Inclusive Library Services

Introduction

Libraries are secular, democratic institutions that procure knowledge, provide access and create spaces for engagement regardless of disparity. NEP 2020 emphasises equity, inclusion and universal foundational literacy, and inclusive library services put that principle into practice. ‘Inclusive’ means all-encompassing — covering policies, collection, facilities and services that promote equity, equality and accessibility for users who face limitations in accessing the library.

In a country as diverse as India, multilingualism and cultural diversity are reflected in every library activity. Diversity and inclusiveness are two faces of the same coin: if diversity widens the scope of the library’s use, inclusiveness deepens its reach to the unreached. The library, as an integral part of the school, must exhibit equity, equality and inclusion in every operation — from collection to facilities to services.

Inclusive Library Services

Inclusive library services are holistic — spanning policies, resource collection, infrastructure and information services — customised for those for whom accessing the library is difficult. IFLA’s Guidelines for Inclusive Library Services for Persons with Print Disabilities note that less than 10% of the world’s published information is fully accessible to persons with print disabilities. CILIP’s guide frames the library as ‘a place of wonder and safety… of dialogue and respect, tolerance and inclusion’ where cultures can meet and be reconciled.

Libraries and Organisations for Children with Special Needs

• Sugamya Pustakalaya — a collaborative effort of TCS, the DAISY Forum of India and NIEPVD providing 6,53,234+ accessible books across languages, with partnerships with Bookshare and the Accessible Books Consortium.
• DAISY Forum of India — a consortium of not-for-profit organisations producing and distributing books in accessible formats for persons who cannot read normal print.
• NAB Delhi (Sparsh) — makes books and learning materials accessible in Braille, large print and digital formats, accessible through Sugamya Pustakalaya.
• National Accessible Library (NIEPVD) — holds print, Braille and talking books with extension and circulation library services for visually impaired users.

Services for Children with Learning Disabilities

Librarians should be aware of common learning disabilities — Dyslexia (reading), Dysgraphia (writing), Dyscalculia (mathematics), Auditory Processing Disorder, Nonverbal Learning Disorder, Language Processing Disorder, Dyspraxia (motor skills) and ADHD (attention). Libraries worldwide offer models to adapt locally: the New York Public Library’s sensory-friendly programming; the NLS (Library of Congress) free audiobook and Braille service; and the National Library of Norway’s accessible literature service.

Given budget constraints, school libraries can collaborate with public libraries to share exclusive collections, facilities and services. Inclusive provision should be collaborative — sensitising the whole school community, inviting experts for talks, and partnering with counsellors and psychologists for library sessions that promote inclusiveness.

Designing Services for Children with Special Needs

• Physical infrastructure: wheelchair access, wide corridors, adjustable chairs, and Braille directions, floor markers and signage.
• Reading resources: Braille books, audiobooks and books of varied reading levels, plus picture books.
• Assistive technologies: JAWS (Job Access With Speech) and other screen readers, text-to-speech tools, e-readers with adjustable fonts, talking pens (OrCam Read 3, LingoPen/C-Pen), audio players and speech-recognition software; Google TalkBack is a built-in Android screen reader.

Procurement follows a clear path: needs assessment (with special educators and NGOs), checking available technologies (Samagra Shiksha, Accessible India Campaign, RCI-registered suppliers, CSR donations), trial/demonstration, approvals and costing, procurement (via GeM for government/aided schools) and training and integration. Free tools include NVDA, ORCA, Balabolka, Microsoft Narrator and Google TalkBack; paid tools include JAWS, e-readers and talking pens. Beyond hardware, sensitising staff about disabilities and inclusive communication is essential, and literacy activities must be offered to students with disabilities in suitable formats.

Inclusive Collections

With the three-language formula, school collections cater to at least two languages — and, in a land of diversity, should also reflect neighbouring states’ cultures, history and geography. Where funding is limited, collaborations with public libraries, prominent institutions or museums enable resource sharing. Families of migrant children can contribute resources in their language or culture, and oral histories can be recorded as AV material; state foundation days and festivals can be observed with displays and projects.

Useful resources include StoryWeaver (Pratham Books’ multilingual children’s stories), the International Children’s Digital Library (University of Maryland) and the National Science Digital Library (NSDL) for STEM.

Community Participation

Outreach builds community trust and promotes cultural and social literacy. Librarians can promote the library during parent-teacher meetings, annual day and special days. Specific outreach activities include:

• Literacy sessions for support staff (housekeeping, security, gardening, drivers).
• Giving out weeded-out books and complimentary copies; mobile vans for remote places; adopting nearby schools or villages for literacy aid.
• Parent and expert talks (armed forces, banks, industry) coordinated through the library; book donation drives in residential societies; philanthropist sponsorships for special collections.
• Local author book talks for fund-raising and event-management skills; partnering with NGOs (e.g. the Blind People’s Association) to create audiobooks or Braille books.

Promoting Equity & Social Inclusion

• Draw up integral, non-discriminatory policies (caste, creed, religion, region, financial background).
• Develop a just Collection Development Policy with resources reflecting inclusion, resilience and social justice; keep rules fair and inclusive; refer to IFLA and ALA documents.
• Encourage students from challenging backgrounds to lead events and appreciate their efforts publicly; invite local change-makers as guests; and maintain statistics to track and correct anomalies in access.

Challenges and Solutions

• Connectivity & budget: rural libraries may lack internet and operate on shoestring budgets — mitigated by resource sharing, donation drives and arrangements with public libraries.
• CPD gaps: few workshops focus on inclusive collections or services — portals like NISHTHA and DIKSHA should include exclusive training for school librarians on inclusive services, collections and assistive technology.
• Awareness: ignorant management can be addressed by school boards sensitising leadership and mandating essential resources and facilities; library veterans should share experience through articles and research.