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Welcome to the PAMIS Story Hub, where people and stories come together. Storytelling is one of our oldest art forms. It stimulates the imagination and connects people and communities. Multi-Sensory Storytelling enables people with profound and multiple learning disabilities to participate in this art form, opening the door to creativity and the opportunity for people to achieve connections they may not have thought possible. Multi-Sensory Stories invite us to honour the spirit of stories – the part that connects, resonates and reaches us all, regardless of ability or expression. At PAMIS we explore personal stories, stories from the oral storytelling tradition, sensitive stories and many more. In developing our resources we have been mindful that there is no one way to tell a multi-sensory story. Everyone is an individual. We have suggested sensory stimuli and activities to accompany and enhance our stories, which can all be adapted to suit the people with whom you are sharing or creating the story. You may wish to use other items entirely! Our resources are for you to use as you wish and we hope that they serve as a source of inspiration for you on your story journey. If there is something you would like to see here, please get in touch with us. Community is at the heart of everything PAMIS does and we welcome your ideas. We hope you enjoy exploring! Take me there Find out about Multi-Sensory Storytelling with PAMIS Looking for a specific story, or theme? You can search using the title, or keywords Search A Loo for You, A Loo for Me A Changing Places Toilet awareness story The crow that would not go What will the scarecrows do to scare away a naughty crow? The Imagination Toolkit A multi-sensory storytelling resource for challenging times War Resources Describe the item and include any relevant details. Click to edit the text. Loretto's Stories Multi-sensory tales from the oral storytelling tradition Item Title Describe the item and include any relevant details. Click to edit the text.

Oona and the Giant On this page you will find a video of the story, as well as music and lyrics for the accompanying songs, the multi-sensory story with sound buttons and some fun activities to make your own sensory items and further engage with the story. Our teaching community may find the supporting documentation useful, as this booklet contains information about how multi-sensory storytelling links to the curriculum, as well as our general activity analysis and risk assessment. There Was A Giant Called Fionn Macoull Full-Length Traditional Story 00:00 / 02:00 00:00 / 11:57 Click here for the song lyrics Oona and the Giant All suggested activities can be found via the link at the bottom of the page. Have a read through of the story to see our suggestions for additional items you could gather to help bring the story to life. Long ago, Giants lived in Ireland and they were always fighting to see who was strongest. Using a resistance band, stretchy rope or even a pair of tights, test your strength with lots of 'gggrrrrs' and groan sounds! Now there was a Giant called Fionn Macoull and his wife Oona and they lived in a house on top of a mountain. One day Oona was planting flowers in her garden. Activity - Flower Making Pass around your flower, a picked flower, or perhaps enjoy a spot of gardening and plant your own flower! Suddenly she heard Fionn shout: "Help, help, Cuchulainn's on his way. He'll squash me flat as a cow pat if he finds me today." "Hush dear Fionn, I have a wonderful plan. We'll soon be rid of Cuchuuuuuuulainn", whispered Oona. Put your finger to your lips and say ssshhhhh. Oona put on her apron and baked some buns. Three had rocks in them, three hadn't. Activity - Rocky Buns Pass around the Rocky Buns. "Quick Fionn, get in this basket and be a baby", Oona said. Take turns being covered with the blanket and shaking the rattle. There was a great loud roar and a banging at the door. Depending on the tolerances of your group, you could shake a thunder drum, roar loudly, knock loudly on table or door, stamp your feet and make lots of noise! And the mountains shook...and the house shook...and Fionn Macoull shook until all his bones rattled. Shake the rattle Oona opened the door and said: "Who are you? What do you want?" "My name it is Cuchulainn I'm the strongest, I'm the best. Put my magic finger to the test!" "Oh no you're not, my husband Fionn is hard as rock. If he were here when the north wind blew, he'd turn our house the other way." So Cuchulainn clicked his magic finger once... twice... three times... He pulled and he pulled...and he pulled... and he turned the house round. Take hold of the resistance band, stretchy rope or tights and pull. If this is difficult, use hand under hand technique to guide movement. If participants respond well to hand touch, gently pulling hands can be a lovely shared physical interaction. "My name it is Cuchulainn I'm the strongest, I'm the best. Put my magic finger to the test!" Fionn's teeth chattered and his bones rattled Shake the rattle and Oona said "Oh no you're not, my husband Fionn is hard as rock! By lifting off the mountain top he gets me water for my pot." So Cuchulainn clicked his magic finger once... twice... three times... and he pushed and he pushed and he pushed Take hold of the resistance band, stretchy rope or tights and lift up and up and up as if raising the top of the mountain. If this is difficult, use hand under hand technique to guide movement. If participants are comfortable with touch, applying gentle but firm pressure to shoulders, chest or arms can offer feeling of resistance in a calming way. and out the water gushed. "My name it is Cuchulainn I'm the strongest, I'm the best. Put my magic finger to the test!" Fionn's teeth chattered and his bones rattled. Shake the rattle Oona put her hands on her hips: "Oh are you now? Then here's my test, Fionn's favourite buns, they are the best!" Pass around heavy 'bun' with rock inside. So Cuchulainn bit...and he bit...and he bit so hard he broke his teeth. If Fionn could eat these buns...my...he was very strong...there was no mistake! And as for his baby...! Cuchulainn's teeth began to chatter and his bones began to rattle. Shake the rattle Oona played the drum and sang: "There was a Giant called Fionn Macoull, Fionn Macoull, Fionn Macoull, there was a Giant called Fionn Macoull and he lived upon a mountain." Then Cuchulainn said in a very shaky voice: "My...what a loud voice your baby has" "My...what strong legs your baby has" "My...what big teeth your baby has!" "All the better to eat one of my buns", said Oona. "Here, feed this bun to my son Fionn." Pass around a soft 'bun'. Fionn opened his mouth and bit Cuchulainn's magic finger! And Fionn pulled...and Cuchulainn pulled... and Fionn pulled...and Cuchulainn pulled... Take hold of the resistance band, stretchy rope or tights and pull. Use hand under hand technique to guide movement if necessary or pull hands gently if participants respond well to hand touch. If sharing with a group, have half the group pull for Fionn and the other half for Cuchulainn! and Fionn pulled HARDER. Cuchulainn's finger lost all of its magic and he got smaller...and smaller...and smaller. Have everyone let go of the band, stretchy rope or tights. The wee giant called Cuchulainn ran and ran away down the mountain as was never seen again. Fionn and Oona laughed until the mountains sang: "There was a Giant called Fionn Macoull, Fionn Macoull, Fionn Macoull, there was a Giant called Fionn Macoull and he lived upon a mountain." Suggested Activities Supporting Documents Back

Story has always been central to the work of PAMIS. Stories are everywhere in our everyday lives, they surround us. Stories help us understand the self and others. They support learning and development, understanding, interaction, engagement, connection. With Multi-Sensory Storytelling we don’t just tell a story, but we use objects or sensory stimuli to enhance the story and allow it to be experienced with all the senses, to help bring it to life for the person experiencing it. So rather than just listening to the words, they become involved with the story…a part of the story. Multi-Sensory Storytelling can Support people to connect with real life experiences through their senses Support people to share their experiences through their senses Help prepare people for difficult situations in their lives Help prepare people for new experiences Support people to engage with their culture and heritage Support people to access the school curriculum and lifelong learning opportunities What would you like to do? Download our free guide to creating multi-sensory stories Find our about multi-sensory storytelling workshops offered by PAMIS Explore our story resources Take me there Take me there Take me there

Loretto's Stories Created in loving memory of Loretto Lambe, founder of PAMIS, this multi-sensory story resource is a celebration of her contribution to multi-sensory storytelling for people with profound and multiple learning disabilities. Loretto grew up in Sligo in Ireland, surrounded by stories and a community spirit that valued the telling of these stories. The three stories here were chosen because of their Irish roots and come from the rich oral storytelling culture that she loved. They are designed to take you on a creative multi-sensory journey that awakens your senses and stimulates the imagination. The Selkie Bride The Tramp and the Fairy Boots Oona and the Giant Loretto's life was dedicated to making sure that people with profound and multiple learning disabilities were seen as valued members of society with much to contribute. Inclusive communities were at the heart of all her work and it is those communities that came together to continue Loretto's storytelling legacy in the making of this resource. People made this project happen. Everyone worked together and everyone who wanted to help and be a part of it could help. To learn more about the project and the communities involved, please click on the image below to read 'Loretto's Story Book' by Maureen Phillip. Back

The Tramp and the Fairy Boots On this page you will find a video of the story, as well as music and lyrics for the accompanying songs, the multi-sensory story with sound buttons and some fun activities to make your own sensory items and further engage with the story. Our teaching community may find the supporting documentation useful, as this booklet contains information about how multi-sensory storytelling links to the curriculum, as well as our general activity analysis and risk assessment. The Sun Goes Up 00:00 / 02:32 Full-Length Traditional Story 00:00 / 11:09 Click here for the song lyrics The Tramp and the Fairy Boots All suggested activities can be found via the link at the bottom of the page. Have a read through of the story to see our suggestions for additional items you could gather to help bring the story to life. Play or sing 'The Sun Goes Up' to open. It was a hot and sunny day Activity - Make your own sun. This is also a lovely story to enjoy outside on a sunny day. An old man was walking down a lane Tap a walking rhythm on knees, a table or another surface. He saw a mossy green hill. There was a shady tree on top. Activity - Tree Umbrella Alternatively you could collect fallen branches and attach handprint leaves or leaf cut out shapes. Or if outside, gather under a lovely big tree. The old man sat under the tree Shade participants with the tree umbrella or branches. If outside, take some time to listen to the leaves, the birds, feel the breeze... He took off his boots and sighed Activity - An Outdoor Walk Sensory Trays Sigh a big happy sigh The soft wind lulled him to sleep Gently fan everyone. In his dream he heard magical bells Gently shake bells When suddenly a voice shouted "Get up...get out...go go go!" The old man woke...he looked...but he could see nobody Stretch and yawn, then look all around - up, down, left and right. The soft wind lulled him back to sleep Gently fan everyone. In his dream he heard magical bells Shake the bells. When suddenly a voice sang: "Get up...get out...go go go, come on old man, you're too slow. The fairy king, he wants you gone, so make a wish and don't take long!" Shake the bells. Repeat - either speak or sing - the rhyme a few times. There he saw a wee fairy man dressed in red and green. Activity - Wee Fairy Man So the old man wished for a pair of buttercup yellow fairy boots. Activity - Fairy Boots His wish came true. Shake the bells. The old man put them on and sang a little song: "The sun goes up, the sun goes down, the world keeps turning round and round. The birds they sing, the bees they hum, the frogs they croak that summer's come." The fairy man said "Ssssshhhhh...don't tell anyone about the boots...Ssssssshhhhhh!" The boots made the old man happy and he walked Tap a walking rhythm on knees, a table or another surface or take turns to 'walk' the fairy boots over a surface and he skipped Tap a skipping rhythm on knees, a table or another surface or take turns to 'skip' the fairy boots over a surface and he danced 'footsteps' on table, knee, floor Tap a dancing rhythm on knees, a table or another surface or take turns to 'dance' the fairy boots over a surface When one day he saw a river Blue fabric - ideally a blue silk material The old man took off his boots and put his feet in the river and sighed: "Aaaaaahhhhhhh." Run blue fabric over feet or hands, if feet are not tolerated. When a fisherman shouted: "Where did you get those boots?" "The fairy king gave them me", cried the old man. Whooooooosh! and the fairy boots were gone. Use your voice or a groan tube, or a whistle. In their place were two yellow buttercups Activity - Buttercup craft Perhaps with a drop of aromatherapy oil if safe to do so. And the birds they sang And the bees they hummed And the frogs they croaked... Play or sing 'The Sun Goes Up' song to close Suggested Activities Supporting Documents Back

The Selkie Bride On this page you will find a video of the story, as well as music and lyrics for the accompanying songs, the multi-sensory story with sound buttons and some fun activities to make your own sensory items and further engage with the story. Our teaching community may find the supporting documentation useful, as this booklet contains information about how multi-sensory storytelling links to the curriculum, as well as our general activity analysis and risk assessment. Selkie Seal Song 00:00 / 04:25 Connemara Cradle Song 00:00 / 04:38 Full-Length Traditional Story 00:00 / 10:57 Click here for the song lyrics The Selkie Bride All suggested activities can be found via the link at the bottom of the page. Have a read through of the story to see our suggestions for additional items you could gather to help bring the story to life. Once upon a time, there lived a kind but lonely fisherman called Thady. Activity - Make your own Thady sensory board Explore the textures He lived in a cottage by Lissadell Beach Create sea breeze effect by wafting fan, or paper. You could also spray a little water, if you'd like to have some sea spray. One evening he sat by the sea. Activity - Make an Ocean Drum Gently rocks to make sea sounds He heard beautiful singing. Listen to the song and pass around some shells He watched as a Selkie stepped from the sea and took off her magical cloak. Activity - Make your own Selkie sensory board or lay shiny material in lap of each person in turn and help them remove it. She sang her sad Selkie Seal Song. Listen to the song and pass around some shells The fisherman fell in love with the Selkie and he took her magical cloak so she couldn't return to the sea. Remove the cloak from the Selkie or hide the shiny material used as a Selkie cloak. She was sad without her cloak but loved the kind fisherman. Make gentle crying sounds, use a Tear Dropper to drop 'tears' onto a cheek or the back of a hand. Then Thady hid her magical cloak in a sea chest. If you are not fortunate enough to possess a sea chest or treasure chest, a fun activity might be to decorate a cardboard box with shells or netting. Just large enough to hide the cloak in and 'slam' the lid shut. Thady and the Selkie lived happily together in the cottage with their children. At night she listened to the sea and sang her sad lullabies to her children. Listen to the song and pass around some shells One night, her youngest son saw the magical Selkie cloak. It shone in the moonlight. Take cloak from box and shine torch on it. He took it and gave it to his mother, who took him by the hand If the participants are comfortable with touch, take each person by the hand and walked down to the sea where she put on her magical cloak Reattach Selkie cloak to Selkie Sensory Board, or lay shiny material over lap of each person. She waved goodbye and swam into the sea Gently rock the ocean drum to make sea sounds. Perhaps run a blue scarf or piece of fabric over arms or legs, or if tolerated, over the heads of participants. The Selkie never forgot her family and often left fish for their tea on the seashore. Activity - Make your own fish It is said that one evening as the sun kissed the land goodnight, old Thady heard the calling of an old seal He went down to the shore and stepped into the ebb and flow of the salty ocean. Gently rock the ocean drum to make sea sounds. Perhaps run a blue scarf or piece of fabric over arms or legs, or if tolerated, over the heads of participants. It is told that in the bay there swim two old seals together forever. Play the Connemara Cradle Song to close. Suggested Activities Supporting Documents Back

This resource was created to offer people supportive and creative ways to work with story and people with profound and multiple learning disabilities during difficult times in their lives. The resource is grounded in work that PAMIS has undertaken over the years and is informed by people with PMLD and what they have taught us. It also draws on elements of research undertaken by PAMIS, Occupational Therapy, Narrative Therapy, Mythology and the work of Carol Day . It is a practical toolkit to dip into and explore the world of story and emotion, packed with useful information that blends narrative and story in creative ways that we hope will inspire you to create your own stories to support the people you support. Context of the Resource The resource is underpinned by narrative theory and approaches to support people with profound and multiple learning disabilities through the use of story It is person centred which means that the starting point is always the person who you are working with. It aims to be flexible and to allow parents / carers / teachers to use their own knowledge and expertise about the person they work with / care for This means that people will develop their own unique ways to use the story and work with the resource We do not specify a particular way of using the stories, but give you some ideas so that you can develop a way that works for you and your context. In doing this, we are recognising that everyone has the ability to be a story teller in their own unique way and that the stories we hear / tell in everyday life are all constructed according to the interaction of a person and their unique experiences. Don’t be afraid to experiment or use the stories in a way that works for you – there are no right or wrong answers! How to use the Resource Wording about Sections and completing etc Back

About this Resource Creating Together - PAMIS and Lochies School PAMIS was delighted to collaborate with pupils of Lochies School to create and film a Multi-Sensory Story called ‘A Loo for You, a Loo for Me’, which highlights the importance of Changing Places Toilets in a fun and engaging way. This story will form part of a resource which can be used by other schools and communities to raise awareness of the need for Changing Places Toilets. Using this Resource Within the resource you will find a video of the story, as well as the multi-sensory story with sound buttons and some fun activities to make your own sensory items and further engage with the story. Our teaching community may find the supporting documentation useful, as this booklet contains information about how multi-sensory storytelling links to the curriculum, as well as our general activity analysis and risk assessment. Creating the Film The Premiere Back

The Crow That Would Not Go, which is PAMIS ‘Creating Together’ project – a story developed by the PAMIS Story Squad and inspired by the work of the PAMIS online Art Group, led by David Grigor. Funded by Shared Care Scotland and Clackmannanshire Council. The Story Squad used one of the Art Group projects – Autumn on the Farmyard – as our inspiration. The Crow That Would Not Go tells the story of a group of scarecrows on a farm who are horrified one day when a crow swooped down and started pecking at the seeds, as he refuses to be scared off by them. Each scarecrow has their own ideas of what will scare away the naughty crow – to allow for choice making and offer the children opportunities to express themselves, we provided the children with a large selection of stimuli with a range of sounds, colours and textures and let them decide their favourite. For those unable to attend the Friendship Club session, we recorded a video introducing the story and sharing the stimuli. The teachers at Lochies School shared the video with pupils and worked with them to identify their favourites. As part of our Friendship Club session, children created their own scarecrows using a wide variety of materials, all with varying colours and textures. We then passed this information to David, who personally created illustrations based on the scarecrow designs. Where we didn’t have a scarecrow design, David used childrens’ features to personalise their scarecrow as much as possible. These illustrations were then used to create a book and a film of the multi-sensory story. Back

Meet the Imagination Toolkit Team About Maureen Dr Sarah Hulme ‘ I have been an educational psychologist for nearly 20 years and have passionate about supporting people to be able to have their own voice or tell their own story. When I discovered narrative theories and approaches some years ago, I was struck by how useful these were in being able to respect and honour the different stories that people have about their lives and how they can be used to honour these stories and the meaning that they hold for different people. Stories are so important in how we make sense of the experiences that we have in our lives and and can help us to understand how different people can connect to the same event but in their own unique way – we all hold our own story. Working with story tellers in the imagination toolkit allowed us to combine storytelling and psychology in a way to support wellbeing and has brought a different perspective to ways in which we might support people with PMLD.Narrative approaches have informed my practice as a psychologist for many years. They help me to understand my own experiences as a psychologist, mother and lover of stories to be able to support others to tell theirs.’ Jenna Graham Jenna created all the beautiful illustrations for the toolkit. “I studied Illustration (BAHons) at Dundee University before becoming a teacher of Art, Design and Photography. I currently work part-time in a secondary school in Fife. I completed an MA in Children’s Book Illustration at Cambridge School of Art in 2018 and I now also work part-time as an illustrator. My work is predominantly paper-based, using papercut and collage to create my illustrations which are often fantastical in subject matter”. Gill White Gill is a children’s book author, a Family Parent Consultant with PAMIS and a full time parent-carer to her son Leo, who is profoundly disabled. Gill’s book – Leo and the Lightning Dragons, published in 2019 by Fledgling Press – was written for Leo, who has Ohtahara Syndrome, an extremely rare form of epilepsy characterised by intractable seizures and severe developmental delay. Gill is passionate about inclusive storytelling and first worked with PAMIS developing her book as a multi-sensory story for those with PMLD. Pat Graham Pat, appointed Chair of PAMIS in 2018, is a retired tax inspector. She has two daughters, Jenna who is an art teacher and illustrator and Lauren, who has PMLD and now lives in supported accommodation. Pat has been involved with PAMIS for over 20 years, and she and her family have used PAMIS’ services during all that time. Since retiring she has put her free time to good use by being actively involved in many and varied PAMIS projects. She is delighted that working with PAMIS provides her with the opportunity to give something back to an organisation that has provided so much support, education and fun to her family. Pat is also a creative storyteller, poet and artist. Cat Jamieson Cat is a Learning Disabilities nurse and digital technology specialist. She has considerable experience in adapting digital technology to the needs of groups that traditionally struggle to get access. She has used her experience with digital, and her long involvement in social and oral history as a way to help groups and individuals to record and relate their own experiences and the narratives of their lives using inexpensive technology based, accessible approaches. Her interest is in cultural ownership and representation within communities focusing on whose voices are used to represent groups and which groups are represented. She also focuses on how and where narratives are placed and used once a body of work is completed. She is keen to ensure that the end results of social and oral history projects are not simply shelved but brought into the collective consciousness and take their place within the cultural narrative of their times. Back

PART 2 Personal Stories and the Charter of Storytelling Rights About this session This session explores the importance of personal stories in the lives of people with PMLD. We'll think about how stories help people feel seen, heard and included. We will introduce the Charter of Storytelling Rights, as a way to support ethical and respectful storytelling and discuss Story Values. We will discuss Storysharing and ways of supporting someone to tell their story however they are able. Learning Outcomes By the end of this training session, participants can expect to: Recognise the value of personal stories in the lives of people with PMLD - how stories help people with PMLD express who they are, connect with others and feel valued Understand the Charter of Storytelling Rights and its significance Reflect on issues of consent, ownership and voice when sharing stories with or about others Explore practical ways to support ethical storytelling - simple, practical ideas for helping people with PMLD be part of the storytelling process (selecting sensory items, choice making, preferences) Back