The School Library Pack for special schools
We have worked with disability specialists and consulted with special schools to develop a pack of accessible titles which we hope will be useful for special schools.
Registration for School Library Pack 2016-17 is now open
Special School Library Pack
Our Special Educational Needs (SEN) School Library Pack 2015-16 contained 10 books, pictured below.
Schools received one copy of each of the following:
Lenny Long Legs Sam Lloyd
Press Here Herve Tullet
You Tell Me Roger McGough
Contact Malorie Blackman
Respect: The Walter Tull Story Michaela Morgan
Laika the Astronaut Owen Davey
What the Jackdaw Saw Julia Donaldson & Nick Sharatt
This Is Not My Hat Jon Klassen
Lift The Flap: General Knowledge Alex Frith
The Really Gross Body Book
We also have a number of Special Educational Needs (SEN) resources for other children's books, which are:
Turn It Up, Doris! by Sam Lloyd
All Join In by Quentin Blake
Rabbityness by Jo Empson
Boffin Boy and the Invaders from Space by David Orme and Peter Richardson
Sterling and the Canary by Andy Stanton
Revolting Records by Anne Rooney
More advice and tips
- Choose actions or signs to represent story characters and use them when you tell and talk about the story.
- Try telling the story but adding actions or signs for certain words in the story. Once students have become familiar with each selected action, you can try fully replacing the word with the action, much in the same way as silent actions can replace the singing in Heads Shoulders Knees and Toes. This could also be done using visual images, noises or even smell to represent some of the different words. You might want to combine several or all of the sensory experiences.
- Discuss what it would be like if a character from one of the stories came to the students' environment. If they came to visit your school, what would you do and where would you take them?
- Imagine a character from one book escaped into another, what would happen? What would they say? What would they do?
- Match pictures within the story to symbols showing the relevant emotions.
- Create a 'same and different' table for two stories, challenging students to look at two books and find five things that are the same and five things that are different.
- Looking at the sensory stimuli in a story, create a spider diagram with the story title in the middle and the smells, tastes, touches, sights and sounds on the five radial arms. Around each of the five senses, encourage students to write experiences that would be encountered in the story.
- Students could try writing a text message or email from one character to another.
Drama and performance
- Create a sequence of three tableaus to represent the beginning, middle and end of the story. This can be a great acting experience for students who might not feel comfortable speaking or even moving in a performance.
- Use a bed sheet and a light source to create a shadow theatre. You can make puppets out of card, or students can act themselves, in order to retell the story. You can change your own shadow by sticking ears onto a headband, or making a cardboard nose. If you use a projector, human actors can interact with cardboard puppets placed on the projection screen.
- Agree someone (probably the teacher) to take on the personality of one of the characters. Students can then phone the character, and ask them questions. If confident, students can then try playing a different character themselves.
- Students can make their own 'envelope theatre' and paper finger puppets: cut an aperture in an A4 envelope and draw curtains on the front. Slide puppets of story characters inside and act out key scenes.
- Adapt a nursery rhyme song you know to sing about the events in the story. For example, take Old King Cole or Twinkle Twinkle to give you a tune, then begin singing the story for your students and get them to continue it.