Disability policies to guide the provision of facilities, services and resources to students with disabilities: The case of ten Ghanaian academic libraries

Abstract

Background

Ghanaian students with disabilities face challenges in accessing facilities, services and resources in academic libraries.

Purpose

This study examines the existence of disability policies to guide the provision of facilities, services and resources to students with disabilities in ten Ghanaian academic libraries.

Method

Qualitative data gathered using document analysis and interviews with 28 university librarians, heads of disability units and heads of development officers was analyzed and themed using AtlasTi software. The study was underpinned by the Social Model of Disability.

Findings

Seven Ghanaian public university libraries did not have disability policies resulting in limited accessibility to physical libraries, inaccessible library websites, OPACs and databases as well as inadequate alternative format resources and assistive technologies needed by students with impairments.

Practical implications

Ghanaian public universities may redesign their libraries to accommodate students with disabilities and as such motivate them to pursue and complete tertiary programs. If more students with disabilities can access and utilise academic libraries, the cost effectiveness of libraries, services, and collections would improve.

Originality/value

Originality lies in the applied methodological triangulation to determine how disability policies guide the provision of facilities, services and resources to students.