SUPPORTING DISABLED LIBRARY USERSKatherine CoussementEnquiry Team Supervisor (Equality & Accessibility)University of Bradford

03/05/2023

Aims of Today’s Session• Provide an overview of the kinds of barriers faced by disabled library users

03/05/2023

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

03/05/2023

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

03/05/2023

Facts and figures• In Britain:• Over 11 million people (18% of the population) have a

limiting long-term illness, impairment or disability

03/05/2023

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

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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

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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)

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Supporting Disabled Library Users

•University of Bradford 2014-15

•Total 13,411 students

03/05/2023

Supporting Disabled Library Users

•University of Bradford 2014-15

•Total 13,411 students•1,432 declared a disability – 10.6%

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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

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Supporting disabled library users

In other words, the majority of disabled people you encounter will not have a visible disability!

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Supporting disabled library users

•What does this mean for library staff?

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What does this mean for staff?

•What barriers might disabled library users face?

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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

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Barriers

•Invisible• Library stereotypes (“Shhhh”)• Library rules (how the system works, fear of seeming

foolish)• Library language • Cognitive: problems with memory, information processing

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Barriers

•Atmosphere:• Noise, distractions• Crowds• Light levels

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How to help

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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

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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!)

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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)

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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!

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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

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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”

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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

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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

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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

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References

Slides adapted from training material by Alison Lahlafi, University of Leeds

“Communicating effectively with people who are blind or visually impaired” Vision Australia 2012www.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)