Developing social skills,sequencing language,learning new vocabulary and gesture:
(in line with current research into gesture and semantic development by Prof. Karen Pine and Elizabeth Kirk at the University of Hertfordshire and Dr Karla McGregor at the Word Learning lab, University of Iowa U.S.A)
Respect the Resistance!
I'm being told a thing or two...
Thinking about it
Maybe....
Yes! Telling the story...
Opening out - not making eye contact - yet
Eye contact!
Sharing the story
Lis'n Tell also works for adults with learning disabilities...
'' I could see the pictures inside me, it felt good...!''
Robin Meader, Artistic Director, Openstorytellers (Young adult with learning disabilities),
at the Lis'n Tell workshop, Society for Storytelling Conference, Exeter University, 2008
Lis'n Tell has recently been credited with being the inspiration for RAP - Reciprocal Active Participation. RAP is part of the approach developed by the little group, an innovative nursery provision for children with autism and communication disorders.
Louise's work and RAP are referenced in SLT Gill Hilton's MA Thesis on Autism, which explores research to do with RAP and associated work.
Storytelling with children with Special Needs
The Story can acknowledge and attend to the special needs of the participants.
A story is told, through rhythm and role, rhyme, repetition and ritual.
There is an intro and an outro to build and release attention. The teller
usually involves the children very early on. They might become a keeper
of an object, a scribe, an illustrator, musician, narrator, director, character,
speech chorus, eye gazer, pointer, smiler!
It is up to the teller to notice ever more subtle nuances of behaviour
and include these in the story. Lis'n Tell is to do with errorless
learning. There are no right or wrong responses, and nearly everything
can be included somehow, if the teller is alert and has practised
flexible thinking and creative communication.
Meaning can be given to seemingly irrelevant responses, which are then encouraged, and the child starts to take part more willingly.
The more disruptive a child is, the more respect and responsibility
they may be given. Objects/props in the story are handled with awe
and a sense of mystery, creating atmosphere and attracting the child's
attention.
The children are referred to as the experts, and communication
is drawn out of them, reflected and expanded.
''I was at your course in June. Just wanted to tell you I started daily sessions with my small group and they are going fantastically well. We videoed the second session and then again a fortnight later and the improvements were already evident. One of the children in my group had until then refused to participate in group sessions. She is now engaged, participating in the actions and the words and really enjoying it. Another child would not remain seated during group sessions and is now focused and participating with the actions. I also do larger sessions once a week. The staff all love it too and my head teacher thinks it is marvelous. I have adapted quite a few classic fairy tales into the Lis'n Tell style and am really enjoying it all myself. Thanks so much for showing us this style of story telling. I just new it was going to change the lives of my pupils and it has''. Lesley Cooper, Teacher of children aged 4-9 years old, St Duthus Special School, Tain, Scotland October 2009.
Eyes of the Dragon by Margaret Leaf
One of the stories I use with teenagers to explore social skills and sequencing...
Together with staff and children Lynne and Louise have directed whole school projects for the last four years at Grove Park Special School for Severe and Profound and Multiple Learning Disabilities, based on National Curriculum topics. SaLT and Drama is now being invited to a range of schools throughout the South East of England.
Please see leaflet for details.
