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Improving Accessibility:

The Library as an Inclusive Place

�LibraryLinkNJ Virtual Access Conference�

Holly Gabriel (she/her) and Kate Jones (she/they)�Southern Oregon University�September 28, 2022

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Objectives for Today

During this session, you’ll learn more about�

Applying universal design principles to library spaces
Serving patrons with visual, auditory, mobility, and cognitive issues
Using toolkits and checklists to evaluate & improve your library
Updating your library spaces to promote inclusivity

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Are We Making Spaces Accessible & Inclusive?

How do we serve & support people with disabilities?
How can we support people with a variety of abilities?
How do we provide usable, welcoming & comfortable spaces?

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Accessibility

Americans with Disabilities Act (ADA, 1990)

Requires public facilities and public services to be accessible
Section 504 of the Rehabilitation Act of 1973: no person with a disability shall “be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity of a public entity.”

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Moving Towards Inclusivity

American Library Association’s Library Services for People with Disabilities Policy declares:�

“Libraries should use strategies based upon the principles of universal design to ensure that library policy, resources and services meet the needs of all people.” (2001)

Source: ASGCLA https://www.ala.org/asgcla/resources/libraryservices

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Objective #1: �Applying universal design principles to library spaces��

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Universal Design (UD)

Creating products and environments that are accessible to people with a wide variety of abilities and characteristics
UD has 7 principles which were developed in 1997 by a group of architects, product designers and engineers
Includes sidewalk ramp/curb cut, ramp entrances, automatic doors, flat panel light switches

Source: National Disability Authority https://universaldesign.ie/What-is-Universal-Design/

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7 Principles of Universal Design (UD)

1. Equitable Use	Design is useful and marketable to people with diverse abilities
2. Flexibility in Use	Design accommodates a wide range of individual preferences and abilities
3. Simple and Intuitive Use	Use of the design is easy to understand regardless of the user’s experience, knowledge, language skills, or current concentration level
4. Perceptible Information	Design communicates necessary information effectively to the user, regardless of ambient conditions or the user’s sensory abilities

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7 Principles of Universal Design (UD) - Continued

5. Tolerance for Error	Design minimizes hazards and the adverse consequences of accidental or unintended actions
6. Low Physical Effort	Design can be used efficiently and comfortably and with a minimum of fatigue
7. Size and Space for Approach and Use	Appropriate size and space is provided for approach, reach, manipulation, and use regardless of user’s body size, posture, or mobility

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Objective #2: �Serving patrons with visual, auditory, mobility, and cognitive issues��

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Support for Visual Impairments

Adaptive computers with ZoomText; book magnification
Accessible Wayfinding / Signage with clear fonts and sizes
Room number information in Braille
Narrative Map

Provides directions / items of note
At Southern Oregon University, users can download the Aware Audible Wayfinding App to obtain audio directions of items such as the Access Services desk and the Elevators

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Support for �Color Blindness

They see a narrower range of colors
Use both colors and symbols
Keep it minimal. Limit your color palette for website and signs
Avoid bad color combos

Photo: GetFeedback.com https://www.getfeedback.com/resources/ux/how-to-design-for-color-blindness/

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Support for Auditory Impairments

Clear signage about which computers have accessibility tools
Visual alarm (flashing light)
Reduce echoes with noise absorbing panels, ceiling panels, soft furnishings
Closed loop hearing system in event rooms
For classrooms & events, microphone for speakers & easy links to apply for disability services/ ASL translators

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Support for Physical or Mobility Impairments

Accessible height service desks
Accessible workstations; adjustable height
Accessible study, meeting rooms, and classrooms
Restroom stalls that accommodate wheelchairs and different body sizes

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What is Neurodiversity?

Range of differences in individual brain function
Examples: autism, Tourette’s, attention deficit hyperactivity disorder (ADHD), dyslexia, depression, anxiety, posttraumatic stress disorder (PTSD)
Sensitivity or Sensory Overload

Light: headaches, migraines, anxiety
Noise: sensory overload, poor concentration, mental fatigue and decreased productivity

Photo: Autistic art depicting the natural diversity of human minds by MissLunaRose12 https://en.wikipedia.org/wiki/Neurodiversity

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Support for Neurodiversity

Light Sensitivity

Reduce fluorescent lights. Use LED bulbs
Create designated spaces with low/natural light
Streamline study spaces to minimize visual distractions, screens, and clutter

Noise Sensitivity

Designate spaces for quiet work & play
Have noise-canceling headphones available for checkout
Use acoustic room dividers to reduce noise

Photo: Demco.com: https://ideas.demco.com/wp-content/uploads/2015/12/ColorScape-Playpod-Cube-with-storage.jpg

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Objective #3: �Using toolkits and checklists to evaluate & improve your library��

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Accessibility Toolkits

Orbis Cascade Alliance Accessibility Toolkit

Has links to testing tools for digital accessibility
Includes listing of digital accessibility policies and statements

Link: https://www.orbiscascade.org/programs/dux/documentation/accessibility-toolkit/

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Accessibility Checklists

Equal Access: Universal Design of Libraries

Contains excellent guidelines and communication hints
Discusses library services and technology

Link: https://www.washington.edu/doit/equal-access-universal-design-libraries

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Equal Access: Universal Design of Libraries

Communication Hints

Talk directly to the person with a disability, not through their interpreter
Do not interact with a person’s service dog unless you have permission
Do not touch mobility devices without the owner’s consent
Do not assume physical contact, like handshakes or high-fives, is okay
Understand that not everyone uses eye contact

Link: https://www.washington.edu/doit/equal-access-universal-design-libraries

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Accessibility Toolkits

Library Accessibility Toolkit

Contains sections on library physical spaces, e-resources, terminology, tools and legal considerations
Has a breakdown of Title II and Title III of ADA

Link: https://libraryaccessibility.org/resources

The Library Accessibility Alliance has created a seminal toolkit to make sure you library is in accord with legal requirements for accessibility and includes an excellent breakdown of key accessibility legislation. It is a living document that is continually updated with the latest information and offers resources for assistive technology, testing, and legal considerations, including a detailed breakdown of Title II and III of the Americans with Disabilities Act.

Title II provides equal access for individuals with disabilities to “all services, programs, and activities provided or made available by public entities,” and covers state and local government services. View Title II (pdf)

Title III prohibits any business identified as a “public accommodation” from discriminating on the basis of disability. The ADA currently defines 12 categories of public accommodations that can be owned by a private entity but are subject to the ADA. These include K-12 schools, undergraduate and graduate schools, museums, stores, restaurants, bars, service establishments, theaters, hotels, recreational facilities, doctors' and dentists' offices, shopping malls, and other businesses. View Title III (pdf)

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Neurodiversity Resources for Children and Teens

Burnaby Public Library, Association for Library Service to Children, Urban Libraries Council

Partnering with neurodiverse community
Learning from community experts
Incorporating sensory spaces & resources
Sensory-friendly library hours
Read-aloud books about neurodiversity
Programming ideas for neurodiverse patrons

Links:

https://www.sensoryfriendly.net/welcoming-neurodiversity-at-a-public-library/

https://docs.google.com/document/d/1UECPlABQSB-FVkx3I0xjJZ_EuqQkvmH4cJkRswmqA6M/edit

https://www.urbanlibraries.org/innovations/sensory-friendly-browsing-hours

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Training Manual

Provides information on characteristics of college students with autism
Recommends strong connection between disability services and the library
Link: https://aplus.cci.fsu.edu/

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Objective #4: �Updating your library spaces to promote inclusivity��

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Spaces for Learning

Basic Psychological Needs

Autonomy – sense of personal control and choice
Competence – feeling capable of achieving desired outcomes
Relatedness / Belonging – genuine connection with others

Photo: Wikipedia https://en.wikipedia.org/wiki/Self-determination_theory

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Welcoming Place for All

Carpet and wall design not overstimulating
Comfortable seating to relax and natural light
Family restrooms and diaper-changing stations
Gender-neutral restrooms
Artwork representative of students and community
Food and beverages allowed in appropriate areas

Photo: Charlottes Photo Gallery https://www.flickr.com/photos/charlottesphotogallery/5784347589 CC:BY-NC-SA 2.0

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Sensory Recalibration Room

Reset the mind after sensory overload
Contains:

Tactile fabrics or surfaces
Active seating to rock or sway
Fidget toys, stress balls, puzzles, or coloring pages
Whiteboards for drawing or doodling
Soft, calming colors

Photo: Dalton Daily Citizen https://www.dailycitizen.news/news/local_news/new-sensory-room-at-new-hope-middle-school-a-safe-space-for-special-needs-students/article_db7b0bdb-b7af-52e3-8f05-b8340345e547.html

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Biophilic Spaces

Photos: Home World Design https://homeworlddesign.com/the-low-effort-low-cost-biophilic-design-guide/ and Biophilia in the Library https://library.une.edu/blog/2022/02/14/biophilia-in-the-library/

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Photo: Demco https://ideas.demco.com/blog/how-to-create-a-school-calming-room/

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Photo: Demco Interiors https://www.demcointeriors.com/project/biophilic-design-edspaces-classroom/

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Libraries As Inclusive Spaces

Summarizing what Kate and I learned, we created our own 1-page checklist to augment the other checklists we’ve covered today
3 Main Sections

Accessibility
Sensory Recalibration Rooms
Biophilic Design

Available as a Google Doc from the conference website

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Bibliography

Association of College and Research Libraries. (2022, June 28). Academic Library Building Design: Resources for Planning. https://acrl.libguides.com/buildingresources/librarybuildingdesign

Bureau, J. S., Howard, J. L., Chong, J., & Guay, F. (2022). Pathways to student motivation: A meta-analysis of antecedents of autonomous and controlled motivations. Review of Educational Research, 92(1), 46–72. https://doi.org/10.3102/00346543211042426

Burgstahler, S. (2018). Equal Access: Universal Design of Libraries. Do It: Disabilities, Opportunities, Internetworking, and Technology. https://www.washington.edu/doit/equal-access-universal-design-libraries

Coghill, & Coghill, J. (2021). Supporting neurodiverse college student success: A guide for librarians, student support services, and academic learning environments (Coghill, E. & Coghill, J. Eds.). Rowman & Littlefield.

Collinge, R. (2017, January 17). How to design for color blindness. GetFeedback. https://www.getfeedback.com/resources/ux/how-to-design-for-color-blindness/

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Dillon, R. (2020, October 14). How to create a school calming room. Ideas + Inspiration from Demco. https://ideas.demco.com/blog/how-to-create-a-school-calming-room/

Do-It. (2022, June 28). Disabilities, Opportunities, Internetworking, and Technology. https://www.washington.edu/doit/

Gibson, A. (2019, May 23). Justice, equity, or charity? Ethics and responsibility in inclusive library design [Video]. YouTube. https://www.youtube.com/watch?v=pO5vxcOv8kg

�Library Accessibility Alliance. (n.d.) Resources. https://libraryaccessibility.org/resources

�National Disability Authority. (2020). Center for Excellence in Universal Design.

https://universaldesign.ie/What-is-Universal-Design/

Orbis Cascade Alliance. (2021). Accessibility Toolkit. https://www.orbiscascade.org/programs/dux/documentation/accessibility-toolkit/

Pionke, J. (2017). Beyond ADA Compliance: The Library as a Place for All. Urban Library Journal, 23 (1). Retrieved from https://academicworks.cuny.edu/ulj/vol23/iss1/3

Project Enable. (2012). Possible violations and possible solutions for universal design in the library.

https://projectenable.syr.edu/data/UniversalDesignEvaluationItems1

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Questions?

Contact information

Holly Gabriel, gabrielh@sou.edu
Kate Jones, jonesk11@sou.edu

Southern Oregon University Hannon Library

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Time to Hear from You!

Best practices and lessons learned at your library?
Partners for collaboration on your campus or in your community?
Challenges?