Libraries at University of Nebraska-Lincoln
Date of this Version
2021
Abstract
Neuro-developmental disorders (NDDs) are becoming increasingly prevalent among the children population and are the underserved groups in the schools and other learning institutions like a library. The high prevalence of children living with NDDs also highlights the need for the inclusion of children victims in all learning opportunities and supporting them to attain their maximum possible potentials. As the children are increasingly being included in library services, there is a need to know how knowledgeable the children librarians are about NDDs and their attitude towards children with NDDs and their inclusion in library services. Using a qualitative approach, this study sought to investigate the knowledge and attitude of children librarians towards children with NDDs. Four children librarians working in a University children's library in a suburban area in Nigeria participated in an in-depth interview. Data collected were deductively analyzed based on the social model of disability. The result indicated that five themes explained the knowledge and attitude of children librarians towards children with NDDs, including poor knowledge, negative attitude, low expectation of the children, lack of facilities for inclusion, and lack of training on NDDs. The implication of these for inclusive library services was highlighted, including the provision of a supportive library environment and training of library personnel for inclusive library services for children with NDDs. It was concluded that children with NDDs are excluded in children’s library due partly because of poor knowledge and negative attitude of children librarians about NDDs such as autism and ADHD. Low expectations for children with NDDs and lack of facilities also challenge the inclusion of children with NDDs in library services.