Importance of Special Libraries for Adult Learners with Special Needs

1Michael Eskay, 1Bartholomew C. Nwefuru, 3Linus Okechukwu Nwabuko, 2Grace Ogechukwu Ugwonna and2Chinyere Loveth Chukwu1Department of Educational Foundations,2Department of Social Science Education,3Department of Adult Education and Extra-Mural Studies, University of Nigeria, Nsukka, Nigeria

Key words: Relevance, special libraries, adult learners,special needs, gadgets

Corresponding Author:Chinyere Loveth ChukwuDepartment of Social Science Education, University ofNigeria, Nsukka, Nigeria

Page No.: 2675-2677Volume: 15, Issue 13, 2020ISSN: 1816-949xJournal of Engineering and Applied SciencesCopy Right: Medwell Publications

Abstract: This study discusses the importance of speciallibraries for adult learners with special needs. Given thatthis group of students have learning limitations, designinglibraries that will address the limitation and cater for theirwellbeing is a holistic approach for general productivityamong them. For the enhancement of productivity andlearning equality, adult learners with special needs shouldbe provided with special libraries where they can accessadaptive gadgets for their learning independence.

INTRODUCTION

The moderation of learning environment to suit alllearners is a growing trend in education industry. The18-19th century witnessed low productivity andself-actualization amongst the challenged persons,especially, in the third world countries. According toLawal-Solarin[1], students with special needs are thoselearners who are prevented or limited from acting, relatingor socializing like their normal counterparts. To La,students with special needs are those restricted by onedeformity or the other from attaining equal educationalopportunities with their contemporaries. Stressing further,La stated that among these categories are studentswith speech and language disorder, hearing impairment,cognitive impairment, mobility and visual impairment.According to Bandyopadhyay, students with specialneeds are those with any history of incapacitation,handicapping among others who may find it difficult toaccess public library. Accordingly, Adamu[2] reported thatover 9 million physically challenged persons live in

Nigeria. In the view of Rubin[3], students under thecategory of special needs include the physicallyhandicapped, mentally retarded, blind and hearingimpaired among others. Family Center on Technology andDisability describes students with special needs as thosewith one limiting factor or the other which makes themdeficient in competing with nondisabled ones. BBT[4]

noted that eliminating learning difficulties faced by thedisabled is building accessible library with technologicalequipment like screen magnification support and screenreader among others. According to Iyoro[5] accessibility of information is very important to everyone andshould be prioritized regardless of individual differences.The study aims to discuss the relevance of speciallibraries for adult learners with special needs.

MATERIALS AND METHODS

It was through Google search and synthesis ofinformation from newspaper reports and journal articlesthat this study was drafted.

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RESULTS AND DISCUSSION

There is need for students with special needs to befully accommodated in the formal learning environmentby designing special libraries for them. Reacting, Okoli[6]

stressed that hostility of human environment isjeopardizing the adaptability and improved aspiration ofthe challenged learners. The avoidance of learningincapacitation among students with special needs candraw easy stimulation if the learning environment isproperly articulated. Accordingly, Ilayaraja andManoharan stated that creating learning environment freefrom discrimination will be advantageous to the learningstrength of student with special needs. Corroborating,Cox and Corrall[7] opined that rejection and isolation arethe key frustrating factors for improved learning amongstudents with special needs. The 2017-2018 report byNational Center for Education Statistics[8] reviewed thatover 7 million people in public schools within the age of3-21 received special education services under Individualwith Disabilities Education Acts (IDEA).

According to National Center for EducationStatistics[8], the introduction of IDEA is eliminatingclassroom and library learning barriers amongst peoplewith learning disabilities. Association of Specialized,ASCLA[9] stated that community-based and intellectualreinforcement could reduce the number of special childrenout of school. ASCLA[9] added that special library givesstudents with special needs full access to educationalinformation. National Center for Education Statistics[8]

describes special library as the type library which gatherscomprehensive and relevant information on a concernedsubject with best practice or organizing and sharinginformation to people that it is meant for on anticipationor demand. To Asghar and Shafique[10], special library isan information center for special group of persons withdisability, handicap and impairment. SIWG noted thatspecial library is made available to people with specificeducational needs. Benoyendra[11] stated that speciallibrary is centered on the literature of specific or particularfield or subject. In this regard, the information services ofspecial library include; special field, service and clientele.Benoyendra[11] further added that special library offerstwo services of gathering information from different fieldfor a specific function and giving information to peoplewith special needs.

To ensure learning independent and productivity ofindividuals living with disabilities, especially, adultlearners, there is need for an enabling environment wherelibraries will be equipped with adaptive features for easyaccess of information and coping[8]. National Center forEducation Statistics[8] restated that one of the fundamentalrelevance of special libraries is that it provides its userswith reference and instruction, assistive technology andweb accessibility. Das[12] opined that special library make

learning unique for the disabled, impaired and/orhandicapped because it usually equipped adult learners asit provides them with facilities such as cranktop tables,braille printer, JAWS screen reader, screen reader andmagnifier, scanner, kurzweil 300, braille displaykeyboard, natural speaking, talking typing, supernova,special keyboard, readit wand, NVDA and brailleembosser, magnifier mouse, BAT, foot mouse withprogrammable paddle, adjustable high power optical lensamong others.

According to America Library Association, speciallibrary is any library built, organized and managed bygovernmental or nongovernmental agency for addressingpeculiar issues of a specific group. Roy and Das was ofthe opinion that special library is essential because thoseincapacitated hardly access the normal library effectively.Technical solution implementation of special librariansmakes her members to acquire and share vital informationof their choice. Based on the scholarly postulation, speciallibraries:

C Tend to meet the information needs of userssatisfactorily

C Offer detailed information fasterC Inspire usersC Offer relevant information on anticipation and

demandC It provide them with needed information that would

transform themC It selects and secures important documents for

readershipC It makes secured document accessible through

cataloguing and classification of materialC It provides users with services of referencing through

emailing, posting and telephoning among othersC It allows them to learn independentlyC It enhance interaction with peers of equal abilitiesC The use of computer with or without teacher’s

assistance also boasts their hope of self-beliefC It offers them the opportunity of aligning themselves

with self-help books at the library and beyond

CONCLUSION

This study discusses the relevance of special librariesfor adult learners with special needs. Given that this groupof adult learners have learning limitations, designinglibraries that will address the limitation and cater for theirwellbeing is a holistic approach for general productivityamong them.

REFERENCES

01. Lawal-Solarin, E., 2012. A survey of library andinformation services to physically-challengedstudents in academic libraries in Ogun state, Nigeria.Lib. Philos. Pract., 1: 1-7.

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02. Adamu, S., 2009. New life for the physicallychallenged. The Nation Newspaper, Nigeria.

03. Rubin, J.R., 2002. Serving people with disabilities.American Library Association, Chicago, Illinois.

04. BBT., 2012. Inclusive libraries-a step towardsmaking libraries disabled friendly. Barrier BreakTechnologies, India.

05. Iyoro, A.O., 2004. Serial availability, accessibilityand utilization: Perception of in-training informationprofessionals in a Nigeria university. Nigeria Lib.Link, 11: 66-71.

06. Okoli, C.I.B., 2010. The plight of disabled Nigeriansand the need for mass enlightenment. Mobility Aidand Appliances Research and Development Centre(MAARDEC), Nigeria.

07. Cox, A.M. and S. Corrall, 2013. Evolving academiclibrary specialties. J. Am. Society Inf. Sci. Technol.,64: 1526-1542.

08. National Center for Education Statistics, 2019.Children and youth with disabilities. National Centerfor Education Statistics, Washington, USA.

09. ASCLA., 2001. Library services for people withdisabilities policy. Association of Government,Specialized and Cooperative Library Agencies,Chicago, Illinois.

10. Asghar, M.B. and F. Shafique, 2012. Serviceevaluation in special libraries of Bahawalpur: Acomparative study of GCT, QMC and UCET. Lib.Philosophy Pract., 1: 1-12.

11. Benoyendra, S., 2004. Training for speciallibrarianship in India. IASLIC Bull., 49: 208-213.

12. Das, A., 2017. Information support for thedevelopment of disabled persons with specialreference to the people of East Midnapore a districtof West Bengal India. Department of Library andInformation Science, Delhi, India.

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