Storytelling In Your Area - Scotland: 2019 onwards

Since January 2019 we have organised the following multi-sensory storytelling sessions:

Pinewood School, Bathgate. 23/09/19

Our storyteller ran six multi-sensory storytelling sessions involving a total of 40 children with severe learning disabilities and/or severe autism spectrum disorder. We received feedback from six teachers who judged that all bar one of the 40 children had benefited from the multi-sensory storytelling. All six rated the overall experience as “5/5 – Very Good”. Comments were:

• “The children enjoyed taking part and being able to play with the resources. [I was surprised that] all but one of them engaged well with the activities. As class teacher it was good to see how the resources were used in a group session.”
• “[The session provided] tactile element to stories, scents and sounds. Well presented. [I was surprised that] one girl was really keen to touch and feel everything; normally she doesn't engage. [In the longer term this will help] build on our use of bag books - 3 times per week.”
• “[The session helped with] sensory needs. Being included in the story. Very engaging. The Storyteller was very supportive and engaging - used their names. One child who normally refuses was very engaged and excited. [In the longer term this will help with] literacy skills developing and engagement in stories.”
• “Lots of laughs and interaction. The props really helped keep them focused and involved them all in the storytelling. They responded positively and the storyteller kept them actively involved. [I was surprised that] they all reacted and interacted very well. Taking part and being involved with all the props. They tolerated lots of sensory feedback - noise/touch/smells etc. All reacted and interacted well. A useful way to help them in new/difficult situations. Helps with turn taking and interaction.”
• “They really managed the waiting between turns despite them being so engaging! All the children thoroughly enjoyed participating and again, the waiting as well as the interaction was fabulous. [I was surprised by] lots of attempts at speech from J who is non-verbal - very eager to engage. K eventually overcame her shyness and was able to make good eye contact with the storyteller. L was able to stay focused throughout. This group of children really enjoy a story and for many of them it will help develop their focus and attention as well as their creative language.”
• “[The session] engaged all senses. Turn-taking/patience. Listening skills. Fine motor skills. [I was surprised that] K was patient with fantastic listening and E was focused and concentrating. [In the longer term this will help with] listening skills, motor skills etc.”

New Struan School, Alloa. 16/09/19

Our storyteller ran a multi-sensory storytelling sessions involving a total of eight children with severe autism spectrum disorder. We received feedback from one teacher who judged that all eight children had benefited from the multi-sensory storytelling. They rated the overall experience as “5/5 – Very Good” and commented, "Great interacting props to tell the story. Everyone interacted well. D, L and A used their imagination well. D and A smiled and enjoyed using the props. [In the longer term this will be] great for concentration, turn taking and interacting with each other.” 

Clyde View School, Motherwell. 05/06/19

Our storyteller ran five multi-sensory storytelling sessions involving a total of 28 children with severe learning disabilities and/or severe autism spectrum disorder. We received feedback from a teacher who judged that all of the children in their class had benefited from the multi-sensory storytelling. They rated the overall experience as “5/5 – Very Good” and added, “Given that it is very hard to find a particular interactive story which would work for all the children, the story which [the Storyteller] chose was just about spot on. The children enjoyed participating in “The Fairground”. J interacted much better than I anticipated; he is a child who enjoys tactile materials and he thoroughly enjoyed it. [In the longer term] there are certainly four children who we would want to develop our own storytelling with using the tactile/props approach demonstrated. [The Storyteller] was excellent.”

Langlands School, Glasgow. 17/04/19

Our storyteller ran eight multi-sensory storytelling sessions involving a total of 35 children with severe autism spectrum disorder. We received feedback from four teachers who judged that all bar one of the children in their classes had benefited from the multi-sensory storytelling. Three rated the overall experience as “5/5 – Very Good” and one as “4/5 – Good”. Comments were:

• [The children] enjoyed looking at and touching props and listening to sounds from them. Listening to story. [In the longer term this will help with] getting children sitting longer and engaging more with props.”
• “[The session helped with] sensory needs - concentration - engagement - turn taking.”
• “They children were all engaged in the story and participated by touch and smelling props. [I was surprised that] one in particular had lots of laughter and smiled all the way through.”
• “The multi-sensory objects were essential for participants. [I was surprised that] one child, who had been very vocal all day, stilled when the fairground music was played. [In the longer term this will help with the] use of multi-sensory objects to stimulate a reaction.”

Drummond School, Inverness. 19/03/19

Our storyteller ran seven multi-sensory storytelling sessions involving a total of 31 children with severe or profound & multiple learning disabilities and/or severe autism spectrum disorder. We received feedback from seven teachers who judged that all bar four of the 31 children had benefited from the multi-sensory storytelling. All seven rated the overall experience as “5/5 – Very Good”. Comments were:

• “The pupils showed interest and engagement in both stories. One indicated a dislike for the smell of Vanilla. They enjoy visitors and new things. All pupils interacted better than I expected. H smiled throughout and was disappointed the stories had finished. We will repeat this experience and make our own. The Storyteller was EXCELLENT.”
• “[The pupils enjoyed] touching the props. The spraying of the water was a favourite. [I was surprised that] pupils did not push people or objects away. Sat for the whole session. [In the longer term this will help with] experiencing new sounds, sitting for stories not normally enjoyed.”
• “It was simple. Directed at every child in turns. Using sensory prompts, humour, very personal. Gave attention to each and everyone. Sensitive approach. One of the pupils reacted in a more animated and unusual way. Gives teaching staff ideas of how to read stories to pupils in the future.”
• “[The pupils were] actively involved and included on a 1:1 basis. The multisensory items were excellent - the pupils particularly like the sounds. One pupil in particular wanted to reach out and responded to sounds. Listened well to two stories. [In the longer term this will help] develop listening and waiting along with reasoning skills. The storyteller was excellent.”
• “Different level of needs in this small group who benefited from the sensory experience. Having the books in the school after means we can re visit. [I was surprised that] one particular pupil was very attentive and not pulling out all the equipment. [In the longer term this will help with] feeling more engaged with stories.”
• “Enjoyed sensory aspect. Repetition was effective. [I was surprised that] a non verbal child tried to verbalise. [In the longer term this will help with] more sensory ideas.”
• “A very beneficial sensory based story session which met the needs of all pupils. One pupil interacted far better than I anticipated, verbalisation etc. [In the longer term this will help] encourage better engagement and communication.”

St Clement's School, Dingwall. 18/03/19

Our storyteller ran six multi-sensory storytelling sessions involving a total of 21 children with severe or profound & multiple learning disabilities and/or severe autism spectrum disorder. We received feedback from six teachers who judged that all 21 children had benefited from the multi-sensory storytelling. All six rated the overall experience as “5/5 – Very Good”. Comments were:

• “Pupils’ attention was present throughout - quite rare with some of our pupils. The interaction was great. [I was surprised that] some older, more able students chose to come into the session at the last minute and were totally engaged. Some may go on to deliver the sensory stories to younger pupils. The more autistic pupils loved touching the parts of things. [In the longer term] it will help to be actually involved with the experience of stories. Able may use the stories for a model to create their own. Short periods of attention, really good to promote learning across the curriculum.”
• “They interacted very well and listened intently. [I was surprised that] they were really engrossed. [In the longer term] they can learn how to tell a story as well as listening. It was so good.”
• “Very sensory. Lovely storyteller and children reacted really well to her. I was definitely surprised by the reactions! [In the longer term this will] encourage them to look at books.”
• “Children enjoyed the stories and the fact that they could interact with it. All interacted as expected. Everything was really well done.”
• “Pupils were very hesitant to come in and initially one young lady asked for me to interact with props. The storyteller did this. She then began to join in and participated well. At one point she even started laughing. The other young lady relaxed too. It was a huge benefit for them to engage in a new environment with a stranger. Huge benefit as transition has started to leave school.”

Stanmore House Residential School, Lanark. 11/03/19

Our storyteller ran three multi-sensory storytelling sessions involving a total of 12 children with severe or profound & multiple learning disabilities. We received feedback from three teachers who judged that all 12 children had benefited from the multi-sensory storytelling. All three rated the overall experience as “5/5 – Very Good”. Comments were:

• “It was very interactive, clear and the pupils engaged very well. Good looking, good hand movements and concentration. [I was surprised that] hand movements were increased, and the pupils were quiet and very focused on the stories. [In the longer term this will help them] to engage with more stories and understand stories and meaning. Increase enjoyment.”
• “Everyone included. Resources can be differentiated easily. [I was surprised that] one pupil was very focused throughout, giving great eye contact and even a smile. [In the longer term we will] continue using sensory stories.”
• “All of the participants were fully engaged with the session. The storyteller maintained the energy and enthusiasm and the pupils enjoyed the entire session. One of the younger children engaged more readily than expected. It stimulated their responses to the story and gave them another "out of class" experience of literacy.”

Ochill Tower (Rudolf Steiner) School, Auchterarder. 04/03/19

Our storyteller ran three multi-sensory storytelling sessions involving a total of 17 children with severe or profound & multiple learning disabilities and/or severe autism spectrum disorder. We received feedback from one teacher who judged that all of the children in their class had benefited from the multi-sensory storytelling. They rated the overall experience as “5/5 – Very Good” and added, "All the children were included and their needs were taken into account. The story was fun and also educational. All of the children interacted better than we expected. The children were of all different ages and enjoyed the story. For some of the children it was the very first time that they have had a sensory story and it was visible that they really enjoyed it and were able to engage.”

Sanderson High School, Glasgow. 20/02/19

Our storyteller ran six multi-sensory storytelling sessions involving a total of 29 children with severe or profound & multiple learning disabilities and/or severe autism spectrum disorder. We received feedback from five teachers who judged that all of the children in their classes had benefited from the multi-sensory storytelling. All five rated the overall experience as “5/5 – Very Good”. Comments were:

• “All pupils have ASD and usually find storytelling and language lessons difficult. All interacted and participated. [The Storyteller] was excellent at including all of them. [I was surprised that] they all participated. One pupil usually doesn’t come into class but she entered, stayed and participated fully. Other two participants interacted fully. [In the longer term] I will continue to do storytelling and sensory stories.”
• “The storyteller was great telling the story and all participants found the story very funny. [I was surprised that] all participants interacted with the story and enjoyed using the sensory props. The stories were fun and enjoyable to listen to.”
• “Each child loved the story. [I was surprised that] one child reacted very well to all the sensory things.”
• “The students were engaged with the story and liked investigating the props. Some made comments about the props. They repeated some of the story comments. [I was surprised that] one of the students took great interest in the props. Also, another pupil was reluctant to be touched on his head but was happy to watch others. The pupils all enjoyed the interaction and using the props. More of the same activities would benefit them to get them talking. It was a good session - there was something for everyone.”
• “Children were all very engaged with the resources. Very stimulating. [I was surprised that] one child reacted well to the bald wig and another was fascinated and more verbal than usual. [In the longer term this will help] improve language and social interaction.”

Mary Russell School, Paisley. 18/02/19

Our storyteller ran six multi-sensory storytelling sessions involving a total of 45 children with severe learning disabilities. We received feedback from six teachers who judged that all 45 children had benefited from the multi-sensory storytelling. All six rated the overall experience as “5/5 – Very Good”. Comments were:

• “The children enjoyed the interactive aspect of the story as well as the repetition. [I was surprised that] everyone was enthusiastic. The children would benefit from this experience on a regular basis.”
• “Children enjoyed taking turns joining in and looking at boards and equipment.”
• “Loved the sensory experience and were completely engaged with it. Terrific experience for P1 ASN. [I was surprised that] J let the "sea urchin" come near him as he has a fear of squeezy toys, C was smiling, not anxious and J remained engaged for a longer period of time and loved the sensory aspect. [In the longer term this] will provide them with more sensory experiences. It was perfect. Absolute delight on children's faces. They were very excited.”
• “The children enjoyed getting involved in the story. Touching, making the noise, smelling, kept their attention. It gave them a lot of confidence taking part in the story. [I was surprised that] the children all enjoyed the session. J didn't like the spiders and wouldn't touch them. J was so excited he kept shouting out, he got so much out of this session. [In the longer term we will] continue to enjoy story sessions and get the children involved as much as possible rather than just sitting listening to a story. The children all loved the two stories and I am sure they will be talking about them for the rest of the day.”
• “The children were encouraged to use their imagination and they really enjoyed this experience. There were lots of sensory experiences which the children really enjoyed. [I was surprised that] all the children interacted really well and the session held their interest and focus all the way through. [In the longer term] I think the story telling sessions such as this will have a positive impact of the children's story telling interest and will hopefully encourage their interest in books and literacy.”
• “[The session helped with] visual learning - more engaged. Some pupils came into the session angry but very quickly their mood changed positively. [I was surprised that] pupils who struggle with group work were more open to join in. [In the longer term this will help with] working in groups. More confident in a group setting. A really great session.”

Ogilvie School Campus, Livingston. 21/01/19

Our storyteller ran nine multi-sensory storytelling sessions involving a total of 67 children with severe learning disabilities and/or severe autism spectrum disorder. We received feedback from eight teachers who judged that all bar three of the children in their classes had benefited from the multi-sensory storytelling. Five rated the overall experience as “5/5 – Very Good” and three as “4/5 – Good”. Comments were:

• “Children were engaged because it was so interactive. I liked the repetition. One child in particular seemed engaged and calm, understanding that he would get his turn [In the longer term this will help] promote anticipation and turn-taking. Improve listening and develop/increase vocabulary.”
• “Children appeared engaged and interested. Children were showing anticipation for the next part and seemed enthusiastic. [I was surprised that] some children came over and participated in the story whereas they tend to be reluctant to participate. It was lovely to see children enjoy this learning experience and overall all children seemed to benefit from this. Was lovely/beneficial to see how the multi-sensory storytelling session works.”
• “All children engaged so well. Especially M who we struggle to engage with at story time usually! M was very vocal and clearly excited to touch and press the buttons. [In the longer term] we will definitely use bag books in class with the aim of increasing engagement and interaction at group/story times. Loved it!”
• “Hands on experience made story more personal "Becoming part of the story". [I was surprised that] one child was off her seat wanting to know what came next and her language used during the story was great as she kept asking "what's next". [In the longer term this will help with] language - what comes next, help with sequence. Anticipation and excitement - more hands on.”
• “Love that the stories are hands on and engage students of different levels. Several children were very unsettled, but when it was their "turn" were engaged and excited. [In the longer term] students in my class struggle with sitting for story time - with the sensory/interactive parts to this, I think it will be much easier. Could encourage word development.”
• “Fantastic resource. Lovely how each child was encouraged to interact. [I was surprised that] lots of children really enjoyed interacting with the boards. As we now have the boxes in school I think the pupils will really benefit. It was great!”
• “[The Storyteller] was very engaging - calling the children by their name. Story was appropriate length for our children. Good use of sensory props. [The Storyteller’s] tone of voice was engaging and our children remained interested. We will incorporate this into our future planning.”
• “They engaged with the story and were focused. They worked turn taking. They all interacted as expected [In the longer term this will help] as a tool to work listening and talking.”

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