PAMIS Story telling presentation
PAMIS Story telling presentation
PAMIS Story telling presentation
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<strong>PAMIS</strong><br />
Multi-sensory Multi sensory <strong>Story</strong><strong>telling</strong> Training<br />
“Promoting Promoting active engagement”<br />
engagement<br />
Ettrick Riverside Business Centre, Selkirk<br />
26 th<br />
April 2010<br />
Jenny Whinnett<br />
<strong>PAMIS</strong> Grampian Co-ordinator<br />
Co ordinator<br />
Tracey Bell<br />
<strong>PAMIS</strong> Project Worker
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Communication<br />
Most people with PMLD have no speech<br />
- communication is usually non-verbal<br />
A minority will use a few single words<br />
Some are able to use a few signs and/or<br />
symbols - eg Makaton, Boardmaker or<br />
SignAlong<br />
pamis – in partnership with people with profound learning disabilities & their carers
Why <strong>Story</strong><strong>telling</strong>?<br />
Worldwide tradition of story<strong>telling</strong><br />
<strong>Story</strong><strong>telling</strong> is an age-old tradition that has<br />
existed since the dawn of time and in every<br />
culture. It is many things to many people. It<br />
is entertainment, a way of passing on a<br />
culture’s history, or a way of teaching to both<br />
the young and old. <strong>Story</strong><strong>telling</strong> is an art.<br />
Lambe 2002<br />
pamis – in partnership with people with profound learning disabilities & their carers
<strong>Story</strong><strong>telling</strong>: an<br />
age old tradition<br />
An Séanachai
The Importance of<br />
<strong>Story</strong><strong>telling</strong><br />
“One must have a story, it’s one of the things humans do.<br />
Not just have a story, but tell a story”<br />
Chinua Achebe 2000<br />
“<strong>Story</strong><strong>telling</strong> is a vital ingredient of human experiences”<br />
Keith Park 1999<br />
“….for most of human history ‘literature’, both fiction and<br />
poetry has been narrated, not written, heard, not read”<br />
Angela Carter 1991<br />
pamis – in partnership with people with profound learning disabilities & their carers
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Multi-sensory Multi sensory <strong>Story</strong><strong>telling</strong><br />
Principles –<br />
The Pages<br />
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7 or less<br />
Colour is neutral<br />
The Book<br />
Reading card is laminated (matte)<br />
pamis – in partnership with people with profound learning disabilities & their carers
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Multi-sensory Multi sensory <strong>Story</strong><strong>telling</strong><br />
Principles – The Book<br />
The Sentences<br />
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On reading card<br />
One or two per page<br />
Short and rounded<br />
No word overload<br />
pamis – in partnership with people with profound learning disabilities & their carers
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Multi-sensory Multi sensory <strong>Story</strong><strong>telling</strong><br />
Principles – The Book<br />
The Stimuli<br />
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One per page<br />
Speech (word sounds relate to the<br />
concrete object/material)<br />
Age appropriate<br />
pamis – in partnership with people with profound learning disabilities & their carers
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Multi-sensory Multi sensory <strong>Story</strong><strong>telling</strong><br />
Principles – The Book<br />
The Book Cover<br />
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The Box is the cover<br />
Tactile symbol & title (1 or 2 words)<br />
Recognition & choice-making<br />
pamis – in partnership with people with profound learning disabilities & their carers
�Uses voice expressively<br />
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Principles –<br />
intonation, inflection, tone pitch,<br />
volume<br />
speaks slowly and use pauses<br />
implies atmosphere<br />
allows time for acoustic<br />
processing<br />
�Stick to the storyline<br />
no deviation/ad lib<br />
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but, encourages, prompts the<br />
person to interact with the<br />
stimulus<br />
<strong>Story</strong>teller<br />
The<br />
pamis – in partnership with people with profound learning disabilities & their carers<br />
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Objects are always<br />
presented in the same<br />
way<br />
Presents objects within<br />
person’s personal field<br />
of vision, hearing<br />
& reach<br />
Reading is an active<br />
process
The box – the book<br />
cover & tactile title<br />
Example of a<br />
Multi-sensory Multi sensory <strong>Story</strong><br />
page & stimuli complete story<br />
pamis – in partnership with people with profound learning disabilities & their carers
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Real Lives: Real Stories – Exploring<br />
literacy using multi-sensory multi sensory stories<br />
5 Regions across Scotland<br />
10 Schools<br />
4 Adult services<br />
50 young people with profound intellectual<br />
and multiple disabilities<br />
parents, teachers, day service officers<br />
Funding: Scottish Executive Special Education Innovations<br />
Grants Scheme<br />
pamis – in partnership with people with profound learning disabilities & their carers
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<strong>PAMIS</strong><br />
Personalised<br />
Real Lives: Real Stories<br />
Designed and<br />
developed by<br />
parents, carers & staff<br />
Based on real<br />
experiences<br />
pamis – in partnership with people with profound learning disabilities & their carers<br />
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Tactile symbol,<br />
(sign) and word(s)<br />
Accompanied by a<br />
photo storybook<br />
Built-in agreed<br />
learning targets<br />
Progress evaluated
Attainment Outcome: Interaction<br />
Strands<br />
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Accepting & Sharing Feelings<br />
Attending & Responding (receptive)<br />
Vocal/Gesture Production (expressive)<br />
pamis – in partnership with people with profound learning disabilities & their carers
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Joshua’s Joshua s Learning Targets<br />
Enjoy the story (e.g. smiling, laughing)<br />
Attend to the stimuli<br />
Reach for the materials<br />
Manipulate the objects<br />
– Hitting<br />
– Touching<br />
– Stroking<br />
– Pressing<br />
pamis – in partnership with people with profound learning disabilities & their carers
Motor responses by Joshua<br />
in Session 8<br />
Key to Joshua’s responses:<br />
1. | Page in | Page out 2. I Moving hand towards objects<br />
3. | Hit | Touch | Stroke<br />
pamis – in partnership with people with profound learning disabilities & their carers
Response to sound stimuli in 1 st & 8 th<br />
<strong>presentation</strong>s by Joshua with mother as<br />
storyteller<br />
Wilcoxon Signed Ranks Test: z = -2.874, p < 0.005<br />
pamis – in partnership with people with profound learning disabilities & their carers
Parents<br />
Evaluation<br />
“The story was an activity to share with the family”<br />
“It was tailor made for my daughter’s enjoyment<br />
and interest”<br />
“My son has an entertaining and educational story<br />
that gives him pleasure, and informs him too”<br />
“Her responses are much better than I had expected, it<br />
is difficult for me to get things she displays<br />
responses to, but with her story she responds to the<br />
stimuli most times”<br />
pamis – in partnership with people with profound learning disabilities & their carers
Evaluation<br />
Teachers / Day Centre Staff<br />
“She has shown lovely positive reactions to the<br />
final pages”<br />
“She never tires of hearing it and always responds<br />
positively to it - head up and eye contact!”<br />
“They have been great for encouraging all kinds of<br />
awareness not only sensory but also social and<br />
have become a really valuable tool in the class”<br />
pamis – in partnership with people with profound learning disabilities & their carers
Exploring Literacy…<br />
Literacy<br />
Through multi-sensory multi sensory stories<br />
Focus for<br />
setting specific<br />
learning<br />
targets & new<br />
skills<br />
Support and<br />
information<br />
sharing within the<br />
development<br />
group<br />
Interaction<br />
Enjoyment<br />
Attention<br />
Listening<br />
Recognition<br />
Comprehension<br />
Learning<br />
Anticipation<br />
Sequencing<br />
GOOD FUN<br />
Collaboration<br />
Library of<br />
personal<br />
sensory<br />
storybooks<br />
Teaching and<br />
training<br />
materials<br />
pamis – in partnership with people with profound learning disabilities & their carers
Parents’ Parents<br />
comments on the<br />
need for accessible material<br />
“… she appears terrified and I don’t know where to<br />
start, I cannot find any materials that are appropriate<br />
or suitable for her developmental level”<br />
Mother of 9 yr old girl, who had just begun menstruating<br />
“…he constantly tries to open doors in the house<br />
looking for him (his dad) he seems puzzled and<br />
depressed. I don’t know what to do, how to explain<br />
that Chris is not coming back”<br />
Parent whose partner had died very suddenly<br />
pamis – in partnership with people with profound learning disabilities & their carers
<strong>Story</strong> Title Young Person Age<br />
Grant’s respite visit Grant 17<br />
Jamie’s bathtime Jamie 5<br />
Becoming a big girl Ailsa 12<br />
Craig has seizures Craig 18<br />
Lewis’ ‘Wee Turn’ Lewis 4<br />
Beth is growing up Beth 12<br />
Going to the dentist Lee 11<br />
Toilet-time! Susie 17<br />
Daniel is growing up Daniel 14<br />
Ashleigh has her periods Ashleigh 19<br />
Missing dad Leah 13<br />
pamis – in partnership with people with profound learning disabilities & their carers
pamis – in partnership with people with profound learning disabilities & their carers
pamis – in partnership with people with profound learning disabilities & their carers
Contact Details<br />
Mrs J Whinnett<br />
Grampian Co-ordinator<br />
Unit 5 Badentoy Business Centre<br />
Badentoy Crescent<br />
Portlethen<br />
Aberdeenshire<br />
AB12 4YD<br />
E-mail:<br />
jenny.pamis@btconnect.com<br />
Tel: 0044 (0) 1224 784456<br />
pamis – in partnership with people with profound learning disabilities & their carers
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