Presentation delivered by Katherine Coussement (University of Bradford) at Leeds Beckett University on 26th May 2016, as part of the event Front Line Support in FE and HE, organised by Academic and Research Library Group's Yorkshire and Humberside branch.

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

18. How to help
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