Karen and I have gone back and forth on this a little off the listserv.
We agree that there's not much if anything in the literature, and I,
too, have done extensive searching and reading. My focus of study is LD.
I thought I'd add that taking Adult Tutor Training in which one learns
to teach adults to read was an eye-opener long ago. It was also quite
helpful in terms of reference and readers advisory work. Because of that
training, one of the exercises I do with classes on services to those
with disabilities involves awareness of eye movements, letter reversal,
etc. So not only do we need to think of the basic, accepted learning
styles, but the physical variations on that theme. Patience and time
allowance are themes to be stressed.
"Allegrini, Julia" wrote:
>
> Karen,
> As part of a field placement, I did a workshop for library staff on this
> topic. And while I will have to dig out my papers etc. I found the following
> helpful.
> 1. Learn all you can about the student population. I learned for example
> that most of the students with "disabilities" (and I use that word very
> advisedly) had information processing challenges. Because of this I ended up
> doing alot of research on styles of learning and the different types of
> intelligences. I also concentrated methods to help library staff understand
> theirs, quickly assess a patrons and develop some fundamental strategies for
> helping people in different ways. Example, a kinesthetic learner would learn
> more by sitting at the computer and keying in the searches to learn Boolean
> search methods wereas a visual learner would benefit from the classic venn
> diagram (Lesson, always be prepared to teach/instruct using several different
> styles). If the population I would have expected to have to tailor my research
> differently.
> 2. Try to get a rudimentary understanding of those issues and how that
> related specifically to information/knowledge/access services.
> 3. Concentrate on the general service ethic of the profession. Emphasize
> that you generally aren't talking about different skills but modifications of
> current skills.
> 4.Depending on demographics be prepared for integrated groups. Again, at the
> university where I worked a librarian would never know that 98% of the
> students served by the offices of disability services were "disabled."
> Concentrate on the lit for good instruction.
> 5. Be prepared for the discussions of "political correctness" Should I ask a
> student if they need help? Will they be offended if I offer. Is that a
> special service?
>
> So no specific sources, but I sure learned alot and think the people I worked
> with did also.
>
> Julia Allegrini
>
> ===== Original Message From "Library Access -- http://www.rit.edu/~easi"
> <[log in to unmask]> =====
> >As part of my involvement with Project PACE (http://www.ualr.edu/~pace/)
> >here at the University of Arkansas at Little Rock, I am working on improving
> >the value and content of library bibliographic instruction for our disabled
> >students. In addition to improving the services for the students, my work
> >will include a means of sharing my ideas with others. I have several ideas
> >in mind to cover that, ranging from a library conference presentation to tip
> >sheets for librarians and teaching faculty who bring their classes for
> >library instruction. I am in the midst of a massive literature review on
> >how such services can be improved, but I would be interested in comments
> >from anyone who has experience with the topic. Were there any publications
> >that you felt were exceptional? Did you have a great idea that was employed
> >by your library/university? Any websites that you liked?
> >
> >Everyone's input is greatly appreciated and I will be happy to share the end
> >results with other who are interested in the subject. Thanks in advance.
> >
> >Karen Russ
> >Documents Librarian/Assistant Professor
> >Ottenheimer Library
> >University of Arkansas at Little Rock
> >e-mail: [log in to unmask]
> >phone: (501) 569-8444
> >fax: (501) 569-3017
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