Disability and neurodiversity in the academic library: Fostering new and continuing engagement

Date Created

Summer 7-1-2024

Abstract

We are now 34 years out from the initial enactment of the Americans with Disabilities Act (ADA) (1990), a landmark piece of federal legislation that made education at every level from preschool to graduate school and meaningful employment accessible to people with apparent and non-apparent disabilities. In higher education, and specifically in the academic library, disability accommodations are now an integral part of the life of both students and staff. During my professional internship as part of my MLIS degree at Kent State University, I developed and delivered a tour of the primary academic library, its in-person and online services, and its website for incoming first-year and transfer students with disabilities at Colorado State University, a large, public, land- and space-grant university. The considerations used to develop this programming and its broad impact are discussed here, along with ideas for ongoing support of students with disabilities, and particularly students with non-apparent and executive function disabilities and neurodiversity such as Autism spectrum conditions.

Publication Title

Public Services Quarterly

Document Type

Article

Volume

20

Issue

3

First Page

217

Last Page

224

DOI

https://doi.org/10.1080/15228959.2024.2367530

ORCID ID

https://orcid.org/0009-0001-1171-6325

Keywords

Neurodiversity; Disability; Disabilities; Undergraduates; Mentoring program; Autism; Academic libraries; Adaptive technology; Accessibility; Peer mentoring; Third space; Library orientation

Publisher

Taylor & Francis

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