Supporting Library Users with Disabilities – A Guide for Front‐line Staff (2nd edition)

Citation

Robinson, J. (2005), "Supporting Library Users with Disabilities – A Guide for Front‐line Staff (2nd edition)", Library Review, Vol. 54 No. 1, pp. 68-69. https://doi.org/10.1108/00242530510574174

This booklet is a revision of an earlier one produced in 1998, now taking into account the changes applying to public and academic libraries as a result of the1995 Disability Discrimination Act and its amendments relating to post‐16 education introduced from 2002.

Its stated aim is twofold – to give basic advice to library staff working face‐to‐face with customers who have disabilities (as the title suggests) and to also provide guidelines on running a disability awareness training event for staff. The booklet is in two parts reflecting these two separate aims.

Part 1 covers the disability legislation, general points about people with disabilities, and sections on suggestions for helping people with specific disabilities. The disability legislation and resulting staff responsibilities are dealt with in a very succinct matter‐of‐fact way. The following short section puts disability into context, and gives useful tips on avoiding giving offence by the inappropriate use of language. There is a reminder that disabled people are first and foremost people, with all their human failings. The sections on specific disabilities are generally good with very useful suggestions though there is a variable amount of information in each. For example a figure of 3,000 students with visual impairment is quoted but no corresponding information for those with other disabilities. A breakdown of the number of different groups of disabled students in HE would have been useful. There is no mention that the largest group by far are those with specific learning disabilities such as dyslexia; this section could usefully have been expanded. It was good to see a section on people who look different – I am assuming this means those with facial or other disfigurements.

Part 2 covers organising a training event … it could have been any training event – there is nothing really specific to a disability awareness training. In fact, though mention was made that some of the contributors and delegates may have disabilities and that therefore the room should be accessible, there was no mention of what contributors or delegates might need to be asked at the time of booking about any special requirements they might have – for information to be provided in advance, in electronic format, in large print, a personal assistant to accompany, parking facilities or whatever.

Overall, the booklet achieves its aim as a basic resource for all library staff emphasising the every‐day practical issues of assisting disabled people. I am sure it will help allay the fear staff may have of dealing with people with disabilities – fear of the unknown or of feeling out of one's depth. There is a place in libraries for high‐tech solutions as well, but I believe nothing can replace the library assistant who is approachable, helpful, and sensitive to the needs of all customers. The summary page (p. 21) should be issued to all staff!