Transcript Slide 1
Libraries for All: Equity of Access for Differently-Able Youth Presented by Clayton A. Copeland and Peggy Kaney Society for Disability Studies 2011 Conference June 15-18, 2011 Background • 1980’s : The “Decade of the Disabled” • Stimulated increased awareness regarding the rights of differently-able individuals for better access to education, employment, and information • American Library Association’s Library Bill of Rights “books and other library resources should be provided for the interest, information, and enlightenment of all people of the community the library serves” The Americans with Disabilities Act ADA mandates: • Any service provided by a library to the general public must be accessible to people with disabilities • The library must have a plan in place to make all services accessible • The library must be able to show that it is making progress toward meeting the plan Moving to Inclusion Remember: • One never knows which patrons might use an accessible service until it is available and advertised • Universal design concepts are good for everyone at different points of their lives! People who have temporary mobility challenges are beneficiaries, and aging bodies (and eyes!) need access considerations. • Services need to be available, even if the physical space isn't. For example, book delivery, library programming in alternate spaces, with notice. Universal Design Making small changes to benefit Everyone Universal Design • Provide close parking spaces (with sufficient space for loading / unloading – the space equivalent to an additional parking space should be provided) • Highly visible and accessible curb cuts • Provide ramps / accessible entrances at ALL entrances / exits Universal Design • Prop open doors whenever possible • Provide large restroom stalls • Provide circulation, reference, and information desks that contain a space usable by someone seated Universal Design • Provide adjustable height tables • Install levered handles on doors rather than knobs Universal Design • Provide clearance under computer stations for wheelchairs, walkers • Arrange stacks and furnishings with a MINIMUM of 25 in between objects • Insure all pathways are clear at all times (remove shelving equipment / stools from stacks); • Creativity in activity Design Standard Software Assistive Technology • Microsoft – http://msdn.microsoft.com/enus/windows/bb735024.aspx • Apple / Mac – http://www.apple.com/accessibility/ Example: Assistive Technology Room at NSU Hardware and Software • Hardware – Large screen monitors – High contrast/large font keyboards – Magnifier • Software – Dragon Naturally Speaking – JAWS – WYNN – ZoomText Disability Themed Book Awards • Dolly Gray Award for Children's Literature in Developmental Disabilities – biennially since 2000 – two categories: picture book and juvenile/young adult chapter book – Division on Autism and Developmental Disabilities (DADD) of the Council for Exceptional Children (CEC) and Special Needs Project • Schneider Family Book Award – annually since 2004 – three categories: Young Children Book, Middle School Book, and Teen Book – American Library Association (ALA). Evaluating Youth Literature • Illustrations: – stereotypes, tokenism, portrayals of characters with disabilities • Story line: – standard of success, resolution of problems, and roles of characters with disabilities • Lifestyles of the characters: – genuine insights into the character’s lives • Relationships: – characters with disabilities function in both leadership and supportive roles • Child reader’s self-image: – characters that provide a positive and constructive role model Evaluating Youth Literature (cont.) • Author or illustrator’s background: – qualities that would help them understand and contribute to a specific theme or topic • Author’s perspective: – weakens or strengthens the value of the book • Language: – loaded words that have offensive overtones • Copyright and target age: – dated material or not developmentally appropriate for the intended reader • Adapted from the Circle of Inclusion Project at the University of Kansas (2002) And as we think, so do we act. ( Schwartz and Ogilvy, 1979) Thank you kindly for your time and attention.