Applying What You’ve Learned
Applying What You’ve Learned
Topic 3: Applying What You’ve Learned
Now that you've learned about how to best meet the varied needs of your users with autism, let's practice what you know with the following real-world situations.
- It's 3pm on a Wednesday afternoon, and no special programming is happening in your library. Patrons are using computers, studying at tables, and parents are quietly reading to children. There is a table being occupied by a literacy tutor quietly assisting a school-aged child. The volume is conducive to study.
All of a sudden, the quiet chatter is disrupted by very loud humming that sometimes raises to a loud pitch, and a child who has autism is pacing around the reading area at a very fast pace. The patrons at the tables who were studying are visibly distracted, as is the tutor. Several patrons look to you as if asking for you to do something.
What can you do?
You may want to revisit the video clip (below) or the sorting activity that you already completed before answering.
Click here for complete script to video.
On the following page, you will learn about relationship building, and then imagine what you would do in another potential scenario in your library.