_bestanden/image002.jpg)
Access
and Services for physically
and
sensory/print-handicapped people
Ina Silvia Krauledat, FORCE
INTRODUCTION
1. POLICY ISSUES
1.1. On National,
European and International Level
1.2. On Library
Management Level
2. STATE OF THE ART IN PUBLIC LIBRARIES
2.1. Activities
and services covered in this guideline
2.2. Take-up in
European Public Libraries
2.3. Summary:
State of the art in public libraries
3. FUTURE AGENDA
4. BEST PRACTICE
ANNEX
National and
International Laws, Recommendations and Guidelines on Access and Services for
People with Disabilities
INTRODUCTION
This guideline is concerned with issues regarding access to information held by or provided through public libraries for physically and sensory/print-handicapped people who are limited in their ability to use library facilities provided for the general public.
Physical disabilities include reduced mobility, reach, balance, stamina and/or height. Sensory disabilities include reduced vision and/or hearing. The term 'print-handicapped' includes visually, mentally and physically handicapped as well as dyslexic persons who encounter difficulties reading conventional print.
The guideline also addresses services provided by public libraries, their accessibility and suitability for people with a handicap. Three main areas will be investigated:
I.
physical access (to buildings, service counters, workstations,
reading rooms, shelves etc.)
II. intellectual access (to the content of information carriers, including the availability of alternative format materials, adapted workstations and special software)
III. training for library staff members in servicing the needs of people with disabilities
1. POLICY ISSUES
1.1.
On National, European and International Level
Inclusiveness
A European Commission announcement of
Social/moral responsibility
Disability is a social issue also because disabled persons are often disabled by the environment we provide. Since the performance of any public library is intrinsically linked to its social responsibility, libraries will only perform optimally once they play a catalytic role in the lives of those with disabilities by facilitating their full participation in society.
Competitiveness
As the European population ages, increasing numbers of elderly people
are developing impaired vision or other disabilities. The number of disabled people taking up learning
opportunities is also rising steadily. Providing access and services for people
with disabilities is therefore becoming crucial for the future of public
libraries in
1.2. On Library Management Level
The situation
In the majority of European public libraries the provision
of access and services for handicapped people is currently insufficient. This
is often justified by referring to insubstantial numbers of disabled customers
using their services. But disabled customers won’t use the public library
services unless adequate physical and intellectual access is provided. Public
libraries will have to ACT rather than RE-ACT.
Need for improvement – why?
Since the performance of public libraries is intrinsically
linked to their social responsibility, libraries will only perform optimally
when adequate access and services for handicapped people are provided.
Taking potential customers such as people with disabilities
into account is also essential with a view to remaining competitive: as the
European population ages, public libraries in Europe are running the risk of
excluding 10% of Europeans (estimated percentage of people in Europe with a
disability today) - and potentially more – from their services.
Areas in which improvements are necessary
Firstly, physical access should be made possible for every member of any community, from those with a (temporarily) reduced ability to walk or orient themselves to those who require the use of a wheelchair.
Secondly, access to contents should be guaranteed by providing materials in alternative formats or special technical equipment which makes print publications accessible for people with visual or reading impairments and learning difficulties.
Thirdly, a culture of disability awareness must be developed
with staff having an effective understanding of the needs of people with
disabilities. Disability awareness training should be an integral part of the
initial education of librarians and should also form an element of ongoing
staff training.
Other issues to be considered
· Cooperation: Public libraries planning to improve either of the aspects mentioned above should consider close cooperation with local specialist institutions (associations for the disabled, special needs schools, care centres, special interest groups etc). For one, libraries could gain valuable expert advice on existing and perceived physical and intellectual barriers, appropriate communication, sensitivities etc. Secondly, by sharing space, resources and staff with other relevant institutions, joint projects which could not be organised by either the library or the institutions alone could be drawn up.
· Publicity: Bearing in mind that the aim is to bring the disabled customer into the library, any kind of improvements in access or services or any inclusive events which are organised should be advertised: in the local newspaper, the libraries’ talking newspaper, and amongst institutions and organisation such as mentioned above. For more information see
http://www.nlbuk.org/bpm/chapter12.html#12.14.3.
·
Laws and guidelines:
There is as yet no uniformity of Government policy across
2. STATE OF THE ART IN PUBLIC LIBRARIES
2.1. Activities and services
covered in this guideline
Access and services in public libraries should be based on
three underlying principles: inclusiveness, equity and independence. “Persons
with disabilities should be included as full users of services through
appropriate policies and design; they should have equity of access both to
services in general and to information services in particular; they should be
able to access and use services independently, without additional
intermediaries. Managers who fail to respond to this challenge may effectively
be excluding [disabled] people from using library and information services.”
(http://www.nlbuk.org/bpm/chapter6.html#6.1)
For the three areas investigated in this guideline this
means:
Physical access
While, in many cases, removing all structural obstacles is difficult if not impossible, it is essential that such removal is undertaken where it is 'readily achievable'. This can include one or several of the following examples:
·
entrances with
suitable, clear openings or automatic doors (preferred door width 900mm)
·
ramps outside and within
the building; in case of stairs: no open treads, handrails on both sides;
ideally: elevators
·
barrier-free
hallways (no floor mats or furniture)
·
colour contrast in
carpets and on walls (also to function as warnings near stairs and doorways)
·
effective lighting
·
accessible tables,
computer stations and public service desks (table height and width, turning
spaces, ergonomic chairs, lighting)
·
accessible public
areas such as toilets and public telephone
·
shelving: should
ideally fall within 750-2000mm from floor level
·
signage: plain
typeface (sans serif such as Helvetica, Univers or
Arial) on signs and websites
·
accessible parking
·
visually cued alarm
systems
If housebound services are offered they should provide the same quality of access to information about stock as the services offered in the actual library building, and the same opportunities for reserving or requesting books. Laptop computers can be used for searching the catalogue, and mobile phones can ensure quick response to enquiries.
The feasibility and cost implications of any of these
measures will vary greatly depending on existing infrastructures and resources
as well as on the demographics of existing or potential customers who are to
benefit from these measures. This makes it impossible to provide appropriate
checklists in this guideline.
Intellectual access
Access should be facilitated on a wide variety of levels,
requiring both technical and human solutions.
Alternative format materials including Braille, large print
audio cassettes and digital files are part of the solution (for detailed
description see http://www.nlbuk.org/bpm/chapter8.html). But while the
percentage of all published works produced in any alternative format is still
regrettably low (at between 2-5% in most developed countries), the steady
development of digitisation is opening up possibilities for these materials.
With the help of special equipment (see below), digital documents (e.g.
e-books) can be accessed and converted into formats tailored to the individual
reader's needs, such as Braille or large print. Digital documents also enable
libraries to find, download and reproduce material in special formats. (It
should be noted that the EC Copyright Directive 2001/29/EC could lead to important legislation
in increasing the production of alternative format materials and access for
people with disabilities. See http://www.eurorights.org/eudmca/CopyrightDirective.html)
Special equipment required to make digital documents
accessible:
For computer access in general:
·
keyboard adaptations
·
alternative
keyboards
·
mouse alternatives
·
voice input
·
assistive technology
software
For people who are blind or have low vision (many of these
solutions are also suitable for people with dyslexia or learning disabilities):
·
tape-recorded
material
·
glare protection
screens and high-resolution, large-screen monitors
·
system option that
allow the user to alter the screen contrast, font size and colours
·
print magnification
devices
·
screen-reader
software
·
text-reader
(text-to-speech) equipment
·
optical character
recognition systems (scans text and provides read-back capabilities)
·
Braille translation
software
·
hardware and
software that allows Braille input directly into the computer
For detailed descriptions of individual items and price
indications see http://www.abilityhub.com/ or
http://www.abledata.com/Site_2/search.htm. Public libraries are advised to consult their National
Library for the Blind to enquire about preferred and supported technical
equipment and software in their country.
Any library that handles and manages digital documents
and/or provides information on-line (e.g. catalogues, general user information)
should be aware of the vital importance of web accessibility. It entails that anyone
using any kind of Web browsing technology must be able to visit any site and get a full and complete
understanding of the information contained there, and have the ability to interact with the
site. Inaccessible websites do not only form a severe problem for
people with certain disabilities, especially visual impairments, but also for
those who use text-based browsers, people with slow modem connections and those
without audio-visual applications. For W3C
Web Accessibility Guidelines see http://www.w3.org/TR/WCAG/.
A good tool for checking the degree of accessibility of individual webpages
quickly and efficiently is ‘Bobby’: http://www.cast.org/bobby/.
Staff training
All staff, regardless of where in the library they work,
should be sensitive to and have a basic knowledge of different forms of
disabilities and of the ways in which different conditions affect the ability
to make use of services and the built/physical environment as designed for the
general population. Special training should be provided as an integral part of
the initial education programme of librarians as well as in form of recurrent
staff training modules, and should include how to interact with disabled
persons (in particular visually impaired, deaf or deaf-blind persons),
etiquette, the use of appropriate language and descriptive techniques in the
case of visually impaired customers. Alternative communication skills, such as
sign language, would be a major advantage.
2.2. Take-up in European Public Libraries
In order to determine the degree of disability awareness and
of recent improvement of access and services in European public libraries, a
survey was conducted in libraries in 12 different countries.
Physical Access
The majority of public libraries who took part in the survey
have improved access to and inside their buildings in recent years. In most
cases, this has meant that old-fashioned revolving doors have been replaced or
that lifts have been fitted. All respondents are aware that physical barriers
remain. Most mentioned were shelves that are too high or too low.
A noteworthy approach to obtaining relevant information
through cooperation was taken by the public libraries in
Intellectual access
In most public libraries (with the exception of, generally speaking, public libraries in Scandinavia), access to contents is currently restricted for people with visual or reading impairments and learning difficulties, and those who cannot move their hands or arms.
As a result of a comparatively small target group and the high cost of production, alternative format materials in most countries are only available through centralised systems of production and dissemination. While a number of public libraries does provide a small selection of large print and audio books, few stock Braille books or have adapted workstations. However, some libraries have showed ingenuity and creativity in their effort to bridge this gap:
·
The Portugal
National Library offers the library catalogue and one magazine in Braille,
print and on floppy disk free of charge.
·
The Zeeuwse Bibliotheek in the
·
In
·
The service at the
Anders Lezen Punten
(‘Another Way to Read’-corners) at the Dutch public libraries in Eindhoven, Hellendoorn,
Maastricht and Nijmegen consists of adapted reading materials
(talking books, talking newspapers and magazines, reading aids, PC with speech
synthesiser and screen enlarger). Interestingly, they are increasingly used by
what is considered the general public, in particular dyslexic people, the
elderly and those suffering from chronic illness.
·
Children with
reading difficulties will soon be able to enjoy the ‘Makkelijk
Lezen Plein’ (Easy Reading
Area), a new project currently being set up in the Stadsbibliotheek
Haarlem, the
·
And looking over
While most of these projects are easily transferable to libraries in other regions and countries, note that digitisation will play an increasingly important role in similar initiatives.
Staff training
The survey showed that this is not a central, if any, concern to the majority of public libraries, with the exception of those where specific projects have been set up. Few librarians are skilled in alternative communication such as sign language. Neither do colleges, institutes and universities responsible for librarian education programmes offer any form of special modules addressing disability issues in most countries (with the pleasant exception of Hungary). Yet, many libraries report that staff members do encounter problems in serving disabled persons, mainly in terms of communication (especially with deaf or mentally handicapped persons) and finding extra time to assist wheelchair users or blind persons.
The Danish Library for the Blind (DBB) carried out a
noteworthy project, perfectly transferable to public libraries. It consisted of
five half-day staff training modules to which the DBB invited doctors,
researchers, social workers and a variety of user representatives of groups of
people with different disabilities. All participants found the discussions on
challenges and needs, wishes and concerns, practical and human implications and
solutions extremely useful.
Additionally, it is worth mentioning that the Access Unit at
2.3. Summary:
State of the art in public libraries
With the exception of a limited number of libraries where
relevant projects have been set up, access and services for people with
disabilities are still insufficient. Considering about 10% of Europeans of all
ages have a disability, the average percentage of about 1% of disabled library
customers (rough average over all completed surveys) clearly shows that public
libraries in Europe are not yet fulfilling their social responsibility in terms
of providing suitable access and services for people with disabilities.
Interestingly, in all those public libraries which have set
up special services for disabled persons, the percentage of customers with
disabilities has increased, in some institutions such as the Pazardzik District Library,
3. FUTURE AGENDA
Providing services for disabled people should be addressed in the context of widening participation, equal opportunity, lifelong learning and reaching out to the local community. Appropriate services will also be crucial to the libraries’ future competitiveness as the number of potential library customers with mobility, vision and hearing problems is expected to grow due to ageing European societies. Planning must take into account this growing demand for accessible facilities and service.
Physical access
While public libraries should do their utmost to guarantee easy access to and inside their buildings, it will not be possible to provide solutions to everyone's problems all of the time and, indeed, there may be conflicting requirements. A substantial factor in facilitating physical access will therefore be that staffing levels allow for sufficient time to be given whenever help is needed.
Intellectual access
Research by the Library and Information Statistics Unit at
The steep increase in numbers of ‘computer literate’ persons
with disabilities (especially visual impairments) further emphasises the need
to provide ‘access for all’ to digital information. This should result in
far-reaching investments into digitisation. Since scanned material, with the help of special equipment, can be
converted into the format which best suits disabled customers’ needs (large
print, Braille, audio etc.), digitisation would also partly relieve libraries
of the urgent need for adjusted stock policies and added investment into
improved provision of actual alternative format materials.
The increase of electronically-handled information bears
additional challenges. Disabled people, people who use text-based browsers,
people with slow modem connections, and people without audio-visual
applications are in danger of becoming a social underclass excluded from access
to information and learning. This is a paradox, especially where people with
special needs are concerned, as ‘technology can ease their social integration’
(Erkki Liikanen, Member of
the European Commission, The Future of the eEurope
Action Plan, February 2002). With digital inclusion becoming ‘a social
imperative and a duty of the welfare state’ (Liikanen,
February 2002), preventing
the development of an underclass of ‘information poor’ by providing adequate
(!) access to electronically handled information for all members of the
community will be one of the public libraries’ main responsibilities and challenges
this decade.
Staff training
If public libraries are to remain competitive, creating of a
culture of disability awareness will be vital. This responsibility lies with
both the institutions engaged in the initial librarian education programme as
well as with the public libraries themselves.
With view to the increasing importance of computer
technology, regular staff training on all (assistive) equipment should be also be provided. If staff are unsure
how to use it themselves, they may be unwilling to offer assistance to
customers, and will be unlikely to promote it.
Other issues
Even in libraries where a lack of funding prevents any major
structural or technical modifications, improvement is possible. An evaluation
of current physical accessibility and suggestions for readily achievable
improvements can be gained from associations for disabled persons, care centres
or special needs schools (example of
The important thing to remember for all public libraries
confronted by the challenge of much needed improvement in various areas is that
those libraries which are physically accessible and sensitive to the needs of
people with disabilities will also be more accessible and easy to use for
everyone else.
4. BEST PRACTICE
Criteria for inclusion of a project as a Best Practice
example are the extent to which physical and intellectual access have been improved,
the amount of staff training provided and the ability to transfer information
and findings of the project to other libraries. Links have been provided were
available.
Bulgaria
Pazardzik District Library
In the context of a project aimed specifically at people
with disabilities a 'Centre for Library and Information Services for Disabled'
was set up in 1995, providing easy physical access, accessible catalogues,
adapted workstations, talking books and free Internet connections. The nine librarians
involved in special services took part in extra training. Since 1995, the
number of disabled customers has increased six-fold!
Denmark
Ringsted Public Library
The Ringsted Library provides special areas for young,
elderly and visually impaired people with computers and Internet access. An
adapted workstation is available in the elderly people's area. The library also
holds stocks of alternative materials. All staff have
been trained in servicing the needs of people with disabilities as part of a
project called 'Internet for All' run in 2001.
http://www.ringstedbib.dk/
France
Bordeaux
The fully accessible 'Espace Didérot' consists of 4 reading cabins. Technical equipment includes page-turners, screen enlargers, scanners, special software, speech synthesis and individually adjustable lighting. A range of alternative format materials is provided. All staff receive regular training, with one employee skilled in sign language. The Bordeaux Public Library has made it their responsibility to take up an advisory function for other public libraries in the country.
Greece
University of Macedonia Thessaloniki
Intellectual accessibility has been guaranteed by transcribing
all study material into digital format and providing an adapted workstation
(screen-reader, speech synthesis, Braille display and printer, screen enlarger,
scanner) as well as an accessible website. All employees took part in two
awareness/sensitisation seminars and received training on the adaptive
equipment.
http://www.lib.uom.gr/english/index.html
Hungary
Verseghy Ferenc County Szolnok
Since 1998, the library has obtained 1,000 audio books, a
Braille catalogue, a Braille map of the library, Internet access and a
text-to-speech computer. Training is organised for the librarians involved in
special services, and the library employs a librarian who is able to
communicate in sign language. Access points such as the entrance, service counters
and toilets have been made accessible by wheelchair. The goal is to establish a
Centre for Excellence Library in
Sweden
Open Media/Open Learning Project
(put together by the Low Vision
Clinic Gothenburg, the Employability Institute, Gothenburg City Library, 18
libraries and special equipment manufacturers)
The aims of the project were creating jobs for
occupationally disabled persons, opening up libraries for print-handicapped
people and increasing their percentage as customers. With these aims in mind,
adaptive equipment was installed in all participating libraries and persons
with a disability who were unemployed at that stage were recruited as Open
Media Assistants. After the training, each library employed one Assistant and
set up a reading desk specifically designed for visually impaired persons.
For more information see http://www.stadsbiblioteket.goteborg.se/avdelning6/openmedia2.html
Härnösand County Library
Inspired by
the National Library for the Handicapped Child in London, the Härnösand County Library created
the Apple, a library for handicapped children. It offers books for the blind,
adapted workstations and professional support for deaf, deaf-blind etc. (http://www.sambiblioteket.se)
United Kingdom
Essex County
(http://www.nlbuk.org/bpm/chapter17.html#17.6)
Manchester
The library was the first library to install text-to-speech
equipment and establish 'VI units' (VI = visually impaired). Manchester
Libraries organise a half-day Visually-Impaired-Persons training package for
staff as a rolling programme to reach staff at all levels of the service.
(http://www.nlbuk.org/bpm/chapter17.html#17.6)
National
and International Laws, Recommendations and Guidelines on Access and Services
for People with Disabilities
Belgium
·
Information regarding access via Vzw Toegankelijkheidheidsbureau, Koorstraat 1, Hasselt, Belgium
·
Steunpunt Toegankelijkheid Vlaanderen is in the process of being set up
Bulgaria
·
Regulation N1,
·
Act for Protection,
Rehabilitation and Social Integration of People with Disabilities, 1995,
updated 2001
Estonia
·
Social Welfare Act
of the Republic of
Germany
·
Barierrefreies Bauen, DIN 18024-2, November 1996
Greece
·
Law 2831/2000, http://www.tee.gr/info.htm
·
‘Development of
Library Services for Visually Impaired People: Guide for Hellenic Libraries’
·
special guidelines
on ‘Planning for Accessible Transportation and Independent Living of
Individuals with Disabilities’, Hellenic Ministry for the Environment, Physical
Planning and Public Works 1986-2000, http://www.minenv.gr/1/162/16203/g1620300.html
Hungary
·
1998 Law (No. 26)
·
Ministry of Culture:
Library Law of 1997
Ireland
· Department for the Environment and Local Government:
Branching Out: a new public library service, December 1998, http://www.environ.ie/press/publib.html
Netherlands
·
NBLC 'Statuut voor
de Openbare Bibliotheek'
·
Handbook 'Geboden
Toegang', Wijk, M. et al (1995), http://www.bk.tudelft.nl/d-arch/dfa/publi.htm
Poland
·
Directive of the
Ministry of Spatial Management and Construction of
·
Disabled People's
Bill of Rights; Resolution of the Sejm of the
·
Resolution no.
212/99 of the Board of the Public Fund for Rehabilitation of the Disabled of 26
May 1999
Portugal
· Law 123/97 (22 May), 95/99 (25 August), 96/99 (26 August),
97/99 (26 August)
Romania
·
Urgent Ordinance no.
102,
·
Urgent Ordinance no.
40,
·
Urgent Ordinance no.
47,
·
Order 649,
United Kingdom
·
re:source - The Council for Museums, Archives and Libraries: The
Disability Directory (provides guidance for museums and galleries on how to
improve their services for all disabled people), http://www.resource.gov.uk/information/publications/00pubs.asp
·
re:source - The Council for Museums, Archives and Libraries: Learning
and Access Strategy (a guide for museums, archives and libraries to support
lifelong learning, social change and community development), http://www.resource.gov.uk/information/publications/00pubs.asp
·
Department for
Culture, Media and Sport (Libraries, Information and Archives Division):
Comprehensive, Efficient and Modern Public Libraries - Standards and
Assessment,
·
Disability
Discrimination Act 1995, http://www.nlbuk.org/bpm/chapter3.html
·
re:source - The Council for Museums, Archives and Libraries: Library
services for visually impaired people: a manual of best practice, http://www.natlib.co.uk/bpm/
·
‘Out of sight but
not out of mind.’ Visually impaired people’s perspective of library and
information services, LISU Occasional Paper no. 29, November 2001
Wales
·
National Assembly
for
For reference:
EU
·
Directive 2001/29/EC
of the European Parliament and of the Council of
Canada
·
Canadian Guidelines
on Library and Information Services for People with Disabilities, February
1997, http://www.cla.ca/about/disabils.htm
IFLA
·
Guidelines for
Development - The Public Library Service, IFLA Publications Vol. 97, 2001, ISBN
3-598-21827-3
USA
·
Americans with
Disabilities Act P.L. 101-336, 1990, titles II and III
·
Section 508 of the
Rehabilitation Act of 1998
·
Smithsonian
Accessibility Program, Office of the Provost: Smithsonian Guidelines for
Accessible Exhibition Design