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Community Barriers & Contemporary Concerns

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How Can We Improve Accessibility In Our Libraries?

As we can see from the barriers and concerns above, there is still much work to be done. Our libraries still have inaccessible formats and complicated processes, along with other barriers to access, which make it difficult for people with disabilities to make use of and work with library resources.

In a blog post from last year (2024) entitled Breaking Down Barriers: Considerations for Improving Accessibility in Libraries, the Charleston Hub described the model developed by the World Health Organization (WHO) that has adopted a systems thinking approach to disability inclusion. Their model is to ensure that everyone “has the same opportunities to participate in every aspect of life to the best of their abilities and desires” (Grain, 2024).

The WHO model for disability inclusion focuses on creating a people-centered approach that will systematically improve access to assistive technologies, while also incorporating a person-centric approach as efforts are made in libraries to remove barriers. To do this, their model identifies the “5 Ps” – being People, Policy, Products, service Provision, and Personnel Breaking Down Barriers: Considerations for Improving Accessibility in Libraries (Grain, 2024)”

Policy – This provides the needed guidance on the rules, procedures, and data that supports the adoption of equitable access. For example, at libraries, our loan policies could have implications on the accessibility of resources for individuals with disabilities.
Products – This “P” is where we must pay special attention to the specifications of the products we are considering when purchasing assistive technologies. An example of this is how libraries have adapted, or are adapting, to the Web Content Accessibility Guidelines (WCAG) which provide standards to websites and applications ensuring they are accessible.
Provision – The provisioning tools help us determine what assertive technology should be incorporated into the library. For example, libraries can integrate Voluntary Product Accessibility Templates (VPATs) into their procurement processes. These free templates translate accessibility requirements and standards (e.g. in Section 508 and other legal frameworks) into actionable testing criteria for products and services (VPAT - Information Technology Industry Council, n.d.).
Personnel – This “P” considers the personnel and people involved with making library systems and environments accessible to all. This includes library staff, publishers, vendors, and others – all of whom need to work together to make libraries more accessible.

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What Have Libraries Done To Overcome These Obstacles And Challenges?

It has been found that the needs of the neurodivergent community often overlap with the needs of people with physical disabilities. An article from the April 5, 2024 issue of Programming Librarian listed some examples of what libraries are doing to improve accessibility for both the neurodivergent community as well as other patrons with physical disabilities (What Neurodivergent Patrons Want from Small and Rural Libraries | Programming Librarian, 2024):

At Athens Public Library in Athens, MI, the staff originally only wanted to expand their existing collections to include materials designed for this audience. But by having conversations with the community, they found that their neurodivergent patrons were more interested in making the library more physically accessible. So, according to the community’s recommendations, automatic door openers were installed, a carpet that was a safety concern for those with mobility impairments was removed, and a musty smell in the library, which the patrons with sensory differences found off-putting, was remedied.
At Boylston Public Library in Boylston, MA, when the staff interviewed the community, they found that the building’s lighting (which the interviewed patrons found “harsh”), was preventing individuals with sensory concerns from entering and enjoying the library.
At Britt Public Library in Britt, IA, caregivers of neurodivergent children told the staff how important it was to have a quiet outdoor space with limited aural and visual stimuli. So, the library is using funds to create an outdoor garden while simultaneously looking at ways to install concrete padding throughout the building. Lineville City Library in Lineville, AL came to the same realization about needing an outdoor sensory garden that would give neurodivergent patrons a quiet, non-distracting place to meet, as in conversations with this community they found out that these patrons often felt isolated and left out.
At Beals Memorial Library in Winchedon, MA, staff had conversations with caretakers who told them how difficult it is for youth with autism, ADHD, sensory processing issues, or other forms of neurodivergence to interact with others in the community, so the library is developing more sensory-friendly programming.
Ashby Free Public Library in Ashby, MA hosted a conversation with their neurodivergent patrons, and they learned that human connection and community-building are important needs not being met for this group. So, the library is developing a range of social and cultural programs specifically for this audience to allow them to meet others with similar accessibility needs.
At the Little Falls Public Library in Little Falls, NY, neurodivergent teens expressed to library staff how they felt “frustrated and even ashamed” at the learning loss they experienced during COVID-19. So, the library is now accumulating resources to help these patrons improve their reading and writing proficiency. At the same time, they created a Teen Advisory Board to help guide the selection of materials, and the library is creating a new space where these teens will be able to work privately in a way that maintains their dignity.
The Cutler Memorial Library in Plainfield, VT wants to ensure it is using its funds to support neurodiverse patrons of all ages. For its younger patrons, the library is adding a selection of phonetics-based decoding materials to its early reader’s section. For the teens and adults, the library has added new seating options like bean bags and gliders that would appeal to those with sensory issues. And to better support the caregivers of their neurodivergent patrons, the library is hosting support groups and creating sensory-friendly hours.
The Walnut Public Library in Walnut, IL wants to make its programs accessible to neurodivergent patrons of all ages. To start, they hosted a workshop that featured speakers from a variety of organizations working on issues related to accessibility and inclusion. Many of the topics presented were catered towards adults living with different types of disabilities, and included useful information on how to apply for social security disability benefits, what happens with SSI when a disabled child turns 18, and what neurodiversity means for work settings and employee benefits. They have also increased accessibility for neurodivergent children and teens by installing “sensory boxes” at the library, which contain sensory-friendly materials, toys, and resources for neurodivergent youth.

These libraries, and many more all over the world, are making changes to be more diverse, more equitable, and more inclusive to the disabled and neurodivergent communities. They are making the changes needed to give this community a feeling of belonging – I commend them for this, and I ask you, my fellow librarian, to help be the change at your library if it needs some work to become more accessible for everyone.

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I Want To Make My Library More Accessible!

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Many of you reading this are just like me! You want to be the impetus for change at your library! You want to help your library become more welcoming, and more accessible, for your disabled patrons and your patrons who may be neurodiverse. But where do we start? Well, to make our libraries more accessible, obviously we are going to need some economic resources, so petition for budgetary money or apply for grants. There are a lot of various groups asking for library money, so make your case compelling! But many of the improvements we would want to make to increase accessibility can be implemented with exceedingly tiny amounts of money – or without any costs at all! The solutions can often be found through a change of staff attitude and thinking in new and creative ways.

Remember, it is your responsibility to make people with disabilities feel welcome in your library.

In Professional Report No. 89, published by the International Federation of Library Associations and Institutions, Birgitta Irvall and Gyda Skat Nielsen published a checklist we can all follow to modify our libraries, and make sure they include the things needed to ensure our libraries are accessible. The document is entitled Access to Libraries for Persons with Disabilities – CHECKLIST, and I have provided it below for your reference (Irvall et al., 2005). Keep in mind that, while the list is twenty years old, and some of the information may be a bit dated, much of it is still very relevant to what we want to accomplish today. The checklist is broken down into various sections (Physical Access, Outside the Library, Getting into the Library, etc.). I have noted the beginning of each section in bold for easy reference, and direct quotes are in "quotation marks". Thanks again to Irvall and Nielsen for their outstanding checklist, which remains truly relevant today:

Physical Access - “Everybody should be able to use the libraries of a country. The surroundings of the library, the entrance, restrooms, stairs, elevators, and special rooms should be accessible for people with various kinds of disabilities. A person in a wheelchair should be able to reach all departments; a visually impaired person should be able to walk with a cane or a guide dog and find his/her way without bumping into obstacles. A deaf person should be able to communicate with library staff. A person with intellectual impairment should be able to easily find books and other materials. A person with dyslexia or another reading problem should be able to find his/her way around.”

Outside the library – “People with disabilities should be able to arrive at the site, approach the library building and enter the building easily and safely. If the main entrance cannot be made accessible, a secondary accessible entrance should be provided, equipped with automatic door opener, a ramp, and a telephone.”

Sufficient parking spaces marked with the international symbol for disabled people.
Parking close to the library entrance.
Clear and easy to read signposting.
Unobstructed and well-lit paths to the entrance.
If needed, a non-slip and not too steep ramp with railings next to the stairs.
Railings at both sides of the ramp.
Entry phone accessible for deaf users.

Getting Into the Library – “A person in a wheelchair or using crutches or a walker should be able to enter through the door and pass through security check points. A blind person with a cane or a guide dog should also be able to enter without encountering obstacles.”

Sufficient space in front of the door to allow a wheelchair to turn around.
Entrance doors wide enough to allow a wheelchair to enter.
Automatic door opener reachable by a person in a wheelchair.
No doorsteps – for easy wheelchair access.
Glass doors marked to warn visually impaired people.
Security checkpoints are possible to pass through with a wheelchair/walker or other mobility aids.
Stairs and steps marked with a contrasting color.
Pictogram signs lead to elevators.
Well lighted elevators with buttons and signs in Braille and synthetic speech.
Elevator buttons reachable from a wheelchair.

Access to Materials and Services – “All parts of the library should be accessible. The space should be logically arranged with clear signs and a floor plan posted close to the entrance. Service desks should be located close to the entrance. Wheelchairs should be able to move around inside the whole library. There should be a lift for wheelchairs or a ramp if the library has more than one level. There should be no doorsteps, and all doors should have automatic openers. Ideally, shelves should be reachable from a wheelchair. A certain number of tables and computer workstations should be adapted for people in wheelchairs. There should be at least one toilet for disabled persons.”

The physical space should be:

Clear and easy-to-read signs with pictograms
Shelves reachable from a wheelchair
Reading and computer tables of varying heights throughout the library
Chairs with sturdy armrests
Unobstructed aisles between bookcases
Visible and audible fire alarm
Staff trained to assist patrons in case of emergency.

Toilets – The library should have at least one toilet for disabled persons, equipped with the following:

Understandable signs with pictogram indicating the location of the toilets.
Door wide enough for a wheelchair to enter and there is sufficient space for a wheelchair to turn around.
Room enough for a wheelchair to pull up next to the toilet seat.
Toilet with handles and flushing lever reachable for people in wheelchairs
Alarm button is reachable for people in wheelchairs.
Washbasin, mirror at the appropriate height

Circulation Desk should have:

Adjustable desk
Induction loop system for hearing impaired persons.
Chairs for elderly and disabled customers
Accessible self-service circulation stations

Reference/Information desk should have:

Adjustable desk
Organized “queue system” in the waiting area.
Chairs suitable for elderly and disabled patrons
Induction loop system for hearing impaired patrons.

Children’s Department should have:

Straightforward signs with pictograms leading to children’s department.
A colored (yellow for visibility) tactile line leading to the children’s department.
Unobstructed aisles between shelves
Availability of talking books and other special media
Computers are accessible for children with disabilities.
Shelves and picture book containers accessible from a wheelchair.

Department for Persons with Reading, Hearing, and Other Disabilities – “Patrons with reading disabilities need special attention when they visit the library. The library staff should be knowledgeable about various disabilities and how to serve patrons with these disabilities. Materials specifically produced for people with reading disabilities should be easy to find. These materials may include talking books, easy-to-read books, Braille books and large print books, which in some countries are commercially produced and in other countries produced by the Library for the Blind.”

A centrally located department with talking books and other materials for people with reading disabilities.
A colored (yellow for visibility) tactile line leading to this special department.
Understandable signs
Comfortable seating area with bright reading light
A tape recorder, CD player, DAISY (Digital Audio Information System) player (this is a digital talking book system used by many libraries for the blind), and other equipment to complement the audiovisual collection.
Magnifying glass, illuminated magnifier, electronic reader, or closed-circuit television (CCTV)
Computers with screen adapters and software designed for people with reading and cognitive disabilities.

Media Formats – “All library materials should ideally be accessible for all customers. There are various ways to achieve this goal. Libraries should acquire talking books, video/DVD books with subtitles and/or sign language, Braille books, accessible e-books, easy-to-read books, or other non-print materials. Library staff should know how to borrow such materials from other libraries, including the National Library for the Blind. The following section lists material formats useful for persons with disabilities:”

Special media formats for people with disabilities:
- Talking books, talking newspapers, and talking periodicals
- Large print books
- Easy-to-read books
- Braille books
- Video/DVD books with subtitles and/or sign language
- E-books
- Tactile picture books

Computers – “Computers for public use should be accessible. Fast and reliable technical support should be available for both computers and adaptive equipment. Staff should be trained to provide on-site support. National and local disability advocacy and support organizations can provide information on how to make computers accessible. Extensive information is also available from the following websites: http://www.w3c.org/wai, http://bobby.watchfire.com”

Designated computer workstations adapted for patrons in wheelchairs.
Adaptive keyboards or keyboard overlays for users with motor impairments
Designated computers equipped with screen reading programs, enlargement, and synthetic speech.
Designated computers equipped with spelling, and other instructional software suitable for people with dyslexia.
Technical support for computers (on-site, if possible)
Staff capable of instructing customers in the use of computers

Service and Communication – “Making the library accessible for persons with disabilities includes the provision of services and programs that meet the needs of these user groups. Communication between library staff and patrons should be clear and concise. It is important to make all patrons feel welcome so that they are likely to return. Library staff should keep in mind that persons with disabilities must overcome not only physical obstacles, but also psychological barriers to come to the library and communicate their needs.”

How to Train Staff – “Accessibility to the library should be a clearly defined management responsibility. A designated employee should act as liaison person with disability groups and support organizations. It is, however, important that all staff be knowledgeable about various types of disabilities and how to best assist the patron. Staff should also communicate directly with the patron and not through a caregiver. Examples of appropriate staff training include:”

Invite people with disabilities to staff meetings to talk about their needs as library users.
Distribute e-mails and/or other information to staff on a regular basis about library services to specific disability groups.
Include information about services for special user groups in orientation package for new staff.

Special services to patrons with disabilities:

Home delivery service to people who cannot come to the library.
Outreach services to people in institutions and care facilities
Reading service for patrons with reading difficulties (e.g., short texts, letters, instructions, articles on tape or CD) or scanning texts to make them accessible on a computer with a screen reader
Regularly scheduled consultations for people with reading disabilities

How to Provide Information to Patrons with Disabilities – “The library should offer guided tours of the library for both individuals and groups of persons with special needs. Many of these patrons may have difficulties reading information about the library. Information about access, services, materials, and programs should therefore be available in the alternative formats listed below (select the audio formats that are commonly used by patrons with disabilities in your country):”

For visually impaired people:

Information in large print
Information on audio tape, CD/DVD/ or in DAISY format
Information in Braille
Information on the library’s accessible website

For deaf or hearing-impaired people:

Information in subtitled and/or sign language videos
Information via text, telephones, and/or email
Information on the library’s accessible website (audio information should also be available as text)
Easy-to-read text for patrons who were born deaf or became deaf before acquiring language skills.

For people with reading difficulties (persons with dyslexia or weak readers):

Information written in an easy-to-read text.
Information on audio/video tape, CD/DVD, or in DAISY format
Information on the library’s accessible website

For people with physical disabilities:

Information on audio/video tape or on CD/DVD or in DAISY format
Information on accessible website

For cognitively disabled persons:

Information in an easy-to-read format
Information on audio/video tape, CD/DVD, or in DAISY format
Information on the library’s accessible website

How to Make Information Easy to Understand - Informational materials should be understandable to all patrons. The following guidelines apply to both information on paper and on webpages:

Write clear and concise short sentences.
Avoid foreign words.
Insert ample white space between paragraphs and text blocks.
Include illustrations on same page as accompanying text.
Use dark text on white or light-colored background – never light text on a dark background.

Website – “The library’s website and catalog should be fully accessible for persons with reading disabilities through enlargement capability and screen readers, combined with synthetic speech or Braille displays. Use a clear and logical design that includes written explanations for visual or audio content. Make sure text and graphics can be understood without the use of color. Information about accessible websites can be found at Web Accessibility Initiative of the World Wide Web Consortium http://www.w3c.org/wai and Watchfire WebXact http://webxact.watchfire.com. You can also consult your National Library for the Blind.”

Make the design logical and easy to navigate.
Make the children’s webpage accessible.
Provide software to enlarge text, change font and contrast, length of lines, and space between lines.
Give alternative formats to .pdf and .doc – preferably unformatted text (.txt)
Separate contents from design – use style sheets to guide presentation and layout.
Include search capability on your website.
Avoid frames and tables.
Avoid moving figures and texts.
Use relative measurements for text.
Accompany audio with text.

How to Cooperate with Disability Organizations and Individuals – “Cooperation with representatives of disability organizations and individuals is important in order to reach all citizens and establish credibility for the library's services and programs. Such outreach efforts could include:”

A formal invitation to cooperate on various projects.
A joint “brainstorming” meeting
Planned activities in the library, for instance:
- Campaigns and exhibits to inform the public about disabilities.
- Booths with informational materials
- Meetings or conferences on disability issues
- Entertainment for children and adults with disabilities
Regular meetings with organizations and/or individual patrons to discuss future initiatives.
Instruction for patrons with disabilities on how to use the library, computers, and other technical equipment.
Discussion groups
Joint development projects
Joint media contacts

Pictures above are from iStock library / Information to patrons with disabilities: media formats required chart courtesy of Irvall et al., 2005

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