Assistive Technologies for Inclusion of Deaf and Hard-of-Hearing (DHH) Students and Academic Staff: A Call to Action for Library and Information Science Professionals in Uganda
Keywords:
Assistive Technology, Digital Inclusion , Digital Spaces, Academic Libraries, Deaf, Hard-of-Hearing, Higher Institutions of Learning, Students, Academic Staff, Emanicipatory Research , Uganda, Disability ResearchAbstract
Assistive technology (AT) is “any product whose primary purpose is to maintain or improve an individual’s functioning and independence and thereby promote their well-being. For people with disabilities, AT has the potential to improve functioning, reduce activity limitations, promote social inclusion, and increase participation in education. University libraries are mandated to provide assistive technologies, adequate space, resources, and services suitable to support and meet teaching, learning, and research needs for all users, including persons with disabilities. However, it was hitherto unknown how university libraries in Uganda facilitate accessibility to library facilities services to meet the unique needs of deaf or hard-of-hearing students and academic staff. The current paper aimed to generate rich insights into the digital inclusion needs of Deaf and Hard-of-Hearing (DHH) students and academic staff, and to explore how university libraries in Ugandan higher education institutions facilitate the accessibility, adoption, and application of assistive technologies for teaching, learning, and research. Employing a mixed-methods design, the study utilized two semi-structured questionnaires and two interview guides to gather data from DHH students, academic staff, and librarians at four public universities in Uganda. The recruitment of DHH participants was conducted using purposive and snowball sampling techniques. Ethical clearance was granted by the Aids Support Organisation (TASO) Research Ethics Committee on July 27, 2023 (Ethics reference number: TASO-2023-237). Quantitative data were analysed using the Statistical Package for Social Scientists (SPSS ver. 21), while qualitative data underwent thematic analysis, with selected verbatim quotations used to corroborate the quantitative findings.
This paper has unearthed digital inclusion needs of DHH Students and Academic Staff, including access to high-speed internet, sufficient bandwidth, university websites with captions, software that translates a signer’s words into text, captioning software, video editing software, multimedia mobile phone applications, LCD Projectors, personal computers, mobile phones, assistive technology technical support, digital and assistive technology training, and sign language interpretation which must be met for them to taking advantage of library resources as services that are available to all other users. In addition, the paper has revealed that Libraries are inaccessible because DHH Students and Academic Staff cannot afford the hardware, software, and peripheral equipment and data required to access technology-supported resources, systems, content, and services; the majority of Libraries did not conduct staff capacity building on basic knowledge of assistive technologies, digital and assistive technology training. Furthermore, the libraries did not train DHH students and academic staff in accessing databases, using Google Suite, and Mendeley, Endnote, and Zotero to manage citations and references. Libraries also did not identify and evaluate the Digital literacy training needs and lacked a clear strategy for meeting the digital literacy needs of DHH academic staff and students. Together these hindered the DHH Students and Academic Staff from effectively adopting and applying these technologies for teaching, learning, and research. Overall, the finding revealed a great mismatch between the existing library-related assistive technology services and resources and the digital inclusion needs of students and staff with hearing impairments. Given the important role of academic libraries in promoting digital inclusion, especially for Deaf and Hard of Hearing (DHH) academic staff and students, the paper recommends that University Libraries prioritize the development of a digital inclusion policy to guide the design and implementation of initiatives that improve access to library resources and services for DHH individuals.
References
Alabi, A. O., & Mutula, S. M. (2020). Digital inclusion for visually impaired students through assistive technologies in academic libraries. Library Hi Tech News, 37(2), 14–17.
Assembly, U.G., 2006, Convention on the Rights of Persons with Disabilities, Ga Res, 61, 106.
Ayoung, D., Baada, F., & Baayel, P. (2021). Access to library services and facilities by persons with disability: Insights from academic libraries in Ghana. Journal of Librarianship and Information Science, 53(1), Article 1. https://doi.org/10.1177/0961000620917723
Barnes, C. & Sheldon, A. (2007). ‘Emancipatory’ Disability Research and Special Educational Needs Chapter 17 in Florian L. (ed.) 2007: The Sage Handbook of Special Education, 233–246.
Bodaghi, N. B., & Zainab, A. N. (2013). Accessibility and facilities for the disabled in public and university library buildings in Iran. Information Development, 29(3), Article 3. https://doi.org/10.1177/0266666912461265
Bossaller, J., Oprean, D., Urban, A., & Riedel, N. (2020). A happy ambience: Incorporating ba and flow in library design. The Journal of Academic Librarianship, 46(6), 102228. https://doi.org/10.1016/j.acalib.2020.102228
Botelho, F. H. (2021). Accessibility to digital technology: Virtual barriers, real opportunities. Assistive Technology, 33(sup1), 27–34.
Busuulwa, A. (2015). From disparity to parity: Understanding the barriers to inclusion of persons with visual disabilities in the digital revolution of Uganda.
Cerdan Chiscano, M. (2021). Giving a voice to students with disabilities to design library experiences: An ethnographic study. Societies, 11(2), 61.
Chaputula, A.H. & Mapulanga, P.M., 2017, ‘Provision of library services to people with disabilities in Malawi’, http://sajlis.journals.ac.za doi:10.7553/82-2-1619, 82(2).
Day, J.M. (2004). Guidelines for Library Services to Deaf People 2nd Edition Edited by International Federation of Library Associations and Institutions IFLA Professional Reports, Nr. 62.
DESAD. (2024). Department of Economic and Social Affairs Disability: UN Factsheet on Persons with Disabilities, UN Factsheet on Persons with Disabilities.
Douglas, G., Corcoran, C. & Pavey, S., (2007). The role of the WHO ICF as a framework to interpret barriers and to inclusion: Visually impaired people’s views and experiences of personal computers. The British Journal of Visual Impairment, 25(1), 32–50.
DuBroy, M. (2019). There Can Be No Single Approach for Supporting Students with Autism Spectrum Disorder in Academic Libraries, but Sensory-Friendly Spaces and Clear Policies May Help.
Hilbert, M. (2020). Digital technology and social change: The digital transformation of society from a historical perspective. Dialogues in Clinical Neuroscience, 22(2), 189–194.
Ilako, C. (2023). Physical Space Utilisation in selected University Libraries: Mapping user behaviour, experiences, and meaning.
Institute of Museum and Library Services, U. of W.I.C.C.M. Association. (2012). Building Digital Communities: A Framework for Action, Washington, DC: Institute of Museum and Library Services.
Jaeger, P. T., Wentz, B., & Bertot, J. C. (2015). Accessibility, inclusion, and the roles of libraries. In Accessibility for persons with disabilities and the inclusive future of libraries (pp. 1–8). Emerald Group Publishing Limited.
Jeal, Y., de Paul Roper, V., & Ansell, E. (1996). Deaf people and libraries‐should there be special considerations? Part 1: Traditional services. New Library World, 97(1), 12–21.
Jones, N., Muz, J., & Yadete, W. (2021). ‘People Consider Us Devils’: Exploring Patterns of Exclusion Facing Adolescents with Disabilities in Ethiopia. The European Journal of Development Research, 1–25.
Kaunda, N., & Chizwina, S. (2021). Can the mini-libraries (mini-libs) be a solution for library users with print disabilities? A case of the North West Province, South Africa. Journal of Access Services, 18(4), 278-295.
Koulikourdi, A. (2008). Assistive technologies in Greek libraries. Library Hi Tech, 26(3), 387–397.
Kulkarni, M. (2019). Digital accessibility: Challenges and opportunities. IIMB Management Review, 31(1), 91–98.
Leko Šimić, M., Mihaljević, J., & Tolušić, M. (2018). Academic libraries and the social responsibility challenge. 650–659.
Maggie, K.B.M.M.A.K.A.K. (2020). Public libraries as spaces for digital inclusion.
McNicholl, A., Casey, H., Desmond, D. & Gallagher, P. (2021a). The impact of assistive technology use for students with disabilities in higher education: a systematic review. Disability and Rehabilitation: Assistive Technology, 16(2), 130–143.
McNicholl, A., Casey, H., Desmond, D. & Gallagher, P. (2021b). The impact of assistive technology use for students with disabilities in higher education: a systematic review, Disability and Rehabilitation: Assistive Technology, 16(2), 130–143.
Oliver, M., 2002, Emancipatory research: a vehicle for social transformation or policy development.
Omugur, J. P. (2023). Ugandan sign language interpretation services for learners with hearing impairment in inclusive secondary schools in Uganda: Challenges and successes. In Handbook of Speech-Language Therapy in Sub-Saharan Africa: Integrating Research and Practice (pp. 705–720). Springer.
Phukubje, J., & Ngoepe, M. (2017). Convenience and accessibility of library services to students with disabilities at the University of Limpopo in South Africa. Journal of Librarianship and Information Science, 49(2), 180-190. https://doi.org/10.1177/0961000616654959
Playforth, S. (2004). Inclusive library services for deaf people: an overview from the social model perspective. Health Information & Libraries Journal, 21, 54–57.
Reid, B. E. (2020). Internet architecture and disability. Ind. LJ, 95, 591.
Saar, M., & Arthur‐Okor, H. (2013). Reference services for the deaf and hard of hearing. Reference Services Review, 41(3), 434–452.
Sanaman, G., & Kumar, S. (2014). Assistive technologies for people with disabilities in national capital region libraries of India. Library Philosophy and Practice, 0_1.
Saribanon, N., Siregar, M.A.P., Joshi, L.K., Zuhriansyah, Z. & Rubyawan, R. (2020). ‘Digital literacy and access to technology in the empowerment program for persons with disabilities during the covid-19 pandemic’, Journal of Social Political Sciences, 1(2), 129–143.
The Universities and Other Tertiary Institutions Act, 85 The Universities and Other Tertiary Institutions (Institutional Standards) Regulations § 11 (2005). https://unche.or.ug/wp-content/uploads/2023/01/Statutory-Instruments-No.85-2005-Institutional-Standards.pdf
Triano, S.L. (2000). Categorical Eligibility for Special Education: The Enshrinement of the Medical Model in Disability Policy. Disability Studies Quarterly, 20(4).
UN-DESAD. (2023). Department of Economic and Social Affairs: Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.
United Nations. (1948). Universal Declaration of Human Rights.
Vosloo, S. (2018). Guidelines: Designing inclusive digital solutions and developing digital skills. United Nations Educational, Scientific and Cultural Organization.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Qualitative and Quantitative Methods in Libraries
This work is licensed under a Creative Commons Attribution 4.0 International License.
