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Librarian's WordHappy Disability Awareness Month! There are so many exciting things going on this month. We can’t wait to watch the Paralympics taking place in Vancouver, not to mention all the local programs to celebrate awareness. If you are in the Bloomington area, stop by and see us at the Disability Student Services Fair on March 1st at the Wells Library and at the “Inspiring Abilities Resource Fair” on March 6, 9:30am-12:00pm at Sherwood Oaks Christian Church. Do you have a program you’d like us to mention on our calendar or blog? Drop us a line and we’ll be happy to!
We are pleased to announce the “Friends of CeDIR Library” Book Sale site. Here you can purchase older titles that have been withdrawn from the collection. All proceeds will go towards buying new books for the collection. You can find it online at: Want more information on Paralympic Games?
Competition Schedule for 2010: |
Spotlight On:
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BooksSocial Skills Resource Guide These items are available to Indiana residents from the Center for Disability Information & Referral.For Children:Gast, C., & Krug, J. (2008). Caring for myself: a social skills storybook. London: Philadelphia, PA: Jessica Kingsley Publishers. (Call No. 7 .G37) McCarthy, J., Scheflen, S. C., & Scheflen, M. (2009). Social skills. Vol. 1-3 videorecordings. Sherman Oaks, CA: Teach2Talk. (Call No. 6 .T4 S61 - S63) For Teens/Adults:Cooper, B. (2008). The social success workbook for teens: Skill-building activities for teens with nonverbal learning disorder, Asperger’s disorder & other social-skill problems. Oakland, CA: Instant Help Books/New Harbinger Publications. (Call No. 46 .C6) Winner, M. G. (2009). Socially curious and curiously social: A social thinking guidebook for teens & young adults with Asperger’s, ADHD, PDD-NOS, NVLD, or other murky undiagnosed social learning issues. San Jose, CA: Think Social Pub. (Call No. 46 .W5) For Parents/Teachers:Bellini, S. (2006). Building social relationships : a systematic approach to teaching social interaction skills to children and adolescents with autism spectrum disorders and other social difficulties. Shawnee Mission, KS: Autism Asperger Pub. Co. (Call No. 40.3 .B45) Madrigal, S. (2008). Superflex: A superhero social thinking curriculum: A fun and motivating way to explore social thinking behavior. San Jose, CA: Think Social Pub.(Call No. 6 .M33) Mahler, K. (2009). Hygiene and related behaviors for children and adolescents with Asperger spectrum and related disorders: A fun curriculum with a focus on social understanding. Shawnee Mission, KS: Autism Asperger Pub. Co.(Call No. 40.3 .M3) Mannix, D. (2009). Social skills activities for secondary students with special needs. San Francisco, CA: Josey-Bass.(Call No. 46 .M355 2009) |
Web ResourcesTeacherVision: Social Skills and Autismhttp://www.teachervision.fen.com/autism/resource/10154.html LD Online: Behavior & Social Skills http://www.ldonline.org/indepth/behavior National Resource Center on AD/HD: Relationships & Social Skills http://www.help4adhd.org/en/living/relandsoc Book Review:![]() Social Skills Activities for Secondary Students with Special NeedsDarlene Mannix has authored 195 worksheets to teach teens how to interact with peers and elders in many common settings. The large paperback, perfectly sized for photocopying to letter-sized paper, is divided into two parts. Part one outlines twenty-seven essential skills with five worksheets each, while part two divides everyday situations by setting (at home, at work, with peers etc.) Each section of worksheets begins with an instructor’s guide and, most innovatively, the “Rationale” behind the skill. The Rationale helps teachers explain to students what each social skill means (e.g., “Someone with a good work ethic is someone who...stays on task until it is completed satisfactorily.”) and why it is important to master (e.g., “Being able to negotiate with others is a way to keep relationships going well.”). The book contains too many potential lesson plans to fit within a single course, but the variety of worksheets will allow teachers to pick which are best for their students’ learning style. Some are strongly text-based, consisting of short stories and thought-provoking questions. Others employ lively cartoon characters to encourage students to associate facial expressions or speech patterns with meaning. All will stretch students’ abilities to identify with others and reflect on their own experiences, preparing them for positive social interactions in the future. Tamara MarnellCeDIR Library Assistant | |
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