation in West Bromwich, near Birmingham. So many people, worshipping, listening, discussing and sharing together. There were signers and interpreters, Braille hymnbooks, subtitles, wheelchair users, blind, deaf, learning disabled, able-bodied and autistic people – all together with the purpose to find out how to make churches more inclusive.
And we didn’t dwell on the big questions, or did we?  Here are some of the things that made an impression on me…
Professor John Swinton started it off by saying
“There are many different ways of being a human being and encountering the world.”
He encouraged us to;
“Be a guest in the world of a person with a disability, learn from them and their lives, let them               serve and give to you.”
Haydon Spenceley, a PHD student who happens to be a wheelchair user said;
“People with disabilities have enough pain, suffering and injustice, without the church making it worse.”
Ann Memmott explained how an autistic person can be supported in church and that current research is showing maybe up to 1 in 30 people have autism. What are the statistics in your church?
Jonathan Edwards, (the Baptist Minister), challenged us to find out what the reality of the Welfare Reforms mean to people with disabilities in our congregations and communities. He said we should be speaking up for the vulnerable and speaking out for those who have no voice, or who can’t.
Finally I listened to Care for The Family’s additional needs team. They spoke about how we all long for acceptance AND for significance…therefore HOW can we identify and encourage people with learning disabilities and additional needs to develop and use their gifts in our church?

This post is not about providing answers. In fact the questions may not have any neat or simple idea or answer. I am exploring questions and challenges God has brought to me through these two experiences and praying about how they challenge us in our church. I have to ask myself –
Do I trust that God loves us, accepts us, helps us, blesses us, builds us, moulds us, disciplines us, is delighted with us and brings out the tiny flecks of gold in our lives through patient, careful ‘panning’ of the experiences, the pain, the suffering and the triumphs of our lives?

What about you, dare you ask some big questions?

Isn’t that panning for the gold?

Writing Social Stories™ Part 4 (final part)

Part 1 here: http://wp.me/p2MVJu-ng    Part 2 here: http://wp.me/p2MVJu-nj    Part 3 here: http://wp.me/p2MVJu-nv

Part 4 : How to present a Social Story™.
There are important factors to take into account when you have gathered your information and drafted a story – the age and ability of the child and how much text they can cope with.
With all ages – short sentences work best.

1. For very young or non-reading children the pictures in a story become the main access point for them into the story. You may only need one idea / sentence per page and the text becomes the script for the adult reading the story (so that you say the same thing each time you read it.)  For illustration, photos work best.  These pages would be arranged as a book so one page can be read at a time.

Going to Playgroup     going home!

2. For older children – it is better to space out the text, use pictures or symbols that support the text well.   This is where I might use symbols such as Communicate in Print from Widgit  http://www.widgit.com or Boardmaker but google and clipart, as long as they are meaningful to the child are good too.

Doctors

Spiders

3. For teens and very able children – the visuals can still be very important but they need to be appropriate. At this stage the key is to CHUNK the information – and I often use boxes around chunks of text as well as pictures to separate the paragraph.

Doing a test

 

Once you have the story written – read it and read it again. Check it sounds clear, literal and that the child has something positive to do or learn…and then you are ready for reading it to the child. Add some reference to the child’s favourite things if you can.  In fact one of my most recent successful Social Stories was based on an Arsenal player and how he kept his kit tidy in the changing room! We wanted the child to do the same and he responded straight away…he really wanted to be like his favourite player!

Introduce it when things are calm and quiet. Read it with the child in a place they can feel calm and stay still. Read it regularly and if the child is not interested try again but don’t show any anxiety and maybe link it to a favoured activity afterwards.

If you have done your research, written it carefully and written it in a form that is accessible to the child – then usually the child will engage with it. Don’t force anything. It will work if it will work. I will confess, I find them more successful with children in juniors and high school than I do with younger children but I have used them for all ages. The key is to pitch it right for the child’s interests and level of understanding.

I have had many successes with Social Stories™. From encouraging a child to reduce nose picking to helping a child deal with the death and funeral of his dad, they are extremely versatile, positive and effective resources.

Finally – here are a couple of examples of real stories that really helped.  (Due to my rubbish tech skills I haven’t added all the symbols I used to a general picture. If you were to write a similar story then you would use maybe more pictures or symbols that were meaningful to your child.)

Travelling in the car

seatbelt

When I am going somewhere, sometimes I have to travel in the car.

My mum or dad will be driving and I will sit in one of the passenger seats.

When I get into the car I will sit in my seat and fasten the seatbelt around me.

This will keep my body safe. It is good to wear a seatbelt.

I will sit in my seat with my seatbelt on until we get to where we are going and my mum or dad says

“Katy you can get out now.”

I can read my book or play on my Ipad until we get to where we are going.

It is good to be safe in the car. I will try to be quiet while my mum or dad is driving.

Then they can concentrate on driving safely and this will make them happy.

Mum and dad will be pleased with me if I try to stay quiet and calm and keep my seatbelt on.

Saying Goodbye to my Dad.

My name is_______. I am________.   I go to ___________ Primary School.

My grandad was very poorly and now he has gone to heaven. This means he is in a very good place where we can’t see him any more.

We will have a special day where my family and my dad’s friends can say goodbye to my grandad. This is called a funeral.

People will come to my house. My grandad had a lot of friends so there may be a lot of people, like at the party.

This is what will happen on that day

First

Then

Then

Finally

On this special day there will be a special box with flowers on to help us remember my grandad.   There will be a photograph of my grandad on the box.

People might feel sad and might cry. This is ok.   If I feel sad I can

If my mum is sad other people will help her. I could give her a hug. She would like that.

When the special Goodbye ceremony is finished my family will be my mum, my dad, me and my brother. We will be able to talk about my grandad but he will not be with us each day. We can remember him by looking at photos and talking about the things we did with him. This will be good and help us all feel better.

Afterwards some things will stay the same like –

Some things will be different like –

I can remember that at school I can talk to my teachers about how I am feeling. They will help me talk about what makes me sad and help me feel better.   This is really good.

 

 

 

Writing Social Stories™ Part 3

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There are four stages to writing a Social Story™
1. Identify the goal
2. Gather the information
3. Structure the sentences
4. Implement

So if we are going to identify the goal we may need to ask some important questions such as:
• What social information is the child missing or misunderstanding?
• Is there a desired change in behaviour we would like to achieve?
• Is there something we would like to teach the child?

The information we need to gather is:
• What reading level is the child and how much information can they process in one go?
• Do they have any interests that will engage and motivate them?
• What, When, Where, How, Why is the situation happening (it is so worth taking time to observe and find out the real reason why – see Carol Gray’s video http://www.youtube.com/watch?v=vjlIYYbVIrI#t=184 for examples)

We can then structure the sentences and this is the point where everyone panics!
There are three basic sentence types and then _ more that enhance these as you write more complex Social Stories™.

The first are DESCRIPTIVE sentences – they are like the beginning of a story – they set the scene and are objective, factual and say what the situation is. Here are some examples…
• My name is Bob and I usually go to cubs on Mondays.
• On Fridays we usually go shopping.
• When my nose itches I like to pick out the bogeys and play with them in my fingers.
• In my class there are lots of children and we each have a chair to sit on.
• On Friday my granddad died. I will not see him again.

The second are PERSPECTIVE sentences – they are like the middle of the story – they explain and answer the why in terms of what other people’s perspectives might be in the situation. Here are some examples…
• Other people don’t like seeing bogeys from people’s noses.
• Some children in my class like to have gravy on their potatoes.
• If someone is hit it hurts them and they might cry.
• When someone dies people can feel very upset and might cry.

Thirdly there are DIRECTIVE sentences. Be sparing with these because they are like the end of a story, the conclusion; the way forward. They suggest rather than insist and give the child options that are appropriate for the situation (it is great when children can contribute to these).
• I can remember to blow my nose so the bogeys can go in the tissue.
• I can choose not to have gravy on my potatoes.
• When we go shopping I can take my Ipod and listen to my music while we walk around the shop.
• If I don’t want to play I can try to suggest a different game.
• If the teacher doesn’t pick me I can try to remember that I will have a turn another time.

In with all these sentences there should be AFFIRMATIVE sentences. These are confirmations, encouragements and reassurances that can be added to any of the above sentences. Here are some examples…
• It is okay / good / great / brilliant.
• That is a safe thing to do.
• You can do it.
• It is a great idea.

So this is your task for this post – here is a simple Social Story™. See if you can identify the different types of sentences.

everyone taking turn

Everybody can have a turn

My name is _______and I am in Year 3.

In my class there are lots of other children and me. Sometimes my teacher wants to choose children to do something at the front of class, choose a star of the day or give out a sticker or choose children to help her do things.  (DESCRIPTIVE) This is good. (AFFIRMATIVE)

All the children in the class like to help our teacher and be chosen by her to do one of these things.!  My teacher knows that all the children want to be chosen. She knows that I want to be chosen. (PERSPECTIVE)

I can try to be patient and wait until it is my turn. (DIRECTIVE)

The teacher likes to be fair and give all the children a chance to help her or be chosen.  This means that different children are chosen every day.  Sometimes it will be me, sometimes it will not be me but someone else. (DESCRIPTIVE)

This is ok. (AFFIRMATIVE) I can try not to be upset when I am not chosen. It is a great idea to say “well done” and smile at the children who are chosen.  (DIRECTIVE)

This is being happy for them and good manners. I like being kind to other children and they like being kind to me.  Then when it is my turn to be chosen the other children will be happy for me. (PERSPECTIVE)

I am brilliant! Well done me! (AFFIRMATIVE)

(NB. All social stories are written for an individual and personal to them. I write them with the child whenever I can. The examples in this blog have all been successful with the particular child they were written for.  I would also usually have more visual pictures or symbols but they are difficult to replicate – more about that in the next part.)

 

Writing Social Stories™ Part 2

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So what did you think of that social story example in part 1  http://wp.me/p2MVJu-ng

Don’t hurt others at playtimes.

Rosy, you have been hurting other children at playtimes.

This is wrong. If you hurt other children they will tell the

teacher on duty and you will have to go inside and sit

outside the head teachers room. You MUST not be too

rough in the playground. It is up to the big children to

stop and check themselves from time to time to make

sure they are playing nicely. If you do this your

teacher and your mum and dad will be pleased and you

can stay at our school.

I hope you said something like this…

  • It is negative.
  • It is written in the wrong perspective “you” rather than “I”.
  • What exactly does being too rough mean?
  • It is threatening.
  • If it was taken literally – what does ”stop and check yourself” mean?
  • It says MUST – makes it easy to fail.
  • Why would you want to please the teacher after being spoken to like this?

So here is an example of the same situation written in the proper Social Story™ format…

Rosy can play nicely at playtimes

Picture1

My name is Rosy and I am in class 5 at Leafy Lane School.

We have a playtime in the morning and after we have eaten our lunch.

I like to play with the infant children at playtimes. It is good to have

friends to play with.  These are my friends in the infants.

Picture3

The children in the infants are smaller than me. This is because they

are younger and have not grown as tall as me yet.

I am a kind friend.   I like to play nice games with my friends.

Sometimes children might bump into one of their friends or hold them

tightly when they are playing together.

Picture4

People don’t like it if they are held tightly or when someone bumps

into them. They might fall or cry because they are hurt

I can try to hold someone gently when I am playing.  My friends will try to hold me gently too.

Picture6

This can help me and my friends be happy and playtimes will be fun.

Well done Rosy and her friends!

So what would you say was the difference? Think about it and I’ll explain some more in the next post.

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