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National Disability Team
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I Improving provision for disabled students
C
Checklist
Library and learning resources
Introduction
Before using this checklist, please read the ‘Checklists to support inclusion: overview’
which includes details on the purpose and use the checklists.
It may be useful to refer to the NDT briefing on Marketing which can be found at
http://www.natdisteam.ac.uk/resources_briefings_ndtbriefings.html
Definition/remit of library and learning resources for this checklist
Library and learning resources focuses on provision of information and services which
support learning. The accessibility of these services, offered to students, staff and the
public, are discussed in relation to the accessibility of: print and electronic sources of
information; resource databases; information technology including enabling equipment;
photocopying and reprographics; inter library loans procedures; and other core
services.
This checklist does not cover issues of web accessibility and the accessibility of eresources. For further information on these aspects of provision please see the
signposting section of the checklist.
Target audience:
Of primary use to: staff providing library and learning resource services in higher
education institutions.
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Strategy, policy and procedures
1. Do all policies, procedures and practices applying to the provision of library and
learning resource services (including both anticipatory and individual reasonable
adjustments) take into account the needs of disabled people, eg all charging, loan
and alternative format policies and procedures?
2. Where reasonable, are policies, procedures and practices able to be implemented
flexibly eg are there arrangements that allow others to borrow books on behalf off
an individual who cannot get to the library?
3. Are all policies, procedures and practices applying to the provision of library and
learning resource services accessible to disabled people eg available on the
Internet, written in plain English and available in alternative formats?
4. Are disability issues included as a regular feature in the library and learning
resource service annual strategic, operational and financial plans?
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5. Are disability issues placed as a standing item on the agenda of committees which
have responsibility for planning the provision of library and learning resource
services?
The physical environment - facilities and equipment
6. Do all venues, facilities and accommodation used in the provision of library and
learning resource services take into account the needs of disabled people?
7. Where reasonable, are services accessible to:
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Wheelchair users and people with mobility difficulties, eg are ramps and lifts
fitted, is there suitable spacing between shelving and variable height tables,
are photocopiers and service counters supplied?
People with hearing difficulties, eg are hearing loops used at services desks
and are flashing fire alarms fitted?
People with visual difficulties, eg is there appropriate signage and additional
lighting?
8. If a library or learning resource service cannot reasonably be made physically
accessible to disabled people, can alternative arrangements be made to ensure
disabled people have access to an equivalent service?
9. Are arrangements in place to ensure suitable accessible parking for disabled people
adjacent to library and learning resource facilities?
10. Are the library and learning resource computing and information technology facilities
physically and ergonomically accessible to disabled people eg are height adjustable
workstations, large screen monitors and ergonomically designed computer chairs
provided?
11. Is enabling or assistive technology/equipment provided to facilitate access to library
and learning services, eg are mouse alternative access devices and specialist
software installed on a selection of computers, and text to speech or text enlarging
systems provided for readers?
12. Are arrangements in place to assure the health and safety and emergency
evacuation of disabled people using the library and learning resource services?
Information including marketing and publicity
13. Is all printed library and learning resource information, including publicity, training
and guidance documents, available in alternative formats, eg in electronic, large
print, braille, and audio versions?
14. Is web based and electronic information, including library catalogues and
databases, accessible to those using assistive technology and alternative access
devices?
15. If information cannot reasonably be made accessible, are alternative arrangements
put in place to ensure equivalent access for disabled users?
16. Do publicity materials about the library and learning resource services provide
information about the provision that is available to disabled people?
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17. Do you provide, and staff, alternative access to the library and learning resources
‘helpdesk’ or enquiry services for those who can not use the telephone or who find it
difficult to attend in person as a result of their disability, eg an email enquiry service,
minicom or text phones, postal services?
Pre-entry, enrolment and induction
18. Are activities involving library and learning resource facilities, eg pre-entry open
days and related events, organised to accommodate the needs of disabled people?
19. Is it made clear during pre-entry, enrolment and induction activities that additional
support is available to disabled people?
20. Are arrangements in place to welcome and provide orientation support for disabled
people who are new to the library or learning resource service?
21. Do induction activities provided by the library or learning resources services, such
as introductions to library facilities or specific training courses, take into account the
needs of disabled people eg are sign language interpreters provided or individual
induction tours arranged?
Confidentiality and disclosure
22. Are users of the library or learning resource service encouraged, and given regular
opportunities, to declare any disability or additional need?
23. Do all forms used by the library and learning resource service invite individuals to
declare a disability and state why this information is being sought?
24. Do all relevant staff know what action to take if an individual discloses a disability or
additional need to them?
25. Can information about an individual be kept confidential to relevant staff, or can
confidentiality be maintained if an individual requests this?
26. Are you aware of, and able to use, the Institution’s systems for sharing information
about disabled students?
Learning support/additional needs
22. Do you know where to direct disabled students to obtain specific advice on
organising and funding any additional support needs?
23. Do library and learning resource staff routinely liaise with the Institution’s disability
service regarding arrangements for individual students, eg arrangements for personal
assistants, enabling technology or other reasonable adjustments?
24. Is there an opportunity for disabled people to discuss with a member of the library
and learning resources staff, in confidence, any support/additional needs they may
have and how this support will be implemented?
25. Do all relevant staff know how to implement the full range of adjustments provided by
library and learning resource services in a timely manner, eg can books be retrieved
for service users on request or extended loan arrangements implemented?
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Partnerships and collaboration
26. Have any partnerships been formed with local, regional or national organisations who
provide library and learning resource services for disabled people eg the National
Library for the Blind or providers of braille and electronic books?
27. Do contracts and/or service level agreements with third party providers include
reference to duties to disabled people, eg are the providers of library catalogues and
databases told that any websites or software produced must be accessible with
assistive technology?
28. Are all partners aware of the needs of disabled people and their role in supporting
and providing reasonable adjustments, eg are other lenders and providers of learning
resources aware of their responsibilities to meet the needs of disabled people?
Funding
29. Is funding set aside or available to meet any additional needs of disabled people, eg
are there funds to make information available in alternative formats?
30. If reasonable adjustments involve physical or practical adaptations, is there a
mechanism in place to identify any resource consequences and allocate
responsibilities for meeting them?
Staff development
31. Are all library and learning resource staff fully informed about the current legislation
relating to disability, eg the Disability Discrimination Act (1995) and the Special
Educational Needs and Disability Act (2001)?
32. Have all “front-line” library and learning resource staff had training in making
disabled people welcome eg courses are provided about meeting and greeting
disabled people, how to respond to people who disclose a disability, disability
awareness?
33. Have all relevant staff received training to enable them to respond appropriately to
individual disabled people’s needs eg training about the full range of adjustments
provided by library and learning resource services and how to effectively implement
them?
Monitoring, evaluation and complaints
34. Is the provision for disabled people, made by the library or learning resource
service, and by partnerships or third part providers, regularly monitored and
evaluated?
35. Are the views of disabled people collected and included when reviewing and
improving library and learning resource services?
36. Have there been any disability-focused external audits or self reviews that examine
library and learning resource provision? If there have, how were the outcomes
communicated to, and actioned by, library and learning resource staff?
37. Do all relevant departments/staff teams use the QAA (1999) Code of practice for the
assurance of academic quality and standards in higher education, Section 3:
Students with disabilities
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(http://www.qaa.ac.uk/public/COP/COPswd/contents.htm) within their quality
assurance activity?
38. Are all library and learning resource staff able to correctly implement the Institution’s
complaints procedure?
Other specific issues
39. Does the institution support any disability funded project activity and if so, how do
library and learning resources staff engage with project activity, eg has the library or
learning resource service applied for any institutionally funded disability projects?
Signposting
ALIA (1988) Guidelines on library standards for people with a disability (internet), The
Australian Library and Information Association (ALIA). Available from:
<http://alia.org.au/policies/disabilities.html> (accessed 14/12/2004)
Brophy, P and Craven, J (1999) The integrated accessible library; a model of service
development for the 21st century: The final report of the REVIEL (Resources for
Visually Impaired Users of the Electronic Library) project (internet), British Library
Research and Innovation Report 168. Available from:
<http://www.cerlim.ac.uk/pubs/reviel.php> (accessed 17/11/04)
Craven, J (2000) Electronic access for all: awareness in creating accessible web sites
for the university library (internet), DISinHE. Available from:
<http://www.dmag.org.uk/resources/casestudies/cravenfull.asp# 1> (accessed
17/11/04)
State Library of Victoria, Royal Victorian Institute for the Blind & Libraries Victoria.
Disability Awareness Kit: A Training Resource for Public Library Customer Service
Staff (internet), Openroad Australia. Available from:
<http://www.openroad.net.au/access/dakit/> (accessed 17/11/04)
Doyle, C and Robson, K. (2002) Accessible curricula: Good practice for all. Section
10, Pg 61 – Case study: University of Wales Institute (internet), Cardiff Library and
Information Services. Available from:
<http://www.techdis.ac.uk/resources/files/curricula.pdf> (accessed 22/11/04)
DRC (2002) Disability Discrimination Act Part 4: Libraries Good Practice Guide
(internet) DRC. Available from: <http://www.drcgb.org/education/knowyourduties/libraries.asp> (accessed 17/11/04)
HMSO (2002 chapter 3) Copyright (Visually Impaired Persons) Act 2002 (see
particularly section 6 (9) for breadth of definitions) (internet), Her Majesties Stationery
Office (HMSO).
Available from: <http://www.hmso.gov.uk/acts/acts2002/20020033.htm#6>
(accessed 14/12/2004)
Hopkins, L et al. (2000 rev 2002) Library services for visually impaired people: a
manual of best practice (internet). The Council for Museum, Archives and Libraries.
Available at: <http://bpm.nlb-online.org> (accessed 17/11/04)
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Taskforce on Access for Users with Disabilities (2003) – Access for users with
disabilities (internet), The Society of College, National and University Libraries
SCONUL. Available from:
<http://www.sconul.ac.uk/topical/documents/documents/AccessDisabilitiesBrief
.doc> (assessed 16/12/04)
Charles S & Foster M. (1998, 2nd edition 2004) Supporting library users with
Disabilities: A guide for front-line staff (internet), Dundee University Library. Available
from:
<http://scurl.ac.uk/WG/SNG/documents/DisabilityBooklet1.5version2no%20pics.
pdf> (assessed 16/12/04)
A university library website offering services for disabled library users is the University
of Newcastle, New South Wales, Australia
<http://www.newcastle.edu.au/services/disability/adtech/>
CLAUD: Librarians in higher education networking to improve library access for users
with disabilities in south and south west England. A useful website
<www.bris.ac.uk/claud>
LIS-ACCESS A JISC mail discussion list for those interested in library support to
'non-traditional' students. Consider searching the archives for previous postings on
disability issues
<http://www.jiscmail.ac.uk/lists/LIS-ACCESS.html>
The Open Rose Group (2004) Disability Awareness Training for Libraries. A film,
which can be purchased with accompanying information and training packs, produced
to assist with library staff development.
http://www.leedsmet.ac.uk:8082/lco/php/support.php/disabled/awareness_traini
ng
Acknowledgement
This checklist has been prepared by Tina Elliott, National Co-ordinator, NDT.
National Disability Team
Anglia Polytechnic University
Ashby House
Bishop Hall Lane
Chelmsford
Essex
CM1 1SQ
Telephone: 01245 607508
Minicom: 01245 607510
Fax: 01245 607509
Website: http://www.natdisteam.ac.uk
Email: natdisteam@apu.ac.uk
The NDT is funded by the Higher Education Funding Council for England (HEFCE)
and the Department for Employment and Learning for Northern Ireland (DELNI).
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