Creating Accessible Teaching and Support

Access to information is critical to academic success, so it is particularly important that library services are fully accessible. The following questions provide a starting point for reviewing library accessibility.  Wherever possible, access to information and specialised software and hardware should be provided inclusively.

Most university libraries have established procedures or appointed personnel to assist students with disability. Many have also established assistive technology resource rooms for the use of people with disability.

While these are welcome initiatives, wherever possible, access to information and specialised software and hardware should be provided inclusively. That is, existing facilities and services should be made accessible to all students.

Here are some strategies to help accomplish this:

• Address the needs of students with disability as part of regular library planning procedures.
• Consult with students with disability about where equipment is most needed, and how services should be provided.
• Conduct an accessibility audit of existing and new facilities, and follow guidelines to ensure that accessibility is maximised.
• Ensure that printed information, electronic reserve, databases and other information is made accessible.
• Include accessibility in the tender briefs for new systems and purchase hardware and software that is inclusive of the needs of people with disability, e.g. large-screen monitors and keyboards with large letters, copyholders, adjustable monitor arms and wrist supports.
• Assign clear responsibility for maintenance, training, review and upgrade schedule for assistive technology.
• Offer information and training resources in a range of formats.
• Train library staff in problem-solving.
• Ensure that people using the library are safe, especially if the library is in an isolated area. Consider OH&S, egress and fire warning in particular.
• Develop a procedure for responding to individual requests if the available equipment is not suitable.

It makes sense to build accessibility in from the start, even if this is not immediately required.

• Are buildings accessible? Is there level access? Are there accessible toilets?
• Is there good lighting and colour contrast to aid orientation?
• Is signage clear?
• Are loop systems installed (and turned on) at help desks?
• Are help-desks at appropriate heights?
• Are fire and emergency procedures appropriate for all library users?
• Is the catalogue accessible and are instructions for its use in accessible formats?
• How will people obtain books and resources? Are aisles wide enough for wheelchairs? Are there sufficient staff members to fetch books for those who cannot reach or see them?
• Is it clear that students may approach staff for assistance?
• Are students' personal assistants permitted to borrow books on their behalf?
• Does the library cater for those who cannot use standard print? Are there materials in large print or on line? Is there a scanner which students may use?
• Are longer loan periods available for those who need them?
• Are computer clusters accessible to disabled people?
• Are there computers with large screens or other assistive technology or software available?
• Do networked computers allow a roaming profile so students can customise screens?
• Do students who need to use computers with assistive technology installed have priority access to them?
• Has staff been trained in, for example, communicating with someone who lip-reads, guiding someone with a visual impairment, or supporting someone having an epileptic seizure?

It is unlikely that every need can be anticipated. Libraries and learning centres need to be ready to make adjustments on behalf of individuals as required. Adjustments might include:

• allowing extended loan periods to dyslexic or other students
• helping students get texts put into Braille or onto audio tape
• setting aside books in advance for students who find it difficult to get to the library
• individualised induction to using the library so that needs can be discussed
• assisting students in using the catalogue, finding resources or using equipment
• priority access to individual study rooms
• fetching books from high or inaccessible shelves.