VIDBE-Q Volume 68 Issue 4
30
and communication challenges. Librarians in public libraries report minimal
training in how to support children with disabilities and their families in
meaningful participation in public library programs (Adkins & Bushman, 2015;
Copeland, 2011; Kaeding, et al., 2017; Myhill, et al., 2012; Prendergast, 2016;
Ross & Akin, 2002).
The Inclusive Storytime Project, a partnership with the Washington County
Collaborative Library Service (WCCLS) and faculty from Portland State
University's (PSU) Department of Special Education, aims to provide equal access
to the activities offered during the storytime experience that promote early literacy
skills linked to reading and writing success in school. The Inclusive Storytime
Project provides a context for authentic pre-service instruction for undergraduate
and graduate candidates in special education, orientation and mobility, and speech
and language pathology while supporting families in the community who may have
been reluctant to attend public library programs. The Inclusive Storytime Project
welcomes all children to enjoy the storytime experience, as well as gain skills in
sound-symbol associations, print-awareness, vocabulary and early writing, skills
predictive of future literacy success.
Rory and Aubree
Rory, a bright, energetic, three-year-old enters the library and quickly
chooses his spot on the carpet. Rory was prepared for the group storytime
