Libraries & Autism
Course
The Library Environment [9:04]
Take a moment to survey or think about your libraries environment. Pay particular attention to those things you think you might be capable of changing immediately and note those that you would like to include in a strategic plan.
Earlier I described how individuals with autism often enjoy coming to libraries and consider them to be comfortable and safe. The physical environment of the library is a major factor in this perception. Libraries are organized calm, self directed and generally consistent. While no two individuals with autism are the same, many of them benefit from the predictable roles, independent access, and systematic layout of the materials found in libraries.
Look around your facility. What do you see? Open spaces? Big windows? Bright fluorescent lights? Colorful displays and bulletin boards full of community information? A visually stimulating and inviting place to learn or relax? Interestingly libraries may present unexpected environmental challenges for individuals with autism spectrum disorder because of these features. For example, bulletin boards with a wide range of information may appear chaotic and overwhelming. People with ASD are often visual learners. But they also have difficulty with unwritten cues that may come naturally to others, such as taking a quick look around the room and focusing in on what is important to them.
Some of our current library physical layouts are challenging rather than inviting for individuals with ASD. Familiarizing yourself with these potential distractions will help you to provide the most conducive setting for library visitors with autism. You may find that many of the environmental arrangements that support students with ASD will also be useful to other students. While many students can quickly scan the environment, analyze and select the relevant details while ignoring the irrelevant ones, others benefit from clear consistent and organized information to determine what to do, where, and how.
One of the resources provided to you in this webinar is a checklist to evaluate your libraries environment. With any physical space, there are features that can be changed easily and immediately and areas that might have to be studied and modified over time.
A strength of many libraries is the use of signs, to label collections and provide direction. As you complete your environmental checklist, think about your signs and visual displays. Do you have a map on the wall or calendar displayed full of library events? What about clear signage about library processes such as the book return, in house material return, or check out. If you answered yes, you are probably already using some form of visual support. If possible, reduce fluorescent lighting.
Fluorescent lighting presents a particular challenge to individuals with ASD, as they often can hear them buzz and are sensitive to flickering. Turn off some of the lighting or try to replace with softer lighting options if your situation allows. Reducing fluorescent lighting should be a goal for many buildings. LED lights, while perhaps more expensive initially, require less maintenance, provide a softer light, use less energy, and last much longer.
If you must retain fluorescent lighting, make sure the bulbs are replaced often as new bulbs allow for less irritating sensations. There are also covers that may be purchased for fluorescent lights that help to reduce irritation. Try a search online for options.
You may want to provide a simple map with either photos or labels designating key places of interest, include restrooms and water fountains in the quiet spaces you have available, laminated copies can be used by the student or for other students is needed. Apps or digital floor plans offer structure for individuals who prefer independence. There are a number of free apps and websites available to create such floor plans. One example can be found at www.floorplaner.com.
Visual parameters are important in the library setting. To help individuals with ASD understand boundaries and expectations within the physical environment, think about your help desks, check out stations, or other areas where individuals may congregate for access to materials or for assistance from a librarian. Is there a specific place in your library where students line up for check out? Defining this with a sign and then defining the boundaries with a line or a roped off area, might help not just those with autism but everyone understand where to wait in line rather than crowding the desk for library services.
Individuals may prefer a quiet or less congested area. A consistent and predictable home base within the library can serve as a readily accessible location in which a person with ASD can work with reduced distractions and access support if needed from a librarian. An unoccupied room could be made into a break space. But if building space is tight, an area where noise would not impact other students' library experience could also be designated. With a safe space, individuals with ASD can take a break away from the crowd, rejoining them when the challenging situation has passed.
The quiet space can be visually structured by strategically placing cabinets, shelves, sofas, tables, or chairs together near blank walls. Shades might be placed over windows and lighting could be softened. Break spaces can also be defined by a bean bag chair, a rug, rocker, or tape on the floor. Partitions can help which can be purchased or inexpensively made from fabric and PVC pipe. Librarians and library staff might open up this opportunity.
Visual supports can take many forms. A visual support is any picture sign or item that can guide an individual toward the completion of a task or routine.
Common visual supports that are already present in your library might include signs over the restroom and circulation desk or even the library map that greets incoming visitors.
Visual activity schedules and supports have been found to be highly effective in helping people with ASD transition between activities, prepare for changes in routine and increase their independence during the day. Wall mounted monitors that provide an updated list of activities or events in the library will be very useful to students with ASD. Simple print that is easy to read, provides a structure of schedule for the visit. Visual supports don't really need to be expensive or time consuming to create. One example of an adjustable visual support, might be the time line for children story time, which could be placed on the wall every week and removed when story time is over.
Be careful that all of your visual aids are truly necessary. Too many signs can create clutter and be a source of sensory overload.
When designing or assessing physical and online environments, you might consider applying the principles of universal design. Universal design operates under the assumption that all individuals, not just those with special needs, will benefit from carefully planned accessible places and spaces.
Instead of designing physical spaces or websites for the typical user, the principle of universal design dictate designing for a broad range of users. Some example include those that I have already mention. Such as using high contrast, clear print signage, providing a private study room for those who are distracted by surrounding. And ensuring computer desks and chairs are adaptable for different user heights.
More recommendations about how libraries can implement the principles of universal design, can be found through the University of Washington's DO IT Checklist, which is one of the resources in your bibliography.
The library environment might be designed as a lively, colorful, inviting space. However, these visual elements might be overwhelming to a student with ASD. This lesson gives an overview of what aspects of the library environment might be distracting to students with ASD and how the librarian might design the space to be more approachable for all students.
Use the templates in the Resources below to conduct a SWOT analysis and Environmental Analysis of your library. Based on your analysis, make a list of changes you can implement in your library.
Floorplanner (www.floorplanner.com), or similar tool.
MLA Citation
Collins, Karla. "Libraries & Autism: Revisit Your Library Environment." School Library Connection, November 2024, schoollibraryconnection.com/Content/Course/2009341?learningModuleId=2009336&topicCenterId=2247903.
Entry ID: 2128758
Additional Resources
About the Author
MLA Citation
Everhart, Nancy. "Libraries & Autism. The Library Environment [9:04]." School Library Connection, ABC-CLIO, April 2016, schoollibraryconnection.com/Content/Course/2009341?learningModuleId=2009336&topicCenterId=2247903.
https://schoollibraryconnection.com/Content/Course/2009341?learningModuleId=2009336&topicCenterId=2247903
Entry ID: 2009341