ACCESSING LIBRARY SERVICES IN INSTITUTIONS OF HIGHER LEARNING: THE EXPERIENCES OF ZIMBABWE OPEN UNIVERSITY STUDENTS WITH DISABILITIES

Sylod Chimhenga

Abstract


This study sought to examine the experiences by students with disabilities in accessing the library at Zimbabwe Open University, Bulawayo Campus.The survey design was used to examine the experiences of students with disabilities in accessing library services at Zimbabwe Open University library.The sample for this study consisted of twenty-five students with disabilities who have access to Zimbabwe Open University library and ten library staff members who are in contact with the students. These participants were used in this study because they have experiences on how students are accessing library facilities at Zimbabwe Open University library. Questionnaires were used in this research in an effort to reach the respondents.The respondents indicated that, the entrance, restrooms, stairs, elevators and special rooms of the library are not easily accessible to students with disabilities. The library needs to have specially trained staff that assists students with special needs. The library should be stocked with modern equipment like computers with JOS connected to the Internet, books in Braille, books on cassette or CD’s, for use by students with visual impairment, and also, closed caption decoder, hard-wired, personal FM system and telecommunication devices for the hearing impairment. 

 

Article visualizations:

Hit counter

DOI

Keywords


disabilities, library, library services, special needs, students with disabilities

References


Beaton, M. (2005). Glasgow city council: Library, information and learning services for disabled people in Glasgow. Library Review, 54(8), 472-478.

Davis, M.H. & O’Brien, E., (1996) ‘Profile of persons with disabilities in Medicare and Medicaid’, Health Care Financing Review 17, 179–211.

Hall, T., Healey, M., & Harrison, M. (2002). Fieldwork and disabled students: Discourses of exclusion and inclusion. Transactions of the Institute of British Geographers, 27(2), 213231.

Harrison-Felix, C. (2001). The Craig Hospital Inventory of Environmental Factors: The Center for Outcome Measurement in Brain Injury. http://www.tbims.org/combi/chief

Hinton, C. A. (2003). The perceptions of people with disabilities as to the effectiveness of the Americans with Disabilities Act. Journal of Disability Policy Studies, 13(4), 210-220

Mandesi, G.K. (2006, November 20-21). UN Convention on the Rights of Persons With Disabilities: How Will it Provide Opportunities for Persons With Disabilities in the South. Paper presented at the Workshop on European Disability and Development, Brussels, Belgium

Pakistan (2001). 1998 Census of Pakistan. Islamabad: Population Census Organization

Papworth Trust (2011). Disability in the UK: Facts and figures. Retrieved from http://www.papworth.org.uk/downloads/headlinestatisticsondisabilitynew Accessed 12 February, 2017

Reynolds C.R. and Janzen E. L. (eds) (2007) Encyclopedia of Special Education: A Reference for the Education of Children, Adolescents with Disabilities and Other exceptional Individuals Volume I, John Willey and Sons : New Jersey

United Nations (UN), 2006, Convention on the rights of persons with disabilities and optional protocol, New York: United Nations,

Weedon E, Riddell S, Fuller M, Healey M, Kelly K, Georgeson J, Roberts H 2008. Disabled Students in Higher Education: Experiences and Outcomes. London: Routledge




 

 

 

 

Copyright © 2015. European Journal of Special Education Research (ISSN 2501 - 2428) is a registered trademark of Open Access Publishing GroupAll rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).