[LM_NET] SHARE: Survey Results: Media Center & Assistive Technology

[Dennis Hollingsead <hollings@ANDREWS.EDU>]

As the final paper for my Master's degree, I conducted a survey of
LM_NET School Library Media Specialists entitled:  


 

The School Library Media Specialist's Use of Assistive Technology

For the Delivery of Effective Information Services and Instruction

For Students with Special Needs

 

I have included the Purpose, Research Questions, and Summary for your
information. Please contact me if you would like a copy of the whole
document (which also has descriptions of raw data) as an attachment in
MS-WORD.

 

Regarding the Recommendations for Further Study; is anyone interested in
doing some additional work on any of those items?

 

********************


Purpose


 

The purpose of this study was to assess the current practices of K-12
SLMS in the provision of services to students with disabilities. The
survey questionnaire administered sought to find current practice in
collection development, inter-library loan, and the transfer of
information skills to students with disabilities. Additionally, with
budget shortfalls and increasing pressure on school districts to
maintain balanced budgets; libraries and media centers seem to be a
rational target for budget cuts by many principals and administrators.
As a result of this trend, three questions were included in the survey
relating to current budget levels of the overall library as well as
total amount of finances specifically set aside for materials that serve
students with disabilities (Appendix A).

 


Research Questions


 

The over-all, guiding research questions for this study were: 

1.      What are the current methods for the delivery of library
services by SLMS for students with disabilities? 

2.      What are the current methods and strategies for the instruction
of information skills by SLMS to students with disabilities? 

3.      Is funding provided for students with disabilities? If so, what
is the typical amount budgeted or set aside for this client group?

 

 


SUMMARY AND CONCLUSIONS


 

It is clear that students with disabilities can learn if given the
proper life- and information-skills. Effective transference of these
skills requires many different components and individuals working in
concert toward a pre-planned goal. Developing collaborative environments
and making use of the shared knowledge and expertise of all educators is
the only way that students with disabilities can be educated
effectively. The school library media specialist (SLMS) needs to
proactively seek collaborative opportunities with special and general
education teachers to help make instruction of information skills to all
students a seamless process. Acquisition and application of special
education techniques, methods, and strategies to information skills
instruction for students with disabilities, will ensure the transference
of these skills to this learner group as well as "at-risk" and general
education student populations. 

Additionally, the importance of maintaining a library collection that
contains educational materials that meet the needs of all students
within the building cannot be overstated. With declining funding, this
aspect of librarianship is becoming an extreme challenge. To meet that
challenge, strategies for locating alternate funding are crucial to
educational success for all students. Alternatives to funding problems
may mean that more inter-library loan agreements need to be implemented
between schools and districts. Making better use of the library
resources at state schools for the blind and deaf will also help in the
delivery of instruction while helping to keep budgets in control. In the
budget cutting process, it may be easier for administrators to justify
the cutting of library materials acquisition if some funds are not
designated for special education purposes. It may be advisable for SLMS
to start setting aside budget lines for special education purposes. 

The argument can be made that all video, DVD, and CD ROM can be
categorized as special education materials, particularly if there are
close caption and descriptive video options. On the issue of cutting
library positions, if SLMS work much closer with special education
teachers and students in providing services and information skills
instruction, it conceivably would be much harder, politically and
educationally for administrators to advocate the cutting of library
salaries. Generally, parents of students with disabilities are very
strong advocates for services to their children. This reality can be
used by the astute and proactive SLMS to his or her advantage.


Recommendations for Further Study


 

Even though this survey and analysis was rather small, it does show
several areas where it would be advantageous for additional study of
library and information skills education to students with disabilities
and "at-risk" populations. This researcher believes it would be helpful
to know how many SLMS are included in their building special education
IEP meetings and/or AT planning sessions. Even though it appears that
this is happening, it would be helpful to know if it actually occurs,
and in what kind of frequency or level of involvement. 

A second area of study would be to explore the use of effective teaching
techniques for all students in the teaching of information skills. Use
of techniques and methods that reach only the general education student
often will leave "at-risk" and students with disabilities at a distinct
educational disadvantage. Use of effective techniques and methods for
all students does not mean "dumbing down" the curriculum. It means that
all students are being reached in effective transfer of educational
objectives, goals, and skills.

A third area of study needs to be conducted regarding library funding
for students with disabilities. Does the strategy of separate library
budget lines for special education help protect library budgets from
some of the drastic funding cuts conducted by administrators?

A final area of further study relates to public relations. Can SLMS use
public relation "tactics" to help win support from parents and taxpayers
to put pressure on principals and administrators to maintain or increase
library appropriations? If this has been effective by some, how was it
achieved? What was not effective? What mistakes should be avoided?

It is obvious that assistive technology is a tool that can improve the
educational outlook for students with disabilities. However, the
implementation and interfacing of technology with education continues to
be a challenge for educators. Even though the task is difficult, SLMS
must take a proactive collaborative, problem-solving attitude in order
to address the education and information skill needs of all students. 

 

 

Dennis Hollingsead

Administrative Assistant

Vice President for Academic Administration

Andrews University

Berrien Springs, MI  49104

(269) 471-3404

hollings@andrews.edu

 


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