Public Libraries and Access for Children with Disabilities and Their Families: A Proposed Inclusive Library Model

Kaeding, Joanne; Velasquez, Diane L.; Price, Deborah

doi:10.1080/24750158.2017.1298399

Cited by 20 publications

(18 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…A relevant lesson may be drawn from the perspective of South Australian research conducted by Kaeding et al (2017) on public libraries and access for children with disabilities whose special needs are not catered for in the mainstream public library services. These researchers propose an inclusive library model which is broad and encompasses the "collections, physical barriers (space and equipment), partnership, programmes, training and marketing" (p. 15).…”

Section: Inclusivity / Inclusionmentioning

confidence: 99%

Diversity, Inclusivity, Social Responsibility Aspects, and Outcomes of a Mobile Digital Library and Information Service Model for a Developing Country

Moshoeshoe-Chadzingwa

2020

IJIDI

View full text Add to dashboard Cite

The provision of library services through rigid compartmentalisation of academic, public, school, and special libraries operating in one country can be cost-effective if a country has strong socio-economic, cultural, educational, and political structures. This arrangement is apparently a fallacy for countries that lack such structures, as is the case with Lesotho. This study examined the outcomes and the impact of the UNESCO-funded project titled Distance and Rural Learner-Teacher Support through a Mobile Digital Library (DRULETSMODIL) in Lesotho. The National University of Lesotho (NUL) Library proposed DRULETSMODIL whose objective was to reach out to NUL’s de jure distant teachers and learners. Additionally, the project expanded its scope to include library services to rural and poor communities. This paper outlines how use of the descriptive method, called the corporate social responsibility (CSR) principle, utilised the case study approach to interrogate DRULETSMODIL’s performance. The findings reveal that the project embodied various levels of diversity, inclusivity, and (mainly) social responsibility aspects of providing information for free, to the marginalized communities. From DRULETSMODIL’s three phases covering all the ten districts of Lesotho, positive outcomes were recorded. Through Information, Communication, and Technology apparatuses, DRULETSMODIL’s offerings, and the support of Participatory Initiative for Social Accountability (PISA), diverse information was easily and cost-effectively accessible. The project attracted various partners; beneficiaries included academic library users, secondary schools, and male and female youth and adults in the villages. The study recommends advocacy on CSR for all types of businesses and consideration of this model for developing countries.

show abstract

Section: Inclusivity / Inclusionmentioning

confidence: 99%

Diversity, Inclusivity, Social Responsibility Aspects, and Outcomes of a Mobile Digital Library and Information Service Model for a Developing Country

Moshoeshoe-Chadzingwa

2020

IJIDI

View full text Add to dashboard Cite

show abstract

“…At the same time, librarians report a need or desire for more training in the area of both autism and disability more broadly (e.g. Kaeding, Velasquez, & Price, 2017;Prendergast, 2016). The goal of this project was to address this need by developing an online autism-friendly Story Times training package for librarians.…”

Section: Introductionmentioning

confidence: 99%

“…Further evidence of this need has been raised internationally in a study of 18 librarians whose focus was on working with children with disabilities (including autism) in the US and Canada. Kaeding et al (2017) found a lack of knowledge of disability was identified as the most common barrier to access (78%), and interview data using open-ended coding of solutions to increase access similarly revealed that training of librarians was reported most frequently (39%). Simpson et al (2020) explored library access by families of preschool-age children on the autism spectrum (n = 41) and typically developing peers (n = 164; M age = 49.44 months, SD = 13.07).…”

Section: Introductionmentioning

confidence: 99%

Development of an Online Training Program for Public Library Staff to Deliver Autism Friendly Story Time Sessions

Paynter

Simpson

O’Leary

et al. 2020

Journal of the Australian Library and Information Association

View full text Add to dashboard Cite

“…Identifying ways parents can access information regarding effective shared book reading practices within the community may provide them with a feasible alternative. and inclusive story times (Adkins and Bushman, 2015;Kaeding, Velasquez, and Price, 2017). Although such practices lay the foundations for services that support families of children with disabilities (including autism) there is little research addressing their effectiveness.…”

mentioning

confidence: 99%

“…The difficulties children who have autism may experience in accessing the library and story time sessions may be less recognised as part of their condition, with parents feeling judged for their child's behaviour (Prendergast 2016). A further barrier to delivering accessible sessions is the librarians' limited knowledge of specific disabilities (Kaeding et al, 2017).…”

mentioning

confidence: 99%

Early Literacy Learning Experiences across Home and Community Libraries for Young Children Who Have Autism

Simpson

Paynter

Wicks

et al. 2019

Adv Neurodev Disord

View full text Add to dashboard Cite

Objectives. Many school-aged children diagnosed with Autism Spectrum Disorder display challenges in literacy development. Early learning experiences in the home and community are important for the development of literacy success. Community libraries deliver story-time to support children's literacy experience and to provide parents with literacy teaching strategies. Little research has been conducted on the uptake of literacy experiences of families with children who have autism. This study investigated the early literacy experiences in the home and community of children (2-5 years) who have autism compared to their typically developing peers. Methods. Participants included parents of children who have autism (n = 41) and parents of typically developing children (n = 164). Parents completed an online questionnaire on early literacy, library visits, and early literacy session attendance. Results. A rich home literacy environment was reported in both groups. Differences were reported between groups on interest in books and frequency of shared book reading. This appeared to be driven by the presence of the child's language ability (level of phrase speech). When controlled for presence of phrase speech, the group differences were no longer evident. Significant group differences were reported on reasons for nonattending early literacy library sessions. Parents of children who have autism more frequently identified unsuitability of the environment and child not interested as reasons for nonattendance than parents of typically developing children. Conclusion. Identifying barriers to early literacy experiences for children who have autism is important to inform future development of supportive experiences for literacy development in this group.

show abstract

Public Libraries and Access for Children with Disabilities and Their Families: A Proposed Inclusive Library Model

Abstract: and information management, university of south australia, adelaide, australia; b school of information technology and mathematical sciences, university of south australia, mawson lakes, australia; c school of education, university of south australia, mawson lakes, australia

Cited by 20 publications

References 16 publications

Diversity, Inclusivity, Social Responsibility Aspects, and Outcomes of a Mobile Digital Library and Information Service Model for a Developing Country

Diversity, Inclusivity, Social Responsibility Aspects, and Outcomes of a Mobile Digital Library and Information Service Model for a Developing Country

Development of an Online Training Program for Public Library Staff to Deliver Autism Friendly Story Time Sessions

Early Literacy Learning Experiences across Home and Community Libraries for Young Children Who Have Autism

Contact Info

Product

Resources

About