Social inclusion is a complex and often misunderstood concept. For children with disabilities, research has documented the degree of loneliness, bullying and exclusion they often experience in their social lives. This paper presents the findings of a critical literature review on the social inclusion of children with disabilities. Study methods comprised rigorous criteria for study selection followed by established protocols for evaluating studies. Reputable rating scales were used to examine peer-reviewed research published within the last 10 years.
The aim of this research was to investigate how the term inclusion can be applied to the support of dyslexic students within higher education in England and Wales. It explored the additional support services offered to dyslexic students by academic libraries and whether they are moving towards a more ‘dyslexic friendly’ environment. The research investigated the following issues: 1. Whether the additional support services provided by academic libraries meet the needs of dyslexic students 2. How inclusive is dyslexia provision within academic libraries?
It is assumed that e-services support persons with disabilities in their everyday life by improving communication and interaction with healthcare organizations and whilst facilitating their social inclusion. AIM: The aim of this study is to examine the contribution of e-services in terms of how they diminish barriers and constraints on social inclusion. METHOD: A literature review was performed, covering the period between 2010 and 2016 (6 years). Only studies that discussed the social inclusion of people with disabilities or presented prototype solutions to this problem were included.
Academic libraries should be accessible to all students and relevant stakeholders. Students with print disabilities are found in many universities worldwide. This article examines the services and tools that are available at the North-West University (NWU) in South Africa. Literature was used to identify how services, signage, and tools that should be included in an academic library to ensure access for all. The study found that the NWU had limitations in terms of material and assistive technologies. A legislative framework promoting information access for the disabled people was explored.
The Census Bureau reports that 5.2 percent of school-age children (2.8 million) were reported to have a disability. The American Community Survey defines a person with a disability as a person having a “vision, hearing, cognitive, ambulatory, self-care, or independent living difficulty.” Per the American Community Survey, the most common type of disability diagnosed in school-age children is cognitive disability, which they define as “serious difficulty concentrating, remembering, or making decisions.”
Within the library profession, there is widespread support for access to libraries for people with disabilities. However, there is limited literature on the topic of access to public libraries for children with disabilities and their families and very little empirical research on this topic exists. This paper reports on an investigation of factors influencing access to public libraries for children with disabilities and their families from the perspective of the public librarian.
Information accessibility at online digital libraries is an essential requirement so people can use them independently. These are very common systems at Universities for sharing academic knowledge and for supporting learning. However, information accessibility to people with disabilities is not properly taken into account when designing and maintaining end-user interfaces and content.
Provision of library services to all users without discrimination is crucial to libraries in this century. Inclusive academic libraries provide services to all users regardless users’ disabilities. They enhance access and increase meeting the needs of all library users. The purpose of this study was to determine how inclusive are library services to the physically challenged students at Mzuzu University Library and St. John of God College of Health Sciences Library and how are these services similar or different.
This article explores library services and accessibility in public, school, and academic libraries from the perspective(s) of patrons who are differently-able. 1 For this study, five individuals, each of whom has unique experiences with disability and society, participated in in-depth interviews.
