Improving the university library experience of students with intellectual disabilities: a case study from an Irish institution

Abstract

This article describes a project on library engagement in an Irish university, involving certificate students with intellectual disabilities and librarians. It provides an opportunity for this project team (named above) to showcase to a wider audience, the value of inclusive, action research in resolving real-life challenges. Contributions in the paper touch on the higher education setting for students with disabilities as well as project aims and processes. These include getting University approval and funding, team setup, using focus groups to explore barriers to library use to using findings to create a student-centred library orientation video. Project outcomes include an accessible learning tool for and by students with intellectual disabilities and greater staff insights into the lived experience of this student group. Significantly, students have become powerful advocates for fellow students and have ensured that they are now visible members of the library community.

Keywords:

• students with intellectual disabilities
• academic libraries
• action research
• student researchers

Purpose of this article

Following project completion, the team felt that writing an article about the process would be a useful exercise to: learn new skills about writing articles, report on the project to other students with intellectual disabilities, librarians and researchers and to highlight the importance of participatory research.

Approach to writing the article

The team met twice to explore how to write the article. This journal (Current Issues section) was chosen due to its user-friendly format and focus on promoting real change from the perspective of people with disabilities. The six students, librarians and the course co-ordinator volunteered for roles as authors (singly or in pairs) or editors (checking quality and accuracy). The Introduction contains contributions from librarians and one female student author who is passionate about accessibility rights for students with disabilities, especially the role of the United Nations Convention on the Rights of People with Disabilities. The Methods section was co-written by another female student with the certificate course co-ordinator. The remaining team members reviewed the article to make sure it was understandable and correct.

Introduction

As opportunities increase around the world for students with intellectual disabilities to enter higher education, a growing number of articles are researching their evolving experiences (Moriña 2017). Recent research in Irish higher education (colleges and universities) has looked at their experiences in a university setting (Spassiani et al. 2017; Kubiak 2017). This paper hopes to build on this research by uniquely looking at the library experiences of these students at third level.

Statistics show that, in Ireland, there has been an increase in the number of students with disabilities in higher education. A recent report puts that number at 6.2% of all students, with 0.145% being students with intellectual disabilities (AHEAD 2019).

Accessibility and the UN convention on the rights of people with disabilities

In 2018, Ireland agreed to put into practice the United Nations Convention on the Rights of People with Disabilities (UNCRPD 2006). This is a legal document and in Article 9 Accessibility, it explains that there should be guidelines about how to make access to public services, including libraries, better for students with disabilities.

It is important to consider that not many students with intellectual disabilities will be familiar with using a library, including a university library. This is because many people with intellectual disabilities have not attended university before and there is a lack of information about how students with intellectual disabilities use libraries. This is an issue in relation to their right to accessibility.

Accessibility refers not only to physical supports, like lifts and ramps for students with physical disabilities, but also appropriate “information, communication and other services” (UNCRPD, para 14 b). This poses a challenge for support services in higher education, including libraries. Traditionally they provide information in text-based books and journals, such as this one. Although increasingly available online, many resources are still only in print format, which can be challenging for students with visual impairments and students with intellectual disabilities. Without the correct learning resources some students may not succeed academically and consequently not complete their courses.

Certificate in Arts, Science and Inclusive Applied Practice (ASIAP)

Trinity College Dublin offers the only fulltime university course in Ireland for students with intellectual disabilities. In 2016, Trinity Centre for People with Intellectual Disabilities (TCPID) developed a new two-year certificate course in Arts, Science and Inclusive Applied Practice which aims to provide students with educational and social skills necessary for taking part in society and the workplace. Its inclusive approach has won teaching awards and its model has been adopted by other Irish third level institutions. Each year, approximately seven applicants are accepted onto the course. Students come either directly from secondary education or from other institutions. Many have sat state exams similar to GCSE and A levels.

Reason for library project

According to AHEAD, libraries play an important role in providing “an inclusive educational experience” (2019, 68). However, library usage by this student group was low and in 2018, two librarians decided to undertake a project to reverse this trend. From other library projects they knew the value of user experience in research and invited certificate students to become co-researchers in this real life, participatory research project thus ensuring student “control over processes, outcomes… and dissemination of the research project” (Kubiak 2017, 1). The project goal was for future students with intellectual disabilities to make more use of the library, when studying for exams, working on assignments, or when taking a break from studying during lunch. Six students, all contributors to this paper, agreed to participate.

Methods: project process

Our ethics application

The students agreed that it would be a good project to be involved in and wanted to make a video about their experience of using the library. The course co-ordinator and the librarians had to ask permission from the University to do this project. They completed an ethics form explaining the project, why it was needed, what it would involve and who would be invited to take part. This document was reviewed by the Ethics Committee in the School of Education. The Committee agreed that the project could go ahead. The librarians gave the students an information leaflet describing the project. Students were also given a consent form to sign if they wanted to be involved. The students who wanted to be involved signed the form and asked parents/guardians to sign also.

Our focus groups

Two focus groups were held. Focus groups are small discussion and feedback groups. At the first focus group meeting, the students talked about ideas that would be good to include in the video. The students were split into three pairs and had to think about how Trinity Library is different to other libraries and whether it helped students to learn. They had to write their answers on post it notes and flip charts.

The second time the students met the librarians in the Centre, they worked together on the video story. They came up with ideas for the script based on students’ answers from the previous meeting. The students were divided into two groups. Each group looked at two topics and had ten minutes to discuss each topic. Students were asked to imagine themselves in a particular situation in the library, for example, asking for help or borrowing a book.

Creating the video

Following this meeting the librarians contacted the students with a timetable for creating the video. They suggested roles people could take and a draft of the script was also sent. Students could suggest changes to the script. The students and librarians met for a third time. This meeting was in the library. This time students talked to the librarians about how they would do the video recording. They also agreed what role each person would have in making the video. Students rehearsed their roles all morning. Filming took place in the afternoon. This was done by a professional videographer, a person who makes short films using a video recorder.

Research findings

Focus groups and discussions revealed barriers to students using the library. Common themes around library anxiety (Mellon 2015) emerged:

• Finding your way around complicated buildings (signs, physical layout)

One male participant felt claustrophobic surrounded by tall bookshelves and confusing signs and felt he “would pass out”

• Knowing who library staff were and how to ask for help

One female student felt it was a sign of “failure” to ask for help

• Using library machines (catalogues and book borrowing)

Another male participant abandoned borrowing a book on the self- issue machines because he felt students in the queue were “impatient”. One other male participant felt it was easier to use Amazon to get a book than working out the library system.

• Fear of setting off the security alarms

One female student felt she would “panic” if the alarm sounded.

• Not feeling part of the library community

A male participant felt it was hard trying to use the library on his own.

In addition to these challenges, some students in the group who have autism, experienced sensory overload due to their extra sensitivity to lighting and noise levels as well as personal space issues. The idea of Library social spaces, where students meet and talk freely, did not appeal to one female student who felt it was “breaking the rules” of a traditional library and she was not comfortable with other students being too close to her.

Action research outcomes

It has been said that “at its core, action research is engaging in a desired action, something people really want to do together in a reflective manner, the outcomes of which are that the action is successful in some way and that good knowledge is generated that is practical and transformative”(Coghlan 2017, 2).

As well as the video guide, the team’s research has identified key facilitators for improving library accessibility for students with intellectual disabilities.

Visual communication

Video has been shown to be a useful medium for engaging with students with intellectual disabilities, who prefer visual learning. It reinforces peer learning through task-based demonstrations. By scripting and acting scenes students act as positive role models for other students on the course. Video representation of student groups can increase their sense of belonging to a library and university community. This was the basis for the University’s Equality office funding of the video project. Using students’ knowledge of and passion for film studies added to the success of the video production. As well as using video, the group has advocated for more plain language, visually based library brochures and website information.

Situated learning

In demonstrating typical library tasks such as entering/exiting the library with their ID cards, using the catalogue, asking for help, borrowing on machines or at the desk, students have helped to normalise these situations and learned themselves by doing.

Addressing sensory overload

Including a scene where the male actor reads a book in the Assistive Technology Information Centre (ATIC) shows future students where to find quiet, private study spaces. This helps address concerns around noise and personal space.

Welcoming space

The video shows scenes where students can use the library independently or as a space where they can also interact with staff and friends.

Library - not just books

Librarians on the team wanted to show the range of material available to students on the course including a large DVD collection which will be helpful for the course film studies module.

Conclusion

There has been a steady ripple effect from this project. At time of writing, library and university improvements for this group include: better borrowing rights, funding for appropriate library signage, new 3 D floorplans on the website, sensory surveys of university spaces, better staff awareness/relations, task-based library training and regular contact between librarians and certificate students. Student co-researchers have not only advocated for accessibility rights of their peers, they have been key players in bringing about real change.

Video links:

Getting to know Trinity Library: a guide for students with intellectual disabilities https://youtu.be/CZlCdMuNHmo

Reflections on Getting to know Trinity Library… https://youtu.be/kr5Wkq2-aOU

Disclosure statement

No potential conflict of interest was reported by the author(s).