How to reach special populations

An extra effort must be made in order to reach certain segments of the population:

• Homeless/families in shelters
• Teen parents
• Low income housing residents
• Non-English speaking (parents and/or children)
• Children with special needs and their families

Children and parents who fall into the category of special populations are in desperate need of library materials and services.  They are most likely non-users or underserved. Making use of some of the community organizations or social agencies you are in contact with will ease this process. It is best to reach these special populations through an organization they feel comfortable with or at community events such as festivals and fairs.

Depending upon the situation, services that would be most beneficial to persons within any special population are storytimes, rotating on-site material collections, adaptive technology and family programming. Logistics may make some services impossible, but finding at least one way to reach and serve the underserved or non-users is very important.

For families in shelters, teen parents and families in low income housing, it may be best to bring a program to them, to a common site and invite them to visit the library as they are able.  There may also be a way you could arrange for group transportation to the library.   If, however, your library were located very near a shelter or low income housing development it would be effective to ask staff on site or use flyers to promote attendance at a library program.  Flyer/coupons offer a special treat to families who attend a program at the library and turn in the coupon for a free paperback picture book, book of rhymes and fingerplays or other item to use again.  You may find it more effective to alter the time you offer a storytime—think evenings or weekends.  Traditional storytimes, family storytimes or lapsit programs are effective.  

Introducing teen parents to rhymes and fingerplays that may or may not be remembered from their own childhood, and stressing the importance of singing with and reading to their child, is very important in breaking cycles of illiteracy and in making a difference in the life of the child.  The library can have a great impact on the future of the teen parent as well, introducing him or her to available resources, support and programs.  Consider becoming a center for book give away programs such as “First Books.”  It is a way to put a book in the home of someone who may not have the means to do so otherwise while stressing the importance of having materials in the home.  Your State Library can assist you in applying for such a program or getting grant money to implement one of your own.

For non-English speaking families, it might also be best to present a first program at a familiar site and suggest the center bring families to the library next or invite individual families to the library.  A family storytime format is best in this case as it provides an opportunity to comfortably interact together, offers introduction of simple language for adults, and music and activities that should not require command of English to be enjoyed.  Librarian Linda Ernst, in Lapsit Services for the Very Young, (Neal-Schuman Publishers, 1995) provides other benefits for immigrant families:

• Exposure to simple vocabulary and storylines which are sometimes recognized as related to those from their own background
• Their children are nonjudgmental and love the language sharing experience so the adult has a positive experience reading English aloud, practicing English, or reading something in their native language (if you are able to supply it).
• The adults can be made aware of other materials, bilingual/ESL and services that the library has to offer them and their children.

Build bilingual or materials in other languages into your collection development plan, depending upon the needs in your community.  Bilingual books, books in other languages, book and cassette kits, videos and CD-ROMs can be very useful for new immigrants, bilingual families or families where adults are learning English.  Everyone can use children’s materials.  All libraries should attempt to have a sampling of bilingual materials for many reasons including general exposure and foreign language study.

Libraries are an important resource for families of children with special needs.  Special needs should be considered both in the collection and programming.

Sandra Feinberg, in Including Families of Children with Special Needs  (Neal-Schuman, 1999) notes:

To fulfill its goal of being the “Preschooler’s Door to Learning” and the primary community resource in support of the lifelong learner, the library must provide collections that nurture various styles and modes of learning, respond to individual needs and preferences, and are appropriate for children with a range of developmental abilities. 

Feinberg also notes the following materials appeal to all young children and are particularly suitable for those with special needs due to their multi-sensory appeal:

• Sniff and smell books – Scratch and sniff activity books provide a cause and effect reaction that is important for young children with learning and visual disabilities.
• Cloth and toy books – These are useful for preschoolers who lack muscle and eye/hand coordination and safe if dropped or thrown. Toy books provide a concrete interactive object that reinforces the concept or theme of the story.
• Puzzles – Best for this group are large and small knobbed puzzles, large floor puzzles and raised piece puzzles.
• Puppets, dolls and flannel board figures – These help develop language skills and encourage manipulation, socialization and decision-making, as well as providing an emotional outlet.
• Realia – Young children, especially those with sensory, perceptual, cognitive and physical disabilities, extend their learning through manipulation of real objects and models.  They are effective whether for in-house use only or available for circulation alone or incorporated into a pack of books.
• CD-ROMs and computer software – provide multi-sensory interactive learning experiences.  Some products are designed especially for children with disabilities; all young children can enjoy them.
• Alternative input devices and equipment – Standard keyboard and trackball and mouse are not usable by children with certain disabilities and also pose a challenge for very young children who lack fine muscle coordination.  Kurzweil reader, large print computer screen, voice synthesizer, etc. can assist children with disabilities.  Alternative and adaptive technology is now widely available.
• On-line sources – provide information about disabilities, parenting children with disabilities, and access to support groups.  Ability OnLine Support Network at http://www.ablelink.org “putting children and adolescents with disabilities in touch with the world” is one such resource.

While designing programs for children and parents with special needs appears challenging, there is really not much more involved than preparing a program for “average” children. You can generally use the same materials with a few exceptions, depending upon the audience, such as enlarged pictures, simpler text, or more tactile items.

When it comes to implementation, there is no need to be nervous or apprehensive.

Linda Ernst in Lapsit Services for the Very Young reminds us that the presenter’s ability to be relaxed while displaying a positive attitude will let the adults know that sharing books and building a language-learning experience should be part of their children’s lives, just as it should be for other young children.

Ernst provides program ideas that help strengthen certain skills the children have including:

• Standing and balance through “Pop goes the weasel” or “Hickory dickory dock” activities that incorporate standing upright, bending, hopping, etc.
• Visual tracking development through the use of flannel board pieces and rhymes such as “Two little blackbirds” or “Humpty dumpty”
• Naming parts of the body through “Head, shoulders, knees and toes”
• Repetition and rhyme through something like Brown Bear Brown Bear (Martin)
• Musical activities including dance and movement always produce positive results
• Encourage touch between adult and child (if adults are present)
• Puppets can bridge the gap between presenter and participants

A few years ago, the American Library Association had a national campaign “Libraries Change Lives.”  Never has that phrase meant so much as in the case of special populations.  Your efforts can make a real difference.

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