(1182) PREPARING TEACHER-LIBRARIANS TO INCREASE ENGAGEMENT OF STUDENTS WITH AUTISM IN TODAY'S TECHNOLOGYENHANCED LIBRARIES

摘要

With 1 in 68 children in the United States currently being diagnosed with autism spectrum disorder (ASD) the potential for teacher-librarians to interact with individuals with ASD is certain. Some research suggests that libraries are one place where individuals with autism feel safe. Though the library can be a welcoming environment for students with autism, librarians are typically not specifically educated to serve this growing and largely overlooked population. To ensure that patrons with ASD will be successful in technology-enhanced library settings, Project PALS (Panhandle Autism Library Services) was developed to increase librarians’ knowledge about how they can be best served in libraries. PALS, a set of four online self-paced professional development modules provide practical strategies for librarians to implement in the following areas: 1 About Autism 2 Arranging the Library Environment 3 Social Networking and Interacting with Technology 4 Communicating with Individuals with ASD. Since October 2015, more than 700 librarians and library staff have completed the PALS training modules. The PALS exit survey reveals that over 90% of participants felt that the training substantially increased or increased their knowledge about library patrons on the autism spectrum. Over 70% agreed or strongly agreed they learned strategies to increase independence in the use of the library and increase the use of technology for those with ASD. Several strategies were reported as most effective in increasing engagement students with autism in today’s technology-enhanced libraries.