35 Library Servicesfor the Specially-abledPersons
Mr Mitesh Kumar Pandya
I. Objectives
Objectives of this module is to impart knowledge on following aspects of library services for specially abled users of a library:
i) “Equity of Access” to the visually impaired users;
ii) to provide access to the information sources to specially abled users;
iii) to explore usage of assistive services and technologies for specially-abled persons; and
iv) To train the library staff in providing information services to the physically challenged users.
II. Learning Outcome
After reading this module, participants would be able to comprehend the followings:
i) Technological tools and services that can be instrumental in providing access to information resources to specially abled users of the library; and
ii) User friendly access of information.
III. Structure of the Module
1. Introduction
2. Indian Scenario
3. International Status
4. Acts, Regulations and Academic Support Special Services
5. State of the Art Library Services to the Visually Impaired People
6. Summary
1. Introduction
The high-level commitment is required on part of libraries to ensure access to full range of their services and facilities to their user community irrespective of their differential abilities. The libraries have recognized their role in providing information resources to one and all. Assistive services and technologies that are now available in the market place facilitate them to accommodate requirements of individuals with disabilities. It is usually easy for a librarian to identify individuals with disabilities who need assistance. Users with disabilities will visit the library only it is open to the public and well trained staff is available to help to find the desired information. When a person arrives in the library on a wheel chair or using a white cane, the library personnel could make out, what type of assistance he might need in order to access information resources in the library. When a person who is blind uses speech output technology within a library but cannot access certain resources because of their inaccessible design. Library staff can observe patron’s difficulty and make themselves available to read screen content.
Access to information is major problem for the disables in India. The visually impaired in India, till today, depend on two primary sources for their information, i.e. I)Braille Books; and ii) Talking book service. However, today ICT has helped to reduce the digital divide between sighted and the blinds by providing information onto their desktop. ICT and its tools are highly flexible and provide great scope for usage by persons with one of other kind of disabilities. Information available to normal users is now available to the persons with various kind of disabilities. It is evident that those who are computer literate are able to gain education, and empowerment as compared to non-literate in technology. However, even with all these technologies, the specially abled users are facing problems in accessing information because of the fact that libraries are not equipped with such technologies and library staff are either not aware of such technologies or are not trained to use them. This module deals with such assistive services and technologies and their use.
2. Indian Scenario
According to the Census 2001, there are 21 million people with disabilities in India who constitute 2.1 per cent of the total population. This includes persons with visual, hearing, speech, locomotor and mental disabilities. Moreover, 48.5 per cent of disabled population comprises of visually impaired persons.
India is trying to empower its disabled citizens. All possible support is being provided to the persons with disabilities either by enacting a special Act, or by executing a ‘National Policy for Persons with Disabilities, 2006’, or by providing reservations in education, employment, government schemes and programmes or establishing institutions and organizations. In addition to the legal framework, extensive national infrastructure has been developed including the ‘National Institute of Visually Handicapped in Dehradun’ with an aim of empowering persons with disabilities with appropriate skills. Given this background, it is evident that India is committed to support, encourage and empower its large population of specially-abled persons. A brief account of such initiatives and efforts are given in this module.
3. International Status
Developed countries such as USA, Canada, UK and several European countries are fully equipped to cater to the requirements of persons with disabilities. Most of the universities and institutions in these countries are providing access to information to disabled persons by enacting law or by formulating national policies. Most educational institutions have state-of-the-art technologies to assist in the process of information access. All such institutions have disabled person friendly infrastructure, information communication tools, facilities, services, and trained man-power. The government departments, institutions, libraries, corporate houses, foundations and NGOs have disabled-friendly websites and portals.
4. Acts, Regulations and Academic Support
The Government of India, Ministry of Human Resource Development, Department of Education (2005) in its ‘Action Plan for Inclusive Education of Children and Youth with Disabilities’ has mentioned its goal is to “Recognizing Education for All children as a Fundamental Right, to ensure the inclusion of children and youth with disabilities in all available mainstream educational settings, by providing them with a learning environment that is available, accessible, affordable and appropriate to help develop their learning abilities.” All possible support is being provided to the persons with disabilities either by enacting a special Act, or by executing a ‘National Policy for Persons with Disabilities’, 2006 or by providing reservations in education, employment, government schemes and programmes or establishing institutions and organizations. Some of the important acts and initiatives are given below.
4.1 National Policy for Persons with Disabilities, 2006
The National Policy for Persons with Disabilities, 2006 recognizes persons with disabilities as valuable human resource for the country and seeks to create an environment that provides those equal opportunities, protection of their rights and full participation in society. The policy focus on the following aspects:
i) Prevention of Disabilities: In Large number of cases disability is preventable, there is strong emphasis on prevention of disabilities. Programme for prevention of diseases, which result in disability and the creation of awareness regarding measures to be taken for prevention of disabilities during the period of pregnancy and thereafter will be intensified and their coverage expanded.
ii) Rehabilitation Measures: Rehabilitation measures can be classified into three distinct groups, i.e. I) Physical rehabilitation, which includes early detection and intervention, counseling & medical interventions and provision of aids & appliances. It will also include development of rehabilitation professionals; ii) Educational rehabilitation including vocational education; and iii) economic rehabilitation for a dignified life in society.
4.2 Persons with Disability (Equal Opportunities, Protection of Rights and Full Participation) Act, 1995
The Persons with Disabilities (Equal Opportunities, Protection of Rights and Full Participation) Act, 1995 has come into force since February 7, 1996. This law is an important and significant step in the direction of ensuring equal opportunities to people with disabilities and their full participation in the nation building. The Act provides for both preventive and promotional aspects of rehabilitation like education, employment and vocational training, job reservation, research and manpower development, creation of barrier-free environment, rehabilitation of persons with disability, unemployment allowance for the disabled, special insurance scheme for the disabled employees and establishment of homes for persons with severe disability.
4.3 Support from the University Grants Commission
The University Grants Commission (UGC) is also supporting selected university departments and colleges of education in the country to offer special education, with financial assistance available under the programme on “Integrated Education for Disabled Children” by the Ministry of Human Resource Development, Government of India. The UGC had started the scheme of assistance to universities/ colleges to facilitate Teacher Preparation in Special Education (TEPSE) and Higher Education for Persons with Special Needs Differently-abled Persons (HEPSN).
4.4 Advocacy from the National Knowledge Commission
The National Knowledge Commission in its report on “Right to Education” has recommended that “school education must be provided to all, which necessarily also requires that children of the disadvantaged, landless and minority communities must also be integrated, along with children with disabilities or special needs. This requires that there should be no distinction made in terms of type of schooling provided within the government system, for children from different social, economic and cultural backgrounds. The model bill has the potential of creating a parallel and discriminatory system of schooling which can result in stratification of the education system for children from disadvantaged communities and backgrounds, because it requires only provision of non-formal education in such cases, rather than mandating the provision of regular schooling. Obviously, in all cases, the school system should be flexible enough to cater to particular needs of people.”
4.5 Institutional Initiatives
The report on manpower development published by the Rehabilitation Council of India reveals that more than 1,00,000 teachers will be needed in the next ten years to cater to the educational needs of disabled children in schools. Bachelor’s and Master’s level teacher programmes are needed for preparing teachers to help disabled children realize the objective of education for all.
In addition to the legal framework, extensive infrastructure has been developed in the country. The following seven national Institutes are working for development of manpower in different areas, namely:
i) Institute for the Physically Handicapped, New Delhi.
ii) National Institute of Visually Handicapped, Dehradun
iii) National Institute for Orthopedically Handicapped, Kolkata
iv) National Institute for Mentally Handicapped, Secunderabad.
v) National Institute for Hearing Handicapped, Mumbai
vi) National Institute of Rehabilitation Training & Research, Cuttack.
vii) National Institute for Empowerment of Persons with Multiple Disabilities, Chennai.
Besides, there are five Composite Rehabilitation Centres, four Regional Rehabilitation Centres and 120 District Disability Rehabilitation Centres (DDRCs) providing various kinds of rehabilitation services to persons.
IGNOU, New Delhi has established the National Centre for Disability Studies in November 2006 with the mission “to provide quality education at the doorsteps of the learners including persons with disabilities”. The specific mission of the centre is to strengthen the potentials of persons with disabilities and build their capacity which may help their mainstreaming in the society.
Many institutes and universities like University of Delhi, Jawaharlal Nehru University, and Tata Institute of Social Sciences, St. Xavier College, Mumbai and others have established “Information Centre for the Visually Challenged People”. Therefore, it is evident that, across the country few universities and colleges have already succeeded in their initiatives to establish such a centre or unit for their visually impaired people, scholars and staff.
4.6 Significance
Higher education in India is at the dawn of complete reforms. The reports of National Knowledge Commission, Prof. Yash Pal Committee and Ministry of Human Resource Development (Government of India) include an “Action Plan for Inclusive Education of Children and Youth with Disabilities” that reveal role and importance of the persons with disabilities. India at large has to realize the potential of such disabled youth in general and visually impaired persons in particular.
At this juncture, this is very important to formulate a national policy and guidelines for establishing “Learning Resource Centre for the Visually Impaired People” in every university and institute. This will be a big leap towards fostering ‘inclusive education’ in the higher education system of the country. Thereby, the visually impaired people, research scholars, and faculty will be empowered by having access to their requisite information sources and services.
4.7 Services for Specially Abled Persons
Library may offer various services to the differently abled persons and encourage them to make effective use of library services. General services for all kind of disabled persons are, I) Home delivery of various service to persons who are not able to come to the library; ii) Outreach services to persons who are working in various institutions; and iii) Reading/teller service for clients having reading difficulties, etc.
5. Assistive Technologies and Services
Blinds and partially sighted users must have access to print resources in alternative usable formats. Although technology enables access, adapted materials such as audio textbooks are not readily available. Adaptive technology magnifies print or transforms it into audio or tactile forms, while speech synthesizers verbalize electronic resources.
Technology can be deployed to help the blind in the workplace, classroom, or the management of their home. Standard personal computers can be modified using large print, speech, or Braille adaptations. Adapted computer systems can be used to send and receive electronic mail, browse web pages, compose documents, work with spreadsheets and databases, and much more. The “Technology for the Blind Program” also provides adaptive devices such as talking and large-print calculators, Braille writers, four-track tape recorders, note-takers, and other specialized adaptive devices for use in the workplace.
World Wide Web Consortium (W3C) defines assistive technology as “software or hardware that has been specifically designed to assist people with disabilities in carrying out daily activities.” This definition is quite broad to accommodate a wide range of technologies available. However, it is evident that the focus of W3C is firmly on web and HTML because of the proportion of information dedicated to making HTML accessible. Below is a brief account of widely used assistive technologies:
5.1 Assistive Services for all Types of Disability
General assistive technology includes DAISY format readers and text to MP3 converters as mentioned below:
i) DAISY format readers: e.g. Victor Reader, Victor Reader Soft from VisuAide, LP Player from Labyrinten Data
ii) Text to MP3 Converters: e.g. Text Aloud
5.2 Assistive Services for Users Having Learning Disabilities
Assistive technology suitable for learning disabilities include scanning, reading and writing software and reading software as mentioned below:
i) Scanning, Reading and Writing Software: e.g. WYNN, Kurzweil 3000, Kurzweil 3000 for Mac, Text Help
ii) Reading Software: e.g. CAST eReader
5.3 Assistive Services for Partially Blind Users
Assistive technology suitable for partially users include screen reading software, screen magnification software, brailed-based software, scanning, reading and writing software and reading software as mentioned below:
i) Screen Reading Software: e.g. JAWS for Windows, Window-Eyes, CAST eReader, Text Help
ii) Screen Magnification Software: e.g. Zoom text, MAGic
iii) Web Access Software: e.g. Connect Outloud, IBM Home Page Reader
iv) Braille Note takers, Embossers & Displays: e.g. Freedom Scientific Power
Braille and Braille’ n Speak, Braille Lite, Type’ n Speak, and Type Lite products; Pulse Data, Braille Note and Voice Note products
v) Scanning, Reading and Writing Software: e.g. OPENBook, Kurzweil 1000
vi) Scanning and Reading Hardware: e.g. SARA
5.4 Assistive Services for Blind Users
Public libraries can provide library services to visually challenged using various tools and techniques. Some of them are listed below:
i) JAWS Pro Talking Software: Jaws Pro Talking software is used for converting a normal PC into a talking PC enabling visually-impaired users to operate computers independently including Internet Access. The software also trains visually-impaired persons on using the computer.
ii) Kurzweil 1000 OCR Reading Software: The software provides excellent support to blind people in reading any printed book from the library without help of a volunteer reader. The software is used in combination of a scanner and a PC.
iii)Magic Magnification Software Pro: The software is useful for enlarging the screen from 2x to 16x enabling users with low vision to view the monitor screen as well as use the add-on support tools for enhancing visibility.
iv) Talking Typing Teacher Pro: Talking Typing Teacher Pro is specially designed for assisting blind in learning keyboarding skills and gaining typing speed in a systematic manner. The software comes with complete guidance and practice lessons. Since the program also has a complete display of all lessons, even the people with low vision can read and learn to type.
v) Braille Scanning Software – OBR (Optical Braille Recognition): Optical Braille Recognition (OBR) is a Windows-based software program that allows users to ‘read’ single and double sided Braille documents on a standard A4 scanner. It scans the Braille document, analyses the dot pattern, and translates it into normal text that it presents on the computer screen.
vi) Prisma Magnification Device for Low Vision: Prisma (Fig.1) is a full color video magnifier with a stylish, adjustable camera stand and integral table that allows a tremendous range of magnification in convenient sizes. The simple controls allow one to view in full color or enhanced reading modes. Magnification is achieved by raising or lowering the camera and re-focusing with the large focus control located on the top. Prisma uses a standard TV for its display. As such, it can be transported anywhere as per the user’s convenience. The clearance under the camera allows one to write easily and even perform hand tasks such as needlework or carving.
vii) Zoom-Ex Instant Text Reader: Zoom-Ex (Fig.2) is a small portable device that uses the new generation motion sensor technology in combination with its proprietary Zoom Office software to make scanning and instant reading of text fast and easy. As soon as a book is placed under the highly sensitive camera,user starts reading or listening instantly and that too with an Indian Accent Voice. With every turn of a page, the camera takes a snapshot of the page automatically. It then converts these photographic images to readable text. A book of 200 pages is ready in 8 minutes.
viii) Index Basic D Braille Embosser: Index Basic D Braille Embosser is low-cost, high-speed, double- sided tractor feed continuous sheet, new generation technology Braille embosser. Important features are: it produces 2 pages i.e. front and back at the same time; uses Tractor Feed paper which can be spiral bound using plastic wire making it very economical; does not require any special binding equipment; supplied with an acoustic cabinet. The acoustic cabinet is very important for reduction of noise level during printing as well as protection of the printer from heat and dust. It also enables collection of the paper in an orderly manner.
ix)Freedom Scientific’s SARA: Freedom Scientific’s SARA (Scanning and Reading Appliance, Fig.4) is an affordable and easy-to-use solution for reading a wide variety of printed material including books, mail, newspapers, magazines, etc. SARA uses the latest in advanced optical character recognition technology to scan text and then read it aloud in crisp and clear speech. SARA automatically stores and remembers the contents of hundreds of thousands of scanned pages.
5.5 Assistive Services for Deaf & Dumb
The following assistive services can be offered to users with speech and hearing disability:
i) Information in sign language or displaying videos
ii)Information via text telephones and/or email
iii)Information through the library’s accessible website (audio information should also be available as text)
iv) Easy-to-read text for patrons who were born deaf or became deaf before acquiring language skills
5.6 Assistive Services for Persons with Reading Difficulties
The following assistive services can be offered to users with reading disability:
i) Information written in an easy-to-read text
ii) Information via audio/video tape, CD/DVD, or in Daisy format
iii) Information through the library’s website
5.7 Assistive Services for persons with Physical Disabilities
The following assistive services can be offered to users with physical disability:
i) Information on audio/video tape or on CD/DVD or in DAISY format
ii) Information through library’s website
5.8 Assistive Services for Cognitively Disabled Persons
The following assistive services can be offered to users with cognitively disable persons:
i) Information in an easy-to-read format
ii) Information via audio/video tape, CD/DVD, or in DAISY format
iii) Information through the library’s website
6. Summary
The module describes tools and techniques that could be used for serving specially able users in the library. Physically as well as visually challenges individuals have a right to education and other academic advancements in India. They should be regarded as an integral part of the national development process. It is, therefore, important that learning materials such as books, journals, databases and other relevant information sources are made accessible/available to them in readily usable formats. So far, the visually-impaired individuals have been deprived of most of the information sources in print format accessible to people with vision. As such, visually-impaired individuals in such situation are dependent on volunteers or escorts to read printed material to them.
Census 2001 report says that there are 21 million people with one or other kind if disability which is 2.1% of overall population of India. Thus, public library could play a vital role in serving the people having disability by applying various tools and techniques elaborated above.
References
- Angadi, Mallikarjun & Koganuramath, Muttayya (2009). ICT Facilities and Services at M. K. Tata Memorial Learning Centre for Visually Challenged. Proceedings of 7 th International CALIBER, INLFLIBNET Centre, Ahmedabad.
- Australian National Training Authority (2005). Adaptive and assistive technologies in e-learning. p.3.
- Burgstahler, Sheryl (2004). Making Electronic Resources Accessible in Libraries. Do – IT resources, University of Washington., p.1 http://www.washington.edu/doit/Brochures/Technology/libsrv.htmlIGNOU.
- National Centre for Disability Studies (NCDS) http://www.ignou.ac.in/ncds/index.htm
- India (1996). Persons with Disability (Equal Opportunities, Protection of Rights and Full Participation) Act, 1995. http://www.socialjustice.nic.in/disabled/act.htm, http://www.ccdisabilities.nic.in/Act%201.htm Irvall, B., & Nielsen, G. S. (2005). Access to libraries for persons with disabilities – Checklist (No. IFLA Professional Reports, No. 89) (p. 18). The Hague: International Federation of Library Associations and Institutions.
- Ministry of Social Justice and Empowerment. (1996). The Persons with Disabilities (Equal Opportunities, Protection of Rights and Full Participation) Act, 1995. Retrieved November 19, 2015, from http://socialjustice.nic.in/pwdact1995.php
- Ministry of Social Justice and Empowerment. (2006). National Policy For Persons with Disabilities. Retrieved November 19, 2015, from http://socialjustice.nic.in/nppde.php?pageid=3
- National Centre for Promotion of Employment for Disabled People. (2005). National Centre for Promotion of Employment for Disabled People: Inclusive Education. Retrieved November 19, 2015, from http://www.ncpedp.org/eductn/ed-isu2.htm Office of the Registrar General & Census Commissioner, India. (2011). Census of India: Disabled Population. Retrieved October 30, 2015, from http://censusindia.gov.in/Census_And_You/disabled_population.aspx
List of Websites
- https://www.w3.org/WAI/
- https://www.w3.org/WAI/intro/indieui.php
- https://www.w3.org/WAI/eval/preliminary.html