What Tamar Learned at PLA: "Serving Library Patrons with Learning Differences"

Wow, if anything will make you try a little harder to seek out patrons wandering in the stacks, this will. Some of the learning differences that affect how and if our customers use the library are dyslexia, visual dyslexia, auditory dyslexia, scotopic sensitivity syndrome (eyes literally shake, blur, don't focus), and nonverbal learning disabilities (inability to process nonverbal cues). The way we as staff can see that our customers might be having difficulty is by these clues: difficulty with text-based instructions and forms, viewing the library as a text-based institution and therefore not using the library, needing assistance learning to read fluently or completing reading assignments, difficulty finding/understanding higher-level text, difficulty matching call numbers and titles to the books themselves (especially horizontal spines), not able to complete books in allowed borrowing times, unable to read reference material for long periods at a time, difficulty reading small print or unusual fonts or black on white print, prefers reading with softer lighting, difficulty taking notes from reference materials, difficulty using library matierials for written assignments or projects, difficulty remembering sequences, confusion with directionality, difficulty focusing on the screen and seeing small fonts and shapes, difficulty transcribing information to or from the computer, talks out loud while reading or finding material, asks the same question many times, becomes disoriented or cannot navigate the library, and asks to check out more than allowed number of items. Imagine having some or all of these obstacles to face each time you visit the library?!?!?! Listening to how hard it is for some people to use the library makes me want to cry, since the library has been a haven for me since I was a child. I hope and wish that each person has the same wonderful, welcoming experiences at the library that I've always had. Unfortunately for people with learning differences, that often does not occur. There is a lot we can do to make a trip to the library a less stressful event, even a joyful one! Some suggestions the speakers at this session had were: offer orientations where applications are filled out by staff and library overviews are given, put forms on the computer with audio output and word prediction software, buy more books on tape/CD, buy more VHS/DVD, collaborate with schools to support students with disabilities in homework, encourage literacy programs to provide support around workplace specific tasks (memos, timesheets), purchase books for adults who have lower reading levels, expand the closed caption collection, provide shaded grids for transcribing call numbers and titles, use pictograms for locating materials and navigating the library, display LD relevant material in easy to navigate areas of the library, display materials in front facing fashion, enlarge call numbers on spines, extend borrowing times for patrons with disabilities, allow reference materials to be saved for longer periods of time, allow disabled patrons free photocopying to enlarge and take home copies of ref materials, have materials archived electronically with alternative formats and speech output, supply "reading pens" or electronic spellers, consider lending assistive technology, provide colored overlas and supply card rulers to aid eye tracking, have non-fluorescent/adjustable lighting for reading spaces, provide portable, electronic note takers, install word prediction or abbreviation/expansion software, install Inspiration or other essay mapping software, provide voice recognition software and allocate space/time for voice recognition users, encourage use of magazines and materials with graphic/pictorial reinforcement, allowed extended computer times for disabled patrons, avoid referencing left/right, label directionality on computers and mouse pads, provide large, high contrast keyboard and number pads, display visual summaries of common tasks that require sequences (ex: saving a file, accessing e-mail), install text holders onto monitors for easy transcribing, set up personal screen profiles with larger, simpler fonts and alter screen/text color, have places and times for engaging in multi-sensory learning (ex: talk aloud spaces, discussion rooms, interactive or multimedia spaces), understand that you will have to repeat information, use concise and consistent language, stay with someone until they have actually located the wanted item (don't simply direct them), avoid using left/right or numbers when giving directions, and assist in screening for appropriate material. As you can see, there's a lot we as a library can do to make a library easier and more productive for people with LD. I'd be very willing to help implement some of these accomodations.