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Autism-spectrum

friendly programming

Those patrons on the Autism-spectrum are welcomed and encouraged to participate in all of our programming!

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We also offer specific programming that features less stimulation and more soothing environments, and also function with a more informal structure. All are welcome to attend.

Sensory-sensitive Storytime: Great for those on the Autism spectrum, or for children who thrive in calm and soothing environments. All are welcome. We turn off the fluorescent lights to minimize buzzing, turn on soft-glowing lamps, spread out our tactile-themed rug that includes built in widgets. You are also welcomed to bring your own blankets or comfort items. Our Children’s Librarian will read several soothing and fun titles, focusing on inclusivity. A relaxed and informal structure is used, and participation, feedback, and discussion from participants is thoroughly welcomed. All ages welcomed. Takes places every Sunday from 3 - 4, in Meeting Room One, next to the Children’s Room. 

-This program also enhances developmental activities for children through playing, singing, writing, reading, and talking. These practices help children start to develop phonological awareness, vocabulary, print awareness, letter knowledge, and background knowledge (Ghoting, n.d.).

 

Therapy-Dog Storytime: Please join us as “Hounds of Hope” and their therapy dogs join us for storytime! All are welcome. These are rescue dogs from shelters across the U.S. who have been professionally trained as therapy dogs for children. Children are encouraged to pet and enjoy the dogs, as we read, sing, and dance. Followed by an opportunity for children to select a book to read to the therapy dogs. Great for reducing stress, and teaching children how to interact with dogs. All ages welcomed. Takes place the 1st Saturday of each month, from  4 - 5pm, in Meeting Room Two. Hosted by our trained Children's Department librarians or librarian assistants. 

-This program enhances developmental activities for children through playing, singing, writing, reading, and talking. These practices help children start to develop phonological awareness, vocabulary, print awareness, letter knowledge, and background knowledge (Ghoting, n.d.).

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