{"id":400,"date":"2015-11-24T10:15:50","date_gmt":"2015-11-24T16:15:50","guid":{"rendered":"https:\/\/www.yalsa.ala.org\/jrlya\/?p=400"},"modified":"2016-03-18T11:52:47","modified_gmt":"2016-03-18T16:52:47","slug":"examining-inclusive-programming-in-a-middle-school-library-a-case-study-of-adolescents-who-are-differently-and-typically-able","status":"publish","type":"post","link":"https:\/\/www.yalsa.ala.org\/jrlya\/2015\/11\/examining-inclusive-programming-in-a-middle-school-library-a-case-study-of-adolescents-who-are-differently-and-typically-able\/","title":{"rendered":"Examining Inclusive Programming in a Middle School Library: A Case Study of Adolescents Who Are Differently- and Typically-Able"},"content":{"rendered":"

Clayton A. Copeland<\/a>, Director, Laboratory for Leadership in the Equity of Access and Diversity, School of Library and Information Science, University of South Carolina<\/p>\n

Karen Gavigan<\/a>, Associate Professor, School of Library and Information Science, University of South Carolina<\/p>\n

Copeland, Clayton A. and Karen Gavigan. Examining Inclusive Programming in a Middle School Library:\u00a0 A Case Study of Adolescents Who Are Differently- and Typically-Able. Journal of Research on Libraries & Young Adults 6<\/em> (2015): n. page. Web. <Date accessed>. \"\"<\/a><\/p>\n

<\/p>\n

Abstract<\/h2>\n

Numerous national and international studies have shown the importance of school libraries and librarians in students\u2019 educations, including literacy skill development and academic achievement. However, published research investigating school library accessibility and services from the perspectives of students who are differently-able are extremely limited, as are studies of inclusive library programming, or programming serving both typically-able and differently-able students. This case study examines inclusive library programming with adolescents in a middle school library. Findings indicate that the impact of inclusive school library programming was meaningful and often extended beyond the library\u2019s walls. Inclusive library programming resulted in skill development among the students who are differently-able\u00a0and an appreciation for books and reading for all of the students. Lessons that began in the library, including those of acceptance and the realization that abilities are born through differences, helped define the school culture. The findings from this study are useful for guiding inclusive programming for other school library grade levels, as well as in public library settings.<\/p>\n

Introduction<\/h2>\n

Libraries have long been championed as \u201cthe great equalizers of knowledge.\u201d[i]<\/a> As such, one of their roles is to ensure equity of access to information. American society is perhaps more diverse than ever before. One in five people in the United States is differently-able. The number of children and young people (ages five to fifteen) who are differently-able is 2,614,919.[ii]<\/a> Numerous others may not satisfy legal definitions for being differently-able but face challenges with, and need accommodations for, weak vision, hearing, cognition, learning differences, or mobility, among other challenges. As a result, there is a strong need to provide library programming for this population in order to ensure that library services are equitable for all students and patrons. Further, the AASL Standards for the 21st-Century Learner<\/em> states, \u201cEquitable access is a key component for education. All children deserve equitable access to books and reading, to information, and to information technology in an environment that is safe and conducive to learning.\u201d[iii]<\/a><\/p>\n

This article describes a case study of one rural South Carolina school librarian\u2019s efforts to increase the level of inclusive programming offered in her school library. In this community of just over 66,000 residents countywide, 17 public schools serve approximately 8,950 students. Minority enrollment is 42 percent of the student body, and the student-teacher ratio is 16:1.[iv]<\/a> Living in a community founded and once thriving on the basis of the textile industry and agriculture, families are now struggling. Over 20 percent of families are living in poverty.[v]<\/a><\/p>\n

Terminology Selection<\/h2>\n

For the purposes of this paper, the authors have adopted the following definitions and terminology:<\/p>\n

Along with person-first language (e.g., \u201cperson with a disability\u201d replaces \u201cdisabled person\u201d), \u201cdifferently abled\u201d is a synonym for \u201cdisabled\u201d or \u201cchallenged\u201d and is used to denote any of a number of perceived physical, mental, emotional, or cognitive challenges.[vi]<\/a> Recognizing the many abilities and the autonomy of those people society may label as having a disability, the authors elected to modify the terminology to read \u201cdifferently-able.\u201d This terminology is intended to convey that individuals are able<\/em>, perhaps just differently in some ways than the people society chooses to label as not having a disability or as being typically-able.[vii]<\/a><\/p>\n

Inclusive programming refers to programming in which both students who are differently- and typically-able take part. Inclusive programming utilizes instructional approaches that address the needs of students with a variety of backgrounds, learning styles, and abilities, as well as challenges. Such strategies contribute to an overall inclusive<\/em>\u00a0learning environment, or one in which students feel equally valued and to which they all contribute.[viii]<\/a><\/p>\n

Adolescent literacy and adolescent literacy practices are defined following the definition of literacy outlined by the National Council of Teachers of English (NCTE): \u201cLiteracy encompasses reading, writing and a variety of social and intellectual practices that call upon the voice as well as the eye and hand. It also extends to the new media\u2014including non-digitalized multimedia, digitalized multimedia, hypertext or hypermedia.\u201d[ix]<\/a><\/p>\n

Literature Review<\/h2>\n

\u201cIf libraries and media specialists serve children and young adults who are disabled without recognizing what they give us in return, we devalue them. We fail to see their abilities and their potential, and we fail to help them use their abilities and achieve their potential. When we see a child with a disability realistically, we discover a person who can enrich our lives and society at large.\u201d[x]<\/a> The authors of the preceding quote, Walling and Stauffer, received national and international recognition for their seminal book The Disabled Child in the Library<\/em>, published in 1983.[xi]<\/a> As a groundbreaking publication in the area of library accessibility and equity of access, their book brought unprecedented awareness to the need for libraries to be inclusive. The authors\u2019 work was honored by then-president Reagan\u2019s Committee on the Employment of the Handicapped. Walling and Stauffer continued to contribute to the body of literature in this area and published Disabilities, Children, and Libraries<\/em>, an updated edition of their previous work, in 1993.[xii]<\/a> Their work in the field was followed by Wesson and Keefe\u2019s Serving Special Needs Students in the School Library Media Center<\/em>, published in 1995.[xiii]<\/a><\/p>\n

More recently, advocacy for equity of access in libraries has been promoted through the guidelines and standards of national and international library associations. For example, the Young Adult Library Services Association (YALSA) published \u201cCompetencies for Librarians Serving Youth,\u201d which states that the \u201clibrarian will be able to identify and meet the needs of patrons with special needs.\u201d[xiv]<\/a> In addition, Standards for the 21st-Century Learner<\/em>, published by the American Association of School Librarians, calls for school libraries and school librarians to provide all<\/em> students with opportunities to develop critical information literacy skills.[xv]<\/a><\/p>\n

The standards and competencies from these and other associations play an essential role in establishing the mandate for equity of access. Unfortunately, barriers to equity of access persist in schools and libraries. Literature in the field, dating over three decades, has revealed numerous reasons for the disparity in library service for students who are differently-able. Some of the most frequently cited reasons include financial and other resource limitations (including perceived limitations), lack of awareness regarding the existence and impact of inaccessibility, and insufficient pre-service and continuing education. For example, Project ENABLE (Expanding Non-Discriminatory Access by Librarians Everywhere), which was established after a three-year research study at Syracuse University\u2019s\u00a0Center for Digital Literacy (CDL), revealed that across all three phases of the study, school librarians rated their services to students with disabilities lowest on all surveys. No librarian reported providing separate instruction to students with individualized education programs (IEPs).[xvi]<\/a> Similarly, Allen found that the majority of library media specialists she surveyed felt inadequate in their knowledge regarding special education.[xvii]<\/a><\/p>\n

In recent years, other studies have examined the ways in which school librarians can be better prepared to work with students who are differently-able. In her study regarding school library media specialists collaborating with special education (SPED) educators, Farmer concluded that librarians and SPED teachers need to collaborate regarding the best resources and services for students with special needs.[xviii]<\/a> In addition, a study by Subramaniam, Oxley, and Kodama demonstrated the importance of pre-service and in-service training for school librarians working with students with disabilities in special education and non-special education schools.[xix]<\/a> The authors recommend that library and information science programs include information about SPED services in their courses. The current study investigates inclusive library programming and offers librarians the opportunity to learn about the positive impacts of inclusive library programming and to develop strategies to help make it happen.<\/p>\n

Methodology<\/h2>\n

Case study is defined as \u201can intensive, holistic, description and analysis of a single case, phenomenon, or social unit.\u201d[xx]<\/a> For this case study, we examined an inclusive library program in a middle school library in rural South Carolina. A case study was the preferred methodology for this research because it allowed us to retain the meaningful and holistic characteristics of authentic situations in natural settings.[xxi]<\/a> A non-experimental research design was used in order to explore the relationship between inclusive library practices in a school library and their effect on students and the overall school community. We interviewed differently-able and typically-able students, the school librarian, the classroom teacher, a teaching assistant, and the principal to develop an understanding of characteristics that may enhance inclusive programming in libraries.<\/p>\n

The theoretical framework for this study is based on social interpretations of critical theory. According to Merriam, critical qualitative research \u201cuncovers, examines, and critiques the social, cultural, and psychological assumptions that structure and limit our ways of thinking and being in the world.\u201d[xxii]<\/a> Cresswell and Merriam posit that the ultimate objective of this type of critique is to free ourselves from the constraints of assumptions about race, class, and gender and to become empowered to transcend those biases. This also has direct application to perceptions of ability.[xxiii]<\/a> Since \u201cthe stigma of a disability will never diminish as long as the needs of children with disabilities are defined outside of the context of the needs of all children,\u201d[xxiv]<\/a> critical theory calls into question non-inclusive library programming. It offers opportunities for an understanding of inclusion, not as the need for programming with separatist or segregationist tendencies, but rather the direct application of best practices, including those defined in the AASL\u2019s Standards for the 21st-Century Learner<\/em>.<\/p>\n

The following research questions were addressed in this study:<\/p>\n

    \n
  1. What are the ways in which typically- and differently-able students respond to inclusive library programming?<\/li>\n
  2. What are the ways in which inclusive library programming affects the overall school culture?<\/li>\n<\/ol>\n

    Participants<\/em><\/h3>\n

    Study participants included ten students who are differently-able and four who are typically-able, as well as the school librarian, the classroom teacher, teaching assistants, and the school principal. The students who are differently-able are in a special needs enrichment class at Jackson Middle School (pseudonym). All students are members of a group now officially named \u201cThe Friday Boyz and Star.\u201d The group\u2019s name was selected because the sessions are held on Fridays and initially all the students in the class were males; when a female student named Star joined, they became \u201cThe Friday Boyz and Star.\u201d<\/p>\n

    The students ranged in age from ten to fifteen years old. A brief description of each differently-able participant is provided below, followed by descriptions of the typically-able students who participated in the study. Pseudonyms are used throughout this paper in all references to the school, student participants, as well as the adult members of the school community who took part in the study.<\/p>\n

    Differently-Able Participants<\/strong> <\/em><\/p>\n

    For the purpose of this paper, the disabilities defined in this section were taken from the National Institutes of Health (NIH) website.[xxv]<\/a><\/p>\n

    Miguel<\/strong> is eleven years old and in the sixth grade. He has Williams syndrome, a developmental disorder characterized by mild to moderate intellectual disability, unique personality characteristics, and distinctive facial features, among other characteristics. People with Williams syndrome typically have difficulty with visual-spatial tasks such as drawing and assembling puzzles but excel at spoken language, music, and learning by repetition (rote memorization). These individuals also commonly have outgoing, engaging personalities, and extreme interest in other people.<\/p>\n

    Derick<\/strong> is ten years old and the youngest student in the group. Derick was first moved to Jackson Middle School because he had run out of the building at a previous school. He has Down syndrome and autism. Autism is said to be likely influenced by genetics and is one of a group of related developmental disorders, along with Asperger\u2019s syndrome and Rett syndrome, known as autism spectrum disorders (ASDs). ASDs are labeled as a developmental brain disorder characterized by impaired social interactions, communication problems, and repetitive behaviors. Symptoms usually appear before the age of three. As stated in the DSM-IV<\/em>, manifestations of the disorder vary greatly depending on the developmental level and chronological age of the individual. Down syndrome (also known as Down\u2019s syndrome) is an\u00a0intellectual disability originating from a chromosomal anomaly. People with Down syndrome have a characteristic facial appearance and weak muscle tone (hypotonia).<\/p>\n

    Jorge<\/strong> is eleven years old and in the sixth grade. Jorge also has Down syndrome. He is bilingual, speaking English at school and Spanish at home with his family.<\/p>\n

    Robert<\/strong> is eleven years old and in the sixth grade. He has been diagnosed with cerebral palsy and uses a wheelchair. Cerebral palsy is a term most often used to describe severe or complete loss of muscle strength due to motor system disease from the level of the cerebral cortex to the muscle fiber. This term may also occasionally refer to a loss of sensory function.<\/p>\n

    David<\/strong> is thirteen years old and has Angelman syndrome, a genetic disorder impacting the nervous system. Common characteristics include delayed development and intellectual and speech challenges, along with \u201ccoarse\u201d facial features and light skin and hair pigments. Happy, excited spirits and laughter are also common.<\/p>\n

    Jarod<\/strong> is thirteen years old and has autism. Again, as stated in the DSM-IV<\/em>, manifestations of the disorder vary greatly depending on the developmental level and chronological age of the individual.<\/p>\n

    Nathan<\/strong> is fifteen years old and has microcephaly and a spinal tumor. Microcephaly\u00a0is defined as smallness of the head caused by incomplete development of the brain. This has implications for cognitive development.<\/p>\n

    Charles<\/strong> is twelve and has Down syndrome.<\/p>\n

    Star<\/strong> is fifteen and, at the time of the study, was the only girl in Ms. West\u2019s class. Star has cognitive challenges and some challenges with her speech<\/p>\n

    Darius<\/strong> is fourteen. Darius has microcephaly, which is defined as smallness of the head caused by incomplete development of the brain. This has implications for cognitive development.<\/p>\n

    Nathan, Darius, and Star all graduated at the end of the 2014\u20132015 academic year and are now in high school.<\/p>\n

    Typically-Able Participants<\/em><\/strong><\/p>\n

    Yhoselin<\/strong> joined the \u201cFriday Boyz and Star\u201d by happenstance one day in the library. She visits Ms. West\u2019s class and has lunch with them regularly. She is now considering a career as a special education teacher or counselor.<\/p>\n

    Amy<\/strong> also joined the \u201cFriday Boyz and Star\u201d for their time in the library. She was a member of the Montessori science class that included Star and Darius on their science field trip at the end of the year.<\/p>\n

    Tori<\/strong>, another student who works with these students in their classroom as well as during their time in the library, says that \u201cThe Friday Boyz and Star\u201d inspire her.<\/p>\n

    John<\/strong> is an eighth-grader who has been a part of this group for several years. He spearheaded the group of young men who went to the basketball coach and asked for Darius to be a member of the team. John received the leadership award at Jackson Middle School for the 2014\u20132015 academic year.<\/p>\n

    Participants from the Administration \/ Faculty \/ Staff<\/em><\/strong><\/p>\n

    Ms. Salley<\/strong> is the school librarian. She has over twenty-six years of experience working in school libraries at the elementary, middle, and high school levels, in the public school system and in a home and school for children. Additionally, she has prior experience as a general and special education teacher and reading specialist. Ms. Salley holds a degree in Secondary Education with an emphasis in Spanish, and a Master\u2019s degree in Reading and Library and Information Science. She has been the Teacher Librarian at Jackson Middle School for the past eight years. She was named \u201cTeacher of the Year\u201d during her first year with Jackson Middle School and a second time for the 2014\u20132015 academic year.<\/p>\n

    Ms. West<\/strong> is the classroom teacher. The 2014\u20132015 academic year was her eighteenth year of teaching special education and her second year of teaching at Jackson Middle School. It was also her second year of teaching a population labeled as having severe\/profound disabilities. In addition to her degree in Education, Ms. West also holds an EMD-Special Education certificate. While this terminology has now been updated, EMD is the acronym for \u201cEducable Mentally Disabled.\u201d<\/p>\n

    Mr. Paul<\/strong> is one of three classroom assistants who worked primarily with Robert, serving as his shadow. As a pastor, Mr. Paul has spent many years working with children and teens.<\/p>\n

    Ms. Jenkins<\/strong> has been the school principal at Jackson Middle School for two years. She has always had a strong desire to work in schools and with students living in small communities. She has graduate degrees in Administration and Supervision and is currently pursuing a PhD in Educational Leadership.<\/p>\n

    Data Collection <\/em><\/h3>\n

    The study took place from April through June 2015, during four visits to the school. The research sessions ranged from 1 to 1.5 hours each. They included one visit to the classroom, four 30- to 45-minute library sessions, and time spent conducting interviews.<\/p>\n

    Multiple data sources were used in this study. Qualitative data were collected from the following sources:<\/p>\n