Home | Access and Services for people with 
Physical, Sensory and Learning Difficulties (Summary)
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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:

• 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.

The feasibility and cost implications of any of these measures will vary greatly depending on existing infrastructure and resources as well as on the demographics of existing or potential customers who are to benefit from these measures. It is 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 a detailed description see Alternative Format Materials P Craddock & Wallace M). But while the percentage of all published works produced in any alternative format is still regrettably low (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 relating to the production of alternative format materials and access for disabled people.

Special equipment required to make digital documents accessible 
For computer access in general: 

• keyboard adaptations;

• alternative keyboards; 

• mouse alternatives; 

• voice input;

• supportive technology software.

For people who are blind or visually impaired (many of these solutions are also suitable for people with dyslexia or learning difficulties):

• tape-recorded material; 

• glare protection screens and high-resolution, large-screen monitors;

• system options 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/supported technical equipment and software in the respective 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. Web accessibility tools are designed to ensure that anyone using any kind of Web browsing technology can visit any site and get a complete understanding of the information contained there, and be able to interact fully with the site. Inaccessible websites not only represent a severe problem for people with certain impairments, especially visual impairments, but also for those who use text-based browsers, people with slow modem connections and those without audio-visual applications. A good tool for checking the degree of accessibility of individual webpages quickly and efficiently is ‘Bobby’.

Virtual access
People who are prevented from getting to a library because of disability should not be denied access to any of the library’s services. The services offered 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. Essex Libraries for example has a service entitled “Readers without walls” whereby volunteers take laptops with them when visiting housebound library users, so they can search the catalogue and place requests. Some readers enjoy the independence of selecting their own books on the laptops. 


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 impairments;

• 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 the form of recurrent staff training modules, and should include how to interact with disabled persons (in particular people who are visually impaired, hearing impaired, or both), 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. 

Where volunteers are employed to visit housebound users then they too will require this type of training, as well as training in the use of technology such as laptops when these are in use. 

Cooperation: Public libraries planning to improve any of the above-mentioned aspects should consider close co-operation with local specialist institutions (associations for disabled people, schools for disabled young people, care centres, special interest groups, etc.). Libraries could gain valuable expert advice on existing and perceived physical and intellectual barriers, appropriate communication, sensitivities etc. In addition, sharing space, resources and staff with other relevant institutions would make it possible to initiate joint projects that could not be organised by either the library or the institutions alone.

Publicity: Since the aim is to bring disabled customers into the library, or provide services to housebound people, any improvements in access or services or any inclusive events which are organised should be advertised, for example, in local newspapers, the libraries’ talking newspaper, and amongst institutions and organisation such as those mentioned above. Some libraries have a special magazine which is distributed to housebound readers by volunteers. (For more information see Design and Adaptation of Libraries and Services by Dr. Gillian Burrington.) 

Home | Access and Services for people with 
Physical, Sensory and Learning Difficulties (Summary)
Full Text: Page 1 | Page 2 | Page 3 | Page 4