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PAMIS Multi-sensory Storytelling Working & learning together for involvement 29 th October Acorn Centre, Inverurie Jenny Whinnett

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PAMIS Multi-sensory Storytelling Working & learning together for involvement 29 th October Acorn Centre, Inverurie Jenny Whinnett PAMIS Grampian Co-ordinator. Communication. Most people with PMLD have no speech - communication is usually non-verbal

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slide1

PAMIS

Multi-sensory Storytelling

Working & learning together for involvement

29th October

Acorn Centre, Inverurie

Jenny Whinnett

PAMIS Grampian Co-ordinator

communication
Communication
  • Most people with PMLD have no speech - communication is usually non-verbal
  • A minority will use a few single words
  • Some are able to use a few signs and/or symbols - eg Makaton, Boardmaker or SignAlong
why storytelling
Why Storytelling?

Worldwide tradition of storytelling

Storytelling is an age-old tradition that has existed since the dawn of time and in every culture. It is many things to many people. It is entertainment, a way of passing on a culture’s history, or a way of teaching to both the young and old. Storytelling is an art.

Lambe 2002

the importance of storytelling
The Importance of Storytelling

“One must have a story, it’s one of the things humans do. Not just have a story, but tell a story”

Chinua Achebe 2000

“Storytelling is a vital ingredient of human experiences”

Keith Park 1999

“….for most of human history ‘literature’, both fiction and poetry has been narrated, not written, heard, not read”

Angela Carter 1991

multi sensory storytelling principles the book
Multi-sensory Storytelling Principles – The Book
  • The Pages
    • 7 or less
    • Colour is neutral
    • Reading card is laminated (matte)
multi sensory storytelling principles the book7
Multi-sensory Storytelling Principles – The Book
  • The Sentences
    • On reading card
    • One or two per page
    • Short and rounded
    • No word overload
multi sensory storytelling principles the book8
Multi-sensory Storytelling Principles – The Book
  • The Stimuli
    • One per page
    • Speech (word sounds relate to the concrete object/material)
    • Age appropriate
multi sensory storytelling principles the book9
Multi-sensory Storytelling Principles – The Book
  • The Book Cover
    • The Box is the cover
    • Tactile symbol & title (1 or 2 words)
    • Recognition & choice-making
principles the storyteller
Uses voice expressively

intonation, inflection, tone pitch, volume

speaks slowly and use pauses

implies atmosphere

allows time for acoustic processing

Stick to the storyline

no deviation/ad lib

but, encourages, prompts the person to interact with the stimulus

Objects are always presented in the same way

Presents objects within person’s personal field ofvision, hearing&reach

Reading is an active process

Principles – The Storyteller
example of a multi sensory story
Example of a Multi-sensory Story

page & stimuli

complete story

The box – the book cover & tactile title

pamis real lives real stories
Personalised

Designed and developed by parents, carers & staff

Based on real experiences

Tactilesymbol, (sign) and word(s)

Accompanied by a photo storybook

Built-in agreed learning targets

Progress evaluated

PAMIS Real Lives: Real Stories
evaluation
Evaluation

Parents

“The story was an activity to share with the family”

“It was tailor made for my daughter’s enjoyment

and interest”

“My son has an entertaining and educational story that gives him pleasure, and informs him too”

“Her responses are much better than I had expected, it is difficult for me to get things she responses to, but with her story she responds to the stimuli most times”

evaluation16
Evaluation

Teachers

“She has shown lovely positive reactions to the final pages”

“She never tires of hearing it and always responds positively to it - head up and eye contact!”

“They have been great for encouraging all kinds of awareness not only sensory but also social and have become a really valuable tool in the class”

exploring literacy through multi sensory stories

Focus for setting specific learning targets & new skills

Collaboration

Library of personal sensory storybooks

Support and information sharing within the development group

Teaching and training materials

Exploring Literacy…Through multi-sensory stories

Interaction

Enjoyment

Attention

Listening

Recognition

Comprehension

Learning

Anticipation

Sequencing

GOOD FUN

parents comments on the need for accessible material
Parents’ comments on the need for accessible material

“… she appears terrified and I don’t know where to start, I cannot find any materials that are appropriateor suitable for her developmental level”

Mother of 9 yr old girl, who had just begun menstruating

“…he constantly tries to open doors in the house looking for him (his dad) he seems puzzled and depressed. I don’t know what to do, how to explain that Chris is not coming back”

Parent whose partner had died very suddenly

contact details
Contact Details

Mrs J Whinnett

Grampian Co-ordinator

Unit 5 Badentoy Business Centre

Badentoy Crescent

Portlethen

Aberdeenshire

AB12 4YD

E-mail: [email protected]

Tel: 0044 (0) 1224 784456

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