Supporting disabled students in the library
- 1. SUPPORTING DISABLED LIBRARY USERS Katherine Coussement Enquiry Team Supervisor (Equality & Accessibility) University of Bradford
- 2. Aims of Today’s Session • Provide an overview of the kinds of barriers faced by disabled library users 13/06/2016
- 3. Aims of Today’s Session • Provide an overview of the kinds of barriers faced by disabled library users • Raise awareness of the support libraries can offer to disabled students 13/06/2016
- 4. Aims of Today’s Session • Provide an overview of the kinds of barriers faced by disabled library users • Raise awareness of the support libraries can offer to disabled students • Offer guidance on effective communications with disabled library users 13/06/2016
- 5. Facts and figures • In Britain: • Over 11 million people (18% of the population) have a limiting long-term illness, impairment or disability 13/06/2016
- 6. Facts and figures • In Britain: • Over 11 million people (18% of the population) have a limiting long-term illness, impairment or disability • 3% have significant sight loss 13/06/2016
- 7. Facts and figures • In Britain: • Over 11 million people (18% of the population) have a limiting long-term illness, impairment or disability • 3% have significant sight loss • And 1.9% of the population use a wheelchair 13/06/2016
- 8. Disabled students may have: • Mobility impairment (may or may not use wheelchair) • Visual impairment • Hearing impairment • Specific learning differences, SpLD (dyslexia, dyspraxia, dyscalculia, ADHD) • Autistic Spectrum Disorder (ASD) • Mental health condition • Medical condition (unseen disability) 13/06/2016
- 9. Supporting Disabled Library Users •University of Bradford 2014-15 •Total 13,411 students 13/06/2016
- 10. Supporting Disabled Library Users •University of Bradford 2014-15 •Total 13,411 students •1,432 declared a disability – 10.6% 13/06/2016
- 11. University of Bradford 2014-15 0 100 200 300 400 500 600 700 Students registered with Disability Service Visually impaired Hearing impaired Mobility impaired ASD Mental Health Medical Specific Learning Difference 13/06/2016
- 12. Supporting disabled library users 13/06/2016 In other words, the majority of disabled people you encounter will not have a visible disability!
- 13. Supporting disabled library users •What does this mean for library staff? 13/06/2016
- 14. What does this mean for staff? •What barriers might disabled library users face? 13/06/2016
- 15. Barriers •Physical: • Doors • Stairs/steps/ramp • Gates/turnstiles • Height of counters • Height/width of shelves • Design of self-service machines • Access to PCs/printers/study spaces 13/06/2016
- 16. Barriers •Invisible • Library stereotypes (“Shhhh”) • Library rules (how the system works, fear of seeming foolish) • Library language • Cognitive: problems with memory, information processing 13/06/2016
- 17. Barriers •Atmosphere: • Noise, distractions • Crowds • Light levels 13/06/2016
- 19. Tips • Be friendly and welcoming • Listen carefully • Give student time to think and answer, in case they need a little extra time to process what you’re saying 13/06/2016
- 20. Tips • Be ready to question if you aren’t sure what is being asked (“So, are you looking for a print journal, or an online one?”) • Be prepared to show student how something works rather than just telling – they may find it easier to absorb information that way • (All these points can apply to any library user!) 13/06/2016
- 21. Wheelchair users in the library • Ask if help is needed (rather than assuming) • If assisting a wheelchair user, go at their pace. Allow them to see where they are going • Be aware of evacuation procedures. Never try to lift a wheelchair • Be aware of any services the library offers (e.g. book-fetch) 13/06/2016
- 22. Communicating with Hearing-impaired Library Users • Reduce distracting background noises where possible • Face the user when talking to them, and speak clearly • Talk slightly slower than usual, but do not exaggerate your speech patterns or change the rhythm of speech • Keeps hands away from mouth when speaking • If an interpreter is present, talk to the student rather than their assistant • Have pen and paper to hand • No need to shout or raise your voice! 13/06/2016
- 23. Blind and Visually Impaired Library Users • Speak naturally and clearly • Continue to use body language – this will affect your tone of voice and give a lot of extra information to the visually impaired person • Use everyday language – there is no need to avoid words like “see” or “look”, or talking about everyday activities such as watching television • Avoid situations where there is competing noise • Indicate the end of a conversation • Adapted from Vision Australia - www.visionaustralia.org 13/06/2016
- 24. Communicating with Autistic Students • It is hard to generalise about students with ASD • Don’t make assumptions about what student knows- always provide clear instructions • Avoid figurative speech e.g., I’ll be back in a minute –can be taken literally • Check that you have been understood • Write it down – back up verbal information with written • Follow the 6-second rule – allow 6 seconds for the student to process a question and formulate a response. If no response after that, rephrase the question • Taken from National Autistic Society leaflet “Supporting students on the autism spectrum: student mentor guidelines” 13/06/2016
- 25. Users with Specific Learning Differences • Problems facing library users with SpLDs: • Reading: may be slower at reading, have problems with sequencing e.g. alphabet • Memory: may struggle to remember numbers/classmarks • Visual orientation: may easily get lost in new places or even familiar surroundings; may have difficulty with maps and general navigation around the library, e.g. left/right 13/06/2016
- 26. Supporting those with SpLDs • Coloured backgrounds can be easier to read: onscreen, can often alter background colour in the browser; handouts offered on tinted paper • Offer to show rather than tell: take student to shelves, demonstrate use of self-service machines, signpost them to video guides etc. • Be aware that you may need to show or explain more than once • Be aware of helpful software e.g. mind mapping 13/06/2016
- 27. What next? • Look at your library’s webpages for disabled users • Attend any staff training sessions, or ask for them if they aren’t offered • Read helpful websites (see handout) • Treat disabled users like any other library users 13/06/2016
- 28. References Slides adapted from training material by Alison Lahlafi, University of Leeds “Communicating effectively with people who are blind or visually impaired” Vision Australia 2012 www.visionaustralia.org (Accessed 16/05/2016) “Supporting students on the autism spectrum: student mentor guidelines” National Autistic Society 2011 www.autism.org.uk/studentmentors (Accessed 20/05/2016) 13/06/2016
Editor's Notes
- #8: More than half of people (52%) assume that disability means physical (research by BT in 2011)
- #9: Autism – lifelong developmental disability which affects social and communication skills Medical conditions: e.g. epilepsy, diabetes, cancer, fatigue syndromes, MS, chronic pain, Crohn’s Disease
- #12: 642 students with SpLD
- #14: Need to be aware that all students have varying needs/barriers, and we should be as flexible as possible in offering support
- #17: SpLDs- may struggle to use classification system; short-term memory problems; need more time to process information Medication – may affect concentration, memory
- #18: Mental health – anxiety, PTSD sufferers may struggle with crowds, noise ASD – hypersensitivity to light, noise ADHD, SpLDs– struggle to concentrate
- #20: It’s easy to jump to a conclusion about what the student is asking. Reference interview skills are helpful, but may need to ask questions in a variety of ways
- #27: Dedicated printer for tinted paper