Equal Access & School Libraries
Students with disabilities are required by law (IDEA and Section 504) to have "equal access." For School Libraries, the areas of access can be sorted into categories:
LD Links for Librarians
For School Librarians
How can the school librarian provide services to this population and make the resources as valuable, accessible, and useful to them as to any other student?
These students learn differently, so they need to be taught differently. Most of them have a combination of learning disabilities and LDs with related disorders, and can be overwhelmed by the typical school library or research assignment--its large selection of books, journals, and magazines, its lack of material in an appropriate format, a librarian or library clerk who does not know how to provide more appropriate material, and a library website that is overwhelming and laborious to navigate.
The goal is to apply the principles of Universal Design for Instruction to Information Literacy. To incorporate alternate means of acquiring information, processing information, and presenting knowledge. Not to make the class aware that there is "someone" who needs to be taught differently and has options in how their knowledge is presented. There are always undiagnosed students with learning differences and those who simply learn better with different styles, and all will benefit with UDIL.
IEPs. Teacher-librarians need to be briefed about the IEP's of the LD-certified students at the beginning of the school year, just as the classroom teachers.
Facilities & Program
Textbooks downloaded or on CD
Multisensory presentation of material
All of the teaching accommodations also apply to the Teacher Librarian.
Libraries are using pictograms to help library users, including those with learning differences, those for whom English is not their native language, and those who are adult learners, navigate the Dewey Decimal System.
The pictograms are excellent examples of universal access. Download the pictograms from the link below.
Universal Design for Information Literacy
Focus is on post-secondary education, incorporating UDI and the ACRL Standards. Landmark College, Putney, VT
"The burden of adaptation should be first placed on the curriculum, not the learner. Because most curricula are unable to adapt to individualized differences, we have come to recognize that our curricula, rather than out students, are disabled."
Librarians--How we apply UD Information Literacy Principles--A Summary Outline of above SlideShare presentation: (slides 22+)
Click the link below to view the video from New York's Scotch Pine Public Library and Fanwood Memorial Library. "The goal of this customer service training video is to heighten library staff awareness of issues related to the autism community and empower them to provide better service to this growing population."