Assistive Technologies in the Library
By Barbara Mates and William Reed
eBook: Although 6
years old, much in the book appears to still be relevant, in that the concepts
are the same even if the technology is changing. Mentions in the book
include website accessibility, screen readers, large print, text-to-speech,
alternative input devices, glare reduction, assistive listening, and
workstation modification. The book also covers the importance of staff
training, funding sources, and vendors.
By Debra
Riley-Huff
eBook: This ALA source document published in 2012
discusses legal and ethical obligations for accessible libraries. It contains a section on types of abilities
and needs, and the theoretical need to match technologies and tools to needs
via conducting a needs assessment and understanding the profile of the patron. The book has thorough descriptions of
reading, collections, and web access technologies, as well as a nice overview
of UDL for the library.
By Michelle Kowalsky and John Woodruff
Print book: Review from Library Journal: Kowalsky (librarian, Rowan Univ., NJ) and Woodruff (director, Academic Success Ctr. & Disability Resources, Rowan Univ.) have constructed a guide for libraries to implement immediate and long-term strategies to address the needs of patrons with disabilities. From writing policies and training library staff to programming and outreach, the authors provide answers for a number of questions and challenges that may arise during the process. In addition, each chapter contains a list of resources for readers interested in investigating the topics further. Some may become overwhelmed by the amount of information within these pages, but this seems anticipated as the book features checklists to support the various topics, as well as examples of programming schedules. While the market is full of professional development literature for libraries, Kowalsky and Woodruff's contribution thoroughly addresses an underrepresented yet worthwhile topic. Demonstrated through their experiences and research, their expertise on the subject makes this work a valuable and credible resource. VERDICT Highly recommended for librarians and library staff looking to provide the best service for their communities.-Katie McGaha, County of Los Angeles P.L. © Copyright 2017. Library Journals LLC, a wholly owned subsidiary of Media Source, Inc. No redistribution permitted.
By Jane Vincent
Print Book: From SPL:
Accessibility is becoming an issue that libraries can no longer ignore.
'Making the library accessible for all' provides a holistic guide to
accessibility that addresses common issues and gives strategies for responding
to unique situations. This book is a single-source guide relevant to all
library functions that librarians can easily refer to when planning,
remediating, or evaluating for accessibility. It has a unique holistic
perspective, as well as an emphasis on perceiving people with disabilities as
providing resources to meet a common goal rather than as a population to be
served.
By Sheryl
Burgstahler, Ph.D
Article: This article
brought to us by DO-IT of University of Washington summarizes a checklist for
making libraries welcoming, accessible, and usable. It also contains communication hints and
further resources for the reader.
By Elfreda Blue & Darra Pace
The article discusses the use of Universal Design (UD) and
Universal Design for Learning (UDL) in school libraries for
students with disabilities. In libraries, UD relates to enabling access to the
facility and its services for the broadest number of users, which include
people with a range of differences. For students with disabilities, UDL
framework provided by the Center for Applied Special Technology can pave the way toward
inclusive library experiences for all learners.
By Rebecca Hogue Wojahn
Article Abstract: While
the federal Individuals with Disabilities Education Improvement Act (IDEA) and
the Americans with Disabilities Act (ADA) have made it easier for those with
impairments to use public facilities, there's still much that can be done to
help students with special needs access their own schools, including the library.
That doesn't necessarily mean having to purchase expensive, high-tech equipment
to serve one child out of 500. In many cases, there are small, no-cost changes
that can make a world of difference to those
with disabilities and benefit the greater student population, as well. Students
with disabilities are just another point in the spectrum in trying to meet
students' individual needs. By starting with some simple changes, you can
assure that every child in your library feels welcomed. In this
article, the author offers several suggestions on how to make your library more accessible and
user-friendly to children with special needs. Some of these suggestions
include: (1) maintaining an uncluttered environment so students can move about
safely; (2) eliminating stairs and similar barriers; (3) providing slanted
worktops, which are easier for visually impaired students to read from; (4)
optimizing acoustics so students can hear directions and provide headphones;
and (5) incorporating visual and audio signals into your
teaching lessons.
By Andrea Bress
Article Abstract: The
article looks at how school libraries can offer services to help
individuals
with autism spectrum disorders (ASD). It cites research from the U.S. Centers
for Disease Control and Prevention (CDC) which indicates that the number of children
diagnosed with ASD is increasing, therefore increasing the need to provide such
individuals
with library
services. According to the author, libraries can assist ASD students
by limiting distractions and limiting stress in learning environments.
By Mega Subramaniam, et.al.
Article Abstract: Many
scholarly studies investigating school library services provided to
students with special needs primarily address aspects of collaboration with
special education (SPED) teachers in an immersed school environment. Scarcely studied
are ways that school library
programs (SLPs) empower students in schools serving only students with a
specific disability (vision impaired, autism, etc.), the challenges SLPs face
in these schools, nor the specialized training made available to these
librarians to ensure the delivery of efficient services. We formulated this
study to determine: 1) the types of facilities, services, and resources SLPs
provide to students with specific disabilities in these SPED schools; 2) the
technologies that facilitate physical and intellectual access for these
students within the school library; 3) the extent to which
federal disability guidelines are implemented in the design and delivery of
these SLPs; and 4) the specialized training that enables school
librarians to better support students with special needs. Our findings suggest
that, if adequate pre-service and in-service training is provided and pertinent
support is received from outside and inside of school, school
librarians, as ambassadors of accessibility, can and do play a highly
influential role in empowering students and staff in SPED schools. (Contains 6
tables.)
This is the definitive website for learning about Universal
Design for Learning (UDL). Targeted towards
every type of educator, this website contains overviews and deep dives around
the framework of UDL as well as resources on how to apply it when lesson
planning.
Works Cited
Blue, Elfreda
V. and Darra Pace. "UD and UDL: PAVING the WAY toward INCLUSION and
INDEPENDENCE in the SCHOOL LIBRARY." Knowledge Quest, vol. 39, no.
3, Jan/Feb2011, pp. 48-55. EBSCOhost,
moe.highline.edu:2048/login?url=https://moe.highline.edu:2596/login.aspx?direct=true&AuthType=ip&db=a9h&AN=58621343&site=ehost-live&scope=site.
Bress, Andrea.
"Making Your School Library More Functional to Individuals with
Autism." Library Media Connection, vol. 32, no. 1, Aug/Sep2013, pp.
46-47. EBSCOhost,
moe.highline.edu:2048/login?url=https://moe.highline.edu:2596/login.aspx?direct=true&AuthType=ip&db=lxh&AN=89933245&site=ehost-live&scope=site.
Burgstahler, Sheryl. "Equal Access: Universal Design of
Libraries." Equal Access: Universal Design of Libraries | DO-IT.
DOIT, n.d. Web. 05 June 2017.
Kowalsky, Michelle, and John Woodruff. Creating inclusive
library environments: a planning guide for serving patrons with disabilities.
Chicago: ALA Editions, an imprint of the American Library Association, 2017.
Print.
Mates, Barbara T. and William R. Reed. Assistive
Technologies in the Library. ALA Editions of the American Library
Association, 2011. EBSCOhost, moe.highline.edu:2048/login?url=https://moe.highline.edu:2596/login.aspx?direct=true&db=nlebk&AN=362966&site=ehost-live&scope=site.
National Center On Universal Design for Learning.
N.p., n.d. Web. 05 June 2017.
Riley-Huff, Debra A., et al. Making Libraries Accessible: Adaptive Design and
Assistive Technology. ALA
TechScource, 2012. Library Technology Reports. EBSCOhost,
moe.highline.edu:2048/login?url=https://moe.highline.edu:2596/login.aspx?direct=true&AuthType=ip&db=nlebk&AN=800552&site=ehost-live&scope=site.
Subramaniam,
Mega, et al. "School Librarians as Ambassadors of Inclusive Information
Access for Students with Disabilities." School Library Research,
vol. 16, 01 Jan. 2013. EBSCOhost,
moe.highline.edu:2048/login?url=https://moe.highline.edu:2596/login.aspx?direct=true&AuthType=ip&db=eric&AN=EJ1012827&site=ehost-live&scope=site.
Vincent, Jane. Making the Library Accessible for All: A
Practical Guide for Librarians. Lanham: Rowman & Littlefield, 2014.
Print.
Wojahn, Rebecca
Hogue. "Everyone's Invited: Ways to Make Your Library More Welcoming to
Children with Special Needs." School Library Journal, vol. 52, no.
2, 01 Feb. 2006, p. 46. EBSCOhost,
moe.highline.edu:2048/login?url=https://moe.highline.edu:2596/login.aspx?direct=true&AuthType=ip&db=eric&AN=EJ755111&site=ehost-live&scope=site.
