U.S. NATIONAL COMMISSION ON LIBRARIES AND INFORMATION SCIENCE 

LIBRARY AND INFORMATION SERVICES FOR 


INDIVIDUALS WITH DISABILITIES 


AN NCLIS HEARING IN WASHINGTON, DC 


JULY 8, 1999


NCLIS Hearing 1999-1


NCLIS 

U.S. National Commission on Libraries and Information Science 


1110 Vermont Avenue, NW, Suite 820, Washington, DC 20005-3552 

U.S. National Commission on Libraries and Information Science 

1110 Vermont Avenue, NW, Suite 820, Washington, DC 20005-3552 

Telephone: 202-606-9200; Fax: 202-606-9203; Web: www.nclis.gov 

The National Commission on Libraries and Information Science is a permanent, independent agency of the 

Federal government, established in 1970 with the enactment of Public Law 91-345. The Commission is 

charged with: 

• advising the President and the Congress on the implementation of policy; 

• conducting studies, surveys, and analyses of the library and informational needs of the nation; 

• 	 appraising the adequacies and deficiencies of current library and information resources and services; 

and 

• developing overall plans for meeting national library and informational needs. 

The Commission also advises Federal, state, and local governments, and other public and private 

organizations, regarding library and information sciences, including consultations on relevant treaties, 

international agreements and implementing legislation, and it promotes research and development 

activities which will extend and improve the nation's library and information handling capability as 

essential links in the national and international networks�

Commissioners and staff at the time of the hearing include: 

Jeanne Hurley Simon, Chairperson 

C. E. "Abe" Abramson 

Walter Anderson 

Rebecca T. Bingham 

James H. Billington, 

Librarian of Congress 

Martha Gould, Vice Chairperson 

LeVar Burton 

Joan R. Challinor 

Mary S. Furlong 

José-Marie Griffiths 

Jack E. Hightower 

Bobby L. Roberts, 

Joel D. Valdez 

Beverly Sheppard, 

Acting Director, Institute of 

Museum and Library Services 

Robert S. Willard, 

Executive Director 

Judith C. Russell, 

Deputy Director 

The views, opinions and recommendations expressed in the hearing transcript and submitted statements 

are those of the identified individuals and organizations, and not necessarily those of the U.S. National 

Commission on Libraries and Information Science. 

Cover photo courtesy of Recording for the Blind & Dyslexic, Princeton, NJ, www.rfbd.org. Photography 

by Tamara Hoffer. 

Suggested Citation:


U.S. National Commission on Libraries and Information Science. 


Library and information services for individuals with disabilities; an NCLIS hearing in 

Washington, DC, July 8, 1999. Washington, DC: U.S. Government Printing Office, 2000. (NCLIS 

Hearing 1999-1) 
U.S. NATIONAL COMMISSION ON LIBRARIES AND INFORMATION SCIENCE 

LIBRARY AND INFORMATION SERVICES FOR 


INDIVIDUALS WITH DISABILITIES 

AN NCLIS HEARING IN WASHINGTON, DC 

JULY 8, 1999 

NCLIS Hearing 1999-1 

NCLIS 

U.S. National Commission on Libraries and Information Science 

1110 Vermont Avenue, NW, Suite 820, Washington, DC 20005-3552
For sale by the U.S. Government Printing Office 

Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328 
United States National Commission on Libraries and Information Science 

July 2001 

The President


The White House 


Washington, DC 20500 


The Vice President


President of the Senate 


United States Senate 


Washington, DC 20510 


The Speaker of the House 


United States House of Representatives


Washington, DC 20515 


Dear Mr. President, Mr. Vice President and Mr. Speaker: 


In fulfilling the Commission's statutory mission to advise the President and the Congress on the


library and information needs of the public, I am pleased to present Library and Information Services


for Individuals with Disabilities. This publication includes the edited transcript of the Commission


hearing held at the Kellogg Conference Center of the Gallaudet University on July 8, 1999 as well as


statements and materials submitted for the record. 


The members of the Commission held this hearing to learn firsthand what the explosion of


information technology has meant for individuals with disabilities. We know that computer


technology facilitates the production of talking books and closed captioning. Electronic text can be


manipulated in ways that print cannot to assist persons with disabilities. Information technology can 


also help eliminate distance and physical barriers. We are also aware, however, of the problems a


mouse-driven graphical interface can present to a sightless person. Moreover, we understand that


certain intellectual property restrictions may stifle the easy production of information in alternative 


formats for the disabled. 


While we recognize that all people are equal in their "inalienable rights," we also acknowledge that


differences among people manifested by physical or mental disabilities present obstacles to the 


exercise of the rights set forth in the Declaration of Independence, including "life, liberty, and the


pursuit of happiness." As we strive for greater independence for people with disabilities, we are


confident that the combination of advancing information technology and caring, informed public


policy making will let us find success.

As a result of this hearing, along with the emerging research information on disabilities and 

technology, the Commission members will be able to explore the gamut of issues raised in order to 

develop policy recommendations to appropriate government agencies and other organizations. 

Jeanne Hurley Simon moderated this hearing. It was her last public appearance as Chairperson of the 

National Commission on Libraries and Information Science prior to her death in February 2000. This 

issue was of great importance to Jeanne in her constant efforts to improve the library and information 

services of the American people. This report and our efforts to develop appropriate and practical 

policy guidance for providing library and information services to individuals with disabilities are 

dedicated to her memory. 

Thank you again for your continued interest in and attention to the library and information needs of 

all citizens of this nation. 

Sincerely, 

Martha B. Gould 

Chairperson 
In Memoriam 

Photo by Martin Hurley Simon 

Jeanne Hurley Simon 


1922 – 2000 

U.S. National Commission on Libraries and Information Science 
Library and Information Services for Individuals with Disabilities 

TABLE OF CONTENTS 

Table of Contents ..............................................................................................................................i


Foreword .........................................................................................................................................ix


Commissioners Participating in the Hearing .............................................................................x


List of Acronyms and Abbreviations Used in This Report .......................................................x


Acknowledgments..........................................................................................................................xv


Library and Information Services for Individuals with Disabilities.................................................1


1.	 Introductory Remarks: Jeanne Hurley Simon, Chairperson, National Commission 


on Libraries and Information Science.................................................................................1


2.	 Review of Hearing Procedures: Robert S. Willard, Executive Director, National 


Commission on Libraries and Information Science............................................................4


3.	 Greetings: Roslyn Rosen, Vice President for Academic Affairs, for I. King


Jordan, President, Gallaudet University..............................................................................4


4.	 Panel 1: Roslyn Rosen, Vice President for Academic Affairs, Gallaudet 


University; Audrey J. Gorman, Director, Roads To Learning, The Public


Libraries’ Learning Disabilities Initiative, American Library Association; and 


Bonnie O’Day, Member, National Council on Disability...................................................5


Testimony of Roslyn Rosen................................................................................................5


Testimony of Audrey J. Gorman.......................................................................................10


Testimony of Bonnie O’Day.............................................................................................13


5.	 Panel 2: Elbert "Elbie" Yaworsky, Director, Electronic Information Network;


James H. Wendorf, Executive Director, National Center for Learning


Disabilities, Inc.; and Osborne Day, Director of Government Relations, 


Recording for the Blind and Dyslexic...............................................................................18


Testimony of Elbert "Elbie" Yaworsky ............................................................................18


Testimony of James H. Wendorf ......................................................................................23


Testimony of Osborne Day...............................................................................................27


6.	 Panel 3: John Day, University Librarian, Gallaudet University and Past 


President, Association of Specialized and Cooperative Library Agencies; and 


Alice Hagemeyer, Founder, Friends of Libraries for Deaf Action. ..................................32


Testimony of John Day.....................................................................................................32


Testimony of Alice Hagemeyer ........................................................................................35


7.	 Panel 4: Scott Marshall, Vice President, American Foundation for the Blind; 


Carolyn Sung, National Library Service for the Blind and Physically


Handicapped, Library of Congress; and James Gashel, Director of Governmental 


Affairs, National Federation of the Blind .........................................................................40


— i — 
U.S. National Commission on Libraries and Information Science 

Testimony of Scott Marshall ............................................................................................ 40


Testimony of Carolyn Hoover Sung................................................................................. 44


Testimony of James Gashel.............................................................................................. 51


8. Panel 5: Ellen Perlow, Manager of Information Services, School of Library and 


Information Studies, Texas Woman's University; and Bernadette Storck, 


Administrator, Pinellas Public Library Cooperative......................................................... 54


Testimony of Ellen Perlow............................................................................................... 54


Testimony of Bernadette Storck....................................................................................... 57


9.	 Panel 6: Julia Dunlap, Catalog Librarian, Arkansas State University; Sarah 


Hamrick, Director of Information Services, Gallaudet University Library,


Representing Libraries Serving Special Populations, a section of the Association 


of Specialized and Cooperative Library Agencies; and Nolan Yelich, Librarian of


Virginia, Representing the Chief Officers of State Library Agencies.............................. 62


Testimony of Julia A. Dunlap........................................................................................... 62


Testimony of Sarah Hamrick............................................................................................ 65


Testimony of Nolan T. Yelich.......................................................................................... 66


10. Closing Comments from the Commissioners................................................................... 69


11. Closing Comments from Participants............................................................................... 72


Appendix A: Material Submitted to Supplement Oral Testimony ................................................ 75


1. Supplemental Material from Roslyn Rosen...................................................................... 75


Prepared Statement of Roslyn Rosen ............................................................................... 75


Guidelines for Library Services to Deaf People ............................................................... 77


Guidelines for Library and Information Services for the American Deaf


Community ....................................................................................................................... 88


Also Submitted for the Record ......................................................................................... 98


2. Supplemental Material from Audrey J. Gorman ............................................................ 101


Written Testimony of Audrey J. Gorman....................................................................... 101


Disabilities, Society and Libraries [A Fact Sheet].......................................................... 105


Challenge to Public Libraries and Learning Disabilities Professional [A Press 


Release] .......................................................................................................................... 107


Local LD Partnerships: A Real-World Example [from] Ridgewood, New 


Jersey .............................................................................................................................. 108


Local LD Partnerships: A Real-World Example [from] Kansas City, Missouri ............ 109


Partnership Pays [Announcement of the 1999 Roads To Learning Program at 


the ALA Annual Conference]......................................................................................... 109


Also Submitted for the Record ....................................................................................... 110


3.	 Supplemental Material from Bonnie O’Day................................................................... 111


Written Testimony of Bonnie O’Day ............................................................................. 111


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Library and Information Services for Individuals with Disabilities 

4.	 Supplemental Material from Elbert "Elbie" N. Yaworsky..............................................112


Written Testimony of Elbert "Elbie" N. Yaworsky ........................................................112


5.	 Supplemental Material from James H. Wendorf.............................................................116


Written Statement Dated July 8, 1999, of James H. Wendorf ........................................116


6.	 Supplemental Material from John M. Day......................................................................120


Written Testimony of John M. Day ................................................................................120


7.	 Supplemental Material from Alice L. Hagemeyer..........................................................122


Written Testimony of Alice L. Hagemeyer.....................................................................122


Supplemental Testimony of Alice L. Hagemeyer...........................................................123


8.	 Supplemental Material from Scott Marshall ...................................................................124


Written Statement of Scott Marshall...............................................................................124


9. Supplemental Material from Carolyn Hoover Sung .......................................................127


Written Statement of Frank Kurt Cylke for Presentation by Carolyn Hoover 


Sung ................................................................................................................................127


Books for Blind and Physically Handicapped Individuals [A Fact Sheet] .....................137


Order Form......................................................................................................................140


Also Submitted for the Record........................................................................................142


10. Supplemental Material from James Gashel.....................................................................142


National Federation of the Blind Request To Testify at NCLIS Hearing


[Letter] ............................................................................................................................142


11. Supplemental Material from Ellen Perlow......................................................................143


Written Testimony of Ellen Perlow ................................................................................143


ASCLA Announces New Scholarship for People with Disabilities [A Press 


Release]...........................................................................................................................146


New Scholarship for People with Disabilities [A Press Release] ...................................146


A Note About Language .................................................................................................147


Disabilities Affect One-Fifth of All Americans; Portion Could Increase in


Coming Decades [A Census Brief].................................................................................148


To Do Now......................................................................................................................150


Also Submitted for the Record........................................................................................150


12. Supplemental Material from Bernadette Storck..............................................................151


Written Statement of Bernadette Storck .........................................................................151


Pinellas Talking Book Library for the Blind and Physically Handicapped [A 


Brochure] ........................................................................................................................153


Services to the Visually Impaired ...................................................................................155


Services Offered to the Pinellas Talking Book Clients [A Flyer]...................................157


Born to Guide [Newspaper Article] ................................................................................157


Life Moves Forward with Help of Dog [Newspaper Article].........................................159


— iii — 
U.S. National Commission on Libraries and Information Science 

Breaking the Language Barrier [Newspaper Article]..................................................... 161 

Blind Suffer 70% Jobless Rate [Newspaper Article] ..................................................... 163 

Here’s the Messy Truth About the ADA [Newspaper Opinion Column] ...................... 165 

Fight Continues to Get Disabled a Public Education [Newspaper Article].................... 166 

The Struggle to Accommodate the Less Visible Disabilities [Newspaper 

Article]............................................................................................................................ 169 

Also Submitted for the Record ....................................................................................... 170 

13. Supplemental Material from Julia A. Dunlap................................................................. 171 

Written Testimony of Julia A. Dunlap ........................................................................... 171 

14. Supplemental Material from Sarah Hamrick.................................................................. 174 

Written Statement of Sarah Hamrick.............................................................................. 174 

Guidelines for Library Services for People with Mental Retardation ............................ 175 

15. Supplemental Material from Nolan T. Yelich ................................................................ 177 

Written Statement of Nolan Yelich ................................................................................ 177 

Appendix B: Written Material Submitted by Organizations ....................................................... 181 

1. Written Material from Arkenstone, Submitted by Roberta G. Brosnahan, COO........... 181 

Electronic Mail Dated August 6, 1999, from Roberta Brosnahan 

[roberta@arkenstone.org]............................................................................................... 181 

2.	 Written Material from ASL Access, Submitted by Chris Wixtrom, Founding 

Director........................................................................................................................... 182 

Written Testimony Dated July 8, 1999, from Chris Wixtrom........................................ 182


The Four Arms of Library Access to ASL ..................................................................... 184


Notes from the Files of ASL Access .............................................................................. 185


White House Conference on Library and Information Services Taskforce 


(WHCLIST) Resolutions................................................................................................ 186


Also Submitted for the Record ....................................................................................... 187


3.	 Written Material from Berkeley Public Library [Berkeley California], Submitted 

by Alan Bern, Library Special Services Coordinator ..................................................... 187 

Electronic Mail Dated July 23, 1999, from Alan Bern 


[ALB2@ci.Berkeley.ca.us] ............................................................................................ 187


Berkeley Public Library Extended Services For Patrons With Disabilities ................... 188


Berkeley Public Library Application for Extended Services for Library


Patrons with Disabilities................................................................................................. 190


Future possibilities:......................................................................................................... 191


4.	 Written Material from the Cabrillo College Library [Aptos, California], 

Submitted by Johanna Bowen ........................................................................................ 192 

Electronic Mail Dated June 14, 1999, from Johanna Bowen 


[jobowen@cabrillo.cc.ca.us] .......................................................................................... 192


Resource List .................................................................................................................. 195


— iv — 
Library and Information Services for Individuals with Disabilities 

5.	 Written Material from Central Rappahannock Regional Library [Fredericksburg, 

Virginia], Submitted by Nancy Buck Schiff, Outreach Services Coordinator................198 

Letter dated July 20 from Nancy Buck Schiff.................................................................198 

6.	 Written Material from Disabilities, Opportunities, Internetworking and 

Technology (DO-IT), University of Washington [Seattle, Washington], 

Submitted by Sheryl Burgstahler, Director (and Assistant Director, Information 

Systems, Computing and Communications, University of Washington)........................200 

DO-IT Presentation Materials from Sheryl Burgstahler .................................................200 

Also Submitted for the Record........................................................................................214 

7.	 Written Material from the ERIC Clearinghouse on Disabilities and Gifted 

Education, Council for Exceptional Children (CEC), Submitted by Bruce A. 

Ramirez, Director............................................................................................................214 

Letter Dated August 4, 1999, from Bruce A. Ramirez ...................................................214 

8.	 Written Material from the Indiana State Library [Indianapolis, Indiana], 

Submitted by Marie Albertson, Library Development Office ........................................216 

Electronic Mail Dated July 15, 1999, from Marie Albertson 

[malbertson@statelib.lib.in.us] .......................................................................................216 

9.	 Written Material from the Institute of Museum and Library Services, Office of 

Library Services, Submitted by Elizabeth Sywetz, Deputy Director..............................216 

Unsigned Letter Dated July 7, 1999, from Elizabeth Sywetz .........................................216 

10. Written Material from Learning Disabilities Association of America (LDA), 

Submitted by Harry Sylvester, President, .......................................................................218 

Facsimile Transmission Dated August 9, 1999, from Harry Sylvester...........................218 

11. Written Material from the Library Association of China [Taiwan], Submitted by 

Margaret C. Fung, President ...........................................................................................220 

Written Testimony of Margaret C. Fung.........................................................................220 

12. Written Material from Missouri State Library [Jefferson City, Missouri], 

Submitted by Sara Parker, State Librarian......................................................................224 

Letter Dated August 10, 1999, from Sara Parker............................................................224 

13. Written Material from the National Association of the Deaf (NAD), Submitted by 

Nancy J. Bloch, Executive Director................................................................................225 

Letter Dated August 9, 1999, from Nancy J. Bloch........................................................225 

14. Written Material from Self Help for Hard of Hearing People, Inc. (SHHH), 

National Center on Assistive Technology, Submitted by David Baquis, Director .........229 

Electronic Mail Dated July 7, 1999, from David Baquis [dbaquis@shhh.org] ..............229 

NVRC Digest 7/6/99 [Electronic Newsletter].................................................................229 

Facsimile Transmission Dated August 8, 1999, from David Baquis ..............................232 

15. Written Material from Texas State Library and Archives Commission [Austin, 

Texas], Submitted by Robert S. Martin, Director and Librarian.....................................235 

Letter Dated July 9, 1999, from Robert S. Martin ..........................................................235 

— v — 
U.S. National Commission on Libraries and Information Science 

16. Written Material from the University of Illinois at Urbana-Champaign [Urbana, 


Illinois], Graduate School of Library and Information Science, Submitted by


Ruth Buttyan................................................................................................................... 237


Electronic Mail Dated July 20, 1999, from Ruth Buttyan


[buttyan@alexia.lis.uiuc.edu]......................................................................................... 237


17. Written Material from V.I.C.U.P.A., Submitted by Lillian Way, Public Relations 


Chairperson..................................................................................................................... 237


Letter Dated July 31, 1999, from Lillian Way................................................................ 237


Statement from V.I.C.U.P.A........................................................................................... 238


Newspaper Article, December 27, 1999, Federal Times................................................ 239


18. Written Material from Weston Public Library [Weston, Ohio], Submitted by


Marnie Kursiss, Director ................................................................................................ 240


19. Written Material from the Women Helping Women, Inc., Deaf and Hard of


Hearing Outreach Program, Submitted by Danielle Sabarese, Community


Advocate......................................................................................................................... 240


Facsimile Transmission Dated August 9, 1999, from Danielle Sabarese....................... 240


Appendix C: Written Materials Submitted by Individuals .......................................................... 243


1.	 Written Material from Tressa Bowers, Euless, Texas .................................................... 243


Facsimile Transmission Dated June 17, 1999, from Tressa Bowers.............................. 243


Electronic Mail Dated June 19, 1999, from Tressa Bowers ........................................... 244


Electronic Mail Dated October 21, 1999, from Tressa Bowers...................................... 244


2.	 Written Material from Joan Cassidy, Sterling, Virginia................................................. 245


Facsimile Transmission Dated June 30, 1999, from Joan Cassidy................................. 245


3. Written Material from Merrilee Comstock, Fairview, Michigan ................................... 245


Electronic Mail Dated July 3, 1999, from Merrilee Comstock


[macenterprizes@m33access.com]................................................................................. 245


[Statement #2]................................................................................................................. 246


4. Written Material from Jimmie Crawford, Morganton, North Carolina.......................... 247


Electronic Mail Dated June 4, 1999, from Jimmie Crawford 


[diamond@hci.net]......................................................................................................... 247


Electronic Mail Dated June 4, 1999, from Jimmie Crawford 


[diamond@hci.net]......................................................................................................... 247


Electronic Mail Dated October 21, 1999, from Jimmie Ray Crawford 


[diamond@hci.net]......................................................................................................... 248


5.	 Written Material from Ruth Epstein............................................................................... 248


Written Communication from Ruth Epstein................................................................... 248


6.	 Written Material from David Faucheux, Lafayette, Louisiana....................................... 249


Facsimile Transmission Dated June 16, 1999, from David Faucheux ........................... 249


7.	 Written Material from Marilyn Nelson, Minot, North Dakota....................................... 250


Letter Dated July 25, 1999, from Marilyn Nelson.......................................................... 250


— vi — 
Library and Information Services for Individuals with Disabilities 

Appendix D: Americans with Disabilities Act of 1990 as Amended...........................................251


Section 1. Short Title; Table of Contents. 42 USC 12101 Note............................................251


Section. 2. Findings and Purposes. 42 USC 12101. ..............................................................253


Section 3. Definitions. 42 USC 12102...................................................................................254


Title I -- Employment............................................................................................................254


Title II -- Public Services.......................................................................................................261


Part II -- Public Transportation By Intercity And Commuter Rail........................................268


Title III -- Public Accommodations And Services Operated By Private Entities.................274


Title IV -- Telecommunications ............................................................................................285


Title V -- Miscellaneous Provisions ......................................................................................288


Legislative History- S. 933 (H.R. 2273):...............................................................................295


Selected Bibliography............................................................................................................296


Statutes............................................................................................................................296


Legislative History..........................................................................................................296


Regulations......................................................................................................................296


Appendix E: Final Rule Implementing Section 508 of the Rehabilitation Act ...........................297


Index.............................................................................................................................................307


— vii — 
U.S. National Commission on Libraries and Information Science 

— viii — 
Library and Information Services for Individuals with Disabilities 

FOREWORD 

The U.S. National Commission on Libraries and Information Science (NCLIS) was established in 

1970 by Public Law 91-345 as a permanent, independent agency of the Federal government charged 

with advising the executive and legislative branches on national library and information policies and 

plans. Specifically, the Commission was established to advise the President and the Congress on the 

library and information needs of the nation and the policies and plans necessary to meet those needs, 

and to report directly to the White House and the Congress on the implementation of national policy. 

In addition, the Commission conducts studies, surveys and analyses of the nation’s library and 

information needs; appraises the adequacies and deficiencies of current resources and services; 

promotes research and development activities; conducts hearings and issues publications as 

appropriate; and develops overall plans for meeting national library and informational needs and for 

the coordination of activities at the Federal, state, and local levels. 

In the Commission's enabling legislation, the Congress declared that library and information services 

"are essential to meet broad national goals." The Commission was empowered to examine such 

library and information services and to make policy recommendations to the President and to the 

Congress regarding how these services could best be provided. In keeping with its mission and 

purpose, the Commission conducted a hearing on Library and Information Services for Individuals 

with Disabilities at the Kellogg Conference Center of the Gallaudet University in Washington, DC, 

on July 8, 1999. It is evident that recent advances in information technology have improved 

conditions for some people with disabilities while presenting new challenges to others. 

The hearing on Library and Information Services for Individuals with Disabilities was held at the 

Gallaudet University, one of the nation's foremost educational facilities for the deaf. The focus of this 

event goes far beyond individuals with hearing disabilities. Individuals or their representatives 

presented testimony regarding different types of disabilities. The Commission also heard from 

concerned, dedicated individuals including educators, parents, library and information service 

professionals, representatives from national associations and organizations, and volunteers. 

Libraries and librarians perform an indispensable role in connecting disabled individuals to the 

information resources they need to lead productive, independent lives. Commissioner C. E. (Abe) 

Abramson framed the issues well when he said, "Libraries have a responsibility to meet the special 

needs of users with physical, learning and other disabilities. The Commission wants to hear, first 

hand, of the various kinds of assistance being provided by libraries to persons with permanent or 

temporary disabilities, including assistance in ordering materials in alternative formats, searching and 

retrieving materials (both online and print), accessing library buildings and parking facilities, 

providing adequate space for study and testing, and furnishing special equipment." 

For the Commission, this hearing served as the first step in an important learning process about a very 

complex matter. The information gained from this hearing, in addition to continuing research and 

study, will ultimately guide future action in determining the need for policy recommendations to 

appropriate government agencies and other organizations. 

— ix — 
U.S. National Commission on Libraries and Information Science 

Commissioners Participating in the Hearing 

Commissioners participating in the hearing on Library and Information Services for Individuals with 

Disabilities were: 

• Jeanne Hurley Simon, Chairperson and Moderator 

• Martha B. Gould, Vice Chairperson 

• C. E. "Abe" Abramson 

• Rebecca T. Bingham 

• Joel D. Valdez 

• Betsy Sywetz for the Acting Director, Institute of Museum and Library Services 

• Winston Tabb for the Librarian of Congress 

Executive Director Robert S. Willard accompanied the Commissioners. 

List of Acronyms and Abbreviations Used in This Report 

Acronym Explanation 

AAP Association of American Publishers 

AAUP American Association of University Professors 

ADA Americans With Disabilities Act (42 U.S.C. 12101) 

ADAAG Americans With Disabilities Act Accessibility Guidelines 

AFB American Foundation for the Blind 

AIA American Institute of Architects 

ALA American Library Association 

ALD Assistive Learning Devices 

APH American Printing House for the Blind 

ALA American Library Association 

ALAD Academic Librarians Assisting the Disabled Discussion Group 

ALDA Association for Late Deafened Adults 

Amslan/ASL American Sign Language 

ASCLA 	 Association of Specialized and Cooperative Library Agencies, a 

division of the American Library Association 

ASIS	 American Society for Information Science, now called American 

Society for Information Science and Technology (ASIST) 

CAF Conference Assistance Fund for Consumers and Families 

CAN Computer-assisted Note-taking 

CART Communication Access Real Time 

CAST Center for Applied Special Technology 

CCTV Closed Circuit Television 

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Library and Information Services for Individuals with Disabilities 

Acronym Explanation 

CEC Council for Exceptional Children 

CITA Center for Information Technology Accommodation 

CMP Captioned Media Program 

COSLA Chief Officers of State Library Agencies 

DDMAG	 Library Service to the Developmentally Disabled Persons Membership 

Activity Group 

DO-IT Disabilities, Opportunities, Internetworking and Technology 

DV	 Descriptive Videos (DV), selected contemporary and classic movies 

specifically adapted for the visually impaired 

EASI Equal Access to Software and Information 

EEOC U.S. Equal Opportunity Employment Commission 

EIN Electronic Information Network 

ERIC	 Education Resources Information Center of the U.S. Department of 

Education Office of Educational Research and Improvement 

FCC U.S. Federal Communications Commission 

FOLDA Friends of Libraries for Deaf Action 

FOLUSA Friends of the Library USA 

IDA International Dyslexia Association 

IDEA Individuals with Disabilities Education Act Amendments 

IEP 	 Individual Education Plan, a requirement of the Federal Individuals 

with Disabilities Education Act. 

IFLA International Federation of Library Associations and Institutions 

IMLS U.S. Institute of Museum and Library Services 

ISMAPS Menu Alternatives for Image Maps on Web Pages 

JCAH Joint Commission on the Accreditation of Hospitals 

LD Learning Disabilities 

LDA Learning Disabilities Association of America 

LITA Library and Information Technology Association, a division of the 

American Library Association 

LSCA Library Services and Construction Act (citation) 

LSDF Library Service to the Deaf Forum 

LSIEF Library Service to the Impaired Elderly Forum 

LSPF Library Service to Prisoners Forum 

LSPVPDF Library Service to People with Visual or Physical Disabilities Forum 

LSSPS 	 Libraries Serving Special Populations Section, a section of the 

Association of Specialized and Cooperative Library Associations of 

the American Library Association 

— xi — 
U.S. National Commission on Libraries and Information Science 

Acronym Explanation 

LSTA Library Services and Technology Act (20 U.S.C. 9121) 

NAD National Association of the Deaf 

NAILS National Association of Information and Library Scientists 

NCAM National Center for Accessible Media 

NCD U.S. National Council on Disability 

NCLD National Center for Learning Disabilities, Inc. 

NCLIS U.S. National Commission on Libraries and Information Science 

NFB National Federation of the Blind 

NISO National Information Standards Organization 

NLE National Library of Education 

NLS	 National Library Service for the Blind and Physically Handicapped of 

the U.S. Library of Congress 

NICHCY National Information Center for Children and Youth with Disabilities 

OERI	 Office of Educational Research and Improvement of the U.S. 

Department of Education 

PAFT Print Access for Texans 

PPLC Pinellas [Florida] Public Library Cooperative 

RFB&D Recording for the Blind and Dyslexic 

RSVP Retired Senior Volunteer Program 

RTL 	 Roads To Learning, the Public Libraries' Learning Disabilities 

Initiative of the American Library Association 

SHHH	 Self Help for Hard of Hearing People, Inc. of the National Center on 

Assistive technology 

SIPP 	 Survey of Income and Program Participation, a survey on the 

economic situation of people with disabilities conducted by the Bureau 

of the Census. 

TDD Telecommunications Device for the Deaf. 

TEDPA Telecommunications Equipment Distribution Program Association 

TBL Talking Book Library 

TRS Telecommunications Relay Services 

TTY	 A device with an electronic text display and a keyboard that allows 

persons with hearing or speech disabilities to have a visual, two-way 

telephone conversation 

UD Universal Design 

UNESCO United Nations Education, Scientific and Cultural Organization 

VRI Video-Relay Interpreting 

VDDHH Virginia Department for the Deaf and Hard of Hearing 

— xii — 
Library and Information Services for Individuals with Disabilities 

Acronym Explanation 

V.I.C.U.P.A. Visually Impaired Computer Users of the Philadelphia Area 

W3C World Wide Web Consortium 

WFD World Federation of the Deaf 

WHCLIST	 White House Conference on Library and Information Services 

Taskforce 

WIPO World Intellectual Property Organization 

— xiii — 
U.S. National Commission on Libraries and Information Science 

— xiv — 
Library and Information Services for Individuals with Disabilities 

ACKNOWLEDGMENTS 

The members and staff of the U.S. National Commission on Libraries and Information Science 

(NCLIS) express their sincere appreciation to everyone contributing to the success of this hearing. 

Their combined advice, guidance, suggestions, support and encouragement in the examination of this 

important issue are most valuable. 

The Commission expresses deep appreciation to the witnesses. The individual and institutional 

commitment required to participate in efforts such as this hearing is, indeed, large. We are grateful for 

their participation and enlightenment. The Commission is also grateful to the individuals and 

organizations that provided written statements and other materials. 

The Commission members and staff extend their sincere appreciation to Dr. Roslyn Rosen, Vice 

President for Academic Affairs, and Mr. John Day, University Librarian, of the Gallaudet University, 

for their warm hospitality and invaluable assistance. 

The Commission members and staff dedicate this report to Jeanne Hurley Simon, who served as 

Chairperson of the National Commission on Libraries and Information Science from 1993 until her 

untimely death in February 2000. Jeanne moderated this hearing. It was her last public appearance as 

Chairperson of the Commission. This issue was of great importance to Jeanne in her constant efforts 

to improve the library and information services of the American people. This report and the 

Commission's efforts to develop appropriate and practical policy guidance for providing library and 

information services to individuals with disabilities are dedicated to her memory. 

— xv — 
U.S. National Commission on Libraries and Information Science 

— xvi — 
Library and Information Services for Individuals with Disabilities 

LIBRARY AND INFORMATION SERVICES FOR INDIVIDUALS WITH DISABILITIES 

An NCLIS Hearing in Washington, DC, July 8, 1999 

1. 	 Introductory Remarks: Jeanne Hurley Simon, Chairperson, National 

Commission on Libraries and Information Science 

CHAIRPERSON SIMON: Good morning. I hope everyone can hear me. I am delighted to be here 

this morning. My name is Jeanne Simon, and I have the honor to be the Chairperson of the U.S. 

National Commission on Libraries and Information Science (NCLIS), appointed by President 

Clinton in 1993 and, happily, reappointed in 1998. 

Joining me this morning are Vice Chair Martha Gould of Reno, Nevada; Commissioner Joel Valdez 

of Tucson, Arizona; Winston Tabb, representing James Billington, the Librarian of Congress. Dr. 

Billington is an ex officio member of the Commission. To my right are Commissioner Abe Abramson 

from Missoula, Montana; Commissioner Rebecca Bingham of Louisville, Kentucky; and Elizabeth 

Sywetz, representing the Acting Director of the Institute of Museum and Library Services (IMLS). 

The IMLS Director is the other ex officio member of the Commission. 

I would like to introduce former Commissioner Robert Willard. Bob now serves as the Executive 

Director of the Commission. 

We are here today to hold this very important hearing on Library and Information Services for 

Individuals with Disabilities. As we said in the NCLIS News Release announcing this hearing, "The 

Commission recognizes that recent advances in information technology have improved conditions for 

some people with disabilities while presenting new challenges to others." We know that computer 

technology can facilitate the production of talking books and closed captioning. Electronic text can be 

manipulated in ways that print cannot to assist persons with disabilities. Information technology can 

also help eliminate distance and physical barriers. However, we are also aware of the problems a 

mouse-driven graphical interface can present to a sightless person. Moreover, we understand that 

certain intellectual property considerations may stifle the easy production of information in 

alternative formats for the disabled. One step we are pursuing today is to learn what technology has 

meant to persons with disabilities. 

Long ago, in 1975, Congress recognized the special needs of persons with disabilities when it passed 

landmark legislation, Public Law 94-142, which mandates an education for all persons with 

disabilities. Up until that time, states could take or refuse to take individuals with disabilities and 

many, many persons were left out of the educational opportunity. 

In 1990, Congress came up with another landmark legislation—the Americans with Disabilities Act 

known as the ADA.1 

We are delighted that we are holding this hearing at this time and in this wonderful setting of the 

Gallaudet University. This week following July 4 is very special. We began this week celebrating that 

1

 The full text of the Americans with Disabilities Act, as amended, appears in Appendix D, beginning on page 251. 

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U.S. National Commission on Libraries and Information Science 

great document, the Declaration of Independence, and its resounding belief in the equality of all 

people. But while we recognize that all people are equal in their "inalienable rights," we also 

acknowledge that there are differences among people and that sometimes these differences, 

manifested by physical or mental disabilities, present obstacles to the exercise of the rights that the 

Founders talked about, including "life, liberty, and the pursuit of happiness." 

The Declaration of Independence recognizes the special role of government in securing the rights of 

its citizens. The National Commission on Libraries and Information Science is part of our 

government. We were established in 1970, 29 years ago this month, with a very specific assignment. 

In Public Law 91-345, the law establishing the Commission, the Congress declared that library and 

information services "are essential to meet broad national goals." The Commission was empowered to 

examine such library and information services and to make policy recommendations to the President 

and to the Congress regarding how these services could best be provided. 

Today's hearing fits quite comfortably within that charter. We hope to examine how people with 

disabilities can be assured of their right to read and their right to be informed. We are holding this 

event at one of the nation's foremost educational facilities for the deaf. But the focus of this event 

goes far beyond individuals with hearing disabilities. We will receive testimony from individuals with 

a number of different types of disabilities, or their representatives. Commission members wish to 

explore the gamut of issues raised in order to develop policy recommendations to appropriate 

government agencies and other organizations. 

We are also focusing on the role of libraries in meeting these needs. Commissioner Abramson, who 

first proposed this hearing, has noted the special responsibilities libraries and librarians have in 

connecting disabled individuals to the information resources they need to lead productive and 

independent lives. In defining the scope of today's event, Commissioner Abramson said, "The 

Commission wants to hear, firsthand, of the various kinds of assistance being provided by libraries to 

persons with permanent or temporary disabilities, including assistance in ordering materials in 

alternative formats, searching and retrieving materials, both on-line and in print, accessing library 

buildings and parking facilities, providing adequate space for study and testing, and furnishing special 

equipment." 

Let me conclude by saying that we begin this process eager to learn. We have no preconceived ideas 

or hidden agendas. What we learn today will guide our future action, but I cannot begin to tell you 

what that action will be until we hear from all the witnesses. Before we begin this process on this 

wonderful day, I want to present the opportunity for our Commissioners to make introductory 

remarks. 

MS. GOULD: I want to welcome everyone. I am delighted to be here today. Before I retired, I was 

the director of the Washington County Library in Reno, Nevada. We have at that library a staff 

member who is fluent in Amslan, and we work very closely with the Center for Independent Living in 

Reno. In that way, we have tried to reach out and provide services. I am very eager to hear from the 

people testifying today. This is an area that deserves much attention. 

CHAIRPERSON SIMON: Thank you, Martha. 

MR. VALDEZ: Hello. I, too, am happy to be here today, to listen and to learn. As an officer of the 

University of Arizona, we enjoy one of the nation's finest programs for students with alternative 

learning problems and disabilities. It is the goal of the University of Arizona Library to provide 

customers with disabilities as efficient access to research materials and services as possible. At the 

— 2 — 

Library and Information Services for Individuals with Disabilities 

University of Arizona Library, we provide all kinds of equipment for individuals with disabilities. So, 

I am anxious to listen and, hopefully, learn about some new ideas for the University’s library. 

CHAIRPERSON SIMON: Winston Tabb, representing Jim Billington, the Librarian of Congress. 

MR. TABB:: One part of the Library of Congress of which we are most proud is the National Library 

Service for the Blind and Physically Handicapped. As you can see by the agenda, one of my 

colleagues will be testifying this afternoon so we will hear expert testimony about some of the work 

being done in this area. 

I would like to take note of the fact that in today’s audience we have William Haig. Mr. Haig serves 

as the handicapped adviser for the Library of Congress. Bill, please raise your hand. We are glad to 

have him here to listen to the testimony and to capture ideas that we may want to use at our own 

National Library. Thank you. 

CHAIRPERSON SIMON: I would like to introduce Commissioner Abramson, the person who started 

the idea of this hearing. 

MR. ABRAMSON: Yes, this hearing was my idea. But, I am here to learn. 

CHAIRPERSON SIMON: Thank you, Abe. Rebecca Bingham from Louisville, Kentucky. 

MRS. BINGHAM: I am delighted to be here and to be working with the topic of library and 

information services for individuals with disabilities. In my active professional life, I was the director 

of Library and Media Services for the Louisville-Jefferson County Metropolitan School District. 

When Public Law 94-142 was enacted, it became my responsibility to conduct workshops for the 

school media librarians on services to the children with disabilities in the several schools, and we did 

mainstream them. 

In my capacity I have also worked on summer workshops at two or three major universities because I 

delved deeply into this topic. I live in Louisville where I am very closely associated with the 

American Printing House for the Blind (APH) and where one of my best friends is one of their 

readers, who just completed her thousandth book for APH. In addition, I live with my husband who is 

partially sighted so this hearing is very good for me. 

CHAIRPERSON SIMON: Thank you, Rebecca. Elizabeth Sywetz, representing Beverly Sheppard, 

Acting Director of the Institute of Museum and Library Services (IMLS). 

MS. SYWETZ: I am really delighted to be here representing IMLS. IMLS is the Federal agency that 

provides grants to museums and libraries, and many of our programs do have the effect of serving 

people with disabilities. Since the Library Services and Technology Act (LSTA) focuses on 

technology, that is an important theme to us as well. And, I am really interested in hearing testimony 

that can help us inform those people who apply for IMLS Federal grants. 

CHAIRPERSON SIMON: Thank you, Betsy. 

As we begin, let us express the Commission’s appreciation to those persons appearing today and to 

those individuals submitting written statements for the record. 

— 3 — 

U.S. National Commission on Libraries and Information Science 

I also want to thank the people at the Gallaudet University, especially the University Librarian, John 

Day. Where are you, John? There you are; I couldn't see you. John has been so helpful to us in 

arranging for this meeting. 

Finally, I want to thank a special person who works for the Commission. That is Barbara 

Whiteleather. Barbara’s good work and tireless efforts in addressing the many details to form today’s 

program have made all of this possible. Hold up your hand, Barbara. Thank you again, Barbara. 

Now, a special—really special—person: our Executive Director, Robert S. (Bob) Willard. One reason 

Bob is so special is because he was a former member of the Commission appointed by President 

Clinton. Bob will now tell us how we will commence today’s hearing. 

2. 	 Review of Hearing Procedures: Robert S. Willard, Executive Director, National 

Commission on Libraries and Information Science 

MR. WILLARD: Thank you. I am also delighted to be here and wish to express my appreciation to 

John Day and the others who have made this hearing possible. 

We have 17 witnesses scheduled to present testimony to the Commission. That means we have to be 

somewhat rigorous in watching the clock. We have asked witnesses to use about 7 minutes of the 15 

minutes we have allotted for presentation of their formal statement. They can summarize their 

statement, and the full statement will be included in the record. We are allowing about eight minutes 

for each witness for questions and answers following their statement. When the hearing is over, we 

will produce a hearing record. 

As Jeanne indicated, we do not yet know what the next steps will be because we do not know what 

we will learn today. But we do plan to look very closely at the information that is generated today and 

at our charter as the government's policy planning body for library and information services to 

determine whether additional laws, regulations or recommendations to private organizations are 

appropriate. 

CHAIRPERSON SIMON: Thank you, Bob. 

I would like to ask the members of the first panel to take their seats at the witness table. One of the 

members of the panel is Dr. Roslyn Rosen, a member of the Gallaudet administration. Before Dr. 

Rosen presents her testimony she is going to present greetings on behalf of the University President, 

Dr. I. King Jordan. 

3. 	 Greetings: Roslyn Rosen, Vice President for Academic Affairs, for I. King 

Jordan, President, Gallaudet University 

DR. ROSEN (Speaking through a sign-language interpreter): I am here in place of Dr. I. King Jordan, 

President of the Gallaudet University. Dr. Jordan is very sorry that he cannot be here, and he wanted 

me to extend his greetings to all of you on the Commission: 

Ms. Chairperson and Commissioners: Thank you for selecting the Gallaudet 

University as the site for this hearing. Gallaudet really wants to thank all of you for 

your work and interest in increasing and enhancing the quality of library services and 

accessibility for deaf people and all people, not only our population, but all people. It 

is really critical that all people are included and given accessible services. Many 

groups can profit from this hearing. 

— 4 — 

Library and Information Services for Individuals with Disabilities 

We also want to recognize and thank Chairperson Jeanne Hurley Simon for her 

leadership in this continuing area, and Bob Willard for his work and commitment to 

developing this field. 

Here at the Gallaudet University, we are an institute of higher education for deaf and 

hard of hearing people and hearing people. We understand the critical task and 

responsibilities that lie ahead for this Commission and the role that you will play in 

facing the issues, which are very complex and increasingly more complex as we 

move into the new century with increasing dependency on technology. 

So what are the key issues? There are several. The library staff needs to be trained 

and knowledgeable about how to provide services and materials accessible for all 

people. The library needs to have materials that will meet the needs of different 

groups of people, both in objective and neutral ways. 

Gallaudet itself is going through the same process. If you have time to stroll around 

the campus, you will notice that one of our older buildings is now being demolished. 

In its place there will be a new building that will focus on technology for the campus 

in both learning and teaching. That is to make sure that the technology is state of the 

art and provides interactive learning. And, to make sure that the environment is 

optimal for people who are deaf, blind, or deaf and blind, and for the people who 

work and live with them. 

That building will provide for technology and make new concepts possible for new 

approaches and attitudes in the way we serve people. 

So, today should be exciting for everyone here and the beginning of better services 

for the future. We are delighted to be part of it, and we wish you the best. 

I have tipped my hat. Now, I am taking my hat off as the President and putting my real hat on, as Vice 

President of Gallaudet for Academic Affairs here at the Gallaudet University. Also, I am a member of 

the board of the World Federation of the Deaf, which will be meeting in Australia next month. We 

have formed a partnership with the International Federation of Library Associations and Institutions 

(IFLA) to work together to make sure we provide access all over the world. 

4. 	 Panel 1: Roslyn Rosen, Vice President for Academic Affairs, Gallaudet 

University; Audrey J. Gorman, Director, Roads To Learning, The Public 

Libraries’ Learning Disabilities Initiative, American Library Association; and 

Bonnie O’Day, Member, National Council on Disability 

Testimony of Roslyn Rosen2 

DR. ROSEN (Speaking through a sign-language interpreter): Before I became a board member of the 

World Federation of the Deaf, I was President of the National Association of the Deaf. I did that 

during my spare time. My real job was here at the Gallaudet University as Dean of the College for 

Continuing Education at that time, and I was very much involved in adult education for the 

community. We worked very closely with Alice Hagemeyer to train people related to the American 

2 Written material submitted by Dr. Rosen begins on page 75 in Appendix A. 

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U.S. National Commission on Libraries and Information Science 

Library Association (ALA) and FOLDA and services for people, not people who are disabled 

themselves, but the people who live and work with them, and to help make decisions and policies. 

Gallaudet recognizes that libraries are among the key institutions in America that respond quickly to 

community needs. Libraries are among the first to respond positively to the passage of various laws 

regarding accessibility. When the ADA was passed in 1990, libraries were among the first to review 

their policies and procedures to make sure that they met the needs of the community. So I applaud the 

libraries for that. There are still miles to go, though. 

I would like to talk specifically about three areas that need attention and continuing work. The three 

areas are: library collections, services, and accessibility. 

1)	 Library Collections. Libraries should be able to provide comprehensive collections 

of information related to different disabilities—deaf and hard of hearing people. I 

know there will be different speakers today who will be focusing on different areas 

of need. I would like to focus only on deafness and hard of hearing and how it 

relates to those individuals. 

All parents who have deaf babies may not know what to do. Only 10 percent of the deaf 

community has deaf parents. That means that 90 percent of families have babies who are 

deaf with hearing parents. They may not even have met a deaf person before. So libraries 

are often the place, the source of information, which is clearly objective and neutral. 

Now with the World Wide Web technology, parents can access information in a broader 

way. But, libraries still remain as the starting place for information. It is the ‘hands-on’ 

place. Nothing feels better than a book in your hands. Maybe I am old fashioned, but I love 

books and I love libraries. Parents can take their children to libraries and increase their 

literacy by sharing books and sharing reading experiences with their children. 

2)	 Library Services. People who are skilled and adept at meeting the needs of the deaf 

and hard-of-hearing—of all ages, at all different levels of deafness, from birth to 

100 years of age—should be able to provide services to people from the womb to 

the tomb. 

For a specific example, interpreters or native users of sign languages in libraries during 

story-telling hour or for responding to questions from library users. That is one area of 

service. 

3)	 Library Access. Access is more than simply getting information. The information 

needs to be understandable, which means the library needs to be aware of the 

different literacy levels and the literacy needs of the people who are deaf and hard 

of hearing. They may be at different levels of literacy. Some deaf people are fully 

competent and fully literate in only sign language so they need materials that they 

can understand. For example, videotapes need to be done in sign language or closed 

captioning, perhaps with a signer to help. 

However, there is an increasing explosion of media and closed captioning. Commercially, 

they do not have closed captioning. We need to have captioning at all times, plus sign 

language where possible. 

Then we run into the problem with copyright laws. That is another area that we need to look 

at: How do we transfer from print to visual media in sign language and make sure that the 

copyright laws will support that need for the deaf and hard of hearing people who use sign 

language as their primary language? Again, deaf people of all ages need quality information 

through appropriate technology and access. 

— 6 — 

Library and Information Services for Individuals with Disabilities 

To summarize, deaf people and hearing people have exactly the same needs. The biggest challenge is 

to remove the barriers and to make the library information and technologically welcome to all people. 

I would like to point out the work that is done by the Association of Specialized and Cooperative 

Library Agencies, which is a part of the ADA. They publish two magazines that I would like to have 

included in the record: (1) Guidelines for Library Services to Deaf People,3

 published in 1991 and 

edited by University Librarian John Day, and (2) Guidelines for Library and Information Services for 

4 the American Deaf Community, 1996. 

Thank you. 

Questions and Answers 

CHAIRPERSON SIMON: Thank you, Dr. Rosen. The publications mentioned by Dr. Rosen will 

become part of the official record. We thank you very much. 

Are there comments or questions for Dr. Rosen? 

MS. GOULD: One of my concerns has always been training for library staff so that they are 

comfortable communicating with people who have various types of disabilities. Do you have any 

suggestions along those lines? 

DR. ROSEN (Speaking through a sign-language interpreter): The Gallaudet University provides 

community training and service and those services can be contracted through our extension programs 

anywhere; it can be provided anywhere within the United States. Gallaudet has regional centers all 

over the U.S. 

Every state has an association for the deaf—for example, the Maryland Association for the Deaf. That 

association would be very happy to work with libraries in training and referring people for possible 

employment. They are happy to provide services, or to get jobs themselves, or become volunteers in 

sharing reading experiences and in providing services. So, contact the National Association of the 

Deaf for contact points for the state associations. 

MS. GOULD: Thank you. We will put that information in the official record. 

MR. TABB:: I am particularly interested in your comments about copyright because this is not 

something I have really thought about with regard to services for the deaf. I recently attended an 

American Library Association (ALA) meeting sponsored by John Day. We have had a lot of 

experience dealing with this problem on behalf of the blind at the Library of Congress’ Copyright 

Office. 

I will go back and raise this question with the Registrar of Copyrights today to see what she thinks we 

should be doing in this area. 

I will not be able to stay for the afternoon session, but I will suggest to my fellow Commissioners that 

if Mr. Gashel, an extraordinarily effective advocate on behalf of the National Federation of the Blind, 

does not deal with this issue directly, that you question him on some of the effective techniques used 

3 This publication begins on page 77 in Appendix A. 4 This publication begins on page 88 in Appendix A. 

— 7 — 

U.S. National Commission on Libraries and Information Science 

by the Federation in order to receive very favorable congressional attention for changes in the 

copyright law that help the blind gain more access to materials of all sorts, not just printed material. 

MR. ABRAMSON: When you talked about tearing down one of the earliest buildings on the campus, 

I was pretty sure you were headed toward saying that it was not ADA-compliant. That is not what you 

ended up saying, and I am curious. As a community here that is so consciously aware of different 

kinds of challenges, could you give a little insight into this University's experience in dealing with 

ADA compliance in terms of becoming barrier-free in all senses? 

DR. ROSEN (Speaking through a sign-language interpreter): Thank you for that question, Abe. 

Really, Gallaudet is one of the most environmentally friendly places you can find. I am really proud 

of the Gallaudet University. That old building came down, not because it wasn’t ADA-compliant, but 

because it had outlived its usefulness. We have a new field house. We took that building down to 

make way for new approaches to learning. For example, this room has what is called Hearing 

Assistance for People Who Use Hearing Aids, who can use the Loop System. You can see it in 

various places around the room. We also have large screens and real-time captioning capabilities, 

which are not being used today, but which can be arranged for. We also have interpreters. 

If, for some reason, there is an emergency and an evacuation is necessary, we have strobe lights that 

will flash throughout the building and everyone knows to leave. If you look at the windows up in the 

back, you will see what we call Translator Booths. When there is more than one spoken language 

being used, we have translators. I think we can hold six translators for six different languages in just 

this one room. They speak up there, and it comes down through the earphones. So, really important is 

this ability to be able to sign and direct communications. That is one of the most vital issues that 

make Gallaudet a level playing field: providing access to information at the same time for all people. 

People who work here must pass a sign-language evaluation to be considered for tenure. Does that 

help? 

In addition, we have a good number of deaf-blind students here. We have computers that will enlarge 

the print for those in need. For others, we have braille. That has been a big challenge for Gallaudet. 

We have an agreement with, and are networking with, different cooperative universities in 

Washington, DC; we share braille textbooks. It is very difficult and very expensive, but Gallaudet has 

those services. We network and we share. 

We also have a number of students who are wheelchair users in addition to being deaf. Almost all of 

our buildings are accessible; a few are not. Those buildings that are not accessible are used for office 

purposes. 

So, Gallaudet, in general, is very accessible. We just completed a renovation of one of our oldest 

buildings, Chapel Hall, where the tower clock is located. That building is now accessible because of 

new ramps that are ADA-compliant. 

MRS. BINGHAM: Many of the youngsters who come to us with handicaps are not profoundly 

handicapped; yet they need special attention and special understanding. I wonder if your regional 

centers have any programs that can reach those school libraries working with those children? 

DR. ROSEN (Speaking through a sign-language interpreter): Sure, we can work out referrals or 

training. I am sure other speakers related to deafness, Alice Hagemeyer or John Day, can give you 

more specific answers. The answer is, "Yes, it is possible." 

— 8 — 

Library and Information Services for Individuals with Disabilities 

Also, deaf people need to see positive role models. The more people with disabilities are hired in the 

libraries, the better. 

MS. SYWETZ: I am interested in the definition of "access"—sending it beyond the idea of physical 

access to a kind of intellectual access. Could you talk about things that can be done to raise awareness 

about these types of access? 

DR. ROSEN (Speaking through a sign-language interpreter): That is an important question. Thank 

you for asking that question. Literacy is a huge challenge, not just for people who are deaf and hard of 

hearing, but for all Americans. It is the biggest challenge facing schools everywhere. We are all on 

the same team here. 

I have noticed a difference between physical access and intelligence access; they are both equally 

important. It is necessary to have both physical and visual access to information for deaf people so 

that they are able to understand. That is another form of access. The difference between me being in 

this room without an interpreter... [Speaking to the interpreter:] Can you stop for a minute, please? 

[The interpreter ceases speaking; Dr. Rosen continues signing.] 

DR. ROSEN (Speaking through a sign-language interpreter): You can see me, but you cannot 

understand me. I can see you, but I cannot understand you. So now we can talk with each other. That 

is access. And, what if the interpreter is not qualified? Joy is one of the best interpreters in the country 

but suppose we had a novice signer here? How would you evaluate the skill of the interpreter? That is 

another issue related to quality, and it is part of the access. 

We need to talk to people who are themselves disabled, ask them for their opinions and 

recommendations, and follow some of the guidelines that are published from different organizations 

and services, for example, the National Association of the Deaf (NAD) and the National Federation of 

the Blind (NFB). Those are the people who know best what the needs are, and the needs vary from 

individual to individual. People come in all sizes, shapes, and different levels of hearing. They all 

have different opinions about what is best for them. And, you need to figure how to meet those needs. 

Parents who have deaf children try to figure out what to do. They need to meet with deaf people who 

can show them what to do and how to access information. 

College programs, like those we have established at Gallaudet, have three priorities. The first priority 

is literacy, and they have mounted a nationwide campaign to increase literacy through shared reading 

experiences. That is another form of access that needs to be developed through training of community 

workers. 

CHAIRPERSON SIMON: Thank you, Dr. Rosen. I have a question. I know you are an academic 

person but do you or someone on your staff follow current legislation in Congress concerning 

copyright or Federal Communications Commission (FCC) activities? 

DR. ROSEN (Speaking through a sign-language interpreter): I am going to refer that question to John 

Day. 

CHAIRPERSON SIMON: Since John Day will be testifying later, I will reserve that question for 

him. 

— 9 — 

U.S. National Commission on Libraries and Information Science 

DR. ROSEN (Speaking through a sign-language interpreter): Yes. I would also like to point out that 

higher education all over the country is now struggling with faculty and copyright issues. Gallaudet is 

working on that, as well as the copyrights for being able to translate from one language to another. 

The American Association of University Professors (AAUP) has guidelines on intellectual materials. 

So it is going to be based on that and on the needs of the students at the Gallaudet University. 

CHAIRPERSON SIMON: Thank you, Dr. Rosen. 

The next person on the panel is Ms. Audrey Gorman from the American Library Association. We are 

pleased to hear from you. 

Testimony of Audrey J. Gorman5 

MS. GORMAN: Thank you very much, Chairperson Simon, Members of the National Commission, 

and everyone else here today. I am very honored to be here and speaking to you. I have, I think, a 

slightly different perspective than some of the other people in this room, whom I respect greatly and 

have been working with in the area of disabilities for a long time. So, I bring somewhat fresher eyes, I 

think, to this issue. 

I also bring the eyes of a librarian with more than 30 years of experience in a variety of settings. Right 

now I am the Director of Roads To Learning, the Public Libraries' Learning Disabilities Initiative 

(RTL), at the American Library Association, within the division that Dr. Rosen so nicely mentioned, 

the Association of Specialized and Cooperative Library Agencies, known as ASCLA. ASCLA is very 

well represented here today, as a couple of people have said. 

I am also here as a person with a hidden disability. I discovered not long ago that I have clinical 

depression and have also discovered much to my dismay, that it affects my memory (which is why I 

have all of these note cards here today). So, I am speaking from my perspective as someone with a 

hidden disability, speaking in particular about learning disabilities that are also hidden disabilities. 

We have had for many years some awareness—and I say "some" advisedly—of people who are blind 

and people who are deaf. I think that we still have a very long way to go, even in terms of the 

disabilities that we have supposedly known about. It turns out that we do not know very much about 

learning disabilities. 

In 1995, the Emily Holt Tremaine Foundation came to ALA and said, "We had a survey conducted by 

Roper Starch International about the attitudes of Americans toward learning disabilities and what they 

knew about learning disabilities, and we found out that they had rather negative attitudes about the 

word ‘disability’ in general. We also found out that they had a lot of misinformation about learning 

disabilities, the most common being that learning disabilities somehow have to do with mental 

retardation, which they don't." "And," said the president of the Tremaine Foundation, "the Roper 

Starch survey and report told us that 51 percent of the respondents said that they would go to their 

local public library for information on learning disabilities. Are libraries ready?" 

We said, "Some of them are, but we suspect that an awful lot of them are not." So, the proposal was 

written. Roads To Learning is now in its fourth year of disseminating information in print, on the 

Internet, through training around the country and in every way we possibly can to make sure that 

5 Written material submitted by Ms. Gorman begins on page 101 in Appendix A. 

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Library and Information Services for Individuals with Disabilities 

more people in our communities have information about learning disabilities (LD) through their 

libraries. 

We discovered a number of things in the course of this particular project. One is that librarians really 

do not know very much about disabilities, and then usually it is in a particular area of disability that 

they know personally. For instance, they may have someone in the family with a disability. 

Because I want you to know just how big this issue is, I want to tell you a little bit about LD. 

Learning disabilities affect 15 percent of the population, or 39 million Americans. When you add 

other disability groups in—I have seen various figures—we certainly get somewhere approaching 55 

to 60 million people in the United States. 

This is contrary to the impression that many people have that there are not that many disabilities. It is 

just not conceivable to some people that there are that many disabilities. 

Learning disabilities are neurobiological: there are differences in the way the brain processes 

information. At some other time I could go into the details, but I will leave it at that for today. I will 

be submitting a written version of my remarks here today. 

Eighty percent of learning disabilities are reading disabilities. We know about literacy; we know what 

difficulty with reading does to our society, to our democracy. 

Fifty to eighty percent of people in adult literacy programs have learning disabilities. This has 

implications for how we conduct our training for adult literacy programs in libraries, as well as other 

venues. 

It is estimated that sixty to eighty percent of the people in our prisons probably have learning 

disabilities, most of them undiagnosed. 

So there are social, economic and human implications of learning disabilities that we are just 

beginning to plumb. There is a lot of research that tells us what we have to do; that information is not 

getting to people. I think that is our main mission in libraries—to serve our communities, no matter 

the type of library—and to get information about LD and other disabilities to the people. 

By the wishes of the funder, RTL is a public library project. But I have found that all types of 

libraries are coming to me from all over the world, not just this country, for information on learning 

disabilities. The need is out there, and people are coming to me. As soon as they see the word 

‘disability,’ they come to me for information. 

Very quickly, I want to give you a few impressions—some ‘people stories’—and the implications that 

they have. I had a telephone call from a parent in Georgia needing to know what schools are required 

to do for her child and how she can find that information. There is a need for sources of reliable 

information for people all over this country about disabilities, including learning disabilities. Some 

libraries have it, but a lot of libraries do not. 

I have also gotten calls from a daughter whose mother loves to read and is going blind. A friend of 

mine reminds me, and I remind you, that we are all only temporarily ‘abled’. Then there is John, the 

dyslexic. He came up to me at the International Dyslexia Association (IDA) meeting and said, "I was 

checking out a book for the second time in the library because I read very slowly, and the person 

behind the desk said to me, ‘Well, you should have finished this book by now.’" 

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U.S. National Commission on Libraries and Information Science 

We need knowledge and sensitivity from all library staff. And that knowledge and sensitivity takes 

training, as Dr. Rosen mentioned. People who appear to have disabilities in our libraries—and I have 

had other people with disabilities say this—are sent to a special facility. That is not always where the 

information they need is. We need awareness for the rights and abilities of people. This involves 

training. 

We also need to have the technology in place. There are libraries that have computer workstations 

with scanners, optical character recognition, voice synthesizer, highlighting, larger fonts, but they are 

few and far between. We need to get the information out there that it is not as expensive as people 

think. We need models, options, guidelines and more guidelines for general accessibility for libraries. 

Thank you very much. 

Questions and Answers 

CHAIRPERSON SIMON: Thank you, Audrey. I think I am beginning to have a hearing disability. 

Would you move your microphone a little closer? 

MS. GORMAN: I am sorry. 

CHAIRPERSON SIMON: Thank you very much. Your statistics totally amaze me. I had no idea of 

the statistics you mentioned. 

MS. GORMAN: That is very frequent, I am afraid. 

CHAIRPERSON SIMON: I am sorry to say I have been so poorly informed. 

MS. GORMAN: The Roper Starch survey states that all Americans need to learn more about that; so 

do not feel bad. 

CHAIRPERSON SIMON: Are there any questions or comments? 

MS. GOULD: My first comment is, thank you. You have brought up an issue that I was going to ask 

a question about—the ‘hidden’ disabilities. I know that in the schools of education there is course 

work available for people who are reading teachers in terms of the learning disabilities. Would you 

have any suggestions in terms of providing either a canned workshop approach that could be used in 

library by chapters of the American Library Association, state library associations, for local training? 

MS. GORMAN: Actually, we have been working on that in terms of learning disabilities. I have been 

doing some exploration as I go around the country doing training and also in my local public library 

working with the staff to answer some of those questions. Personally, I think that there are things that 

we can do on the national level, and that we are beginning to do. 

On the state level, we want to start to form statewide partnerships of the various organizations. One of 

the things I want to emphasize is that because there are so many people with disabilities, we need to 

all get into the same mode and look at training across-the-board in terms of total accessibility to 

libraries and not piecemeal things, because together we are very strong. 

MS. GOULD: Thank you. 

— 12 — 

Library and Information Services for Individuals with Disabilities 

MRS. BINGHAM: I am particularly impressed by your comment that all of us are temporarily 

‘abled’. Thinking back to what Vice Chair Gould said, it seems to me that there ought to be some 

kind of a package deal whereby all librarians—librarians of every type—certainly need a sensitivity 

to people who have these minor, not always perceptible, disabilities because of the insensitivity of the 

question that someone asked, "Haven't you finished the book by now?" Many people are intimidated 

after they receive that kind of response and will not go back to that institution for service. I think 

there is a real need for heightened sensitivity. 

MS. GORMAN: Thank you for that comment. I personally think that good customer service in all 

libraries requires that we know how to deal with all of our users and potential users, and that includes 

people with disabilities. I really think that this kind of training need to be pervasive in all of our inservice work as well as for the short-term, very special sensitivity training to kind of get us up to 

speed. 

CHAIRPERSON SIMON: Thank you, Ms. Gorman. Your statistics and dialogue have certainly 

enlightened us. 

The next person to speak is Ms. Bonnie O'Day, Member of the National Council on Disability. We 

are pleased that you are here, Bonnie. Will you proceed? 

Testimony of Bonnie O’Day6 

MS. O'DAY: Thank you very much. My name is Bonnie O'Day, and I represent the National Council 

on Disability (NCD. The National Council on Disability is a small Federal agency that was 

established in 1980 to advise the Congress and President Clinton on matters related to individuals 

with disabilities, which is pretty much everything. We have approximately ten staff members. The 

Council itself is comprised of 15 members, the majority of whom are people with disabilities that 

were nominated by President Clinton and confirmed by the U.S. Senate. 

The National Council on Disability has a long-standing interest in technology access, be it assistive 

technology or universal design. We believe that technology can either be a strong factor in bringing 

people with disabilities into the twenty first century or, if designed incorrectly, it can be a factor in 

assuring that people with disabilities never make it onto the real highway of life. So, we are very 

pleased that the library is addressing disability access in its planning of networks. 

The National Council on Disability has established an advisory committee, which consists of 

community folks who are interested in technology. We call that committee, Tech Watch. Tech Watch 

has been involved for the last several years in trying to improve information access for people with 

disabilities, significantly those who have sensory impairments. 

We have worked with Microsoft to encourage them to provide access as they develop their new 

Windows products. We have worked with units of Federal and state governments to assure that the 

products and services that they purchase are accessible to people with disabilities. And we have also 

worked with the Federal Communications Commission on development of regulations implementing 

the Telecommunications Act. 

Now, I would like to talk just specifically about library access for people with disabilities. First of all, 

in terms of physical access, there are many libraries in this country that still do not have the 

6

 Written material submitted by Ms. O'Day begins on page 111 in Appendix A. 

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U.S. National Commission on Libraries and Information Science 

rudimentary elements of physical access, primarily for people who use wheelchairs. Those would 

include ramped entrances, elevators to get to various floors, accessible bathrooms, and the like. 

While the regulations that will help a unit of state or local government determine whether it meets 

accessibility guidelines are pretty straightforward, it is, we have found, very helpful to involve 

elements of the disability community in designing accessible spaces. The disability community 

locally can help you prioritize, help you determine which elements need to be addressed first, and can 

make sure that you get really good information about ADA access and Federal and state access 

guidelines. 

The Centers for Independent Living are local disability organizations that can be helpful. Sometimes 

local consumer groups can also be helpful. 

But I would like to spend most of my time talking about access to information since that is the subject 

of this hearing. Access to information is crucial for blind people to be independent as well as to 

become employed. The days are long past when people with visual impairments can be relegated to 

the special library service operated by the National Library Service for the Blind (NLS). While the 

services that NLS provides are very integral to the lives of people who are blind and visually 

impaired—I use those services every single day of my life—there are many things that public 

libraries have to offer. 

The National Library Service for the Blind provides what is often known as the Talking Book 

Program. Those services are really essential for those people who are blind and, while they have been 

utilized since about the 1930's, they are no longer a substitute for regular library access. With 

computer technology and a small investment at the front end, a library can begin to make its entire 

collection accessible to people with visual impairments. 

There are a couple things that are necessary. First of all, in designing information systems, many of 

you are probably familiar with something called ‘graphical user interface.’ It is the regular Windows 

system that uses icons and mouse commands to access the Internet, to access information, to do word 

processing, and so forth. 

It is essential that these systems also be designed so that an individual who is blind can use keyboard 

commands and can have access to the word menus. So, for example, when you see an icon on your 

screen that says, "Click here" for a particular function, there needs to be some type of verbal message 

that comes across to a blind person that allows the blind person to be able to access that same 

information. These systems need to be designed with both keyboard and mouse access in mind. 

The second thing that is required is accessible hardware and software for a blind person to be able to 

come into the library and access the system. We recommend that a workstation be established within 

a library that would contain hardware, which would allow for speech output for individuals who are 

blind as well as the accompanying software and scanning equipment. In this way, the entire library 

system could be accessible to someone with a visual impairment. 

We estimate that the cost of providing an accessible workstation would probably be $3,500 to $5,000 

per library. We do not anticipate that an additional workstation would be necessary. You can take a 

workstation that you already have and augment it for accessibility because this equipment can be 

turned off when a sighted person is using it. 

Finally, there are many people now who have modem access from their home and would like to 

access library systems from the equipment that they have at home. We would recommend that dial-in 

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Library and Information Services for Individuals with Disabilities 

access be included at the front end. While not a substitute for library access, it would allow 

individuals who would prefer to access their library services from their home to be able to access 

catalogue systems online. The same type of design, using both keyboard and mouse commands, 

would be essential for allowing a person with a visual disability to be able to access that. 

In sum, I would like to thank you very much for allowing me to testify today. 

There is lots of technical assistance that libraries can use to set up accessible systems. There are a 

couple of addresses that I will give you. 

1)	 Trace Center in Wisconsin. It can be accessed at www.trace.wisc—W I S C for 

‘Wisconsin’—.edu. So that's trace.wisc.edu; 

2)	 National Federation of the Blind. NFB will be testifying later this afternoon. I see James 

Gashel will be testifying, and I know that they would be extremely excited to help you; and 

3) National Council on Disability. My contact information is included in the written testimony. 

Questions and Answers 

CHAIRPERSON SIMON: Thank you, Bonnie. Would you mind telling me where you work now and 

what kind of information access you have where you work? 

MS. O'DAY: Certainly. The National Council on Disability is an appointed position and so I have 

another position as the Associate Director of the National Rehabilitation Hospital Research Center. 

We do research in the area of health policy. 

In terms of access, I use a regular computer that is equipped with hardware and software that allows 

me to obtain the information through the computer via voice output rather than visual output. I have 

that, and I have a small, very portable computer that I can take with me called a Braille Lite, which is 

basically like a laptop computer. I can use it to download documents, take notes, etc. That is pretty 

much it. 

CHAIRPERSON SIMON: Are you exceptionally fortunate in having all this equipment, or do you 

think that a great many other folks could be usefully employed if they had that type of equipment? 

MS. O'DAY: My employer purchased that equipment for me, probably at a cost of, perhaps, $1500 

for the computer equipment and, probably, $3,000 for the small computer. More and more, large 

employers are purchasing this type of equipment for people with visual impairments on the job. 

In many cases, state agencies that provide vocational rehabilitation services to blind people will 

purchase that equipment for them if they think that the person has the potential to be employable. So 

many, many blind people who are of working age have this kind of equipment at home. 

Additionally, state and local governmental units, because of the access requirements under the 

Americans with Disabilities Act, are beginning to purchase this type of equipment. For example, the 

library in Boston (where I used to live) had purchased some of this type of equipment and had an 

accessible workstation that was used quite heavily by the blind community in Boston. People who did 

not have that kind of equipment in their home could come to the library and use it. As a matter of fact, 

they had organized some volunteer trainers so that people who are blind who had not had the 

opportunity to learn to use this equipment could make an appointment and come in and do so, being 

taught by another blind volunteer. 

— 15 — 

U.S. National Commission on Libraries and Information Science 

CHAIRPERSON SIMON: Thank you, Bonnie. Are there additional questions or comments? 

MR. ABRAMSON I am curious about the...‘approach’ is the word I am thinking of—that may not be 

the right word—in terms of outreach to reach people with sight impairments, and distinguishing 

between the approaches taken to people who have always had sight problems and people who, 

perhaps through trauma or connected with old age, start to have sight problems. 

I am basically a public library trustee. I am a businessman. I am not a librarian, and I do not deal with 

these issues all the time. But I am aware of the fact that as people lose their sight because of aging 

they become very concerned about their motility. Anecdotally, I know that there is a problem in my 

community where people will not ask for large-print books because they are afraid the librarian will 

tell, and they might have their driver’s license taken away. That is one example. 

So I am aware that there are differences in the way that you would, in an outreach sense, approach 

people to help them have fuller access to information. What can you share with us on this? 

MS. O'DAY: I am going to tell a little anecdote. The anecdote is that I go to church, and at church 

they produce these little bulletins for following the church service. Generally, they are a pile of 

regular size typed bulletins; they may have a couple of large type bulletins that you can get by asking. 

When those large type bulletins are placed out and a person can just simply take one, many, many 

more people will do it than if they have to ask for one. I guess that is a product of our society in that 

people do not want to be different. But there are many people who may not think that they need a 

particular type of accommodation, but they find it useful once they have it. I think it is important, as a 

general rule, that people start placing items in a larger size type so that individuals can simply have 

them. 

It might also be helpful to have a display of things in large type at the library so that a person can just 

go over and browse and not have to ask for it. 

Eventually, however, people do need to learn to deal in a more assertive way with their sight loss, 

whether they are elderly or young. I think that family members, as well as community people, can be 

really helpful in helping a person do that. 

Oftentimes people think that the best way to reach out to blind people is through the blindness 

agencies and organizations. While that is certainly one way, another way would just be to advertise 

the particular services that a library has through its general information. Oftentimes people may see it 

themselves or a family member may see it and encourage someone to participate. I don't know if that 

helps. 

MR. ABRAMSON: It does. Thank you. 

CHAIRPERSON SIMON: Thank you, Abe. Are there any further questions? 

MR. TABB:: I am curious about the National Council. I have to confess that this is not an agency that 

I am aware of, but it sounds as if it may be, in some respects, analogous to this Commission in being 

a small, independent, Federal agency with a particular focus and populated by presidential appointees. 

In your written statement you say that one of the functions of this Council, or maybe the function, is 

to provide advice and consultation to the President and Congress on issues related to millions of 

people with disabilities in the United States. My question is whether the Council has given such 

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Library and Information Services for Individuals with Disabilities 

formal advice on matters relating specifically to libraries that might be of use to this Commission as 

we decide what action we may take following this hearing? 

MS. O'DAY: To my knowledge, we do not have any particular reports that relate to libraries that I 

can refer you to. We do certainly have some reports on technology that you can access through our 

web site. Those are the things that I can think of specifically. 

I do not know how large your staff is, but we have a huge mission and a staff of ten. So we often find 

ourselves in the position of having to either: (a) respond in crisis to an issue that comes up; or (b) kind 

of pick what we think are the top issues that people are not dealing with and respond to those. So, in 

some ways, we may not have the opportunity to address each issue that we feel is important as 

thoroughly as we would like to. 

MR. TABB: Thank you. We have a very large mission and an even smaller staff. I think this is why I 

asked the question, to see whether we might join forces in some way. This is an area that is not only 

important, but one where we do not have the time or resources for duplication of effort. Thank you 

very much. 

MS. O'DAY: Thank you. 

CHAIRPERSON SIMON: Would you mind telling me what the Council’s appropriation is from the 

Federal government? 

MS. O'DAY: I think that it is around $5 million. We do much of our work through contract because 

of our small FTE (Full Time Equivalent). 

CHAIRPERSON SIMON: Well, we are in much the same position. At one point we testified before 

the House Appropriations Committee along with your Council. I think we are all in the same boat: A 

large mission with a small staff and an eagerness to do whatever we can. 

Bonnie, thank you very much for your testimony. 

MS. O'DAY: And it is the small staff and the big mission that makes us very efficient and effective. 

CHAIRPERSON SIMON: Thank you very much. 

MS. O'DAY: Thank you. 

CHAIRPERSON SIMON: We will now hear from the next panel. Could Mr. Yaworsky, Mr. 

Wendorf and Mr. Day please come forward? 

You may decide among yourselves who goes first. Please introduce yourselves. 

— 17 — 

U.S. National Commission on Libraries and Information Science 

5. 	 Panel 2: Elbert "Elbie" Yaworsky, Director, Electronic Information Network; 

James H. Wendorf, Executive Director, National Center for Learning 

Disabilities, Inc.; and Osborne Day, Director of Government Relations, 

Recording for the Blind and Dyslexic 

Testimony of Elbert "Elbie" Yaworsky7 

MR. YAWORSKY: I am Elbie Yaworsky. I am currently the Director of the Electronic Information 

Network. I normally speak free form, but I will go through this text as closely as I can as I prepared it. 

The opportunity to address the U.S. National Commission on Libraries and Information Science is 

both an honor and a privilege. The location of this hearing at the Gallaudet University has a very 

special meaning to me personally. I am the second of three hearing children born to deaf parents. In 

that regard, it is quite an honor to be given an opportunity to share my personal views about assistive 

technology in an educational environment that my parents held in their highest esteem. 

Secondly, the privilege is surrounded by the opportunity to share my personal observations about 

assistive technology that I have gained during the past 18 months. 

Over the past three decades I have been an information technologist and spent nearly 15 of those 

years with Digital Equipment Corporation. I am currently the Director of the Electronic Information 

Network (EIN). The EIN provides technology support for 70 library sites in Allegheny County, 

western Pennsylvania, including the Carnegie Library of Pittsburgh's 20 locations. The EIN supports 

more than 1,200 information appliances and contains more than 3 million catalogue items in support 

of 70 participating libraries. 

A $10 million capital investment was required to create this very comprehensive library system. A 

current member of your Commission, Frank Lucchino, was one of the visionaries behind this 

extremely significant regional investment in western Pennsylvania and has been, and still is, 

supported by county government and the foundation community. 

I hope this oral testimony will help to provide some insight into the complex issues of the deployment 

of assistive technology and the need to support all user communities. The major topics that are 

covered include the phase one and two of the EIN assistive technology plan, software license costs, 

exorbitant hardware prices, personal user experiences, and touch screen pilot projects. 

The EIN is currently in the second phase of assistive technology deployment for individuals, senior 

citizens, visually impaired, blind, that require minimal to complete vision support systems. The first 

phase included deployment of large monitors at each library site and the piloting of enlargement and 

speech support systems that included a combination of both hardware and software solutions. The 

testing of those various systems by the visually impaired community was critical to help set the future 

direction of the employment of the second phase of these technologies. 

The second phase of the EIN assistive technology plan is supported in part by an LSTA grant and 

capital dollars from the EIN. The second phase includes the establishment of five regional LSTA 

support centers surrounding the north, south, east, west and central, being the city of Pittsburgh, that 

will provide a wide array of vision support systems, including large monitors, screen enlargement, 

text scanning, text to speech, braille display, speech input, and embossed output devices. 

7 Written material submitted by Mr. Yaworsky begins on page 112 in Appendix A. 

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Library and Information Services for Individuals with Disabilities 

The first of five centers, located at the Carrick Branch of the Carnegie Library of Pittsburgh, will be 

operational this month. Prior to deployment of the next four centers, the EIN will evaluate the 

effectiveness of the Carrick Center and then take those enhancements and incorporate those into the 

next four centers. Those four centers will be installed and operational this fall. 

The visually impaired community will receive training at each of the LSTA support centers in 

cooperation with local organizations that deliver this training. And like the prior speaker, our greatest 

training classes of individuals are other blind individuals that volunteer. So that is a great part of that. 

There are also five traditional training classrooms located throughout the EIN. During the fall each of 

those existing classrooms will have at least one assistive technology desktop for screen enlargement 

and speech support systems. This will enable visually impaired patrons to participate in traditional 

class environments. 

The assistive technology solutions are largely dependent upon dedicated information appliances. This 

next session is a little bit complicated, and I am going to try to make it as simple as possible. The 

screen enlargement application of choice that we chose had to be installed on each PC. When an 

individual PC malfunctions due to hardware or software failures, a new unit has to be deployed to 

replace that desktop. That single point of failure is very time-consuming and the support process is 

enormous. More importantly, the person that needs that device does not have it any more and we have 

to recreate that device. 

The movement of the functionality of screen enlargement applications to a client-server-based 

technology would eliminate this single point of failure. This would be true for screen enlargement and 

all assistive technology applications that could support client-server solutions. So, in essence, that 

application would not be on that PC, but any PC in the library could be served that application to 

deliver to the patron. That's the difference. It is a very distinct change in technology. 

The current software license strategy, which assigns individual copies of enlargement software tied to 

individual PCs, has to be changed. The common industry practice of having simultaneous use or sitespecific licensing is the direction that we have to move into. Site license support can be delivered by 

adding the functionality to each desktop. 

So what I am alluding to now is, don't be fooled if someone says, "I am giving you a site license." If a 

site license just says you can load that same thing on each individual desktop, then again you are 

failing if a desktop fails and replacement forces you to reload everything. So think about the term 

‘site license’ and make sure the client-server technology is really the important component of that. 

I am going to skip down, down to the end here of the second page. The cost of enlargement software 

has been reduced by 40 percent over the past 12 months. It's still, though, a very expensive software 

acquisition. The recent introduction of competitive products has really forced the major vendors to 

reduce their prices. Market pressure will hopefully continue to drive down the cost of these products 

into something that is more realistic for PC-based environments. 

At the beginning of January of this year, a $70,000 budget for enlargement software would have only 

purchased 70 enlargement licenses, only giving us the opportunity to have one per site. Today it is 

very possible, based on the change in technology and market pressure, that that same dollar amount 

could be invested to support all 1200 desktops so that every desktop has enlargement software. It is a 

very significant change. 

— 19 — 

U.S. National Commission on Libraries and Information Science 

As the EIN completed the purchase of the hardware equipment required for the first five LSTA 

support centers, I personally reached one very significant and unavoidable conclusion. The cost of 

this stuff is just outrageous. I am paraphrasing my very long sentence. To have a traditional cost for a 

braille display and braille output devices, around $500 apiece, in addition to the packages for the 

blind and learning-disabled that approach $10,000 a piece, the overall cost of technology is extremely 

expensive. 

Even with the EIN, with the support of our grants from LSTA, we are just barely able to provide that 

functional environment for our visually impaired patrons. The question for all of us is how could we 

possibly expect visually impaired individuals to invest the dollars that most of us would spend for the 

purchase of a new automobile into the purchase of devices that help them communicate in this 

information-rich society. 

Over the past six months another event has occurred in my personal life that continues to have me 

rethink things that we take for granted. After a serious accident, my right shoulder required rotator 

cuff surgery. I did not have access to my right hand. I had to rethink the functions that we take for 

granted every day. Shaving with a blade with my left hand was out of the question, but I was pleased 

to find that electric razors have improved dramatically in 20 years. Putting in my contacts with my 

right hand was not possible, with my left hand was totally impossible. But placing my right hand on 

my right knee, sitting down, lifting up my right knee to my face allowed me to put in my contacts. 

I was limited to typing and using a mouse with my left hand. This begins the next fallacy here. 

Fortunately, we were in the process of applying for our next LSTA grant and, quite logically, the EIN 

has decided to pursue voice-activated response systems for the next level of integration for assistive 

technology support. 

The more immediate need that was highlighted as a result of my personal experience was the 

frustration of the majority of senior citizens to visit our 70 library sites. I have personally witnessed 

their frustration with the existing user interfaces that assume an enormous amount of previous 

computer experience. 

We have progressed from very primitive to extremely modern user interfaces over the past three 

decades and have forgotten that most individuals have not had the opportunity to participate in that 

technology transition. We have gone from one style of user interface, command lines, to forms, to 

windows, and now to browsers. 

The one peripheral that is a challenge for most senior citizens and individuals with some learning 

disabilities is the operation of the mouse. I do not take the movement of a mouse for granted any 

more. Using a mouse with your left hand when you are right-handed is quite a challenge. I had 

several individuals convince me that if I used a large tracking ball in place of a mouse that the 

deficiency of my left hand would be improved. What I realized quickly was that the movement of the 

mouse was not the issue. The placement of the cursor on the very small and specific location on the 

screen and the subsequent point and click operations were the real challenge. Bigger mouse balls did 

not dramatically improve my ability to place the cursor on that very precise location, nor did it 

improve my ability to effectively initiate the subsequent commands. 

The EIN has moved millions of catalogue items into a very sophisticated library automation system 

and have removed the card catalogues that were so familiar to many of our patrons. We have not 

replaced the experience of searching the card catalogue with a similar user interface, but have 

required users to learn a new way to find a book that used to be so easy in the old card catalogue. 

— 20 — 

Library and Information Services for Individuals with Disabilities 

Touch screen technology will be piloted at the Carnegie Library of Pittsburgh with the cooperation of 

several senior citizen technology centers located in western Pennsylvania. We are going to work with 

the senior citizens at the end of 1999 to develop a user interface that would recreate the card 

catalogue experience without the need to use a mouse. 

The greatest challenge for the new interface is the fact that most library automation systems can 

browse records in a forward motion, but find it difficult, based on database design that's more than 15 

years old, to go backwards. Going forward is easy; going backward is hard. The classic catalogue 

allowed a patron to start at any point and move forward and backward through the library collection. 

We are planning to recreate that user experience to help empower the senior citizens and others that 

struggle with the current user interface. 

Most of the experiences I have described above are based on first-hand experience. I believe that 

software and hardware information technologies can solve many complex information retrieval 

challenges. The most important challenge in front of us is to make sure that we do not forget the 

many communities of individuals that have a special user interface requirement based on their 

personal environment. 

More importantly, the EIN is also an employer of individuals with various disabilities. Our call center 

specialist, Margaret Schmitt, is legally blind and uses both large screen and enlargement software to 

manage over 80 calls a week. And, one of our network systems analysts, Brian Palumbo, is deaf. Both 

Margaret and Bryan have significantly contributed to the support of our complex environment. 

Had Henry Ford not created the assembly line process, cars would have still been a luxury for most 

individuals. We need to rethink the production techniques and underlying technologies that are 

contributing to the exorbitant prices of these assistive technology devices and software products. 

Maybe it is time for a new Henry Ford to emerge in this marketplace and quite possibly the NCLIS 

could help launch such an initiative. Thank you. 

Questions and Answers 

CHAIRPERSON SIMON: Well, Mr. Henry Ford II, how is your rotator cuff doing now? 

MR. YAWORSKY: I can write a page of text without losing some operation. 

CHAIRPERSON SIMON: We are glad to hear that. 

MR. YAWORSKY: I have recently installed IBM's voice software. 

CHAIRPERSON SIMON: Is that working well for you? 

MR. YAWORSKY: We are just starting to train it. 

CHAIRPERSON SIMON: I want to sign on for that class. 

We were glad to hear the mention of Frank Lucchino, our esteemed Commissioner from Pittsburgh. 

Mr. Lucchino has made great contributions to both our Commission and Pittsburgh. 

I was also happy to hear you mention LSCA and LSTA. These are wonderful Federal government 

programs. But, it seems to me that the dollar sign was obvious in most of what you had to say about 

the future. Would you say that money is today’s big problem? 

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U.S. National Commission on Libraries and Information Science 

MR. YAWORSKY: It is the big problem. I am new to the library industry in only the last 18 months, 

and I am definitely new to assistive devices. The comparison I would make would be the IBM 

software I just purchased. For $200.00 I can purchase an executive version of a voice system. For 

$600.00 I have to spend that amount to buy enlargement software for that same PC. It seems to be out 

of whack, the price for equivalent products. That seems to be the greatest issue. 

Secondly, the expensive cost of the peripheral devices for that community I can't seem to justify in 

the underlying technologies that are found there that make them work. So I am looking at very 

complex technologies all the time in the computer industry. I do not see anything extremely complex 

in some of those devices. So the question I have is "Why are they so expensive?" I do not have an 

answer to that. 

CHAIRPERSON SIMON: Well, I hope you find an answer pretty soon. 

MR. YAWORSKY: Yes. 

CHAIRPERSON SIMON: Are there other comments or questions? 

MR. ABRAMSON: If the statistics were ever correct—I am sure they are out of date because I may 

be misremembering them from a long time ago when I was a member of the Montana Library 

Commission—something like 80 percent of the people who qualified for the services of NLS were 

over 65 years old, and 92 percent of them paid Federal income tax last year. 

So, although we are concerned about getting costs more in line with budgets, I do not think we should 

apologize for spending tax moneys for taxpayers who have special challenges. 

MR. YAWORSKY: Not at all. 

CHAIRPERSON SIMON: Any other comments? 

MS. SYWETZ: I would like to follow up on the LSTA connection. IMLS is the Federal agency that 

provides LSTA grants to the states, and under the legislation each state has the opportunity and the 

responsibility to identify local and regional priorities. Could you tell how the process in Pennsylvania 

works that allowed you to get the grant? 

MR. YAWORSKY: Sure. We applied in the same standard grant format that individuals do in the 

state. There was a review panel that reviewed each of the individual areas, and we chose to focus on 

assistive technology needs in our LSTA application. We were granted that as being the one entity that 

really was pursuing that on behalf of the state of Pennsylvania. We were given the maximum grant 

allowed, $80,000, and we had to match a percent of that with our own funds, about $60,000. 

So the investment in this last phase was about $140,000. Beyond that, in the review process our grant 

application actually was one of the highlighted applications out of four to show the rest of the state 

the different things that people were doing with LSTA funds. 

That was the process we went through. 

CHAIRPERSON SIMON: Well, thank you very much, Mr. Yaworsky. 

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Library and Information Services for Individuals with Disabilities 

We will now hear from Mr. Wendorf. Could I remind everyone to speak up very clearly? Please 

proceed, Mr. Wendorf. 

Testimony of James H. Wendorf8 

MR. WENDORF: Good morning, Chairperson Simon and Members of the Commission. I am James 

Wendorf, Executive Director of the National Center for Learning Disabilities (NCLD), headquartered 

in New York City. 

I thank you for the opportunity to testify before the Commission as you discuss the important issue of 

library and information services for individuals with disabilities. The goals that we have set for our 

organization over the past 22 years have direct application to the role of libraries and their function 

going forward into the twenty-first century. NCLD seeks to increase the use of research-based 

practices teaching methods, in the classroom and beyond the classroom, to ensure equitable access to 

educational information and resources, to increase educational support, particularly for disadvantaged 

children and adults with learning disabilities (LD), to promote early intervention programs, crucial in 

virtually any area of education, and support transition initiatives, which we feel have not really 

received enough attention recently, to assist adolescents as they move from school either to work or to 

higher education. 

I will probably, and happily, repeat some of the information that Audrey Gorman delivered this 

morning, because we find that so few people really understand the dimension of the problems of 

learning disabilities. We have an enormous task ahead of us in the LD community to raise public 

awareness about the issue and also to highlight some of the solutions that look very promising. 

What do we know about learning disabilities? 

Learning disabilities are neurological in origin, and they affect one's ability to read, write, speak, and 

compute math. They can also result, as we have heard, in impaired socialization skills, even the 

ability to navigate in space and time. The Rehabilitation Act of 1973 and the more recent ADA 

recognize—specifically recognize—the existence of learning disabilities and require special 

accommodations that will put individuals with LD on a level playing field with others, which is what 

we are all about and what we are after. 

Learning disabilities are not related to intelligence. They cut across all intelligence levels from below 

average through superior intelligence. And they do not go away. They are not remediated in the same 

way that one thinks of other kinds of remediation. They are sometimes referred to as ‘hidden 

handicaps’ because these individuals do not have hearing or vision impairments and are not mobility 

impaired, there is no sign announcing that a person is learning disabled, there is no article of clothing, 

there is not a tool that is used. That really is part of our challenge in raising public awareness of the 

problem. These disabilities are most often characterized by slow, labored reading, difficulty with 

rapid reading or listening comprehension, and difficulty with spelling, note taking, written expression, 

and, sometimes, fine motor as well as gross motor skills. 

I am an incoming Executive Director of NCLD and joined the organization in January of this year. 

How can I explain this? Looking at the world of learning disabilities is a bit like looking at that 

famous graphic of a vase that you find in psychology textbooks: when you look at it for a while it is 

still a vase, and then you see that it is also two profiles facing each other. Once you see that, you 

cannot stop seeing both images. Once you are aware of learning disabilities, you cannot stop seeing 

them. 

8

 Written material submitted by Mr. Wendorf begin on page 116 in Appendix A. 

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U.S. National Commission on Libraries and Information Science 

In joining the world of the learning disabled and an organization doing work in the field, I now have 

that kind of double vision, to see the world from that point of view and to see both the problems and 

also some of the promising solutions. 

National Institutes of Health studies indicate that 15-20 percent of all children will have difficulties 

learning in their early school years. I know that many of you have direct experience in the literacy 

field. Large numbers of children who are actually suffering from reading failure often have an 

underlying learning disability — that is the issue at hand. For some children, the problems will be 

severe enough to warrant special and individualized services. About 2.5 million children receive those 

services each year. But for others, modifications in teacher and parent behavior and changes in 

routines are sufficient to address the concerns. 

Among adults, about 40 percent of the population have reading problems severe enough to impair 

their reading enjoyment. 

Students who have a learning disability experience academic failure. They are also likely to suffer 

from low self-esteem, which in turn contributes to underachievement in school and underemployment 

later in life. And, they are probably among the least likely of individuals to go to the library to seek 

assistance or information. 

Current data show that over 35 percent of these students drop out of high school, an enormously high 

dropout rate. Furthermore, learning disabilities are a major contributor to low literacy among adults. It 

is estimated that well over half of adult learners, well over half in literacy programs, have an 

underlying learning disability. 

What do we know from research? 

We know some interesting and very helpful information from research. In early May NCLD 

convened a National Summit on Learning Disabilities Research and those findings indicate that: 

• No single intervention for children or for adults works with all individuals. You have to 

individualize instruction. 

• The most effective forms of instruction involve breaking down tasks into step-by-step prompts, 

then synthesizing parts into a whole task; direct questioning and response between a teacher or 

mediator and a student; using probes; providing repeated feedback in a very systematic way; and 

using technology and peer-assisted learning. 

• Individuals with LD often give up when faced with difficult reading passages and, because of 

their histories of academic difficulties, often have gaps in their knowledge of history, geography, and 

other subjects. These knowledge gaps interfere with their understanding of new material encountered 

in texts and other printed sources—and lead to performance gaps on assessments. 

What do we know about libraries and learning disabilities? 

Now, what do we know about libraries and learning disabilities? Thankfully, we know more because 

of the work done in the last few years, in particular the Roads To Learning program from the 

American Library Association, which you heard about this morning. It has taken some critical first 

steps in establishing programs and services for those with LD and some exemplary programs exist in 

parts of the country, including one in Meriden, Connecticut. 

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Library and Information Services for Individuals with Disabilities 

But, in general, our conclusion is that libraries are not LD-friendly places. They are not places where 

a person with a learning disability feels comfortable or places where he or she can really successfully 

navigate the maze of information, the wealth of information that's there. 

For the individual with LD, however, the library poses special challenges. When we were in college 

or graduate school, many of us can recall our own really quite pleasant hours combing through 

libraries, combing through stacks, looking for key words on book spines, collecting volumes, either 

bringing them back to a reference librarian or back to a study carrel. But for individuals with LD, the 

stacks can be overwhelming and unfriendly places and negotiating these spaces can be painfully 

unproductive. 

Even with electronic card catalogues, finding appropriate texts can be difficult and time consuming. 

We have found that libraries, which can be the real and virtual storehouses of information and 

knowledge in our society, too often put up barriers to the people who most need to gain entrance. 

Looking Ahead; Recommendations 

Now, what can we do about that? I have a few very concrete suggestions, pulled from good examples 

from around the country and conversations that we have had with librarians and the work that we 

have done over the past several years. 

The recommendations are keyed to three roles that libraries serve: 

1)	 As an informational resource center for parents and teachers who have questions about 

learning disabilities; 

2) As a learning center for students or adults living with LD; 

3)	 As a community center to increase awareness and bring together community organizations 

on such issues as literacy and learning disabilities. 

Individuals with LD need support and practice in accessing information and may need to interact with 

library staff in ways that help them know how to use the library. Training of staff and volunteers is 

crucial. Library staff should be prepared to provide a guided tour of the library, with hands-on 

opportunities to practice searching for information via printed texts and electronic media. This walkthrough could be guided by a printed template to which the individual can refer, encouraging 

independence as a library user. 

While librarians don’t themselves provide reading instruction, they need to be facilitators for finding 

information. For individuals with LD, that might mean having access to a person (a librarian or 

volunteer) who can help locate materials, read words or passages aloud, recommend literature at 

modified reading levels or provide access to text-to-speech software. Again, training of staff and 

volunteers is crucial. This is as much about marketing as it is about information. This is about 

outreach and making the library a user-friendly place for those most needing access. 

Libraries need to organize and call attention to existing resources for individuals with LD, such as: 

a. Reading materials for those with LD at different ages and stages; 

b. 	 Books on LD for individuals, families, and helping professionals (a low-tech solution 

like a green sticker on a book spine can do wonders for a person with a learning 

disability); 

c. 	Large-type books, books on tape, and videos, which also serve those with other 

disabilities, e.g., vision impairment; and 

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U.S. National Commission on Libraries and Information Science 

d. 	 Vertical files—libraries can obtain materials from LD and related organizations, and also 

maintain a contact file on helpful organizations. 

In addition to the resources just cited, there is a need for an intensified training of staff and 

volunteers. Twenty-first century libraries need to apply the technology of the Internet to the specific 

needs of children and adults with LD. The web provides wonderful opportunities for individuals with 

LD provided that this gateway to information is marked or mediated in ways that assist the learning 

disabled. 

Some of the previous remarks concerning the difficulty in handling screens on a PC certainly pertain 

here. There needs to be greater mediation, or better marking, so that individuals with LD can truly 

find their way easily. 

• 	 The Internet helps individuals negotiate dense text by offering condensed versions with links, if 

they want them, to lengthier sources. 

• 	 It is an organizer, providing capacity to make decisions about relevant sources, search for key 

information, organize information in files, publish electronic reports, etc. 

• 	 It provides opportunities to cut and paste, rewrite, edit, and access graphics and photographs that 

would otherwise pose huge challenges to individuals with LD. 

• It minimizes the demand for writing. 

• The web can connect library users of all abilities with LD organizations and resources. 

The libraries of the future have the opportunity—through upgraded collections, upgraded training of 

staff and volunteers, and LD-friendly technology—to be a major delivery point for grossly 

underserved populations, millions strong, of children and adults. The National Center for Learning 

Disabilities stands ready to assist in this important work. I thank you for your invitation to testify 

today. 

Thank you. 

Questions and Answers 

CHAIRPERSON SIMON: We appreciate your very comprehensive testimony. I really hate to hear 

that libraries are not user friendly. That hurt more than anything else. The generosity of spirit that 

librarians have has to be incorporated into LD techniques. And the word ‘training’ seemed to stand 

out all the time in your remarks. 

MR. WENDORF: believe that is a critical function. The architecture and the layout of libraries are 

absolutely critical. My family has recently moved. We are chronic users of libraries, but we were 

dismayed to see that, in our new public library, we can only access the children's librarian by going 

behind the stacks and finding her in her office with a door. 

It is exactly the kind of physical setup that perhaps we can handle ourselves because we tend to know 

how to do it, but individuals with learning disabilities might be dissuaded. 

CHAIRPERSON SIMON: It is even worse to hear about children's librarians. Are there comments or 

questions from Commissioners? 

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Library and Information Services for Individuals with Disabilities 

MS. GOULD: In terms of designing libraries or retrofitting libraries, do you work with architectural 

groups? 

MR. WENDORF: We have not done that, but it is a wonderful idea. I am not aware of any groups 

that have done it. I ran children’s literacy programs for many years and was in many schools. I have 

said a number of times that I wish that architects of schools had to live in their schools for at least two 

weeks of the year after they actually perpetrated them on children and teachers. I think the design of 

libraries and connecting the design with the needs of individuals with learning disabilities is a 

fascinating topic, and I would love to look into it. I do not have an answer for you, though. 

MS. GOULD: It might be interesting for you to contact the American Institute of Architects (AIA). 

MR. WENDORF: Yes. That is a wonderful suggestion. Thank you. 

MR. ABRAMSON: I was pleased to hear you speak in the context of volunteers in the public library. 

Probably, my personal, proudest moment involving libraries was in 1995 as a volunteer for a year at 

my public library in Montana. Although we have, I think, 19-1/3 full-time equivalents to run our 

library, in the most recent year we presented certificates to 52 volunteers who serve in our library, 

some for 2 weeks a year, some for all year. 

I encourage integrating that awareness into the volunteer forces, such as public libraries. I had 

occasion to be at the Air Force Academy and was shocked to find out that they could not operate at 

the level they do without volunteers from the military community and the civilian community, serving 

both the academic student population and the population of the area. 

I think that whatever kinds of programmatic approaches we have to have to heighten the awareness 

should, from the very beginning, include volunteers. And, it might involve outreach to have 

volunteers with different kinds of handicaps be available as volunteers in the library. 

MR. WENDORF: That is another wonderful suggestion. The Friends of the Libraries is the 

appropriate place to approach to try to make sure that volunteers around the country actually become 

part of the training. Its focus is not just on staff but on volunteers as well. 

CHAIRPERSON SIMON: Thank you very much, Mr. Wendorf. Our next speaker is Mr. Osborne 

Day, Director of Government Relations, Recording for the Blind and Dyslexic. 

Testimony of Osborne Day 

MR. OSBORNE DAY: Thank you, Mrs. Simon. It is my pleasure to be here. 

Recording for the Blind and Dyslexic (RFB&D) is a 501(c)(3) non-profit organization. It has the 

largest collection of educational textbooks in the world, with a library of nearly 80,000 titles. We 

consider our library to be the national education library for the print-disabled. We have eight 

librarians on our staff. We provide taped textbooks to students at all educational levels in all 50 states 

on a wide variety of subjects. 

Of course, many of our students are blind, many more have learning disabilities such as dyslexia or 

other physical disabilities that prevent them from using standard print. Members must provide us with 

certification of their disability signed by a qualified professional. Books are free except for a modest 

membership fee. We have nearly 5,000 trained volunteers. They make up 96 percent of our workers. 

So we are a true volunteer organization. 

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U.S. National Commission on Libraries and Information Science 

We do not compete with National Library Service of the Library of Congress, the other great largest 

producer of taped books. Rather, our services complement each other. NLS provides recreation books 

for a large population of blind persons, many elderly citizens, whereas RFB&D is concerned with 

education. We work together on technology, on copyright, and we exchange all sorts of information 

on the books in our library. 

RFB&D is presently serving 76,000 students, up from 55,000 last year and 43,000 the year before 

that. Seventy percent of those we currently serve are dyslexic and LD students. 

We are converting our four-track cassette format to a digital format that will combine the advantages 

of human voice with digital capabilities. This format is user friendly and has the advantage of 

permitting the reader to navigate almost as easily as a sighted person can do with print books. We 

believe this to be the format of the future. 

This format also permits, with the proper adaptive equipment, access to synthetic speech, refreshable 

braille, or print. Eventually we hope to distribute textbooks over the Internet. We are in the process of 

tooling up many of our 33 studios throughout the country so they will be producing digital audio 

books by the year 2001. 

Interestingly enough, our research expert is in Missoula, Montana, and he is a wizard in the business 

of technology. He is now helping to standardize a world format for digital textbooks in which we will 

participate, obviously, and it is called DAISY. So every country in the world eventually will have the 

same format for digital textbooks. 

We see our library as serving our present blind students, dyslexic students, and students with physical 

disabilities that prevent them from turning pages. We are now undertaking a nationwide campaign of 

community-based outreach centers in 15 of America's largest cities, in which RFB&D staff and 

volunteers are working in schools performing teacher training in how students can more effectively 

learn through listening. It is successful, but we have a long ways to go. 

We are having great success at present with our audio format helping dyslexic students read print 

while they concurrently listen to tape. Some of our students also find our taped books useful in 

acquiring knowledge more quickly than they can by reading print. 

We work closely with consumer and professional groups in the field of blindness and learning 

disability. 

We will submit a written transcript of this testimony by the date you asked, and it will be tailored to 

the discussion here today. 9 

That is my presentation. Thank you. 

Questions and Answers 

CHAIRPERSON SIMON: Well, it is a heck of a presentation if you just found out about this hearing 

yesterday. Thank you, Mr. Day, for that. 

You have 76,000 students? 

9 This material was not provided to the Commission 

— 28 — 

Library and Information Services for Individuals with Disabilities 

MR. OSBORNE DAY: Yes. 

CHAIRPERSON SIMON: Do any of them pay for this privilege of getting books? 

MR. OSBORNE DAY: We have a one-time registration fee of $50.00 and an annual renewable 

membership of $25.00 per year. We are going to be getting a little revenue from that. But the students 

do not pay. It is the institutions. 

We also have another program now working with educational institutions. These institutions pay a fee 

to help provide books to their eligible students. We are going to be getting a little revenue from that. 

But the students do not pay it. It is the institutions. 

CHAIRPERSON SIMON: How old is this institution? 

MR. OSBORNE DAY: The Recording for the Blind started in 1948, right after World War II, to help 

blinded U.S. veterans receive an education under the G.I. Bill of Rights for blind people. It was 

started in New York by a group of society ladies, who were wonderful people who put together this 

organization, and it has grown since then. 

CHAIRPERSON SIMON: As I understand it, there are no turf battles between the Library of 

Congress and Talking Books? 

MR. OSBORNE DAY: No, we work together. NLS provides recreational reading materials to its 

members; RFB&D provides educational and professional textbooks. They do not want to be doing 

what we are doing nor do we want to do their job either. 

And, we are a little different in that our readers are all volunteers. They are not paid. NLS pays their 

readers. Our readers are selected because they have a fluency in the subject they are recording. If we 

have a recording of a physics book, we ask a physicist to record it and another physicist to monitor it. 

They look more for appealing voices. So their books probably are—well, they are more stylishly 

recorded as far as the voice goes. We are interested in the content and clarity. 

CHAIRPERSON SIMON: Are you more content-oriented? 

MR. OSBORNE DAY: Yes. And, of course, we have to cope with footnotes. We have to cope with 

all sorts of graphs, formulas, and so forth, in the education books. Some are very large. I might 

mention that Justice Potter Stewart recorded a very long law book just for one student. It took him a 

couple of months. 

CHAIRPERSON SIMON: Thank you very much. Are there any other comments? 

MR. TABB:: You mentioned in passing that you hope to go on the Internet. What do you mean by 

that? 

MR. OSBORNE DAY: RFB&D plans to distribute textbooks on CD-ROM, and, in the future, online. 

This technology will shorten the time it takes to create and deliver new titles. 

MR. ABRAMSON: Two little factual inquiries and then a comment. Do some, or all, of your 

students/clients, for different reasons, qualify for postage-free payment? 

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U.S. National Commission on Libraries and Information Science 

MR. OSBORNE DAY: Yes. RFB&D serves individuals who cannot read standard print because of a 

visual, perceptual or other physical disability. All individuals must have certification by qualified 

authority of the physical disability that prevents them from using regular print. In this way, we ensure 

that only qualified individuals are sent matter mailed under the Free Matter for the Blind and 

Handicapped mailing privilege. 

MR. ABRAMSON: I am not familiar with what you referred to as ‘refreshable braille.’ 

MR. OSBORNE DAY: Refreshable braille, on an adaptive computer, is a membrane that fits over 

pins and the pins come up and you read it. It is similar to a player piano where the keys move, only 

these are pins. 

MR. ABRAMSON: I see. 

MR. OSBORNE DAY: So it moves along fast. It is a very good way to read braille. 

MR. ABRAMSON: Is it common? Is it based on braille specifically? 

MR. OSBORNE DAY: Yes. It is braille. It is fairly common. 

MR. ABRAMSON: My comment is on the issue of certification. I live in western Montana, and we 

have a radio reading service that provides a very topical service including reading local 

advertisements for people with sight and hearing impairments, so you know about sales. Statistically, 

we should have about 3,300 people qualified for the special radios. We serve about 1,800 people. I 

have come to the feeling that the certification requirement is the same kind of block I was talking 

about with the mental set in terms of outreach of people who come to the library asking for large-print 

books. I know to qualify for free postage it is a stated requirement, anyway. 

On a personal basis and as a common example, when I become aware that a friend, or a friend of a 

friend of a friend, has a lesser ability to read the daily newspaper, I go over to the radio reading 

service, get a radio, take it over to the home, plug it in, turn it on, and tell them, "If you really don't 

want it call me, and I will take it back." I have only taken one radio back. 

Do you have any comments on the certification requirement or procedure? 

MR. OSBORNE DAY: Yes, I do. The publishers who give us permission to record their books do so 

with a very strict understanding that they go only to blind students or dyslexic students. As a private 

organization, we adhere to that. We have to. 

MR. ABRAMSON: Would you like to not have to? 

MR. OSBORNE DAY: I don't think so, because I think a lot of people would like to have a book on a 

tape and lie back on their bed and listen to it. I think we would be inundated. No. I think the system is 

the correct one now. 

MS. GOULD: If I understand, I think you just answered the question I was going to ask, and that was 

the copyright implications. When a blind or a dyslexic student comes to your organization with a 

specific book that needs to be addressed, do you go to the publishers for permission? 

— 30 — 

Library and Information Services for Individuals with Disabilities 

MR. OSBORNE DAY: For school texts, we have about 80 percent of the requests already in our 

library. So, we just make a duplicate. If it is a book we have not recorded, then we will go to the 

publishers. Permission is pretty peremptory now. It comes quickly. 

MS. GOULD: How do you go about finding your volunteer readers? 

MR. OSBORNE DAY: It is a constant effort. We advertise for them. Many of our 33 studios are 

close to universities, so we get them there. It is by word of mouth. It is a continuous, continuous 

effort to find good volunteers. And, then, we have to train them. 

Once they become volunteers many of them really enjoy it because, I think I have to say, they have to 

concentrate so hard. It is like playing bridge or golf; it is very relaxing and refreshing to them, but it is 

hard work. They are assigned to a studio, and they read on schedule with a monitor. 

MS. GOULD: You said that you are a 501(c)(3) nonprofit organization. Where do you go for 

funding? 

MR. OSBORNE DAY: We get our funding from all sources. We have a very large list. We go to 

individuals, corporations, and foundations. They are very helpful. We get about 25 percent of our 

funding from the Federal government and from the states. But we want to keep that at about that level 

so we can remain autonomous and do things the way we want to do them. 

MS. GOULD: Have you thought in terms of working with another national organization called 

RSVP, the Retired Senior Volunteer Program, in terms of finding volunteer readers? 

MR. OSBORNE DAY: You know, I don't know whether we have or not. Again, I will find out. That 

was RSVP? 

MS. GOULD: Yes. 

MR. OSBORNE DAY: Yes, I will find out. 

MS. GOULD: Thank you. 

MRS. BINGHAM: I have a question. Once the people use these books, do they keep them, do they 

return them to you, or do they bring them to a nearby library? 

MR. OSBORNE DAY: We ask them to return them to us. We lend the books. When the books come 

back, they are fully erased. We reuse the cassettes. 

If a student calls and says he/she still needs the economics book for reference and would like to keep 

it for a while, we say, "Yes." 

CHAIRPERSON SIMON: We thank you, Mr. Day. 

MR. OSBORNE DAY: Thank you, Chairperson Simon. 

CHAIRPERSON SIMON: The next panelists are John Day, University Librarian, and Alice 

Hagemeyer, Friends of Libraries for Deaf Action. 

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U.S. National Commission on Libraries and Information Science 

6. 	 Panel 3: John Day, University Librarian, Gallaudet University and Past 

President, Association of Specialized and Cooperative Library Agencies; and 

Alice Hagemeyer, Founder, Friends of Libraries for Deaf Action. 

Testimony of John Day 

MR. JOHN DAY: First of all, I would like to say thank you for the opportunity, Madam Chairperson 

and Commissioners, to address you today. I am going to go off-script for a moment because I did not 

know that I would be sitting here this morning with Alice Hagemeyer. I was originally scheduled to 

give testimony earlier and that would have put Ms. Hagemeyer with Dr. Rosen. However, we 

swapped places, and now I am sitting here with Alice. 

I would like to say that it is an honor for me to be sitting here with her. I remember when I came to 

Gallaudet 16 years ago. I knew nothing about deafness, deaf people, or disability. I was trained in 

libraries and management. I have learned quite a lot, and just about everything I know I have learned 

from Alice. 

Again, thank you for the opportunity to testify to you this morning. You have copies of my 

testimony,

10 and I have also put copies over on the table for anybody else here who would like a copy. 

So what I would like to do is jump right to the meat of what I am talking about today. 

From my experience over this past year as President of the Association of Specialized and 

Cooperative Library Agencies, I would like to provide a summary of what I see as the major areas 

where additional work is needed for making libraries and library services and information services 

accessible to people with disabilities. 

The first area is physical access in order to ensure that all physical barriers to libraries and 

information access by people with disabilities are removed. The second area is intellectual access in 

order to make sure that assistive and adaptive technological advances are used to enable intellectual 

access to library tools and collections. The third area is inclusion, making sure that truly equal and 

integrated library and information services are available to people with disabilities. Fourth, general 

and research collections, ensuring that collections about disabilities are comprehensive and unbiased; 

regarding special reference collections, to make sure that libraries have adequate and unbiased 

reference materials about disabilities; format, ensuring that people with disabilities have equal access 

to collections and information in a format that is possible for them to understand, for example sign 

language, braille, captioned video, and others. 

Another area that has come up several times already this morning is the area of training: ensuring that 

the subject of services to people with disabilities is appropriately included in the initial and the 

continuing education of librarians, professionals and, of course, the library staff in whatever capacity. 

MR. ABRAMSON: And volunteers. 

MR. JOHN DAY: And volunteers, as we just talked about. 

In particular, I would like to address the area of format and copyright. I go at great lengths in the 

written testimony to explain what is meant there, but really what I am talking about is how copyright, 

in certain respects, prevents access to materials by people with disabilities by preventing the ability to 

change the written text into a format that is accessible by a person who is disabled. 

10 Written material submitted by Mr. Day begins on page 120 in Appendix A. 

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Library and Information Services for Individuals with Disabilities 

This is something that I have been working on for the past several years, both through the American 

Library Association and its division, the Association of Specialized and Cooperative Agencies, and 

the International Federation of Library Associations. So, the efforts that I have been taking over the 

past couple of years have really been international in scope, not just simply limited to the United 

States, because I think, particularly in the area of copyright and with the advances in technology 

recently, making information and the transmission of information immediately accessible all over the 

world just as if it had been just produced in the next room, that individual countries may to certain 

degrees be less willing to change or modify or provide exemptions to copyright law and the copyright 

holders are less, I believe, less open to such changes on an individual nation basis. 

That is why, to a certain degree, I have been looking at it from an international perspective, with the 

idea of getting agreement by a variety of countries and having an influence on the international 

copyright conventions, UNESCO, and WIPO conventions. 

To this end, for the president's program that we had for the Association of Specialized and 

Cooperative Library Agencies (ASCLA) during the New Orleans conference last week we were able 

to bring together the national library association presidents from about five or six different countries, 

the U.S. Registrar of Copyrights, Mary Beth Peters, the new Secretary General of the International 

Federation of Library Associations and Institutions (IFLA), Ross Shimon, and also a human rights 

expert to focus on this issue. 

What came out of that was a resolution to develop model legislation that could be used by all 

countries, including the United States, to provide adequate and appropriate exemptions to existing 

copyright legislation, to allow for all of the variety of format changes needed by people with 

disabilities, people who have the wide range of disabilities. That is what we are going to do. 

The U.S. Registrar of Copyrights expressed an interest in helping with this effort. She and the 

Secretary General of the International Federation of Library Associations and Institutions have 

committed their resources to shepherding this model, the development of this model copyright 

legislation, and also in working subsequently with all of the member nations’ library associations, to 

work with their governments, in order to get it adopted. 

What I would like to do is ask the U.S. National Commission on Libraries and Information Science to 

lend its weight and support in this effort as well, because I believe that it has the enormous potential 

to make an enormous change in the lives for the better, positive change, for many, many, many 

people with disabilities, and it's doable. 

Thank you. 

Questions and Answers 

CHAIRPERSON SIMON: Thank you, John. Speaking for the Commission now, without stopping to 

take a vote, I am sure we would be delighted and happy to work with you on this model legislation. 

Could you tell me how the Association of American Publishers feels about this model legislation? 

MR. JOHN DAY: I do not know yet. I will be very interested to find out. Just last week at the 

American Library Association meeting in New Orleans we developed this as an outcome of the 

ASCLA presidents’ program. I am sure I will have that opportunity to find out. 

CHAIRPERSON SIMON: Thank you, John. 

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U.S. National Commission on Libraries and Information Science 

MS. GOULD: It is interesting that you should mention that because just before I left to come to 

Washington for this particular hearing I received an e-mail from Cary Putnam, head of the Nevada 

State Library Services to the Blind Division. I am looking at a memo from the American Foundation 

for the Blind that talks about a meeting held June 15th to establish a pilot project to demonstrate the 

feasibility of creating greater access to printed materials. The demonstration project will run for six 

months and will involve the voluntary participation of publishers identified by the Association of 

American Publishers (AAP). Under the pilot project, publishers would agree to allow their 

copyrighted materials to be converted into standardized electronic format produced by a third party. 

You may want to follow up on this. I believe we will hear some testimony this afternoon. I also 

attended your meeting at ALA. 

MR. JOHN DAY: I remember. 

MS. GOULD: I found it very interesting. And I received a copy from Margaret Fung, the President of 

the Library Association of China. It was very interesting to read this paper because she talks about the 

human rights of access for people with disabilities. I will submit this to you for inclusion in the 

record.11 

CHAIRPERSON SIMON: It will be included in the record. Thank you. 

Mr. Day, do you have a comment? 

MR. OSBORNE DAY: Yes, I thought I would mention that I was at that meeting that you referred to, 

and the person at the Association of American Publishers (AAP) is Carol Risher. She is very fluent on 

this issue and has been working on it a long time. 

CHAIRPERSON SIMON: Thank you. Are there further comments about John Day's testimony? 

MR. ABRAMSON: Distance learning has a great cornucopia of possibilities for education, 

specifically for the disabled community. It is also fraught with some of the biggest copyright land 

mines. While the international focus is important, I think we have a lot of things to look at here. 

I understand that Amarillo University, which used to be located in Miami and now has campuses in 

Prescott, Arizona, and Fort Lauderdale, has over 125 remote teaching locations that are online 

digitally. I do not even think we understand all the copyright issues involved in the potential. 

Although distance learning has much to offer to the disabled community, I think that those concerns 

have to be integral to any other national or international adjustments that might be made to our own 

and other countries' copyright issues or laws. 

MR. JOHN DAY: I agree with you 100 percent. There are two things we are talking about here. One 

is allowing for format change because it is necessary in order to enable access by somebody who 

cannot access the original text when the text is copyrighted. The second thing is providing library 

materials to students who are taking classes in a distance education environment. You are absolutely 

right. That has to be looked at very, very carefully. Many times we tend to have a reaction to the idea 

of copyright. When we are in the business of providing information, many times we tend to have a 

negative reaction to the word ‘copyright,’ when, in fact, the copyright law is a very, very good and 

11 This paper begins on page 218 in Appendix B. 

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Library and Information Services for Individuals with Disabilities 

positive thing and is something that enables us to continue to do the kind of things we do. The law 

makes sure that the world of publishing, creative writing, creativity and research goes on. 

You are right. 

CHAIRPERSON SIMON: Further questions? (No response.) Well, thank you, John. 

We will now hear testimony from Alice Hagemeyer. 

Testimony of Alice Hagemeyer

12 

MS. HAGEMEYER (Speaking through a sign-language interpreter): Chairperson Jeanne Simon and 

Commissioners: First, I want to thank Dr. Roslyn Rosen and John Day for their wonderful comments 

about the deaf needs and also about other disabilities and libraries. 

My presentation today will focus on people, the users of library services and non-library users and 

friends. First, I am here today to speak to you because I have a lot of experience both as a librarian 

and as an activist working with both the deaf and the library communities. I have been profoundly 

deaf since spinal meningitis at the age of three years. I bring both personal and professional 

experience to bear on related library issues. 

Recently Dr. Rosen mentioned that 90 percent of deaf children have hearing parents; I am one of 

those. I grew up with parents who knew nothing about deafness, and there was a lot of confusion. I 

never went to the public library. I never read books. My parents didn't use library books, and I thank 

the school for teaching me. I also thank the Gallaudet University for what I am today. I know now 

that many deaf children like me all over the United States do not use the library. 

I was a librarian for 15 years for the deaf community and the District of Columbia public library 

system until my early retirement in December 1991. I was a delegate-at-large at the White House 

Conference on Library and Information Services in both 1979 and 1991. Currently, I am an active 

member of the White House Conference on Library and Information Services Taskforce. I am also a 

member of the American Library Association and Friends of the Library USA. I have been involved 

in the programs of several friends of the library groups that have increased both deaf and library 

awareness in their local areas. 

In 1986, I founded FOLDA, Friends of the Libraries for Deaf Action. FOLDA, which is now a 

subsidiary of my consulting business, Library for Deaf Action, has approximately 2,000 members, 

mostly libraries, but also individuals as well. FOLDA has no membership dues and the deaf 

community has been encouraged to become involved in activities of their local public library and its 

friends. 

In 1979, I began publication of the Red Notebook, an information service in the form of a regularly 

updated loose-leaf binder containing deaf fact sheets, library reprints, and announcements. Soon the 

Red Notebook will go online, and I will show you what it is. This is the Red Notebook. [Displays 

notebook] This should be in each public library for information on the deaf community so they can 

know how to get all of the information from one place. 

My experience confirms that services to the deaf community have to meet quite different needs than 

those of, for example, hearing people who are blind or have other disabilities. The program for over 

12 Written material submitted by Ms. Hagemeyer begins on page 122 in Appendix A. 

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U.S. National Commission on Libraries and Information Science 

60 years has worked with the nation's public libraries. Incredible as it seems, because of the law, the 

National Library Service does not have provisions for serving people with hearing disabilities unless 

they also have visual or physical disabilities. 

Communication is the key problem. Organizations connected with the deaf community need to place 

library and information services on the same level of priority as education and health services. By the 

deaf community, I am referring to three segments of library users: (1) people with hearing loss, 

including those with additional disabilities, such as blind and learning disabled; (2) their hearing 

family members, friends, co-workers, colleagues, helping professionals, teachers, etc.; and (3) people 

with special interest in visual communication. 

At the present time I am working to get a higher education institute, a public library, or a nonprofit 

organization to adopt the FOLDA collection as a future national deaf library network. I have several 

librarians, including two former library interns, who have worked with me. We have sought various 

ways for the nation's public libraries to provide cost effective and efficient products, programs, and 

services to the public on hearing loss and American Sign Language. 

Both former interns, one is the assistant director of a public library system in Montana—that is where 

Abe Abramson is from—and the other is the librarian for the National Information Center on 

Children and Youth with Disabilities, are now working with me to develop a checklist for the public 

library on enhancing services for people with disabilities. 

We also have resources available for library outreach to the deaf community to encourage the 

increased use of local public libraries. My advice for the public library system is to start with its local 

friends group and work with them. Also, I suggest that public libraries form a partnership with ASL 

Access, a newly formed nonprofit organization with a mission to help place core video collections 

with over 200 ASL videos in every public library system in the United States and its territories. 

ASL Access, which was founded only two years ago by Chris Wixtrom, raises funds to assist public 

libraries by donating these collections. ASL Access stands ready to help libraries, which have their 

own funding for ASL videos by coordinating purchases from over 40 independent publishers and 

distributors and by providing guidebooks, which describe the videos. 

ASL Access also serves as a liaison between library customers and public librarians by providing 

reviews of ASL videotapes and a list of ASL videotape publishers and distributors on the web site. I 

have more information on ASL Access in the back. 

Ultimately, every public library needs friends and partners to help achieve its library mission. As 

libraries seek innovative ways to reach out to local unserved and underserved populations, they will 

no doubt find solutions for meeting their various needs. Should the library and its friends need leads 

for forming partnerships within the local deaf community, FOLDA will be able to assist. FOLDA will 

put libraries in touch with an appropriate deaf, disability-related service organization within the local 

or state jurisdiction. 

I believe all of us here understand the desperate need for this initiative. If the authority and the 

appropriation can be provided for the nation's public libraries to work with the future national deaf 

library network, FOLDA will be a model for the many friends of the library groups agonizing about 

this issue. 

Thank you for giving me an opportunity to testify. 

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Library and Information Services for Individuals with Disabilities 

Questions and Answers 

CHAIRPERSON SIMON: Thank you, Alice, and congratulations on the establishment of FOLDA, 

which has the potential to make a big difference in libraries. 

Could I ask you, when you say, "For over 60 years, the National Library Service has worked with the 

nation's public libraries but, as incredible as it seems, because of the law it doesn't have provision for 

serving people with hearing disabilities unless they also have visual or physical disabilities," what 

precisely does the law say that holds this up? 

MS. HAGEMEYER (Speaking through a sign-language interpreter): That is what the law says. Every 

time a deaf person complains to the library that their services are to the blind and physically 

handicapped, when they ask about deaf services, they are told that the law says we cannot serve deaf 

people unless you also have a physical disability or are blind. 

I read the history from some 65 years ago, and there was a group of parents who were concerned that 

their blind children couldn't read or use regular library materials. They wanted the government to 

support the funding of material that would help blind people read. 

CHAIRPERSON SIMON: Thank you, Alice. It seems to me that we ought to address that at the 

proper level of legislation. 

Are there comments or questions from Commissioners? 

MR. ABRAMSON: That is Missoula, Montana, where that system and assistant library director is, of 

course. And, we have established today that that is the center of the universe. 

But we have not specifically mentioned small independent public library foundations. We have 

probably included them when we talked about Friends groups. I think I see a pattern of new 

independent foundations like the one we started in Missoula to support the library with things like 

this. I hope that we can see that trend grow even more. 

There are consciousness-raising issues with taxpayers that need to be solved before we see the regular 

flow of local tax moneys to solve these kinds of problems that don't affect most of the people in any 

given community. But I am intrigued with your suggestion that a national deaf library network as 

such be established and posted, posted by some institution. It could be a university, probably a 

university or a university-based organization. So I think that is a useful perspective as well. Thank 

you very much. 

MS. HAGEMEYER (Speaking through a sign-language interpreter): Thank you. 

MS. GOULD: I have a question. What has been done to address changing the law in terms of 

National Library Service for the Blind and Physically Handicapped? Have there been any efforts? 

MS. HAGEMEYER (Speaking through a sign-language interpreter): You do not have to change the 

law. We can use the public library mission that says we must serve all people. We can use that. I feel 

at the same time the deaf community has a responsibility to help the library to make their products, 

programs and services accessible to all people. I am not talking only about deaf people; I am talking 

about all people. 

MS. GOULD: Thank you. 

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U.S. National Commission on Libraries and Information Science 

MS. HAGEMEYER (Speaking through a sign-language interpreter): And, you need to remember that 

many people became deaf at a late age. I feel it is important that each public library prepare children 

who may not be deaf, but they may become one or have a deaf person in the family. 

CHAIRPERSON SIMON: That is enlightening. Thank you for that comment. 

MR. ABRAMSON: If we are ever going to change the law—and I have raised this issue in a number 

of different contexts and it usually hasn't been appreciated—I think we ought to change the name of 

the service, too. For a person who is blessed with at least physical health to a great extent, I fail to 

understand why blindness would not be a physical handicap. 

In other words, I think part of the hurdle in some of the kinds of things that have been suggested is the 

fact that we refer to it as the blind and physically handicapped, as if blindness weren't a physical 

handicap. But I know there is a history to it, and I have learned some of the history, but it has not 

been helpful. And, it has been a kind of territorial thing at different times for different reasons, and it 

is different in different states, also. 

I think if we are ever going to do something with the legislation ... I don't know what we should call 

it, but we shouldn't call it the Blind and Physically Handicapped and talk about people who have 

special challenges, most of whom are taxpayers. 

MS. HAGEMEYER (Speaking through a sign-language interpreter): I also would like to add that, 

really, it is dangerous if we use the words ‘special needs’ or ‘services to the physically handicapped’ 

in the public. People assume that any time they need information they have to go to a special needs 

library or check for a special collection. We should mainstream services at the public library, and we 

also can help librarians and staff become aware of various communication needs. 

CHAIRPERSON SIMON: Ms. Gorman, do you have a comment? 

MS. GORMAN: Just very briefly. In terms of the law as it affects NLS and in terms of the 

certification issue that you brought up earlier, I have come into those various discussions also in terms 

of people with learning disabilities because there is an added certification requirement from a medical 

doctor in terms of LD for the National Library Service. It is different with regard to Recording for the 

Blind and Dyslexic. They have a much broader certification requirement, and the people whom they 

certify cover a much broader range. 

The learning disabilities community believes that, unfortunately, doctors are very frequently among 

the least able to certify learning disabilities. So this has been a bone of contention. 

One of the ‘work-arounds’ that has been used is, first of all, to redefine physical disability. In 

redefining physical disability you can certainly include neurological, brain function and structure, 

differences. 

I am trying to gather my thoughts again now. We really need to take a look at—oh, the ‘workarounds’ is what I was talking about. Sorry about that. 

People have advised physicians in their areas, in terms of learning disabilities, to work with the 

learning disabilities specialists and other people who are included in the Recording for the Blind and 

Dyslexic certification group. Those people can then advise physicians so that they get the proper 

information to make that certification. 

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Library and Information Services for Individuals with Disabilities 

There is definitely a need for change here; it is a very cumbersome mechanism. I am sure Carolyn 

Sung can address some of the concerns we talked about before in terms of trying to change the law. 

But we do think the changes are overdue. 

CHAIRPERSON SIMON: Well, thank you, Audrey. I think we ought to invite the AMA to say a few 

words at our next hearing. 

MR. ABRAMSON: On the issue of 'work-arounds,' that is what I was suggesting with the reading 

service radios that I deliver, because, for reasons that are essentially licensing issues that sound like, 

taste like, smell like, copyright issues, but aren't exactly the same, they use special radios that usually 

broadcast on a sideband, and they also require a certification from a medical professional. 

CHAIRPERSON SIMON: Yes, we have a comment. Please. 

MS. ADLER (Speaking from the audience through a sign-language interpreter): In the field of 

vocational rehabilitation, deafness and blindness are looked on as sensory disabilities. They are 

almost the same. But it seems that in regular life deafness is kind of separate. We do not know why 

that happens.13 

CHAIRPERSON SIMON: Thank you. This is proving to be a very interesting commentary. Another 

comment from back of the room, please. 

MS. WIXTROM: Hi. I am Chris Wixtrom, and I founded this nonprofit organization that puts the 

American Sign Language videotapes in the libraries, 200 tapes in 15 categories. One of the things we 

have discovered is that people who most desperately need these resources are not deaf people or 

communicatively disabled people. It is the hearing people who are their friends, families and coworkers who need these materials.

14 

CHAIRPERSON SIMON: Any more comments? This is wide open now. 

MR. ABRAMSON: I have a question about the testimony that has been submitted. The third category 

of the deaf community was people with special interest in communication, and I am not sure I have a 

specific understanding of what you were suggesting by that group. This was the third segment. 

MS. HAGEMEYER (Speaking through a sign-language interpreter): I used the word ‘deaf 

community’ for the library community only, because I did not want you to think that the materials 

that the libraries have are for deaf people only. No, they are for anyone and everyone, especially 

hearing family members, teachers, counselors, and so forth. 

MR. ABRAMSON: Well that is the second category. The third category I was not specifically able to 

distinguish. 

MS. HAGEMEYER (Speaking through a sign-language interpreter): The third category is talking 

about people who are especially interested in visual communication, you mean? 

MR. ABRAMSON: Yes. 

13 Ms. Adler spoke from the audience. She is not otherwise identified.
 14 Written material submitted by Ms. Wixtrom begins on page 182 in Appendix B. 


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U.S. National Commission on Libraries and Information Science 

MS. HAGEMEYER (Speaking through a sign-language interpreter): I am sorry. The third group of 

people is those interested in sign language. More and more people want to learn to sign. Children 

especially want to learn sign language, and I think that is great. The library should have a collection 

for people like that. 

CHAIRPERSON SIMON: Ms. Storck from Pinellas County, Florida, has a comment. 

MS. STORCK: My name is Bernadette Storck. I know you all have far greater clout than I could ever 

have in Washington, but if you want support for changing that law from the Florida delegation, I will 

be on the telephone when I go back to my office on Tuesday. 

CHAIRPERSON SIMON: I think we might have a real something going on here before the end of the 

day. Does anybody else want to wade in on this? (No response.) We have concluded the morning 

session, which has been terrific. 

(Whereupon, at 12:13 p.m., the meeting was recessed, to reconvene the same day.) 

7. 	 Panel 4: Scott Marshall, Vice President, American Foundation for the Blind; 

Carolyn Sung, National Library Service for the Blind and Physically 

Handicapped, Library of Congress; and James Gashel, Director of 

Governmental Affairs, National Federation of the Blind 

CHAIRPERSON SIMON: We will begin the afternoon session. I believe everyone is here. 

Members of this panel are Scott Marshall, Vice President of the American Foundation for the Blind; 

Carolyn Sung, Chief of the Network Division for the National Library Service for the Blind and 

Physically Handicapped of the Library of Congress; and James Gashel, Director of Governmental 

Affairs for the National Federation of the Blind. 

Will you please step forward? Scott, what is your dog’s name? 

MR. MARSHALL: Kate. 

Testimony of Scott Marshall 

MR. MARSHALL: Good afternoon, Madam Chairperson, ladies and gentlemen. I am Scott Marshall 

with the American Foundation for the Blind. I appreciate the opportunity to talk to you today about 

some important issues relating to access to information for people who are blind and visually 

impaired. 

I would like to reserve the right to provide you with a full written statement for the record,15 and if 

you will accept my oral comments today, the statement will be in much greater detail. 

CHAIRPERSON SIMON: We will do that, Scott. Thank you very much. 

MR. MARSHALL: The American Foundation for the Blind (AFB) is a national research and 

consulting organization in the field of blindness. We have tried to address the most critical issues 

facing blind people since 1921 through research, policy development, advocacy, information 

dissemination, and public education. 

15 Written material submitted by Mr. Marshall begins on page 124 in Appendix A. 

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Library and Information Services for Individuals with Disabilities 

One of our most important issues over the years has been access to information. We developed the 

topic of record in the 1930s and worked with the library community prior to that time toward passage 

of the Smoot-Pratt Act which ultimately is now the National Library Service, which you will be 

hearing about shortly. 

The libraries community has always been very supportive on such issues as free mailing for the blind, 

the mailing privilege for braille and recorded materials, which from time to time has been in jeopardy, 

as well as efforts in the past to censor materials that are provided through the National Library 

Service. I wanted to acknowledge and thank you for that. 

MR. ABRAMSON: I missed a word. Did you say ‘censor’? 

MR. MARSHALL: Yes, ‘censor.’ We can talk about that further if you are interested. 

MR. ABRAMSON: Is that a term of art in the blind community? 

MR. MARSHALL: No, it was a matter of a right to read. 

MR. ABRAMSON: Okay. 

MR. MARSHALL: I will talk about that in a while, but it was a matter of censoring certain 

magazines that were being distributed by the National Library Service in the mid-1980s. 

A couple of weeks ago, Alan Greenspan, in accepting an honorary degree at Harvard, talked about the 

new emerging technologies and the effect on our economy and he said, not surprisingly, that these 

new technologies have altered fundamentally the manner in which we do business, create value, in the 

ways we could never have foreseen even less than a decade ago. 

That is true, it seems to me, with respect to libraries as well. Libraries, which used to be reference 

departments, card catalogues and volumes of books, are now information systems and retrieval 

engines. And it is very, very important that these systems be accessible to people with disabilities. 

The whole concept of universal design calls for the development of information systems that are 

flexible enough to accommodate the broadest range of users using the broadest range of computers 

and technology, regardless of age or disability. 

For example, it is not sufficient simply to equip a workstation with a screen reader that will magnify 

the text on the computer screen or vocalize it. One must be sure that that access is equal to access 

provided to other people, non-disabled people, with respect to this information being provided. 

I have a few recommendations in terms of how to do that. 

One: 

I suggest the Commission could play an important role in providing information, technical assistance, 

to library systems about how to make their systems accessible. It has been our experience that many 

libraries, although very well meaning and very interested in this subject, do not always have the kind 

of information they need to make the purchase decisions and the training decisions they need to make 

their systems accessible. 

They also need to know about how to make their own information products and services accessible, 

and I am speaking specifically of web-based information. The Americans with Disabilities Act, which 

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U.S. National Commission on Libraries and Information Science 

passed about ten years ago, made physical space accessible and in the same way virtual space also 

needs to be made accessible to people that are blind or visually impaired. 

Fortunately, there are standards in existence through the World Wide Web Consortium Web Access 

Initiative that makes making your web site accessible really quite an easy thing to do. 

Two: 

My second recommendation, therefore, is to provide these guidelines to libraries for their own use 

and to make this kind of information available in the reference departments of libraries for web 

designers and web masters so that the knowledge about how to make these sites accessible would be 

readily available. 

I have an interesting quote, if I may, from a blind user who is talking about why, if a web site is not 

properly coded, how difficult it is to use this information. This appeared recently in a New York Times 

article: 

When blind people use the Internet and come across unfriendly sites, they're not 

surfing; we're crawling. Imagine hearing a page that says 'Welcome to—Image,' 'This 

is the home of—Image,' 'Link, Link, Link.' It is like trying to use Netscape with your 

monitor turned off and the mouse unplugged. 

This is because text-based browsers cannot vocalize graphics unless the page is appropriately coded. 

This becomes even more difficult if that graphic happens to be a navigational button, or arrow, or 

contains significant information, for example, a table. If there is no coding that makes that graphic 

vocalized, it is very, very difficult to use this information. 

Three: 

Finally, my third recommendation—I am sure my colleague Mr. Gashel will touch upon this in 

greater detail—is that it would be very helpful for the Commission to support our efforts with the 

publishing industry to make electronic versions of text material available on a contemporaneous basis 

to facilitate its production in braille or recorded form. 

An effort is now underway with the publishing industry on a national basis to do this and this has 

been happening as a result of some state statutes around the country. But we do need to have a 

national standard and a national effort in this regard, and I am sure he will talk more about this in his 

presentation. 

That concludes my oral remarks. I would be happy to take your questions at an appropriate time. 

Questions and Answers 

CHAIRPERSON SIMON: Thank you, Mr. Marshall. We are glad you were able to come; I thought 

you would not be here. I am so pleased because I have known you for many years, and I know what 

wonderful work you do on Capitol Hill as well as for the American Foundation for the Blind. 

MR. MARSHALL: Thank you, Chairperson Simon. We certainly appreciate your involvement with 

our organization as well. 

CHAIRPERSON SIMON: Could you tell us what is happening on Capitol Hill regarding pertinent 

current legislation? 

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Library and Information Services for Individuals with Disabilities 

MR. MARSHALL: As a matter of fact, next Wednesday the Federal Communications Commission is 

expected to issue its regulations regarding implementation of Section 255 of the Telecommunications 

Act of 1996, which relates to providing or ensuring access for people with disabilities with respect to 

communications, telecommunications products and services. 

For blind and visually impaired people, this would essentially relate to things like cell phone displays, 

pagers, multi-line telephones, caller IDs. Admittedly, this is somewhat limited in its scope, but we 

believe it is an important first step toward making these kinds of technologies accessible and that 

what we learn as a result of these new requirements and industry's efforts to comply will help in all 

sorts of environments where material is presented visually, in a display, for example. 

The trickle-down effect could affect everything from the display on your microwave to a display on a 

business desk telephone. 

CHAIRPERSON SIMON: That is coming up next week? 

MR. MARSHALL: The rule is coming out next Wednesday. We are hopeful that industry will 

respond to it in the good spirit that it is intended. That always doesn't happen, as you well know. But, 

we are hopeful that the rule will be a positive step forward. 

CHAIRPERSON SIMON: Is anybody actively opposing this? 

MR. MARSHALL: Yes. There have been some rumblings from the industry about the rule perhaps 

being too broad, perhaps getting too close to regulating the Internet, and that kind of thing. I think we 

are awaiting the actual text to see where we go from here. 

CHAIRPERSON SIMON: Anything else that is current? 

MR. MARSHALL: I think that is the major topic on the technology front at the moment. 

MS. GOULD: I understand that there is a possibility that C-SPAN may actually cover this particular 

hearing. Do you know if they are? 

MR. MARSHALL: I have been in California for the last week and a half and returned to Washington 

this morning. I know FCC is very interested in press coverage, and this is a significant rule on a piece 

of legislation that is very significant with respect to access. So I would not be surprised that it might 

be covered. 

MS. GOULD: An e-mail was sent to me just before I came to Washington giving a telephone number 

for consumers who would like to have this hearing covered by C-SPAN. For those would like to 

know, the number is: 202-626-7963. Just say, "Please cover the FCC meeting on disability issues on 

July 14 at 9:30 a.m." 

MR. MARSHALL: Thank you for that information. I hope we can have that happen. 

CHAIRPERSON SIMON: Thank you. As Vice Chair, Martha Gould keeps up on everything, even CSPAN. 

Are there other comments? Abe Abramson from Missoula, Montana. 

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U.S. National Commission on Libraries and Information Science 

MR. ABRAMSON: It was helpful for me earlier to learn of the different foci of the Recording for the 

Blind and Dyslexic and the National Library Service for the Blind and Physically Handicapped. 

Could you help me better understand the distinctions between some of the different national 

organizations that support the blind community? 

MR. MARSHALL: All of the organizations at this table work closely together on these issues. As I 

indicated, the American Foundation for the Blind is a research and consulting organization that works 

in the areas of policy, public education, and advocacy. We are not a membership organization, 

whereas the National Federation of the Blind is one of the consumer organizations in the blindness 

Commission, a membership organization, which also works on many issues, including information 

access issues. I am sure he will speak to that shortly. 

One of our initiatives—when I say ‘our’ I am speaking collectively—in the community is to obtain 

greater access to electronic text from publishers. It would make the work of organizations, like 

Recording for the Blind and Dyslexic, much easier if we are able to obtain those texts in a timely 

way. 

In general, electronic text will help other communities as well. This is true for accessible web sites, as 

well, in terms of indexing and so forth. Electronic information, whether it is CD, video, any of it, can 

be indexed and searched. That is one of the values in having this kind of material available, as well as 

its ability to be quicker and more accurately converted into braille or speech. 

CHAIRPERSON SIMON: Are there further questions or comments? (No response.) Thank you, Mr. 

Marshall. 

MR. MARSHALL: Thank you. 

CHAIRPERSON SIMON: The second person on the panel is Carolyn Sung. Will you proceed, 

Carolyn? 

Testimony of Carolyn Hoover Sung 

MS. SUNG: Hello. It is a pleasure to be here today representing the National Library Service for the 

Blind and Physically Handicapped, better known hereafter as NLS. The testimony prepared by Frank 

Kurt Cylke, Director of NLS, has been distributed to the Commissioners and is on the table at the side 

of the room, along with a publication on planning for the future and a news article that talks about 

network libraries and some NLS planning, and, finally, the fact sheet on the program.

16 I will give a 

brief overview and save some time for questions. 

The National Library Service is a free national public library program of braille and recorded books 

and magazines for blind and physically handicapped persons. It is administered by NLS at the Library 

of Congress. Under a special provision of the U.S. copyright law and with the permission of authors 

and publishers not covered by this provision (i.e., foreign-published material) NLS selects and 

produces full-length books and magazines in braille and on cassettes. 

These reading materials are distributed to a network of cooperating regional and sub-regional or local 

libraries, where they are circulated to eligible borrowers and returned to libraries by postage-free 

mail. More than 22 million recorded and braille books and magazines were circulated to a readership 

of 769,000 in 1998, almost 800,000 people. 

16 Written material submitted by Ms. Sung begins on page 127 in Appendix A. 

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Library and Information Services for Individuals with Disabilities 

In a sense, NLS was a creation of a network of 18 libraries, some of the nation's most prominent 

public libraries and the Library of Congress that had already been independently acquiring and 

lending embossed-format books to blind adults. In fact, two years ago, several of our libraries, 

including the Library of Congress, celebrated a century of service to the blind. 

These libraries realized that, by joining together, they could produce many more books. NLS and the 

cooperative network were established by an act of Congress of 1931 to serve blind adults. Scott 

Marshall’s previous testimony referred to this as the Pratt-Smoot Act. The NLS program was 

expanded in 1952 to include children, in 1962 to provide music materials, and again in 1966 to 

include individuals with other physical impairments that prevent the reading of standard print. 

There were 19 libraries designated in 1931 as the network for distributing the materials produced by 

the Library of Congress. Now the network has grown to 138 with 57 regional libraries. Some states 

such as New York, California, Pennsylvania, Ohio, and Michigan, have two; there are regional 

libraries in the Virgin Islands, Puerto Rico, and the District of Columbia. We also have 81 subregional or local libraries and four machine-lending agencies. 

Since 1995 when the North Dakota regional library opened, regional libraries are now located in all 

states except Wyoming, whose residents are served by the Utah regional library under contract. This 

spring NLS began discussions with the Wyoming state library and expending service there. So if that 

happens we will have all the states covered. 

Funding. 

Congress funds NLS annually. The fiscal year 1999 appropriation is $46,824,000. Regional and subregional libraries receive funding from state, local, and Federal sources. Through an additional 

appropriation to the U.S. Postal Service, books and materials are mailed as free matter for the blind or 

handicapped. The combined expenditure for the program is approximately $120 million annually, 

roughly two-thirds Federal and one-third state and local. 

In network libraries around the country, volunteer programs in machine repair, programs for 

recording local and regional books, and support for various library activities supplement this 

government funding. 

Eligibility. 

Anyone who is unable to read or use standard print material as a result of temporary or permanent 

visual or physical limitation may receive NLS services. A survey sponsored by NLS found that two 

million persons with some type of visual impairment may be eligible, and another million with 

physical conditions such as paralysis, missing arms or hands, lack of muscle coordination, or 

prolonged weakness could benefit from the use of reading materials in recorded format. 

NLS has two divisions: the Materials Development Division, which develops, tests, and produces 

books and playback devices; and the Network Division, which coordinates and supports the 

cooperative network and provides direct library service to American citizens living abroad and direct 

services of music scores to patrons. Books and magazines for this program are produced by 

contractors who submit competitive bids through the Federal procurement process. 

NLS books are selected on the basis of their appeal to people, with a wide range of interests. 

Bestsellers, biographies, fiction, and how-to books are in great demand. To keep up with the changing 

interests and needs of consumers and librarians each year, the National Advisory Group on Collection 

and Building Activities (consisting of representatives from three consumer organizations, four 

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U.S. National Commission on Libraries and Information Science 

libraries, and a reader at large meet at NLS for three days to make recommendations on the areas and 

subjects that need to be strengthened in the national collection. 

Each year approximately 60,000 print books are published nationwide and NLS can only select and 

produce about 2,000 titles. Readers are informed of these new books added to the collection through 

two bimonthly publications, Braille Book Review and Talking Book Topics. Through the NLS Union 

Catalogue, available on the Internet and on CD-ROM, every network library has access to the entire 

NLS book collection and to the resources of several cooperating agencies. 

NLS materials are in special format. Our cassettes are four-track, as opposed to the two tracks on 

commercial tapes, so we have to have special playback equipment to play these materials. These 

playback machines are loaned free to people participating in the service. Right now we have about a 

million playback machines out on loan; that number includes cassette players as well as disc players. 

NLS network libraries are the distribution points of its service. This network of cooperating libraries 

is the oldest, largest, and most sophisticated cooperative library network in the U.S. Generally state 

governments are responsible for ensuring that library service is available to their blind and physically 

handicapped residents. Fifty-two regional libraries are administered and/or funded by state libraries. 

Five are administered and funded by rehabilitation agencies. Those five are in southern California (a 

private agency), Florida, Iowa, Oklahoma, and Virginia. 

Our emphasis in the network services is on cooperation. NLS has no budget or administrative 

authority over these libraries. To ensure quality library service across the nation, standards for this 

service were developed by network librarians and consumer representatives under the auspices of the 

American Library Association. The process included surveys and consultations with the network to 

come up with minimum standards and guidelines for service—first in 1979, then in 1984, and most 

recently in 1995. 

Consumer relations are central to the entire NLS program. NLS has a consumer relations officer to 

serve as a contact point for patrons. NLS is proactive, heavily involving consumers in planning in 

order to do a better job of anticipating and avoiding as many problems as possible. 

Recently the chief thrust of this position has been in the electronic library service area—assisting with 

adaptive equipment, monitoring accessibility—especially of the NLS web site, working to increase 

the web's usefulness to patrons, exploiting the advantages of electronic communication for our 

consumers, and piloting a test to mount braille books on the Internet. NLS's first e-braille books, web 

braille, should be available in the next few weeks. 

The key issue for the future, of course, is the change to a digital audio format, which will be 

necessary in seven to ten years. It seems closer. Studies and strategic planning are under way to 

identify technological, logistical, and financial requirements. NLS is working hard to keep all 

consumers, librarians, and Congress informed of progress that is being made in this area. 

Reading is at the core of the NLS program. Taking advantage of technological change to expand the 

horizons of this NLS mission, that all may read, is the challenge for us each day. 

My colleague, Michael Moodie, the NLS research and development officer, is leading NLS's work 

with the National Information Standards Organization’s (NISO) Digital Talking Book Standard 

Committee, which is now developing the technical standard for the digital talking book. He can 

answer any questions on the digital future. 

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Library and Information Services for Individuals with Disabilities 

Thank you. Are there questions? 

Questions and Answers 

CHAIRPERSON SIMON: Thank you, Carolyn. You talked about the bids for talking books. Could 

you explain that to me? How many organizations bid on talking books? 

MS. SUNG: It varies with each bid. About seven compete. 

MR. MOODIE: It is split between braille and audio, about roughly half a dozen in each; that bid on it 

for braille magazines, braille books, audio magazines—all the packages. 

CHAIRPERSON SIMON: And the guidelines for bidding is strictly the bottom line dollar, is that 

correct? 

MR. MOODIE: It follows the Federal procurement regulations. 

CHAIRPERSON SIMON: Federal procurement code. 

MR. MOODIE: And, for the specific ones, it is an invitation to bid. It is completely specified out, and 

you have to meet all the specifications, up to the full capacity of that bidder. If one person bids low, 

we do not give them the whole thing. 

CHAIRPERSON SIMON: So it depends upon the ability of the producer. 

MR. MOODIE: Right. 

CHAIRPERSON SIMON: Thank you. 

Are there questions or comments from Commissioners? Mr. Joel Valdez from Tucson, Arizona. 

MR. VALDEZ: You said each year there are 60,000 titles published? 

MS. SUNG: Yes, annually in print in America. 

CHAIRPERSON SIMON: Sixty thousand? 

MS. SUNG: Yes. 

MR. VALDEZ: And how many were prepared for this particular subject matter, 2,000? I missed it. I 

could not understand what was said. 

MS. SUNG: Two thousand is the number that NLS's appropriation will allow us to produce. That is 

why there is such great interest in the change to the copyright law—to make many more materials 

available. 

MR. VALDEZ: Thank you. 

UNIDENTIFIED VOICE (Speaking through a sign-language interpreter): I would like to talk about 

deaf people who are also blind and cannot use the talking books. I wonder if you could add material 

for deaf-blind people? 

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U.S. National Commission on Libraries and Information Science 

MS. SUNG: We do. We have braille books, and they are among our patrons. 

UNIDENTIFIED VOICE (Speaking through a sign-language interpreter): Not all deaf-blind people 

know braille. 

MS. SUNG: Yes. 

CHAIRPERSON SIMON: The idea is? 

MS. SUNG: Do you have some suggestions? 

UNIDENTIFIED VOICE (Speaking through a sign-language interpreter): I think professionals who 

work with deaf-blind individuals could answer that. I am not that familiar with that area. But I 

understand that many deaf-blind people told me that they never use the public library. 

CHAIRPERSON SIMON: Is Audrey Gorman from ALA here? Audrey, could you be responsive to 

that? 

MS. GORMAN: Which part do you want response to? 

MS. SUNG: In response, one thing I would like to say is that we are working with public libraries, 

and we have a pilot project with a sub-regional library in Long Island to develop a package that 

librarians can use for outreach with disabled patrons. Certainly, deaf-blind people would be among 

our clientele. 

CHAIRPERSON SIMON: Is that your summation? That deaf-blind people are not too much into 

library service? 

MS. GORMAN: I do not know as much about deaf-blind people but, in general, I find that many 

people with disabilities are not into library service because they do not know what is available or 

because what is available is not adequate to their specific needs. I believe that is certainly true of 

deaf-blind people because, unfortunately, our materials are very frequently very much print-text 

oriented. Then, frequently, the rest of it is auditorially aimed. That just leaves them out from both 

directions. I think that we need to look very specifically at this issue. 

One thing that much of this has been pointing to is the real need to look at universal design principles 

for all of our products and services. Then we need to take an even closer look in the areas where 

people need very specific help with accessing information. That would include people who are both 

deaf and blind. 

CHAIRPERSON SIMON: Thank you for helping me out here. Is there anyone else with a comment? 

MR. MARSHALL: I have an additional comment. I am glad you brought up that aspect. I think one 

of the values of the digital book will be that it will be much easier to produce braille, and it will be 

much easier to produce recorded materials. This should, in fact, help the deaf-blind community as 

well. 

Many deaf-blind people, as is the case with blind people generally, have residual vision and can use 

magnification software and hardware as well. So there are options here. Perhaps one of the things that 

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Library and Information Services for Individuals with Disabilities 

we might consider is this could be an area of technical assistance to libraries, to try to provide more 

information about what those options might be. 

CHAIRPERSON SIMON: Thank you, Mr. Marshall. 

Mr. Gashel, would you care to add any comments? 

MR. GASHEL: Actually, I do. My only additional comment would be that, for people who can see, 

libraries have, in many areas, been leaders in promoting literacy efforts. I mean, literacy in reading 

print. If a blind person or a deaf-blind person is unable to read braille, libraries should have a capacity 

to find ways to promote literacy in the use of braille. 

There are definitely volunteer groups around. The National Federation of the Blind, as an example, 

has affiliates all over the country where blind people who are capable of reading braille are ready, 

willing, and able to serve as volunteers in helping other blind people, blind adults particularly, learn 

braille. Children have access to braille instruction in schools if the schools are cooperative. We have 

done much to try to strengthen the laws there. 

I think one good recommendation would be that as libraries implement literacy programs, they also 

include braille instruction for blind and deaf-blind people. 

CHAIRPERSON SIMON: Thank you for that great comment. 

Are there further comments from the panel? We are on time. 

MR. ABRAMSON: Ms. Sung, I may have misunderstood or misapprehended something that was 

suggested earlier. One of the things that you suggested to me was that we have a problem with the 

legislation in NLS in assisting persons who do not have some kind of visual impairment. It was 

suggested earlier that if you are a handicapped person with some kind of disability, you must also 

have some visual component to your disability, at least temporary, to use the service. 

MS. SUNG: No. For example, if you cannot hold a book, if you have a physical problem that makes 

it difficult for you to hold a book, that is a physical problem that would make you eligible. 

MR. ABRAMSON: Even if you are fully sighted? 

MS. SUNG: Even if you were fully sighted and could read the standard print, but you could not read 

the print because you could not hold the book. 

MR. ABRAMSON: What about learning disabilities? 

MS. SUNG: Learning disabilities are covered as a physical disability. There is a process by which, 

with a medical doctor's certification of a physical cause for the reading disability, reading-disabled 

students are served in this program. 

MR. ABRAMSON: I am hoping that by the time we present the published testimony we can have 

some clarification. I think each of you will get a chance to fill in your testimony. I would appreciate 

some clarification on that specific point because I was left with the suggestion that we should get the 

legislation changed so your service could deal with persons who did not have a visual component to 

their disability. Deafness, for instance. 

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U.S. National Commission on Libraries and Information Science 

MS. SUNG: Many of our present products, of course, are audio, so that that is a barrier with deaf 

individuals. 

MR. ABRAMSON: But do you feel the legislation keeps you from producing things other than audio 

to solve these kinds of problems? 

MS. SUNG: It is hard to... 

MR. ABRAMSON: It is a yes or no question. 

MS. SUNG: We do audio and braille because those are the formats that are accessible to blind and 

physically handicapped people. We have not had a mandate to cover deaf. 

MR. ABRAMSON: Would that have to be a legislative mandate? 

MS. SUNG: Yes, definitely. 

MR. ABRAMSON: You could not produce sign-language videos unless you had a legislative 

mandate? 

MS. SUNG: Yes. It would be a change, a refocusing, of what we are doing now. The same goes for 

learning disabled. In round numbers, we serve 800,000 people. If you include all of the learning 

disabled people, you would have an enormous change in the NLS mandate. 

Also, in the technical sense of schools, NLS is not primarily an educational service. We are a library 

service for reading, enjoyment, pleasure, and enrichment. Many of the learning disabled students do 

profit from reading Jane Eyre or To Kill a Mockingbird, or popular things that are assigned to them as 

extra reading. Some teachers creatively use NLS materials in learning. But NLS does not do 

textbooks. 

This would be one of the advantages in new technology, where you would be able to have print and 

text together. Some of the separations that we have now in the current technology will be somewhat 

changed. I think that for the reading disabled, particularly, this will be a boon. 

MR. ABRAMSON: But you are pretty certain that no internal initiative could result in your offering 

sign-language videos, for instance? 

MS. SUNG: Yes. 

MR. ABRAMSON: Okay. 

CHAIRPERSON SIMON: Thank you, Carolyn. I think this is a matter that the Commission could 

explore. Obviously there are some questions that are not truly settled yet in our minds. 

MS. SUNG: I would just say that I certainly endorse the literacy for deaf-blind and including braille 

literacy in our package with libraries certainly. It is important. 

CHAIRPERSON SIMON: Good. 

We thank you. We will now hear from Mr. James Gashel. 

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Library and Information Services for Individuals with Disabilities 

Testimony of James Gashel 

MR. GASHEL: Thank you very much. I will try to be reasonably brief. What I expect to do is follow 

in Scott Marshall's lead and ask to submit a written statement later.17 I think both of us were 

bushwhacked by preparing for a couple of national conferences, and we will get something back in to 

you as quickly as we can. 

I just want to underscore in the beginning of my comments the truly important nature of what you are 

discussing here today for us as blind people. You know, in other eras there are other issues of access 

that have come to the fore. Scott mentioned disability access at the time of the passage of the 

Americans with Disabilities Act, which was truly important, where our society came to the 

conclusion that we had to construct facilities that would be done in such a way that barriers would not 

exist for anyone to get in and to use that facility. 

Well, since that time it is very clear to all of us that an information infrastructure is now being built 

and that that infrastructure is being built around us. For blind people in particular, we cannot afford to 

have that infrastructure built in such a way that we cannot use it. In many ways, that actually is being 

done every day. 

You think of the ATM machine that you walk up to and you stare into something, I'm not sure what, 

and it takes a print of your eyeball. Well, if it takes a print of my eyeball it is not going to see very 

much because I cannot see very much. That is just one example of an information infrastructure. 

But communications of literary works are in the same area. There are lots of changes being made 

today, and those changes have to be made in such a way that we are not locked out in the future. 

The evolution of the NLS program is probably one of the single most important government services 

that are provided to blind people today. There is no question about that. Without that program, we 

would not have access to knowledge, access to literature. There would be nothing to replace it. We 

have no bookstores, no magazine racks that we can walk up to and get material. So that is absolutely 

critical. 

But that program as it currently operates is not going to be sufficient in the future. Carol gave you the 

figures. We are spending $120 million. We are re-inventing the wheel in a lot of ways, because we 

are taking a book that somebody ran through a printing press, we are asking somebody then to read 

that book, we are then producing that book on cassette tape. We are expending the energy that is 

necessary to store that material and retrieve that material and then mail that material, at another cost 

of $42 million, to libraries and to individuals throughout the country and to maintain their staffs, 

when, as we all know, with the capacity of electronic publishing that is coming in this country, if we 

can catch the brass ring, if we can get publishers to produce in such a way early, to plan this into their 

publishing process, that the output is going to have to provide for both visual and non-visual access, 

then we'll see an information explosion for blind people. 

The 2,000 books that were referenced—that is all we can afford to do right now. But potentially, as 

publishing changes, we can have access to 60,000 books that are published in the English language 

each year. 

Just to conclude with an example of how this sort of technology really can be implemented, not very 

many years ago I never did have access to a daily newspaper. I had never read a daily newspaper until 

17 Written material submitted by Mr. Gashel begins on page 142 in Appendix A. 

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U.S. National Commission on Libraries and Information Science 

I was 50 years old. Then we came up with the technology that now delivers daily newspapers on the 

telephone. So I am sitting in my house at 6:00 a.m. in the morning in Baltimore, Maryland, and I can 

read the New York Times, the Chicago Tribune, the USA Today, the Washington Post, and the 

Baltimore Sun, and I never have to step outside of my house to find the papers in the rosebush or in 

the mud. 

Now, I do not think all of you have access to all of those newspapers that I just listed, but I do now as 

a blind person. And nobody had to get up to make that happen. It happened automatically through 

electronic transfers of information. 

I hope one thing this Commission would consider is to recommend that technologies that make 

newspapers readily available to blind people be made a part of the service in the Library Services and 

Technology Act, and in other laws that pertain to public library services. This is not, in any sense, to 

replace or to supplant the work being done by the National Library Service, which is very, very 

important. 

But, we need a service that delivers timely information, the thing that you want today and won't want 

tomorrow. We should not be spending billions and billions of dollars in converting that and reinventing the wheel. But, if it is electronic text, it can be conveniently and quickly delivered over the 

telephone or the computer. This is the way that library services can make a major impact on the lives 

of blind people. 

My final comment is that Scott is right. We are working hard with both the publishing industry, the 

Library of Congress and, specifically, the NLS program, to try to catch that brass ring to be sure that 

when publishers publish in the future, they publish what is going to be available in a non-visual 

format. 

Right now the entire burden to convert matter from visual to non-visual falls on the government and 

on nonprofit organizations. If it is possible — and it certainly is possible with electronic technology 

— to publish in a way that takes that burden off of the government and off of nonprofit organizations, 

without imposing an unreasonable burden on the industry, then that change should be made. We will 

save taxpayer money, and we will provide access to more material for blind people. 

Thank you very much. 

Questions and Answers 

CHAIRPERSON SIMON: Thank you, Mr. Gashel. Are there comments or questions? 

MR. ABRAMSON: I have a comment that is right on point. In Missoula, Montana, which is also the 

literary hub of the universe, I have a writer friend whom I would classify as having been a technoagnostic. His publisher just required him to buy a computer because his publisher no longer allows 

manuscripts to be submitted except on a disk. The material is going to the publishers now in 

electronic format, and they will not accept manuscripts on paper. 

MR. GASHEL: Your comment is very interesting because every time we bring this up the publishers 

tell us the problem is the authors, and that they won't submit. I am going to get your name and talk to 

you some more. 

MR. ABRAMSON: Fine. I will give you the name of the writer. 

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Library and Information Services for Individuals with Disabilities 

MR. GASHEL: Excellent. 

MR. ABRAMSON: He will not speak pleasantly about it on the telephone, but he will probably speak 

about it. 

MR. GASHEL: I hear you. 

MR. ABRAMSON: He is using all three fingers to submit his manuscript now. 

In the testimony submitted by NLS, I would like to clarify that it uses a figure of $111 million, and 

you used a figure of $120 million that I assume is an update. It is not real clear, but it is suggested that 

that $120 million includes the $46 million. Do I misunderstand? 

MR. GASHEL: It does. 

MS. SUNG: It does. 

MR. ABRAMSON: It does, okay. So the $46 million is in the $120 million? 

MR. GASHEL: Right. 

MR. ABRAMSON: Okay. 

MS. SUNG: The $120 million, then it's roughly $40 million, and there has been some growth in that. 

So it's to tell you that each aspect represents about a third of the total cost. 

MR. GASHEL: I would say, if anything, the $120 million is just a tad low. But you have to factor 

into that estimate what all of the regional and sub-regional libraries spend. The Federal dollars, that is 

easy to determine. So much is spent on the revenue foregone to the Postal Service and then the $46 

million for the NLS program. 

MR. MARSHALL: Could I make one comment about something that Jim just said? 

I know Jim did not mean to leave this impression. He and I are lucky that we have access to this 

service. I access it through the Montgomery County Public Library, which is one of the sites around 

the country that offers the newspapers via the phone. I am sure he did not mean to leave the 

impression that all blind people have access to that now. They do not. You only have about what, 20 

sites in the country? 

MR. GASHEL: Sixty-six. 

MR. MARSHALL: Sixty-six. That still does not cover the entire country. 

MR. GASHEL: That's right. It covers 26 states. 

MR. MARSHALL: Good. I just wanted to clarify that. 

MR. GASHEL: And only parts of 26 states. 

MR. MARSHALL: Yes, yes. 

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U.S. National Commission on Libraries and Information Science 

MS. SUNG: Is that available through your sub-regional library? 

MR. MARSHALL: It is available at Montgomery County Public Library as a sponsor of the site. 

They purchased the equipment. 

MR. GASHEL: It is not the library for the blind. 

MR. MARSHALL: Right. I do not know physically where it is located, where the box is, but they 

purchase the service from Jim's organization, I guess, and provide it over the phone lines. 

MS. SUNG: Excellent. 

CHAIRPERSON SIMON: This has been a very illuminating and, I am afraid, lengthy discussion but 

it certainly was great. We thank you all. 

MR. MARSHALL: Thank you. 

MS. SUNG: Thank you. 

CHAIRPERSON SIMON: I hope you catch the brass ring. 

MR. MARSHALL: Yes, we are working on it. 

CHAIRPERSON SIMON: Our next panel will be Ms. Ellen Perlow from Denton, Texas, and 

Bernadette Storck from the Pinellas Public Library. 

8. 	 Panel 5: Ellen Perlow, Manager of Information Services, School of Library and 

Information Studies, Texas Woman's University; and Bernadette Storck, 

Administrator, Pinellas Public Library Cooperative 

Testimony of Ellen Perlow 

MS. PERLOW: Just as a point of reference, in the packet for the testimony there are some 

supplemental pages in the back which are referred to in my testimony, if that will be helpful.18 

Good afternoon. My name is Ellen Perlow from Denton, Texas, originally from Long Island, New 

York. I am honored to be here today representing myself, speaking as a professional academic 

librarian for nearly 20 years and a member of the American Library Association's ASCLA Division 

that has established the just-announced Century Scholarship to promote diversity and the entrance of 

people with disabilities into the librarian profession. 

I also am an individual who happens to have a disability from birth. I owe a great deal of gratitude to 

my family and colleagues and also to my current supervisor, Dr. Keith Swigger, at Texas Woman's 

University School of Library and Information Studies, where I currently am Manager of Information 

Services. 

I was born with hemi paretic Cerebral Palsy, which is weakness, it is not paralysis, on my right side, 

some of whose effects you see, the impaired movement. Some effects you do not see; they are hidden, 

18 Written material submitted by Ellen Perlow begins on page 137 in Appendix A. 

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for instance impaired balance, coordination and perception, and lack of sensation on my right side. It 

is similar to having a stroke. 

I consider myself very fortunate because, as this book says [shows book], It Could Always Be 

Worse,

19 much worse. With a second more of oxygen deprivation, I could have been in a wheelchair; 

I could have been paralyzed; and worse than that. 

Although very mild in the spectrum of disability, my CP does have a great impact on my daily life. 

What some people take for granted, for instance driving, I cannot. Ambidextrous coordination, I 

cannot take for granted. But what we all do in life is we make the most of what we have and try to do 

what others do, but perhaps in a different way. 

In fact, my cerebral palsy not fitting the stereotype has caused some events to occur. The most recent 

is this note appearing on my car windshield. It reads [shows sign]: "Petty bitch." That's what it says. 

That's what someone put on my car. And I promptly, of course, went to the police because what 

might have happened, I was afraid of, is that the next thing is a slashed tire, which, thank the Lord, 

did not happen. 

What my response to this note was [shows sign]: "Tomorrow it could be you who needs this 

handicapped parking spot." 

As we have witnessed so recently with the tragedy at the Columbine High School in Colorado, 

tomorrow it could very well be us, or our loved ones, who must face disabilities and learn how to 

cope and compensate. In fact, all of us on this planet will have a disability or disabilities some time or 

other in our lifetime, if not already: from birth, due to an accident, natural disaster, just getting older 

(which we all do), or lifestyle (as in my late father's case—this is my late father [shows photo]—a 

lifestyle of smoking and drinking). 

Unfortunately, our media's incessant, incessant advertising and promotion of tobacco, alcohol, and 

other drugs, guns, other deadly weapons, and other high-risk activities also promotes more and more 

disabilities. Moreover, in the human race, I do not believe there is anyone who can say that he or she 

is perfect, without blemish or disability. Each of us is unique, different, and diverse from everyone 

else, a fact that brings true beauty to our lives. Let us celebrate our diversity. 

Now, what we must do—and in the packet there is a to-do list.20 What we can do and we must do, we 

can begin right now in this hearing room and do it. There is neither time to waste nor any excuse 

since much of what we can and must do costs little or nothing. 

Number 1: Say It Right.


People First. My example is the word ‘disabled.’ Disabled, by definition, means "inoperable,


incapacitated, rendered incapable," and that is according to, among other dictionaries, the Oxford


English Dictionary, a recent CD-ROM, 1999, which means we cannot do anything. So why are we 


wasting our time and money trying to provide services to people who cannot do anything? 


We are people with disabilities, People First, and not they, them, or those people, for they are us. 

We're going to be there soon. At no cost, we can and must say it right, in our literature, signage, 

announcements, publications, how we speak with and about people with disabilities. 

19 It Could Always Be Worse, A Yiddish folk tale retold and with pictures by Margot Zemach, New York: Farrar, Straus,


Giroux. 
 20 The list begins on page 150 in Appendix A.


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U.S. National Commission on Libraries and Information Science 

Number 2: Never Assume Anything. 

Not everyone who has a disability is in a wheelchair. Disabilities are diverse and they are also very 

deceptive. Many are invisible to the human senses. We cannot assume a disability will not happen to 

us. 

Number 3: Disability Prevention. 

Increased vigilance to health and safety, including maintaining smoke-free and barrier-free homes, 

work sites, and public places. Especially with the U.S. Supreme Court limiting ADA claims and 

HMO's pulling out of Medicare, having a disability, permanent or temporary, is increasingly 

unaffordable financially and emotionally. 

Number 4. Advocacy for Increased Public Transportation. 

Alternatives to driving are needed to reduce the killing field of disabling accidents on our highways 

and help keep people who drive impaired off our roads. And for people with disabilities, just access to 

the library is a major event. That's probably a very good reason why we don't see people with 

disabilities in our libraries. They just can't get there. 

Number 5: Care.


All of us must have a sincere caring and positive attitude toward requests for accommodations or


special services, whether or not the requests can be fulfilled. Disabilities are diverse and special


services may be expensive, so it may understandably be impossible to satisfy everyone's needs.


However, showing care and concern costs nothing, but is worth millions. Let us remember that


tomorrow or even tonight it could be us who may need those services. 


Number 6: Library Education. 

As someone in a library school, I cannot emphasize enough that that is the source where we have to 

go for our training and our awareness. A demonstration adaptive technology lab with a representative 

sample of adaptive equipment spanning the spectrum of disabilities must be a part of every library 

school. Where else can future librarians learn about their patrons' diverse needs and the technology 

that will be in our libraries? 

a)	 Through cooperative efforts among all library schools and grant funding agencies, adaptive 

technology could be purchased in bulk and thus at a discount from the manufacturers, and 

the library schools can integrate the technology labs into many, many courses, including 

library management and microcomputers, the Internet, library automation, and also 

multicultural librarianship. 

b)	 Inclusion of people with disabilities within the multicultural librarianship curricula in 

library schools. The people with disabilities topic are not just about what libraries and other 

institutions must do to comply with or circumvent the ADA and other laws. People with 

disabilities are you and I, all of us, and it is up to 20 percent of the population and it is 

growing. So we are all going to be there, so this is going to benefit all of us. So people with 

disabilities are an integral part of our multicultural society. 

c)	 Finally, Century Scholarship support. I passed out a flyer of the PR statement from the 

American Library Association and there are copies in the back. 

I want to thank John Day for his assistance and promotion of this. It would be impossible without his 

efforts. Please publicize and encourage library school and corporate support of the much-needed 

Century Scholarship Initiative to recruit people with disabilities into the library profession. Ensure 

that there will be librarians to greet all of us at our library doors and in our electronic environments 

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Library and Information Services for Individuals with Disabilities 

who are knowledgeable, understanding, and empathetic to our needs as people and also as people who 

happen to have disabilities. 

Supporting the Century Scholarship, what better way to celebrate a new century that celebrates 

diversity and the beauty of life! 

Thank you very much. 

Questions and Answers 

CHAIRPERSON SIMON: Thank you, Ellen. I love the way you laid everything out very clearly for 

us, A, B, C, 1, 2, 3, goals. That is excellent. 

MS. PERLOW: Thank you. 

CHAIRPERSON SIMON: You have done such a great job, Ellen. Are there comments or questions 

from our Commissioners? (No response.) 

Ms. Storck is our next speaker. Would you care to proceed? 

Testimony of Bernadette Storck21 

MS. STORCK: I want to thank you for allowing me to come this afternoon. I have learned so much 

today. 

Before I begin my formal remarks, I would like to say that in my job I have seen growth and change, 

and I have seen libraries who have suddenly awakened to the fact that there are a lot of people coming 

through our doors that are not what we used to think of as library patrons. 

My name is Bernadette Storck, I live in Tampa, Florida, and I work in Pinellas County, Florida, 

across Tampa Bay. My title is Administrator of the Pinellas Public Library Cooperative, which was 

the first single county cooperative in Florida organized to bring together public libraries, individually 

owned and operated by separate jurisdictions, in order to share services and materials among 

themselves and with people in the unincorporated county and small towns without libraries. 

Pinellas County is the most densely populated county in Florida. It is located on the central west coast 

and includes beautiful white sandy beaches as well as thriving cities, such as Clearwater and St. 

Petersburg. Altogether there are 24 municipalities and a large population, about 214,000 people in the 

unincorporated areas, for a total of about 800,000. Our smallest city has 60 people in it. 

When the cooperative was formed in 1990, 12 cities joined. Several years later Clearwater became a 

member, thereby opening all public libraries in the county to everyone entitled to service. 

At the time the cooperative began, we wrote an LSCA grant to establish a Talking Book Library. 

Prior to that time, disabled residents of Pinellas County received their service by mail from the state's 

regional library in Daytona Beach. We received that grant and, with great help from Daytona, opened 

Florida's eleventh sub-regional library in 1993. 

21 Written material submitted by Ms. Storck begins on page 151 in Appendix A. 

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U.S. National Commission on Libraries and Information Science 

According to demographics, Pinellas County has about 17,000 residents eligible for talking book 

services. At present we are serving 3,500 to 5,000, based in part on seasonal shifts and in part on the 

mortality rate among our residents. We also have some braille, descriptive videos, large print books, 

and some illustrated and braille children's books. 

Our staff consists of a talking book librarian, an assistant librarian who serves as the volunteer 

coordinator, an office manager-clerk, two readers-advisers, and a part-time receptionist who is 

visually impaired. All of these people deal directly with our clients and we have a steady stream of 

visitors to our site, though most talking books come and go via mail. 

You have expressed interest in the technology side of services to disabled readers. A second year 

grant and subsequent vendor support has enabled us to purchase the most up-to-date equipment 

available. We have a very sophisticated computer setup that will read orally, read the words and the 

text, and even spell them out for the user. It has several excellent programs designed to give the 

reader with impairments the same access enjoyed by others. 

This computer has its own printer, access to Internet, a moveable keyboard to make wheelchair access 

easier and to enable a user with only one hand to determine what is most comfortable. From that 

computer a client can take the printouts to a scanner attached to a braille writer and reformat the 

work. The braille writer setup includes the ability to print from disk, keyboard input, or from regular 

copy. 

The Talking Book Library has closed circuit television, a magnifying reader, which may be used for 

color, black on white, or white on black, and a Reading Edge, the Kurzweil reader. There is a newer 

reader available now, known as Aladdin, and we anticipate receiving it soon. We also await word 

from the Gates Foundation regarding the addition of more computers for public use, fully adapted for 

the disabled. 

Another service being provided in Pinellas County is the Deaf Services Center at Safety Harbor 

Library. Based on a grant, this library located in a town of about 17,000 people, has begun a literacy 

family-oriented program. The library director took a course in American Sign Language, as did her 

teenage daughter. A specialist was hired to help organize the program, gather materials, and contact 

the community. 

Due in part to this service, Safety Harbor has seen several new families with deaf members become 

neighbors, library users, and friends. Our libraries are very much aware of the needs of the disabled, 

whether they are visually or hearing impaired, have severe arthritis or spinal cord injuries, birth 

defects, or other limitations. We are truly making the effort to recognize and serve all of our residents. 

Several new buildings and quite a few renovations have occurred since the cooperative began. 

Appropriate furniture, restrooms, assistive devices, and staff training have been added. Technology is 

wonderful and often expensive. 

What will libraries need for the future? Efficient and accurate telecommunications devices and 

services, the ability to upgrade or replace equipment as it is improved, support for outreach programs, 

information about new medical techniques which improve life for the disabled and which can be 

shared via libraries and their networks. 

Libraries need information and materials in a variety of formats made available in a timely and 

inexpensive manner. Libraries need the support of well-informed elected and appointed officials at all 

levels. 

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Library and Information Services for Individuals with Disabilities 

Perhaps, most of all, libraries need the very best education and training available for staff. The most 

remarkable technology available is still the human mind. It is capable of receiving, storing, and 

retrieving more useful data than we can imagine. We have all known or heard of stroke or accident 

victims whose brains have lost some cells, but those brains have adjusted, learned to speak again. 

Excuse me. A personal note if I may. My mother had a stroke. She could not speak. My mother had 

always spoken to all five of us. Luckily, we found a truly dedicated speech therapist, and he came to 

our house every day for the first few weeks after she came home, and then once a week. Before my 

mother died a while later, she was talking to her children again. 

The mind of a good librarian must be provided opportunities to grow and expand. The requisite 

master's degree opens the door. Each of us must enter it knowing we have the skills to organize and 

assimilate information. But it is that other part of us—the anima, the soul—that sets us on our path of 

service. What other profession exists solely to give away everything we learn or collect, freely and 

purposefully? 

So what should the National Commission on Libraries and Information Science be doing? 

• 	 Work with us and for us. Take up the cause that every American will know about his or her 

library and that, regardless of physical or mental impairment, the library is there to meet the needs 

for information, for materials, for intellectual growth and freedom. 

• 	 Foster the development of programs to further the education of librarians and our staff members 

through grants, stipends, and continuing education courses, whether by telecommunications or 

human in-person communications. Provide sign-language courses; provide psychology courses; 

and provide human relationship courses. These are over and above the courses offered by our 

library schools and many libraries do not have adequate staff or funds to support continuing 

education. Perhaps this should be your major program. 

I certainly do not have all the answers, but as I approach my fortieth year of working in the library 

environment, as I share my history and enthusiasm with graduate students in my classes at the 

University of South Florida, and as I see how far we have come, I can only envision where we will 

go. 

If this Commission is to continue, you must strive to help us all make this vision a reality, even for 

those who cannot hear us talk about it or see its plans in print. 

Thank you for listening and for caring. 

Questions and Answers 

CHAIRPERSON SIMON: Thank you, Bernadette, for your care. You have inspired us greatly. I 

loved it when you were talking about your mom. I am kind of overwhelmed myself. 

Are there any questions or comments for Bernadette? 

MS. GOULD: Actually, I do. First, again, thank you. 

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U.S. National Commission on Libraries and Information Science 

In looking at your comments on library education, it occurred to me that there is the technology 

known as WebCT22 used for distance education learning. Because this technology is sort of one-onone so that students could use this, what would be the possibility of finding an institution that, among 

other things, might want to teach American Sign Language as a distance education course using 

WebCT technology? I think this would provide the means for working librarians to learn how to sign, 

without having to go away to school? 

MS. STORCK: I think distance education and all the ramifications are just beginning to be explored. 

Florida State University's Library School is doing a whole lot more with distance education. I have 

been teaching as an adjunct at the University of South Florida since 1976, and I have seen that 

program change, grow and develop. 

I can tell you right now, one of the problems is that we are hard pressed to find time to do it all. We 

are going to have to explore other avenues for credit, as well as continuing education. 

MS. PERLOW: I wanted to add a comment concerning library schools. As far as a pool of great 

people to be volunteers to help out with projects and with initiatives, library school students are 

wonderful. At Texas Woman's University Library School we have a required practicum course in our 

school, and the students are very, very eager to learn. So, please, enlist them in your efforts. 

MS. GOULD: I, too, teach a distance education class as an adjunct instructor. I feel very strongly that 

this is a good way to begin to do some of the things that you talked about. Again and again this 

morning we heard training—training for current practitioners to learn how to interact in a positive 

manner with disabled patrons needing to access information. 

As we begin to come to grips with some of our considerations, I really urge the Commission to think 

in terms of distance education and using Web CT as one means, because this can be done one-on-one. 

MRS. BINGHAM: When we speak about distance education, we are talking primarily about the 

public libraries. I certainly hope we will extend that to librarians of all types because all types of 

libraries do not necessarily have the requirements for continuing education, whether they are in a 

small college, school, or even a private library, as some of our special libraries. 

MS. STORCK: I certainly agree with you. One of the greatest things that you can do is to form 

consortia and networks with all types of libraries. This summer I had 31 students in my class, and the 

majority of those people are school librarians from elementary, secondary, and middle schools, 

because during the summer they have time to come back and take their fifth year required upgrades. 

They talk to each other; they learn from each other, so much so that I can sit down once in a while, 

shut up, and let them share. 

MS. GOULD: I would also point out that many states have certification programs in place, not only 

for the librarians that have the master's degree, but also in terms of paraprofessionals and librarians 

who do not have a master's degree, but do have the four years of college. You can build on the 

certification programs that are in existence, and that goes for school librarians as well as public 

librarians. 

22 WebCT (short for Web Course Tools) is an integrated set of components for developing and delivering interactive 

courses or course components over the Web. It allows users to replicate on the Web many aspects of teaching and managing 

a course in the classroom. Users of WebCT can use as many or as few of its features as they like. WebCT does not require 

the downloading or installation any special software. 

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Library and Information Services for Individuals with Disabilities 

MRS. BINGHAM: To that same point, I have had some experience with non-degree librarians 

serving in the public libraries in the state of Missouri in a program for children and young people's 

services. Nonetheless, what Ms. Gould said is certainly true. You need training for the non-degreed 

person; even those who may not even have a bachelor's degree. I was surprised at some of those in 

rural places. Certainly we have persons who do not have even that basic degree in Appalachia and 

Kentucky. They need this kind of training because people with disabilities are in those areas, too. 

CHAIRPERSON SIMON: Bernadette, what is the Aladdin Project about? 

MS. STORCK: It is a newer, more sophisticated, version of the Kurzweil reader. I have not seen it, 

but we are supposed to be getting one in a couple of weeks. 

CHAIRPERSON SIMON: Ms. Sung. 

MS. SUNG: Distance education and education of librarians. I was a representative at the Congress on 

Professional Education that ALA held in May. NLS has 138 sites around the country, and we 

volunteered them to library schools for practicum’s or briefings or on the service of the NLS system. I 

just wanted to let you know that we are working with library schools to be included in their programs. 

CHAIRPERSON SIMON: Thank you, Carolyn Sung. 

MS. STORCK: May I make one more comment, please? 

CHAIRPERSON SIMON: Sure. 

MS. STORCK: I feel very strongly about advocacy and lobbying, as you can tell from my earlier 

comment this morning. I have attended ALA's Legislative Day almost every year; I missed one 

because the Florida Library Association Congress coincided (I am their Parliamentarian, and I 

thought I had to be there). 

I feel very strongly that only when all of us work on every elected and appointed official, at every 

level, to make sure they understand what it is that libraries are trying to do will we ever be able to 

accomplish everything that we should be accomplishing. 

And I certainly want to thank all of you. You are very important to us, and we should support you as 

much as we ask you to support us. 

CHAIRPERSON SIMON: Thank you, Bernadette. 

We will have a ten-minute break before we hear from our last panel. 

(Recess.) 

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U.S. National Commission on Libraries and Information Science 

9. 	 Panel 6: Julia Dunlap, Catalog Librarian, Arkansas State University; Sarah 

Hamrick, Director of Information Services, Gallaudet University Library, 

Representing Libraries Serving Special Populations, a section of the Association 

of Specialized and Cooperative Library Agencies; and Nolan Yelich, Librarian 

of Virginia, Representing the Chief Officers of State Library Agencies 

CHAIRPERSON SIMON: Please be seated. We will now hear from Julia Dunlap from Arkansas 

State University; Sarah Hamrick of the Gallaudet University; and Nolan Yelich of The Library of 

Virginia. 

Julia Dunlap will be our first speaker. 

Testimony of Julia A. Dunlap23 

MS. DUNLAP (Speaking through a sign-language interpreter): Mrs. Chairperson and Commission 

Members: I appreciate this opportunity extended by the Commission to offer input to consider the 

kind of assistance that will be provided by libraries to permanently and temporarily disabled people. 

I am a new catalog librarian at the Arkansas State University Library in Jonesboro, Arkansas. I have 

been there since March. I am the only deaf person of all of the employees in the library at Arkansas 

State University. I enjoy my job there. 

I applied for a librarian job all over the United States for four years, but never gave up my job search. 

One reason I feel they would not hire me was due to the cost they would have to expend for 

interpreters. 

I want you to know that we need more deaf librarians all over the country. I went to the ALA 

conference in New Orleans. I enjoyed being there. I learned a lot at the meetings. I also went to a deaf 

meeting and a copyright law meeting at the ALA conference in New Orleans. I met Sarah Hamrick 

and John Day there for the first time. I like the lectures given by Dr. Roslyn Rosen, Ms. Alice 

Hagemeyer and Mr. John Day. I won second place for the Fun Run/Walk activity at the conference. 

Now, I would like to explain to you that the interpreter is going to voice my testimony in order to 

save time because I sign slowly and you can understand clearly, instead of trying to use my voice. 

INTERPRETER (reading statement): I sincerely appreciate this opportunity extended by the 

Commission to offer input concerning the kinds of assistance being provided by libraries to persons 

with permanent or temporary disabilities. I present my remarks from two somewhat unique 

perspectives: first as a catalog librarian in Arkansas State University in Jonesboro, Arkansas, with an 

in-depth knowledge of library services; and, secondly as a hearing-impaired person, a life-long patron 

of libraries with a personal knowledge of the effectiveness of the library services to those of us who 

have a hearing disability. 

Jonesboro is located in the northeast corner of Arkansas, a largely agricultural area. However, it is 

also a major trade center for 500,000 people in northeast Arkansas and southeast Missouri. 

Like most large educational institutions, Arkansas State University, which is the second largest 

institution of higher learning in the state, has adapted its facilities to meet the needs of persons with 

permanent or temporary physical disabilities. All library entrances are wheelchair-accessible, with 

23 Written material submitted by Ms. Dunlap begins on page 171 in Appendix A. 

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Library and Information Services for Individuals with Disabilities 

handicapped parking signs convenient to those entrances. Computers are strategically placed to be 

used easily by those who are physically handicapped. Employees are available to assist in actually 

retrieving books and other information that might be out of the normal reach of physically disabled 

patrons. 

For those with other disabilities, such as hearing-impaired patrons, Arkansas State University 

provides many helpful services. In particular, the disability services office provides assistance and 

accommodations on an individual basis for the students (only) after verification of the individual's 

disability is received. Support is provided in: 

Orientation and Registration Intake and Assessment 

Note taking Test Administration 

Reader Services Computer/Technology Demonstrations 

Guidance & Counseling Adaptive Physical Education Course 

Priority Registration Interpreter Services 

I am currently serving a two-year term on the Disability Committee. However, as I previously 

mentioned, these services are for students only. However, with the continuing improvement of 

technological devices, these services could be much improved. 

I am very pleased with my job at Arkansas State University and enjoy the people there very much. 

Although I lip read well, this only enhances one-way communication. Recently, I was permitted to 

begin teaching a sign-language class, which many of my co-workers attend. They are willing to learn 

how to sign specifically so that they can communicate better with me at work every day. 

Additionally, this will improve their ability to communicate with other hearing-impaired persons or 

library patrons. 

One issue I would like to bring to the attention of this Commission’s is the lack of up-to-date 

technological equipment available in my area. I feel that this also occurs in other areas around the 

nation. As was stated in the news release concerning this hearing, information technology provides 

help for many disabled individuals and can help eliminate distance and physical barriers. However, if 

this equipment is not available, or if the available equipment is severely outdated—no help is really 

available. 

Currently a TTY is the only special equipment I have available to help with my communication. 

There is only one other TTY, which is located at the circulation desk in the circulation department, 

available to the general public. The TTY allows me to place and receive telephone calls. However, 

the only way I know I have an incoming call is by actually looking at the machine to see if a message 

is there. Of course, this means that I am constantly looking back and forth to avoid missing any calls. 

There are models available that can connect with room lights, causing them to flash on an incoming 

call. The expense of updating or replacing this equipment, as well as purchasing new technological 

devices, presents a financial burden to the institution. I can see where this could play a detrimental 

role for a company to hire a hearing-impaired person. The advances in technology are not gradually 

growing, but jumping by leaps and bounds. What is new today is replaced tomorrow by something 

quicker, easier to use and, often, more expensive. Currently C-print computers are available, which 

could be a tremendous help in providing closed captioning. Two of my co-workers are scheduled to 

attend a one-week training workshop in Rochester, New York, later this summer where they will 

receive training on using C-print computers. It would be ideal of the university could acquire C-print 

computers for them to use after they complete the training. 

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U.S. National Commission on Libraries and Information Science 

I would ask that this Commission develop recommendations to present to the appropriate government 

agencies and other organizations that would provide for some type of financial relief/assistance for 

the purchase or leasing of up-to-date equipment for those educational institutions, corporations, and 

other businesses that are willing to employ hearing-impaired persons. 

If this type of funding or assistance is already available, I ask the Commission to re-evaluate the way 

information concerning this is distributed to the general public and other organizations. It still doesn't 

help if few, if any, people know about it. An intense promotional campaign should be done so that 

everyone knows: if you are willing to hire a hearing-impaired person, we will help you get up to date 

equipment to make that person as productive, or possibly more productive, as their co-workers. 

At meetings and training seminars, communication problems are compounded for me, as with all 

hearing-impaired persons. Recently the university library has provided interpreters for me at certain 

meetings. However, the university library is limited for up to ten hours a month for me, severely 

limiting me during the many meetings/workshops I attend. 

In addition, the library's budget is insufficient to pay the interpreter's fees for more hours. Also, the 

interpreter's usefulness depends on their ability. Some interpreters have been extremely helpful; 

others have not. Use of real-time or live captioning would provide even better communication since 

this provides an immediate visual display of verbal communication taking place. 

All that is required for this service is an audio feed through the telephone, radio or television. Of 

course, this could also be available for use at the many meetings that are held in the library. 

In addition, most of the training films that are shown during some meetings do not have closed 

captioning. Obviously, I would suggest that all films used in meetings and/or training sessions have 

closed captioning. This should be recommended as an industry standard. In instances where this 

option would not be available, for example out of print videos, etc., real-time captioning could be 

used during the meeting when the film is shown. 

Another concern I have for myself as well as the hearing-impaired patrons of our library is the 

availability of some type of warning device that would alert all patrons of a fire alarm or other 

hazardous situation. Currently, if there is such a situation occurring, one of my fellow workers comes 

and taps me on the shoulder to let me know to leave the building. 

I think it would be quicker and safer if some type of universal system was in place—light flashes, 

etc.—that could be used in addition to the auditory warning to alert non-hearing patrons to the 

situation. Patrons could be informed of these light systems when they enter the library, either by very 

large visible signs or cards given at various locations in the library. In addition, this information could 

be disseminated to the public schools, technical colleges, area community centers, and local deaf 

organizations in the area so they would be aware even before coming to the library. 

Indeed, libraries are continuing to open new horizons and opportunities to all disabled people. The 

availability of computers and trained staff to provide assistance have broken down barriers that long 

impeded those of us with some type of impairment. Yet libraries must not rest on its laurels. Everchanging technology presents the challenge of discerning what is useful and how to capture its use for 

all patrons. 

While in college studying for my master's in library science at the University of Central Arkansas and 

the University of Texas at Austin, I was exposed to and trained on the very latest in technology at the 

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Library and Information Services for Individuals with Disabilities 

time. Recently I attended a training seminar at the University of Alabama at Birmingham on an online 

catalogue system called the Endeavor, which provides excellent easy access in the computer as well 

as to web sites. It is a better online catalog system for the staff and patrons there to get in the 

computer. Cataloging in the Endeavor system is thorough and efficient. This system will take library 

cataloging into the twenty first century. Without the technology I was exposed to during my college 

years, I might never have been able to take advantage of this and other opportunities. I might add that 

even this is somewhat outdated now. I hope the National Commission on Libraries and Information 

Science will make one of its goals to assure that these opportunities are available to all disabled 

people who are wise enough to use their university and public libraries. 

CHAIRPERSON SIMON: Thank you for the testimony. I think we should be moving along and ask 

questions after everyone on the panel has spoken. 

The next person to make a statement is Ms. Sarah Hamrick. 

Testimony of Sarah Hamrick24 

MS. HAMRICK: Good afternoon. My name is Sarah Hamrick. I am the Director of Information 

Services at the Gallaudet University Library. I am here today on behalf of the Libraries Serving 

Special Populations Section, or LSSPS, one of four sections in the Association of Specialized and 

Cooperative Library Agencies, or ASCLA. ASCLA is a division of the American Library Association 

and LSSPS is the only section of ALA that works exclusively with issues relating to people with 

special needs. 

I should say here that we use the term ‘special needs’ because our group includes the Library Service 

to Prisoners Forum, and those people are not specifically disabled. The rest of the groups in LSSPS 

do deal with services to people who are disabled in some way. 

LSSPS includes the Library Service to Prisoners Forum, the Library Service to People with Visual or 

Physical Disabilities Forum, the Library Service to the Deaf Forum, the Library Service to the 

Impaired Elderly Forum, the Library Service to Developmentally Disabled Persons Membership 

Activity Group, and the Academic Librarians Assisting the Disabled Discussion Group. 

These groups are made up of librarians who work in all types of libraries across the United States and 

Canada. Some of us work primarily with people who have disabilities, while others provide services 

to people with disabilities as part of a larger service function. Our primary mission is to improve the 

quality of library service for people with special needs. 

LSSPS has asked me to provide you with copies of guidelines written by forum members and 

published by ALA. These guidelines were produced by committees and reviewed by ALA members 

from many different divisions, as well as by consumers who use library services. They are intended to 

be comprehensive guides to services. Each library is responsible for implementing these services 

appropriate to its own community of users. We believe the guidelines provide excellent standards for 

all libraries to follow in providing services to people with disabilities. 

Members of the LSSPS Executive Committee would be happy to serve as resources to NCLIS as you 

consider the complex issues involved with providing library services to people with disabilities. 

Contact information can be found on the printed copies of this testimony, and I do have one copy of 

each of our guidelines for you. 

24 Written material submitted by Ms. Hamrick begins on page 174 in Appendix A. 

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U.S. National Commission on Libraries and Information Science 

Thank you. 

CHAIRPERSON SIMON: Thank you. We are moving along very nicely. 

The final person on the panel is Mr. Nolan Yelich, the Librarian of Virginia. 

Testimony of Nolan T. Yelich 

MR. YELICH: Thank you. Madam Chairperson, Members of the National Commission, Executive 

Director Willard, ladies and gentlemen: Good afternoon. 

I am Nolan Yelich, the Librarian of Virginia, and I am very pleased to be here this afternoon 

representing COSLA, the Chief Operating officers of State Library Agencies, and my fellow state 

librarians in 50 state library agencies located throughout our great nation. 

Up front, I want to recognize the assistance given me by Nancy Bolt, the State Librarian of Colorado, 

as well as staff of state library agencies throughout the country, public library directors, and library 

patrons. Their comments regarding library service to the disabled are very touching, compelling, and 

convincing. In the interest of time, I am appending their remarks to my testimony for the benefit of 

the Commission.25 I urge you to take the time to read what they say about the strengths and 

weaknesses of the current state of library services to individuals with disabilities. 

For nearly a half-century, state library agencies have worked closely with the executive and 

legislative branches of the Federal government on improving library services. We have worked with 

colleagues at the Library of Congress and the newly constituted Institute of Museum and Library 

Services and commissions, such as NCLIS, on establishing, maintaining, and improving library 

services to all Americans. This partnership needs to continue. We appreciate the opportunity to be 

testifying here today. 

Let me emphasize that the role of the Federal government has made a difference in what we have 

done in the past for the disabled. In fact, I can think of no more enduring role we have performed for 

needy individuals in the past 40 years than improving services for individuals with disabilities. 

Many of these services were initiated under the provisions of the Library Services and Construction 

Act, a landmark piece of Federal library legislation that is no longer in existence. The Library of 

Congress and the regional libraries that exist at the state level have provided other means of service. I 

know that LSCA made a profound difference in Virginia and elsewhere and it served as an impetus 

for a greater allocation of state money and resources, which we now enjoy. 

The main reason I am here today is to commend the National Commission and those present for 

calling and participating in this public hearing addressing the needs of individuals with disabilities. In 

doing so, you suggest a premise, depicting a need for a continued Federal partnership with the states 

in maintaining basic levels of library service for the disabled. If this is indeed your premise, we could 

not agree with you more and we pledge our support in addressing this need. 

As I previously mentioned, I am here to also present to you testimony from others who work with the 

disabled on a day-to-day basis. It is their testimony, perhaps more so than mine, that needs to be 

heard. 

25 Written material submitted by Mr. Yelich begins on page 177 in Appendix A. 

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Library and Information Services for Individuals with Disabilities 

What we contemplate comes at a time of tremendous change taking place in a global society that 

affects the lives of disabled Americans. We are also experiencing rapid advances in new technologies 

that tend at times to overwhelm us, but at the very least are affecting how we work and live. 

It seems to me that one of the biggest challenges facing us now and in the near future, while we 

attempt to improve access, is not to fabricate a system of 'haves' and 'have-nots' within the disabled 

community. At a basic level, disabled Americans who seek information should have access to 

information, and we should craft our approach in a way that provides balance and assures that areas 

of disparity that currently exist in the general population are addressed and adequately resolved. 

Please allow me to share with you several comments from some of the correspondence I have 

received to assist you in your deliberations. The hour is late; I promise to be brief. I also realize that at 

this time of the afternoon the only way to guarantee staying awake is to be the speaker. 

While emphasis needs to be placed on new advances in information technology so individuals will 

not be left out of the information age, my remarks will be on a variety of associated issues. 

In recent years, many states have conducted studies and passed legislation addressing the rights and 

needs of the disabled. The Virginia General Assembly during its most recent session passed landmark 

legislation adopting a comprehensive Internet policy for the Commonwealth, and adopting a strategic 

technology plan for public libraries. It also enacted the Information Technology Access Act, created 

to secure benefits to the blind or visually impaired. Each has language addressing the disabled. 

I urge the Commission and representatives from IMLS and the National Library Service for the Blind 

and Physically Handicapped to be aware of what is happening at the state and local levels and to 

incorporate these developments into your policy recommendations. 

With the demise of LSCA, which targeted moneys to the disabled, it is incumbent upon IMLS and 

state library agencies to include in their long-range plans opportunities to enhance accessibility to the 

disabled through competitive and special purpose grants and other funding techniques. 

Speaking of IMLS, we know the Institute awaits the nomination of a new director. It is only fair in 

my judgment that the nominee be a librarian, as called for by Federal legislation, and that the nominee 

be well versed in all aspects of library service, including services to the disabled. I would respectfully 

encourage the National Commission to actively support the library community's position on this 

issue. 

Under the provisions of LSCA Title II, construction funds were available to the states to renovate and 

construct public libraries, allowing them to conform to ADA requirements. As we know, the funding 

has ceased and the need to bring old and new facilities up to code increases by the year. 

I have a few comments from several of the states that I wanted to share with you. I suspect many of 

these have already been said today. I want to say them for the record, but also to reinforce the fact 

that there is a great deal of sensitivity and a great deal of awareness at the state level about the issues 

that are confronting us here today. 

From Delaware: 

"The Federal laws requiring government agencies to accept the lowest bidders are negatively 

affecting the quality of NLS playback equipment." 

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U.S. National Commission on Libraries and Information Science 

From Oregon: 

"We urge that plans for the digital talking books move forward aggressively as a way to lower costs 

and improve service. The biggest problem we hear from our talking books patrons is lack of selection 

of both books and magazines. NLS produces only 2,000 titles a year, which is only about 5 percent of 

the books published in the United States." 

From Wisconsin: 

"Many people with disabilities are not computer users and, although it is getting easier, computer 

software screen readers are not easy to set up. Many blind people still require the help of a sighted 

person. And elderly people with disabilities often do not have the physical dexterity to use computers. 

Phone touch pads and other new devices would help." 

From Nebraska: 

"Our best guess is that subtle enhancements in terms of information access for talking books and 

braille readers will take place at the state level. More sweeping changes will need to take place at the 

Federal level through innovations spearheaded by the NLS and others." 

From Arizona: 

"Publishers should provide NLS and other agencies serving impaired populations with electronic 

copies of all books copyrighted. Hardware and software countries should make accessible formats of 

their products available to users who are disabled at the same time and cost as standard versions." 

From Mississippi: 

"There needs to be standards for accessible formats on the Internet to assure user-friendly web sites 

for the disabled." 

From Georgia: 

"It would be great to develop some type of technology that could download data from a phone line, 

convert to recorded words, and then play back for the listener. This would eliminate storage 

problems. After reading, the data could be erased." I thought this was really a neat idea. 

Let me conclude my remarks by reading a portion of the letter from a library patron in Loudoun, 

Virginia, that really touched me: 

Dear Loudoun County Public Library: It is so easy for me to say I love the Loudoun 

County Public Library and to say how they have changed my life. They have restored 

my faith in myself by showing me I can participate and that I can be included, that 

people who lose their hearing still have something to offer their community. And 

they give me hope for a future where other places will follow their lead. 

Eight years ago I was part of a focus group that dreamed about libraries where 

everyone would have full access. The library administration took our dreams 

seriously and has done everything possible to make them a reality. In fact, they have 

gone farther and tried to anticipate what people might need even before we make the 

request. 

As my hearing deteriorated, they realized that the assistive learning was no longer 

enough and they investigated how to provide real-time captioning. Now I go to the 

library meetings and special programs and just read the words on the monitor. I don't 

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Library and Information Services for Individuals with Disabilities 

have to keep reminding people to use the microphone, speak clearly, and face me so I 

can speech-read. I can relax and just participate like everyone else. 

The author, reading and discussion series that the library offers has been rewarding in 

ways I never anticipated. I think our community now has a better understanding of 

people with hearing loss. They are less afraid of trying to communicate with us. 

People with disabilities spend a lot of time feeling grateful for the help we receive. 

But this time I felt like it was we who had something to offer. It was a joy to look 

around the audience of deaf, hard of hearing, and hearing people, all communicating 

together, enjoying the presentations. It was a wonderful event and it made me realize 

why the Loudoun County Public Library is one place I never feel disabled. 

Libraries have come a long way in recent years in reaching out to individuals with disabilities. There 

is still much more we can and should do, and hearings such as this are a step in the right direction. 

There is a role for the Federal government in this matter. 

Again, thank you for the opportunity of addressing you. 

Questions and Answers 

CHAIRPERSON SIMON: Nolan, our thanks to you and everyone on this last panel. 

Before we begin our questions, I wish to congratulate Julie Dunlap for getting that job after four 

years. 

MS. DUNLAP (Speaking through a sign-language interpreter): Thank you. 

CHAIRPERSON SIMON: I can see that you have already made a difference. 

10. Closing Comments from the Commissioners 

CHAIRPERSON SIMON: Commissioners, any comments or questions on what we have heard? 

MR. VALDEZ: I do not have any particular questions for the panel, but this has been a very, very 

enlightening day for me. I have learned a heck of a lot. I have thought the Commission might walk the 

talk and when we publish the findings of these hearings that maybe we print in braille also. I have 

seen Spanish-English, where you have a line of English and a line of Spanish. I do not know anything 

about publishing, but is it possible to print in English, double space, run it back again, print in braille, 

and demonstrate to a lot of people that we are concerned, we are sincere about what we are trying to 

do here, and, as I said, walk the talk? 

Technology is changing so fast. I remember as a little boy seeing that machine in the bowling alleys, 

and it has taken 30 years to get it into a classroom. I hope it does not take that long to advance 

technology to where we help a lot of people. As the Commissioners know, I have been an advocate 

for equal access five years, fighting to make sure we have equal access. 

It's a thought. At least, if we can't do it with dual language, Mr. Willard, maybe we can do a version 

of the hearing record in English, one in Spanish and one in braille; or something else that is different 

than we usual do. 

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U.S. National Commission on Libraries and Information Science 

MR. WILLARD: Or a talking book. 

MR. VALDEZ: Or a talking book. 

MS. GOULD: I, too, have learned a great deal today. I want to thank everyone who took the time and 

made the effort to come to testify. 

I have a couple things I want to put out on the table. When we held the hearing on Kids and the 

Internet: The Promise and the Perils, we produced a brochure that outlined potential solutions and 

policy issues. We may want to consider doing that again, because it is something we can do fairly 

quickly. And, yes, I think it would be very nice if we could publish in braille as well as English and, 

perhaps, Spanish. 

Another thing that comes very forcibly to mind in all that was discussed is that there was much talk 

about technology. Both Chairperson Simon and I served on the task force when LSTA and IMLS 

(Institute of Museum and Library Services) came into existence. 

Thinking back, no one ever talked about technology being used in a manner that would allow people 

with disabilities to access information in the library. It was more in terms of circulation, cataloging 

and digitizing collections. I think one thing that we might talk about, and perhaps get out to entities 

like public libraries and professional organizations, is that LSTA technology means more than just the 

ability to check books and online catalog; LSTA Federal funds could be used by libraries applying for 

grants for adaptive technology to provide equitable information access to everyone. 

Again, I thank everyone for a very enlightening day. 

CHAIRPERSON SIMON: This is a good wrap-up session. 

I, too, thank you. I appreciate the attention and the way everyone was so articulate in expressing his 

or her viewpoint on what is needed and what the Commission could do. 

Believe me, we have taken all this very seriously. I hope we can print a brochure because it would be 

useful. We will certainly be having a full account of the testimony today and that takes a little more 

time. 

I am legislation-oriented from a background going back 40 years now. Is Bernadette Storck here? 

MS. STORCK: I am not leaving until the bitter end. 

CHAIRPERSON SIMON: You were not in my line of vision. I must be impaired. I can see you now. 

Bernadette says we have to make sure that every legislator, state legislator, Congressperson, etc., 

knows what we are talking about. There are many new persons in the Congress and many more will 

be coming in. I do not know what the next administration or Congress will look like. It is very 

important that we get to the new ones as well as the old ones. 

Nobody dislikes libraries. Everybody loves libraries. But we have to tell them our particular needs or 

hopes. Armed with the information that we have heard today, we will certainly be able to 

communicate the needs for persons with handicaps. 

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Library and Information Services for Individuals with Disabilities 

As a Commission, I think we will go away from this hearing feeling invigorated by our mission, 

which is clearly spelled out in Public Law 91-345. We do not always do things as promptly as we 

should. This hearing should have been held long ago, but we finally got to it. We are a small Federal 

agency with a very limited budget, but I think we make up for that in the quality of our 

Commissioners. I think you have seen that today. You know what we care about and what we are 

doing. We will continue to uphold the ideals of the Commission as spelled out in our public law. 

Comments? Commissioner Abramson, please. 

MR. ABRAMSON: I was aware of a slight sense of embarrassment at the national scale, thinking that 

this room on this campus might be one of the few places in the entire country where we could 

comfortably have all these people participate at the level they have today, with no awkwardness really 

at all. I do not know exactly where that takes me, but it is something that occurred to me very 

strongly. I cannot really imagine having held this hearing any other place. 

Also, reacting specifically to the testimony of the today’s panelists, I have felt for a long time that one 

of the few answers to this consciousness-raising would be more individuals with handicaps working 

in academic, public, special libraries. I guess my feeling is that, maybe, it is up to Gallaudet to do 

that. I do not think there is anywhere else to have a program to teach people with disabilities to work 

in libraries. 

I think Gallaudet should look at the possibility of working toward an accredited program to generate 

people to comfortably enter the profession this way. 

I also think that COSLA (Chief Officers of State Library Agencies) could probably think about 

having, at least internally initially, a ‘best practices’ kind of report system where they—and I know 

they share it. I've been to their meetings, some of their meetings, and I know they do share it. But 

where there was a way for COSLA as an organization to highlight specifically programs dealing with 

both employees and library customers with disabilities in their individual states successfully. And I 

think that has kind of a synergy that would be real helpful. 

I know that they do it as individuals when they talk to each other, but I think there would be a way to 

disseminate that a little more broadly. 

MR. YELICH: Could I respond to that? 

MR. ABRAMSON: Sure. 

MR. YELICH: I took the opportunity to read some of the testimony that I received. We asked for it 

just a few days ago, and I was very pleased with what we received. There is some very compelling 

testimony in there about practices that go on, on a daily basis, that we will never hear about. 

In Williamsburg, Virginia, there was a young person that was severely handicapped. The individual 

was in high school and wanted to be a part of the Battle of the Brains, but he didn't have the 

opportunity to hit the buzzer to be able to answer the questions. The library staff worked with local 

people that had the resources to be able to come up with some type of a sensitivity device where the 

individual could use his chin to tap to be able to indicate they wanted to answer that question, and the 

person joined the high school Battle of the Brains team. 

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U.S. National Commission on Libraries and Information Science 

We have another library that's working with a rehabilitative center to be able to encourage the 

individuals that are receiving training to come into the library, not only to learn about the resources, 

but to be trained as potential pages and volunteers and perhaps paid employees. 

We would be very happy to provide a ‘best practices’ list for you. I rather suspect that we would be 

overwhelmed with the amount of goodwill that is taking place out there with the resources that we 

currently have. 

MR. ABRAMSON: Overwhelmed is good. 

MRS. BINGHAM: As we sit here and refer to the flood of opportunities for those who do have 

disabilities, I think it is a shame that one has to wait four years before they could convince someone 

that they could do the job. I certainly think the remark that Abe has just made, as well others, will 

make her the last person who has to wait that long. 

I hope some of the personnel who employ people in libraries will understand that people with 

disabilities are not going to be disabled librarians. 

CHAIRPERSON SIMON: Thank you. 

MS. SYWETZ: I, too, have learned much today and really appreciate the opportunity to participate. 

In terms of LSTA, I point out to everyone that it still includes the overarching purpose of helping 

people have better services who have difficulty using the library. So the purpose has not been 

forgotten. 

I would also say in terms of collecting success stories specifically relating to the LSTA, the annual 

report that library agencies submit to us includes a section on promising practices and exemplary 

programs, and a number of these do report activities in the area of addressing people who have 

difficulty using the library in a variety of ways. And we will be hosting some of these success stories 

on our web site, so I urge you to have a look at the IMLS web site to see examples of what LSTA is 

doing. 

CHAIRPERSON SIMON: Thank you, Betsy. 

11. Closing Comments from Participants 

CHAIRPERSON SIMON: Ellen, would you like to have a few words? 

MS. PERLOW: As a person who has a disability and who did make it through library school to a 

library position, I wanted to let Julia know that she is not the first. I can say that it is not as easy for 

people with disabilities to get positions because people are not used to seeing a diversity of 

disabilities and what it entails. Every disability is individual to a person. 

However, that is why I would like to again encourage the Century Scholarship. That scholarship will 

get people with disabilities into library schools. It will get awareness of the communities about 

disabilities. It will also provide funding; it is suppose to provide funding that is not otherwise 

provided for by law by the ADA and other laws, for instance for internships and job placement. 

In my experience, once an employer sees that I can do something; I can move computers; I can move 

furniture. You would not think I could, but I can. Once my Dean saw that, that's all it takes and then 

there's that awareness. So through internships and through practice and experience, we can do it. 

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Library and Information Services for Individuals with Disabilities 

MR. JOHN DAY: First of all, I would like to thank you. But, I would also like to add, as 

Commissioners Gould and Valdez were talking about, that, perhaps, you would like to have the 

results of the hearings available in Spanish or braille. The Commission might also think about this as 

an opportunity to publish their results in universal design format. It can be made on a CD where one 

could have the text to read, one could have the text to print out, one could have the text to be 

converted to braille automatically, it could have the text to be spoken. 

Microsoft Windows 98 will automatically speak it for you. It could also have an MPEG video of the 

text being signed. It would be certainly an opportunity for the Commission to make a statement, to be 

able to provide it to libraries across the country and it can be available in various media. It is an idea. 

MS. GOULD: I didn't even know that this technology you spoke about existed. Thank you. 

MR. JOHN DAY: I would be happy to speak more about it. 

CHAIRPERSON SIMON: This is the final chance for someone to have the absolutely last word. (No 

response.) 

Well, then, I will have the last word. I thank everyone for participating in this hearing. 

This hearing is now adjourned. 

(Whereupon, at 3:58 p.m. the hearing was adjourned.) 

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U.S. National Commission on Libraries and Information Science 

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Library and Information Services for Individuals with Disabilities 

APPENDIX A: MATERIAL SUBMITTED TO SUPPLEMENT ORAL TESTIMONY 

Entries appear in the order of appearance before the Commission and are cross-referenced by the 

organization’s name and by the name of the individual speaker in the INDEX at the back of this 

publication. 

[NOTE: Documents submitted as paper copies have been scanned and reformatted, so the 

format may be different, but the content is as submitted.] 

1. Supplemental Material from Roslyn Rosen 

[Ms. Rosen’s testimony begins on page 5 of this publication.] 

Prepared Statement of Roslyn Rosen 

U.S. National Commission on Libraries and Information Science 


Hearing on Library Services for Individuals with Disabilities 


July 8, 1999 


Gallaudet University


Testimony of Dr. Roslyn Rosen 


Vice President of Academic Affairs 


Gallaudet University


Ms. Chairperson, Commissioners, thank you for the opportunity to testify today before your 

Commission regarding the issue of library and information services for individuals with disabilities. I 

currently serve as Vice President of Academic Affairs at the Gallaudet University, the world’s only 

comprehensive university solely for the education of deaf and hard of hearing people. I also serve as a 

member of the Board of Trustees of the World Federation of the Deaf and have served as President of 

the United States National Association of the Deaf. As you will be receiving testimony from many 

people today, I will limit my testimony to library and information services for deaf and hard of 

hearing people. 

I would like to preface my remarks by saying that, along with recent advances in deaf education, I 

believe that great strides have been made in the provision of library services for deaf people. I have 

found libraries and librarians to be service oriented and responsive to their communities. With the 

signing of the Americans with Disabilities Act, libraries were among the first institutions to 

proactively review their services and focus on accessibility. TTY access is now common in public 

libraries and many libraries have established special service programs focusing on their deaf 

communities. 

Nonetheless, much more needs to be accomplished, and I will talk about three areas needing 

attention: library collections, services and access. 

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U.S. National Commission on Libraries and Information Science 

Collections. 

Public libraries should be able to provide comprehensive and unbiased information about all aspects 

of being deaf or hard of hearing. As you may know, only about 10 percent of deaf children have deaf 

parents. This means that the birth of a deaf child or the hearing loss of a young child for 90 percent of 

such parents is not only traumatic; it is often the parents’ first experience with deaf-related issues. 

Because there is a long-standing and heated controversy regarding the rearing and education of deaf 

children, public libraries are often the only source of unbiased information for these parents. For that 

reason, it is crucial that libraries be aware of these issues so that they can collect and provide such 

unbiased public service information. 

Regarding general collections, it is important that libraries collect and maintain materials that would 

be of interest to deaf children and adults. One area needing particular attention is the provision of 

‘high interest/low reading level’ or ‘easy-to-read’ materials because of the English language literacy 

problems faced by many people who were born deaf or became deaf at an early age. 

Services. 

All libraries need to ensure that all of their services are provided to all of their customers equally. 

This means that a person who is deaf must be able to call for information and reference by TTY; and, 

if telephones are provided in the library for hearing people, TTY’s must be provided so that deaf 

people may also make outgoing calls. If information programs are offered to the community, 

interpreters must be provided for deaf people who wish to attend. When storytelling is provided for 

children, deaf children must have interpreters so that they can partake equally in such an important 

literacy-building activity. Also, libraries should make use of new advances in technology such as email and posting information to the World Wide Web as such is equal and effective media for 

communicating to both hearing and deaf customers. 

Access. 

There are several ways in which deaf people do not have the equal access to libraries as hearing 

people, and I mentioned some of those when I talked about providing TTY’s and sign language 

interpreters. However, full access to all of the collections is equally as important. Video collections 

are particularly important to deaf people because of the visual richness of the medium. Yet, they are 

inaccessible without captions. Libraries should ensure that all of their video collections are captioned 

in order to provide truly equal access. Additionally, many deaf people are fully literate primarily in 

sign language and are not able to understand important information in text-only documents. Although 

libraries may well want to provide that same information via sign language on videotape, doing so is 

in violation of the law if the original text is copyrighted. Therefore, the library profession and 

community must advocate for changes in copyright legislation or interpretation of existing legislation 

so that, again, deaf citizens have equal access to all information. 

In summary, the library and information needs of deaf people are exactly the same as those of hearing 

people; although, as I have mentioned there are actions which must be taken for the needs of deaf 

people to be satisfied. The Association of Specialized and Cooperative Library Agencies, a division 

of the American Library Association, has addressed these needs well in their 1996 publication, 

Guidelines for Library and Information Services for the American Deaf Community. That publication 

is based on the 1991 Guidelines for Library Services to Deaf People published by the International 

Federation of Libraries and Institutions, and I would like to enter both publications into the record 

along with this testimony. 

Thank you. 

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Library and Information Services for Individuals with Disabilities 

Guidelines for Library Services to Deaf People 

International Federation of Library Associations and Institutions


IFLA Professional Reports, N. 24 


Guidelines for Library Services to Deaf People 


Edited by John Michael Day


IFLA Headquarters, The Hague, 1991 


This publication is written for a general library audience. It is anticipated that national 

library associations may wish to modify or alter certain expressions which have definitions 

different to those assumed here. As these guidelines show, "...they are statements of 

general principles ... [they] are international in scope ... [and] they must be tempered by 

national and local limitations on practicality." 

1. PREFACE 

Development of guidelines for the provision of library services to deaf people has been an interest of 

the Working Group to Identify the Needs of the Deaf within the IFLA Section for Libraries Serving 

Disadvantaged Persons for several years and it is relevant to the Division of Libraries Serving the 

General Public’s project of preparation of guidelines as part of the Medium Term Programme of the 

Federation.[1] This project developed as a result of discussions and correspondence between the 

editor and Mr. William Anderson of Leeds Polytechnic, United Kingdom; Ms. Alice Hagemeyer of 

the District of Columbia Public Library, USA; and Ms. Valerie Moon of the State Library of New 

South Wales, Australia. The original outline from which subsequent drafts developed was distributed 

for review and comment at the meeting of the Library Services to the Deaf Forum of the American 

Library Association at its June, 1989 conference in Dallas, Texas and at the Deaf Way Conference 

and Celebration in Washington, DC in July, 1989. The initial draft, which included modifications 

from the Library Services to the Deaf Forum and Deaf Way meetings, was reviewed by the Working 

Group and the Section during the 1989 IFLA General Conference in Paris and, after incorporating 

changes from that initial review, the draft was submitted to the World Federation for the Deaf for its 

examination. The proposed guidelines were subsequently reviewed by the World Federation for the 

Deaf during the meeting of its Management Committee in January 1990 in Vienna and by the 

Working Group and the Section Standing Committee in April. The modified draft was submitted for 

evaluation by the World Federation of the Deaf at its Board of Trustees meeting in Brighton in 

August 1990 where it was accepted for endorsement by the Federation. The final draft then, with the 

endorsement of the World Federation of the Deaf, was brought before the Section for Libraries 

Serving Disadvantaged Persons of the International Federation of Library Associations where it 

received formal adoption at the 1990 General Conference in Stockholm. 

The following documents were reviewed in the course of the development of these guidelines in order 

to ensure comprehensive coverage of the subject and to assist with the determination of consistent 

style and format. Particular credit must be given to Library Service to the Deaf and Hearing Impaired. 

Mrs. Dalton’s work served as an overall benchmark in the preparation of these guidelines. 

American Library Association. Association of Specialized and Cooperative Library 

Agencies. "Techniques for Library Service to the Deaf and Hard of Hearing." 

INTERFACE. Fall 1981. 

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U.S. National Commission on Libraries and Information Science 

American Library Association. Committee on Standards. ALA Standards Manual. 

Chicago, Illinois: American Library Association, January 1983. 

Anderson, William. "Helping the Hard of Hearing". Unpublished manuscript, 1985. 

Association of Specialized and Cooperative Library Agencies. Ad Hoc 

Subcommittee on Standards for Multitype Library Cooperatives and Networks. 

"Multitype Draft Standards". INTERFACE, Vol. 11, (Fall 1998) 1, p. 4. 

Carroll, Frances Laverne, and Beilke, Patricia F. Guidelines for the Planning and 

Organization of School Library Centres, rev. ed., Paris: UNESCO, 1979. 

Cylke, Frank Kurt, ed. Library Service for the Blind and Physically Handicapped: An 

International Approach. München, etc.: K.G. Saur (IFLA Publications 16), 1979. 

Dalton, Phyllis I. Library Service to the Deaf and Hearing Impaired. Phoenix, 

Arizona: The Oryx Press, 1985. 

Hagemeyer, Alice. Tentative Guidelines for Library and Information Services to the 

Deaf Community. Paper prepared for the American Library Association. 

(Photocopy), 1998. 

International Federation of Library Associations. Section for Libraries Serving 

Disadvantaged Persons. Guidelines for Libraries Serving Hospital Patients and 

Disabled People in the Community. The Hague: IFLA Headquarters, 1984 (IFLA 

Professional Reports, No. 2). 

International Federation of Library Associations. Section of Public Libraries. 

Guidelines for Public Libraries. München, etc.: K.G. Saur (IFLA Publications 36), 

1986. 

International Federation of Library Associations. Section of Public Libraries. 

Standards for Public Libraries. Pullach/München: Verlag Dokumentation, 1973. 

Lynch, Beverly, ed. "Standards for University Libraries". IFLA Journal, Vol. 13, 

(1987) 2, pp. 120-25. 

Massis, Bruce E., Ed. Library Service for the Blind and Physically Handicapped: An 

International Approach, Vol. 2. München, etc.: K.G. Saur (IFLA Publications 23), 

1982. 

Moon, Valerie. Opening Doors for Closed Ears: Proceedings of the Conference on 

Library Services for Deaf and Hearing Impaired People. Sydney: State Library of 

New South Wales, 1988. 

New York Library Association. Roundtable for Libraries Serving Special 

Populations. Guidelines for Libraries Serving Persons with a Hearing Impairment or 

a Visual Impairment. New York: New York Library Association, July 1987. 

— 78 — 

Library and Information Services for Individuals with Disabilities 

Sorenson, Liene S. Taking Action to Enhance Public Library Services for Persons 

with Disabilities. Skokie, Illinois: Skokie Accessible Library Services, Skokie Public 

Library, 1988. 

The following persons are members of the Standing Committee of the Section of 

Libraries Serving Disadvantaged Persons and others who have given freely of their 

time, effort, experience, and expertise in the development of these guidelines. 

W. Anderson United Kingdom 

J. Beaudin United States of America 

S. Bruhn Australia 

K-J. Carlsen Norway 

G. Chavanis France 

J. Coleman United States of America 

F. Czajkowski Poland 

P. I. Dalton United States of America 

A. Dobbie New Zealand 

A. Galler Canada 

T. Haimakainen Finland 

A. Hagemeyer United States of America 

F. Kaiser The Netherlands 

Y. Kiruchi Japan 

C. Law Australia 

G. Malmgren-Neale Sweden 

A. Melkis Federal Republic of Germany 

V. Moon Australia 

P. Noaks United Kingdom 

M. Peillon France 

B. Pors Denmark 

G. Rappaport-Bathenau France 

M. Starmans The Netherlands 

K. Thulin Sweden 

K. Wagenaar The Netherlands 

Particular credit must be given to Professor Yerker Anderson, President of the World Federation of 

the Deaf, who conveyed these guidelines to the Federation and presented them for World Federation 

of the Deaf Board of Trustees review and comments. 

John Michael Day 

University Librarian 

Gallaudet University 

Washington, DC U.S.A. 

Secretary 


Section for Libraries 


Serving Disadvantaged Persons 


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U.S. National Commission on Libraries and Information Science 

2. INTRODUCTION 

2.1. Context 

For a number of reasons, most libraries have not considered focusing particular attention on the 

provision of services to persons who are deaf. Deafness has been called, with good reason, the 

"invisible handicap" because deaf people are not identifiable as deaf by casual observation and they 

tend to blend into the larger community. Additionally, people who are deaf from birth or from an 

early age often have difficulty reading and have a tendency to not use libraries. As a consequence, 

libraries and deaf people have mostly been unaware of each other; however, a substantial portion of 

the population is deaf and libraries have a responsibility to ensure that their collections and services 

are accessible to deaf people and that deaf people are aware of the services libraries can provide them. 

The primary issue involved with the provision of services to deaf people is that communication often 

requires additional effort, knowledge, patience, and (where available) technological aids. The degree 

to which communicating with any individual deaf person requires these additional skills usually 

depends on the degree of hearing loss and at the age at which the person experienced it, i.e., age of 

onset. Central to an understanding of these individual differences is an understanding of the 

difference that the age of onset can make. Generally, the older an individual is when the hearing loss 

is experienced, the more comfortable that individual is likely to be with indigenous oral and written 

languages. However, individuals who are born deaf or become deaf before acquiring speech may 

have speech which is difficult to understand. 

Because of this variation, and the variations in educational approaches, deaf people frequently have 

been arranged and rearranged into assorted categories under assorted labels. Librarians need to be 

aware of this variation and of the controversies regarding education and communication modes in 

order to build comprehensive and impartial collections of materials about deafness and of related 

materials otherwise of concern and interest to both deaf and hearing people. In designing library 

programs for deaf people, it is often useful to have one term to encompass all of the persons affected. 

Therefore, for that purpose, the term "deaf community" will be used in this document to refer to the 

following groups as a whole: native sign language users; users of native sign language and written 

language of the general public; oralists; deafened adults; hearing impaired elderly people; minimal 

language users; hard of hearing individuals; and hearing members of deaf persons’ families. 

Professionals associated with services to the deaf community are also included. 

Libraries are often in the unique position of being the sole source of impartial information and, 

therefore, have a responsibility to collect and provide such information to their deaf clientele. It must 

be noted, however, that the primary goal of any specialized program to the deaf community must be 

to provide equal access to all programs and services which are enjoyed by the library’s hearing 

clientele. The establishment of specialized programs and services is in response to the recognition of 

the additional needs of deaf clientele but the specialized program should not constitute the totality of 

the clients’ library experience. 

2.2 Purpose and Scope 

These guidelines which follow are meant to inform librarians about the library needs of deaf people 

and pertain to all libraries which have deaf persons as any portion of their clientele. They apply to all 

types of libraries including public, school, and academic, as well as special libraries serving 

government, commerce and industry, the arts, military, hospitals, prisons and other institutions. They 

are statements of general principles and, as such, contain no quantitative prescriptions. They are, 

however, meant to serve both as an encouragement to establish services for deaf persons and as a 

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Library and Information Services for Individuals with Disabilities 

means to assess the completeness and quality of such services. As these guidelines are international in 

scope, it must be understood that they must be tempered by national and local limitations on 

practicality, e.g., the application of guidelines regarding the use of technological aids should be 

dropped where such technology is not available. 

Additionally, this document should serve as a guide in the development of national guidelines for 

library services to deaf people, as it may be easily modified to conform to local circumstances. In the 

absence of any local guidelines, these guidelines should apply. 

3. GUIDELINES 

3.1. Personnel 

3.1.1 Responsibility for the development, implementation, and operation of library services to 

deaf clientele should be assigned to a professional librarian holding the degrees, certification, 

and/or training pertaining to such professional status. 

Commentary 

Libraries strive to provide the best service possible to their clientele. It is imperative that the same 

level of service available to the general constituency of the library be equally available to clientele 

who are deaf. In order to achieve this goal, the attention of a trained, professional librarian is 

necessary in the design and operation of the service. The eventual continuing level of professional 

attention focused on the service will be dependent on many factors including the size of the library, 

the size of its general community, and the size of its deaf community. However, the amount of 

professional staff time devoted to the service should be sufficient according to the demands and 

practicalities of each library’s individual circumstances. In libraries with a very small deaf 

community, the minimum might be that the design and supervision of the service would be done by a 

professional librarian having responsibility for a larger service in the district. 

3.1.2 Library staff should receive training focusing on the issues involved in providing 

services to deaf people. 

Commentary 

In order to provide adequate and appropriate services to deaf people, it is necessary for staff persons 

to have an understanding of their special needs, including needs relative to special collections of 

materials, captioning of video programs, specialized alerting devices, technological communication 

aids, reading levels, etc. (see also 3.2.1 regarding staff training in communication techniques). In 

metropolitan areas, it may be possible to make arrangements with other local groups serving deaf 

people to provide staff awareness training on site. In other situations, it may only be possible to send 

one staff member to receive formal training and to have that person be responsible for providing 

training for the rest of the library staff. 

3.1.3 When selecting staff to be involved with the provision of services to deaf people, 

libraries should attempt to employ persons who have or are likely to be able to obtain 

credibility within the deaf community. 

Commentary 

As is the case with employing other minority groups, libraries have much to gain by hiring deaf staff 

members. Libraries may be able to hire one or more deaf professional librarians or non-professional 

staff members to have responsibilities relative to its deaf services either full or part time. When 

selecting staff who will provide services to deaf people, libraries should, at a minimum, ensure that 

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U.S. National Commission on Libraries and Information Science 

any person selected has the necessary training, background, and/or exhibits such personal 

characteristics as to lead one to expect that the person will be able to obtain credibility within the deaf 

community. 

3.1.4 Schools of librarianship should provide training in the provision of services to deaf 

people as a normal part of their basic curriculum to prepare librarians for their professional 

qualifications and as part of their continuing education programs for all levels of library staff. 

Commentary 

Many schools of librarianship currently offer some training in how to serve some of the variety of 

peoples in the community. Training in the provision of all types of services to deaf people should be a 

required part of the certification process for all professional librarians who intend to provide library 

service to the public. This training might be a separate course wholly devoted to library services to 

deaf people where the demand for such a course would justify its provision or it might logically be a 

part of a more general course on provision of services to all disadvantaged persons. 

3.1.5 Libraries having responsibilities at the national level, or where applicable at an 

appropriate regional level, should establish an office or department responsible for provision of 

advisory and consultation services to all libraries within their geographical boundaries in order 

to assist them in the provision of services to deaf people. [2] 

Commentary 

Establishment of an office or department having responsibilities for the provision of such services 

within a geographical area has several advantages. First, it would function as a formal conduit for a 

network among all libraries providing services to deaf people and, thereby, ensure that the latest 

techniques, services, materials, etc. are communicated among those libraries; and, second, such an 

office would function as an incentive in the establishment of such service in all libraries within the 

geographical area. Depending on many factors, including the size of the geographical area covered, 

the number of libraries affected, and the size of the overall deaf population, this office might be 

responsible solely for services to deaf people, or it might have broader responsibilities, including 

services to additional groups of disadvantaged persons. 

3.1.6 Each national library association should establish a group within its structure which 

would function as that portion of its membership focusing on the provision of library services to 

deaf people. 

Commentary 

Librarians who are concerned with the provision of services to deaf people have much to gain by 

assembling to discuss issues of common interest, to make recommendations to the national 

association for action, and to share information. Additionally, such an assembly would be able to 

effectively function as an advocate of library services to deaf people. 

3.2 COMMUNICATION 

3.2.1 All library staff having contact with the library’s clientele should receive training in 

how to communicate effectively with deaf people. 

Commentary 

People who are deaf communicate with hearing people in a variety of ways depending on their 

backgrounds. In the provision of library services, it is essential that library staff be aware of this 

variety and that they have the training necessary to know what to do in order to understand and to 

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Library and Information Services for Individuals with Disabilities 

make themselves understood comfortably. Libraries with a large deaf clientele should seriously 

consider ensuring that at least one staff member who has responsibilities for the provision of services 

to deaf people be at least moderately fluent in sign language and that other public service personnel 

have experience with basic signing as appropriate. 

3.2.2 A Telecommunications Device for the Deaf (TDD) should be available at each main 

service point, e.g., the reference desk, in each library. Additionally, at least one TDD should be 

available for use by library clientele to make telephone calls from the library if the making of 

such calls is available to hearing clientele. [3] 

Commentary 

TDD’s are the means by which deaf people make use of the telephone. Where hearing people can call 

into the library for reference services or to find information regarding library hours and other general 

information, and where libraries provide telephones for use by their clientele in making outgoing 

calls, those libraries should provide the means, i.e., TDD’s, for deaf people to access those same 

services. All members of the library staff should receive training in the use of the TDD. 

3.2.3 Libraries should equip meeting rooms and audio-visual centers with audio loops or 

other such communication access system. 

Commentary 

Audio loops assist people who depend on hearing aids for receiving auditory information. Without 

audio loops, many hearing aid users cannot understand lecturers, meetings, music and other programs. 

3.2.4 Telephones for use by the library’s clientele should be equipped with handset 

amplification. 

Commentary 

Handset amplifiers, i.e., volume control devices, assist those persons with sufficient residual hearing 

to make sure of the telephone without the use of a TDD. Where libraries provide telephones for use 

by their clientele in making outgoing calls, those libraries should provide handset amplifiers or other 

such assistive telephone devices where available for those people for whom telephone access depends 

on such devices in order to provide the same kind and level of service. 

3.2.5 Libraries should provide closed caption television decoders for use by their clientele. 

Commentary 

Depending on the local captioning standard, libraries should be collecting videotapes for client use 

which are closed captioned, open captioned, or signed (see section 3.3.4). Where libraries are 

collecting closed-captioned videotapes, they should provide closed caption decoders so that they 

videotapes may be used by those persons depending on captioning for their understanding. Where 

libraries provide closed captioned videotapes for home use, they should also provide for loan of 

closed captioned decoders so that access to the same level of information and service is available to 

all deaf people regardless of their ability to purchase the technology for themselves. 

3.2.6 Libraries should offer to provide sign language interpreters for all library-sponsored 

programs. 

Commentary 

Libraries generally offer library-related programs which are open to the public, e.g., bibliographic 

instruction, research workshops, storytelling for children and also for adults, etc. Additionally, 

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U.S. National Commission on Libraries and Information Science 

libraries are frequently major cultural and social centers within their communities and offer various 

cultural and social programs.[4] Sign language and/or oral interpreting (lip speaking) of all such 

programs should be offered. Interpreting should be provided where any member of the library’s 

clientele who depends on interpreting has made a commitment to attend. 

3.2.7 Libraries should install visible warning signals in order to alert deaf clientele to 

problems and emergencies. 

Commentary 

Since deaf people cannot hear auditory signals such as fire alarms, public address and security 

alarming devices, it is essential that libraries install visible systems for alerting their deaf clientele of 

announcements and of emergency situations. Such systems should include the addition of strobe 

lights, or other appropriate visual signals, wherever an auditory signal is produced. An inspection of 

the library premises or an evacuation exercise should ensure that all library staff and clientele have 

received any announcement and/or notification of an emergency situation. 

3.3 COLLECTIONS 

3.3.1 Libraries should collect materials related to deafness and Deaf culture which will be of 

interest to both deaf and hearing clientele. 

Commentary 

The primary objective of any program to provide services to deaf people will be to incorporate deaf 

people into the library’s general clientele in making use of all of the library’s collections, programs, 

and services. However, libraries should also collect materials of special interest to deaf people and to 

hearing people who will need information or will have a general interest in deafness. Such materials 

would include current and historical materials related to deafness, works by and about deaf artists and 

other famous deaf people, materials related to sign languages and other communication modes, 

government documents, legal materials and periodicals related to deafness, etc. Because the full range 

of resources should be open to the library’s deaf clientele, these materials should not be maintained as 

a physically separate collection but should be integrated into the total resources of the library. 

3.3.2 Libraries should collect, maintain, and offer information about educational options, 

referral agencies, and programs for deaf people in a wholly unbiased fashion. 

Commentary 

Methods employed in the education of deaf people and their modes of communication have 

constituted areas of intense controversy and competition for many years. Libraries are often in a 

unique position of providing complete information from an impartial and dispassionate perspective. 

Because of this position, libraries have the responsibility to exercise caution in ensuring that they 

collect materials from all viewpoints, particularly in such areas as information for deaf people, their 

parents, their other family members, and practitioners about programs and referral agencies. 

3.3.3 Libraries should assemble and provide access to a collection of high-interest/lowreading level materials of interest to deaf people. [5] 

Commentary 

For many deaf people, mastery of the oral and written idiom is a particular challenge. Libraries 

should strive to acquire general materials which may be understood by as many of their clientele as 

possible. Additionally, libraries should build and actively maintain a collection of high-interest 

materials which are written purposefully with direct and simple vocabulary and which are heavily 

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Library and Information Services for Individuals with Disabilities 

illustrated where appropriate so that they may be easily understood by people who have yet to gain 

full mastery of the local oral and written language, including many deaf people as well as people from 

other linguistic minorities. 

3.3.4 Visual non-print materials should form an integral part of any library’s collections 

acquired in support of services to deaf clientele. Television video programs and other such 

media with audio portions should be captioned or signed so that they may be understood by 

persons unable to hear. 

Commentary 

Because deaf people need to rely on sight, visual media offer a particularly effective means of 

communicating information. Also, where one of the library’s goals is to offer materials of an 

entertainment nature, television videotapes are especially attractive. Collecting videotapes produced 

with an open caption format would be the most efficient; however, where such is not desirable, 

libraries should collect closed-captioned videotapes and provide decoding equipment as necessary. 

See paragraph 3.2.5. 

3.3.5 Libraries should assemble and maintain a collection of videotapes and/or films in sign 

language and provide sufficient equipment necessary to view them. 

Commentary 

Sign language is the basic communication means in the lives of many deaf people. Some countries 

produce video programs or films in sign language; e.g., translations of television programs, fairy 

tales, deaf folklore, news programs, sign language instruction, etc. Where available, libraries should 

collect and lend such media as an essential service to deaf people, parents with deaf children, and 

people learning sign language. 

3.4 SERVICES 

3.4.1 All of the library’s collections, services, and programs should be made accessible to its 

deaf clientele. 

Commentary 

In addition to whatever specialized services libraries establish as part of their programs in support of 

their deaf clientele, it is imperative that libraries design and implement such programs with the 

fundamental understanding that these programs are only a part of and are in addition to the primary 

objective of making all of the libraries’ collections, services, and programs which are accessible to 

hearing people also accessible to deaf people. 

3.4.2 Members of the library’s clientele who are deaf should be involved in the design and 

development of the library’s services to deaf people, including the development of services and 

collections, and in the establishment of advisory committees, service organizations, and 

networks. 

Commentary 

The success of any service depends upon its content and quality and upon the acceptance of the 

service by the clientele for whom it is designed. Until such time as a program of services has been 

established and is proven popular and successful within the library’s deaf clientele, it may be 

necessary for the individual who is responsible for program design to go out into the community and 

to actively solicit interest and assistance from deaf individuals. After such relationships are 

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U.S. National Commission on Libraries and Information Science 

established, the continued success of the service will depend on the continued success of this network 

between the library and the deaf community. 

3.4.3 Libraries should offer programs conducted in sign language. 

Commentary 

Libraries become, by nature, major cultural centers in their communities and most often provide both 

cultural and social programs in addition to their collections. Provision of programs in sign language, 

e.g., storytelling and programs related to Deaf culture, would be of interest and benefit to all groups 

within the community.[6] 

3.5 PROGRAM MARKETING 

3.5.1 Libraries should aggressively market their programs and services to their deaf clientele. 

Commentary 

Because people who are deaf from birth or an early age very often have difficulty with reading, they 

have a tendency, in general, to not use libraries. It is essential, therefore, for libraries to target their 

deaf clientele for special marketing efforts; otherwise, labor and resources allocated for providing 

services will come to minimal value. For those same reasons, this effort will need particularly careful 

planning. 

3.5.2 All library publicity should provide for access to the library’s deaf clientele. 

Commentary 

Libraries need to make use of all available means to inform their communities of their accessibility to 

deaf people. They should include the TDD number on all stationery, announcements, brochures, 

fliers, etc. and ensure that all televised information and promotions be captioned. All general library 

publications should include information on programs and services for deaf people. 

4. DEFINITIONS 

The following terms are used in this document and the definitions given are meant only to assist in 

understanding and applying these guidelines in libraries. No application outside of the limits of this 

document is intended. 

Audio Loop See Communication Access System below. 

Captioned Refers to films, or video programs, where the dialogue is also 

shown, in print, on the screen along with the rest of the picture. 

The printed dialogue may be either always visible (open 

captioned) or visible only with the addition of a decoder machine 

(closed captioned) which translates the invisible signal into 

visible print. 

Closed Captioned See Captioned above. 

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Library and Information Services for Individuals with Disabilities 

Communication Access 

System 

A hearing enhancement system consisting of a transmitter and a 

receiver—generally a hearing aid or a device connected to a 

hearing aid—designed to eliminate the background noise 

interference caused by extraneous factors. There are several 

different types of communication access systems, e.g., audio loop 

systems, AM systems, FM sound systems, and infrared systems. 

Deaf Community The group of individuals encompassing native sign language 

users, users of both native sign language and spoken or written 

language, oralists, deafened adults, hearing impaired elderly, 

minimal language users, hard of hearing individuals, members of 

deaf persons’ families, and associated professionals. 

Deafened Adult A person who became deaf after having had the experience of 

hearing normally and, particularly, after having acquired speech. 

Deaf Person A person who is either partially or wholly unable to hear. 

Decoder A machine which, when attached to a television, translates the 

electronic signals of a closed captioned video program into words 

printed on the screen along with the rest of the video images. 

Easy-to-Read Materials High Interest/Low reading level materials, including captioned 

media, for all groups with reading problems regarding of age. 

Hearing Impaired Elderly 

Person 

A person who has lost some or all hearing due to advanced age. 

Minimal Language User A person who has very limited knowledge of any formal spoken, 

signed, or written language. 

Native Sign Language User A person who is primarily functional only in sign language. 

Open Captioned See Captioned above. 

Oralist A person who is deaf and who communicates primarily through 

speech and speech reading. 

TDD Telecommunication Device for the Deaf. Connects a conventional 

telephone handset and a LED output display and a keyboard for 

input; and, by typing letters, allows for a visual, two-way 

telephone conversation. 

User of Native Sign 

Language & Spoken 

Language 

A person who is fluent in communicating in both native sign 

language and in spoken or written language. 

Visible Warning Signal A light activated electronically to draw a deaf person’s attention, 

e.g., to a doorbell, a telephone, to a fire, etc. This signal may be a 

strobe light, a revolving light, or a simple light bulb. 

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U.S. National Commission on Libraries and Information Science 

Footnotes 

[1] International Federation of Library Associations. Professional Board. Medium Term Programme 

1986-1991. The Hague: IFLA Headquarters, 1998, pp 37 & 39. 

[2] International Federation of Library Associations. Section of Public Libraries. Guidelines for 

Public Libraries. München, etc.: K.G. Saur (IFLA Publications 36), 1986. See pp. 54-55, guideline 

#’s 6.9 and 6.10 under National Support Services. 

[3] Recent advances in technology have made available new assistive devices which fall within this 

section on communication, e.g., TDD’s (3.2.2), audio loops (3.2.3), etc. It is understood that these 

devices will not be readily available in many parts of the world and should be disregarded where such 

is the case. Nonetheless, the spirit of the guidelines in this section indicates that libraries should make 

use of whatever appropriate technological aids are available to them in the provision of services to 

their deaf population. 

[4] International Federation of Library Associations. Section of Public Libraries. Guidelines for 

Public Libraries. München, etc.: K.G. Saur (IFLA Publications 36), 1986. See pp. 19-20 under 

Cultural and Social Provision. 

[5] In some countries, these are known as "Easy-to-Read Materials" or "Easy Readers." 

[6] International Federation of Library Associations. Section of Public Libraries. Guidelines for 

Public Libraries. München, etc.: K.G. Saur (IFLA Publications 36), 1986, p. 19, "Cultural and Social 

Provisions" and p. 24, Guidelines # 1.81. 

Guidelines for Library and Information Services for the American Deaf Community 

Guidelines for Library and Information Services for the American Deaf Community


Association of Specialized and Cooperative Library Agencies 


American Library Association 


1996 


Editor: Martha L. Goddard


PREFACE 

American libraries have entered a tremendous new age of information technology and resource 

sharing. After two decades of civil rights activism, persons with disabilities have access to services 

and participation in American society in ways that were not dreamed of only a few years ago. For 

these reasons, members of the Library Service to the Deaf Forum, a unit in the Association of 

Specialized and Cooperative Library Agencies Division (ASCLA) of the American Library 

Association have prepared Guidelines for Library and Information Services for the American Deaf 

Community. These guidelines are based upon Guidelines for Library Services to Deaf People (a 1991 

publication of the International Federation of Library Associations), findings from public hearings 

and discussions with deaf library users, input solicited from ASCLA Libraries Serving Special 

Populations Section members, Library Service to the Deaf Forum discussions, and open hearings 

conducted at the 1994 Midwinter and Annual conferences of the American Library Association. 

Many people were involved in the development of these guidelines. Members of the ASCLA 

Standards Review Subcommittee included Emily Ferren (ASCLA/LSDF), Chair, John Day 

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Library and Information Services for Individuals with Disabilities 

(ASCLA/LSDF), Marti Goddard (ASCLA/LSDF), Alice Hagemeyer (ASCLA/LSDF, deaf 

consumer/National Association of the Deaf), Bob Hinton (ACRL), Peg McCullough 

(ASCLA/LSDF), Debbie Passalacqua (PLA/LSDF), and Linda Walling (ASCLA Standards Review 

Committee). Other Library Service to the Deaf Forum members actively involved were: Anne Feiler, 

Sue Galloway, Sarah Hamrick, Tom Harrington, Susan Meck, Lucy Parsons, Marshall Shore, and 

Renee Vaillancourt. 

Sources consulted: 

Guidelines for Library Services to Deaf People. John Michael Day, Editor. The Hague: International 

Federation of Library Associations and Institutions Headquarters, 1991. 

Turkington, Carol and Allen E. Sussman. Encyclopedia of Deafness and Hearing Disorders. New 

York: Facts on File, 1992. 

The Americans with Disabilities Act of 1990, Public Law 101-336, 101st Congress, 2nd Session (July 

26, 1990). 

Martha L. Goddard, Editor


Deaf Services Program Manager 


San Francisco Public Library


San Francisco, CA 


1. INTRODUCTION 

1.1 Context 

For a number of reasons, most libraries have not considered focusing special attention on the 

provision of services to persons who are deaf. Deafness has been called, with good reason, the 

"invisible handicap," because deaf people are not identifiable as deaf by casual observation, and they 

blend into the larger community. Additionally, many individuals who were either born deaf or 

deafened at an early age have difficulty reading and tend not to use libraries. Consequently, libraries 

have been unaware of their unique needs. It is important to recognize the fact that many people who 

are deaf from an early age do not think of themselves as disabled, but see themselves as members of a 

unique cultural group. A majority of the adult deaf population is made up of individuals who are late 

deafened, i.e., persons who lost their hearing after the acquisition of language. Their needs are often 

different from those of culturally deaf people. Further, it is vital to note that deafness is the most 

prevalent chronic disability in the United States. Thus, libraries have a responsibility to ensure that 

their collections and services are accessible to all deaf people, and to make the entire deaf community 

aware of the services libraries provide. 

A primary issue involved with the provision of services to deaf or hard-of-hearing persons is that 

communication often requires additional effort, knowledge, patience, and the use of assistive devices. 

The degree to which communication accommodations are needed varies with the individual. It 

usually depends on the degree of hearing loss and the age at which the person experienced it. 

Generally, the older an individual is when the hearing disability begins, the more comfortable that 

individual is likely to be with oral and written language. Individuals who were born deaf or deafened 

before acquiring speech and language often have speech which is difficult to understand; many 

communicate using sign language rather than spoken language. 

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U.S. National Commission on Libraries and Information Science 

Because of this language variation and differences in educational approaches, deaf people have been 

frequently categorized into groups with assorted labels. Librarians need to be aware of this plurality 

and of ongoing controversies regarding education and communication modes in order to build 

comprehensive and impartial collections of materials about hearing disabilities, Deaf culture, and 

other topics of concern and interest to both deaf and hearing people. When designing library and 

information services for an identified population, it is often useful to have one term to encompass all 

of the persons included in the group for whom librarians need to provide services. For that reason, the 

term "deaf community" will be used in this document to refer to: 

American Sign Language (ASL) users 


Bilingual users of ASL and written English 


Persons with hearing disabilities who communicate primarily through spoken language and 


speech reading 

Late-deafened adults 

Older adults with hearing loss 

Deaf people who use neither ASL nor written English 

Hard of hearing adults 

Deaf-blind individuals 

Hearing family members 

Professionals who serve the above 

Libraries are often in the unique position of being a community’s sole source of impartial information 

and, therefore, have a responsibility to collect and provide such information to deaf people. Service to 

the deaf community should be an integral part of the library’s total program of services, designed to 

provide equal access to all programs and services enjoyed by hearing patrons. The establishment of 

alternative programs and services is in direct response to recognizing additional needs of deaf people, 

but these alternative programs and services should not constitute the totality of the patrons’ library 

experience. 

Libraries strive to provide the best quality service possible to their patrons. It is imperative that the 

same level of service available to the general constituency of the library be equally available to all 

deaf persons. Some of the means for providing library and information services to the deaf 

community are: sharing resources and materials; utilizing computer networks; and forming 

partnerships with members of the deaf community and with organizations or agencies which serve 

them. Staff training and library orientation for deaf patrons are essential to good library service. 

1.2 Purpose and Scope 

The guidelines that follow are meant to inform librarians about the library needs of the deaf 

community. They apply to all types of libraries, including public, school, and academic, as well as 

special libraries serving government, commerce and industry, the arts, the military, hospitals, prisons, 

and other institutions. They are statements of general principles and, as such, contain no quantitative 

prescriptions. They are, however, meant to serve both as an encouragement to make services 

accessible for deaf persons and as a means to assess the completeness and quality of such services. 

As these guidelines are national in scope, the District of Columbia, the 50 states, and U.S. territories 

should apply these guidelines to their existing services. Additionally, this document should serve as a 

guide in the development of state guidelines for library and information services to the deaf 

community. In the absence of local guidelines, these guidelines should apply. 

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2. GUIDELINES 

2.1 Personnel 

2.1.1 Responsibility for the development, implementation, and operation of library and 

information services to the deaf community should be assigned to a librarian holding the 

degrees, certification, and/or training required to achieve professional status. 

Commentary 

To assure high quality services to the deaf community, it is essential that a librarian design and 

implement the program. The continuing level of professional attention focused on the service will be 

dependent on many factors including the size of the library, the size of its general community, and the 

size of its deaf community. However, the amount of professional staff time devoted to the service 

should be appropriate to the demands and practicalities of each library’s individual circumstances. In 

libraries with a very small deaf community, the minimum might be that a librarian who has 

responsibility for another service in the library system would design and supervise services for deaf 

people. 

2.1.2 Library staff should receive training focusing on the issues involved in providing 

services to the deaf community. 

Commentary 

In order to provide adequate, appropriate and accessible services to deaf people, it is necessary for 

staff persons in all types of libraries to have deaf awareness training. Such training should address 

varying communication needs, Deaf culture, collection development, assistive listening systems, 

alerting devices, programming, and an overview of community resources. In metropolitan areas, it 

may be possible to make arrangements with other local groups serving deaf people to provide staff 

awareness training on site. In other situations, it is recommended that at least one librarian receive 

formal training and be made responsible for providing training for the rest of the staff. 

2.1.3 When selecting staff to be involved with the provision of services to deaf people, 

libraries should attempt to employ persons who have, or are likely to be able to obtain, 

credibility within the deaf community. 

Commentary 

Libraries have much to gain by hiring deaf staff members. It may be possible to hire one or more deaf 

professional librarians or paraprofessional staff members to have responsibilities relating to services 

for the deaf community. When selecting staff who will provide services to deaf people, libraries 

should, at a minimum, ensure that any person selected has the necessary training and/or background 

within the deaf community. A member of the deaf community should be part of the interviewing 

team, if possible. 

2.1.4 Schools of librarianship should integrate into their curricula training in the provision of 

services to the deaf community. Such courses should also constitute a part of their continuing 

education programs for all levels of library staff. 

Commentary 

Many schools of librarianship currently offer training in how to serve diverse populations. Training in 

the provision of services to deaf people should be a part of the certification process for all 

professional librarians. This training might be a separate course wholly devoted to library service to 

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U.S. National Commission on Libraries and Information Science 

the deaf community, or it might be a part of a more general course on provision of services to people 

with disabilities or people of diverse cultures. 

2.1.5 Libraries having responsibilities at the state level, or where applicable, at an 

appropriate regional or local level, should establish a unit responsible for provision of advisory 

and consultation services to all libraries within their geographical boundaries in order to assist 

them in the provision of services to the deaf community. 

Commentary 

Establishment of a state, regional, or local office or department having responsibility for the provision 

of services to the deaf community has several advantages. It would facilitate communication among 

all libraries providing services to people with hearing disabilities and ensure that information about 

current services, materials, and technology is shared among those libraries. It would also provide 

encouragement and support for such services in all libraries within its jurisdiction. Depending on the 

size of the geographical area covered, the number of libraries affected, and the size of the local deaf 

population, the office might have broader responsibilities, including services to persons with other 

types of disabilities. 

2.1.6 Each state library association should establish a group within its structure to focus on 

the provision of library services to the deaf community. 

Commentary 

Librarians concerned with providing services to deaf persons have much to gain by assembling to 

discuss issues of common interest, to make recommendations to the state association for action, and 

to share information. Additionally, such an assembly could effectively function as an advocate for 

library services to the deaf community. 

2.2 Communication 

2.2.1 All library staff should receive training in how to interact effectively with deaf people. 

Commentary 

Deaf people communicate with hearing people in a variety of ways. Depending on their background, 

degree of hearing disability, cultural identify, and the situation, deaf people may use sign language, 

speak, write, gesture, or use any combination of the above. It is essential that library staff be aware of 

these differences and that they know strategies for communicating effectively. Libraries that serve 

large numbers of deaf people should seriously consider ensuring that at least one staff member who 

has responsibilities for the provision of services to the deaf community be at least moderately fluent 

in American Sign Language and that other public service personnel have experience with basic sign 

language as appropriate. 

2.2.2 A text telephone (TTY) should be available at each main service point, for example each 

telephone reference desk, in each library. TTY’s must be provided for use by deaf staff 

members and at least one TTY should be available in each library for public use. 

Commentary 

TTY’s are devices that enable deaf people to use telephones. All telephone reference and information 

services provided to the general public should be equally accessible to deaf patrons. All library staff 

should be trained in the use of the TTY; they should also be familiar with their state 

telecommunications relay service. Libraries that provide telephones to allow hearing patrons and staff 

to make outgoing calls must also provide TTY’s for deaf patrons and staff. 

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Library and Information Services for Individuals with Disabilities 

2.2.3 Telephones for use by library patrons or staff should be equipped with amplification. 

Commentary 

Amplifiers, i.e., volume control devices, assist persons with sufficient residual hearing to use the 

telephone without the use of a TTY. Libraries that provide telephones for use by their staff and 

patrons should provide handset amplifiers or other such assistive devices for persons who depend on 

them to use telephones effectively. 

2.2.4 Libraries should have communication aids such as assistive listening systems and 

equipment which can be used to support computer-assisted real-time captioning or computerassisted note taking. These services should be available for meetings and programs upon 

request. 

Commentary 

Assistive listening systems, e.g., FM systems, infrared systems, audio loops, etc., are used by persons 

with hearing disabilities who need them to enhance auditory information. By using these assistive 

devices, many patrons can better understand lectures, meetings, music, and other programs. 

Computer-assisted real-time captioning and computer-assisted note taking allow patrons who do not 

benefit from interpreters or assistive listening devices to see a running text of information as it is 

being shared. Communications technology is changing rapidly, and libraries should maintain 

awareness of current developments. 

2.2.5 Libraries with television viewing facilities should provide closed caption decoders. 

Commentary 

Most new television sets sold in the United States have built-in decoders. Libraries can provide closed 

caption access to older TVS by connecting separate decoders to them. They should also provide for 

the loan of closed caption decoders so that access to the same level of information and services is 

available to deaf people regardless of their ability to purchase the technology for themselves. 

2.2.6 Libraries should offer to provide sign language or oral interpreters, computer-assisted 

real-time captioning, or computer-assisted note taking services for all library-sponsored 

programs upon request. 

Commentary 

Library-related programs which are open to the public, e.g., bibliographic instruction, computer 

orientation, research workshops, storytelling, etc., must be accessible to patrons who have a variety of 

communication needs. Sign language and/or oral interpreter services or electronic text services should 

be provided at the library’s expense when any library patron who depends on one of these 

accommodations has made a commitment to attend. 

2.2.7 Libraries should install visible warning signals in order to alert deaf people to problems 

and emergencies. 

Commentary 

Since deaf people cannot hear audible signals such as fire alarms, public address systems, and 

security alarming devices, it is essential that libraries install visual systems for alerting deaf persons 

to announcements and to emergency situations. Such systems should include the addition of flashing 

lights, or other appropriate visual signals wherever an audible signal is produced. An inspection of the 

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U.S. National Commission on Libraries and Information Science 

library premises after an evacuation exercise should ensure that all library staff and persons have 

received any announcement and/or notification of an emergency situation. 

2.3 Collections 

2.3.1 Library collection development policies should encourage collection of materials related 

to hearing disabilities and Deaf culture which will be of interest to both deaf and hearing 

patrons, thus addressing the unique needs of members of the deaf community. 

Commentary 

A library’s primary objective should be to assure that collections are fully accessible to all persons, 

including those with hearing disabilities; however, libraries should also collect print and non-print 

materials about subjects of special interest. Such materials would include current and historical 

information about American Sign Language; history and culture of deaf persons; hearing health care; 

educational options; and assistive devices. Works by and about deaf artists, writers, and other famous 

deaf people, government documents, legal materials, and periodicals related to deafness, etc. should 

also be collected. Because all resources should be accessible to deaf library users, these materials 

should not be maintained as a physically separate collection but should be integrated into the library’s 

general collection. 

2.3.2 Visual non-print materials should form an integral part of any library’s collections 

acquired in support of services to the deaf community. Collection development policies should 

encourage the acquisition of videos that support audible information with closed or open 

captions. In all cases, librarians should inquire about the presence of captions on any video 

before purchase. 

Commentary 

Because deaf people rely on sight, visual media offer a particularly effective means of communicating 

information. Also, where one of the library’s goals is to offer materials for entertainment, videos are 

especially attractive. An increasing number of videos are available with either closed captions or open 

captions. The library should purchase these whenever possible. 

2.3.3 Libraries should assemble and maintain a collection of videocassettes in sign language. 

Commentary 

Sign language is the basic communication means in the lives of many deaf people. Many excellent 

sign language videos are available: fairy tales, deaf folklore, news programs, instructional videos of 

interest to deaf consumers, sign language instruction, etc. Libraries should collect and lend such 

media as an essential service to deaf people, parents with deaf children, and people learning sign 

language. 

2.3.4 Libraries should collect, maintain, and offer information about educational options, 

referral agencies, and programs serving deaf people in a wholly unbiased fashion. 

Commentary 

Methods employed in the education of deaf people and their modes of communication have 

constituted areas of intense controversy and competition for many years. Libraries are often in a 

unique position of providing complete information from an impartial and dispassionate perspective. 

Because of this position, libraries have the responsibility to exercise caution in ensuring that they 

collect materials from all viewpoints, particularly in such areas as information about programs and 

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Library and Information Services for Individuals with Disabilities 

referral agencies for people new to hearing disabilities, for new parents of a child with a hearing 

disability, and for practitioners. 

2.3.5 Libraries should assemble and provide access to a collection of high interest/low reading 

materials of interest to deaf readers. 

Commentary 

For many deaf people, mastery of oral and written language is a particular challenge. Libraries should 

strive to acquire general materials which may be understood by as many of their patrons as possible. 

Additionally, libraries should build and actively maintain a collection of high interest materials which 

are written with direct and simple vocabulary and which are heavily illustrated where appropriate so 

that they may be easily understood by people who have yet to gain full mastery of oral and written 

language, including many deaf people as well as people from other linguistic groups. 

2.4 Services 

2.4.1 All of the library’s collections, services, and programs should be made accessible to 

members of the deaf community. 

Commentary 

When libraries establish specialized services in support of their deaf patrons, it is imperative that they 

design and implement such programs with the fundamental understanding that these programs are 

only a part of and in addition to the primary objective of making all of their collections, services, and 

programs accessible to patrons with hearing disabilities. 

2.4.2 Libraries should be able to provide information on local literacy programs that are 

accessible to deaf non-readers. Libraries should ensure that library-sponsored literacy 

programs meet the needs of deaf individuals. 

Commentary 

Many persons who were either born deaf or deafened at an early age have difficulty learning to read 

English because they did not grow up hearing the language. American Sign Language, the language 

of many deaf Americans, has a grammatical structure entirely different from that of English. Libraries 

must consider the unique needs of deaf individuals when developing literacy programs, at a minimum 

by consulting with professionals knowledgeable about methods used to educate deaf students. 

2.4.3 Members of the deaf community, as defined in these guidelines, should be involved in 

the design and development of the library’s services to deaf people, including the development 

of services and collections, and establishment of advisory committees, service organizations, and 

networks. 

Commentary 

The success of any service depends upon its content and quality and upon the acceptance of the 

service by the consumers for whom it is designed. Until a program of service has been established 

and is proven popular and successful by members of the deaf community, the individual who is 

responsible for program design should go into the community and actively solicit interest and 

assistance from deaf individuals. After such relationships are established, the continued success of the 

service will depend on the quality of the network between the library and the deaf community. 

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U.S. National Commission on Libraries and Information Science 

2.4.4 Libraries should offer programs conducted in sign language. 

Commentary 

Libraries become, by nature, major cultural centers in their communities and often provide both 

cultural and social programs. It is essential that all programs and public meetings held in libraries be 

made accessible by provision of sign language interpreters, oral interpreters, computer-assisted realtime captioning, or computer assisted note taking as requested. Nevertheless, some programs should 

be offered for deaf patrons in sign language, with voice interpreters for hearing patrons. Provision of 

programs in sign language, e.g., storytelling and programs related to Deaf culture, would be of 

interest and benefit to all groups within the community. 

2.5 Program marketing 

2.5.1 Libraries should aggressively market their programs and services to the deaf 

community. 

Commentary 

As stated in the introduction to these guidelines, people who were born deaf or deafened at an early 

age tend to not use libraries. It is essential, therefore, for libraries to target the deaf community with 

special marketing efforts; otherwise resources allocated for providing services will have minimal 

value. For the same reasons, this effort will require particularly careful planning. 

2.5.2 All library publicity should provide for access to deaf people. 

Commentary 

Libraries should inform their communities of their accessibility to deaf people. They should include 

TTY numbers on all stationery, announcements, brochures, flyers, etc., and ensure that all televised 

information and promotions are captioned. All general library publications should include 

information on programs and services for deaf people. 

3. DEFINITIONS 

The following terms are used in this document and the definitions given are meant only to assist in 

understanding and applying these guidelines in libraries. No application outside of the limits of this 

document is intended. 

American Sign Language (ASL) 

The visual/gestural language that serves as a primary means of communication for many deaf


Americans. The grammar and syntax of ASL are as different from English as another spoken


language. 


American Sign Language user 


A person whose primary language is American Sign Language. 


assistive listening system 

A hearing enhancement system consisting of a transmitter and receivers. There are several different 

types of assistive listening systems, e.g., audio loop systems, FM systems, and infrared systems. 

audio loop 

See assistive listening system. 

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Library and Information Services for Individuals with Disabilities 

captioned (closed and open) 

Refers to films or video programs where dialogue and sound effects appear in text form or on the 

screen along with the picture. The text may be always visible (open captioned) or visible only with 

the use of a decoder device which translates an invisible signal into visual text (closed captioned). 

Computer-assisted note-taking (CAN) 

A system whereby a note taker types on a computer keyboard what is being said during a meeting. 

After a short lag time the notes are displayed on a projection screen or monitor. 

computer-assisted real-time captioning (CART) 

A system whereby a highly skilled court reporter uses a shorthand machine and a computer to


translate spoken language into written text. The verbatim text may be read on a video monitor or a


projection screen immediately.


deaf community


This term has different meanings in different contexts. For the purposes of this document it refers to: 


American Sign Language (ASL) users 

Bilingual users of ASL and written English 

Persons with hearing disabilities who communicate primarily through spoken language and 

speech reading 

Late-deafened adults 

Older adults with hearing loss 

Deaf people who use neither ASL nor written English 

Hard of hearing individuals 

Deaf-blind individuals 

Hearing family members 

Professionals who serve the above 

Deaf culture 

A system of values common to people with certain shared experiences; these values are generally 

learned from culturally deaf parents or while attending residential schools for deaf students. Values 

include language (American Sign Language), literature (ASL poetry, humor and stories), folklore, 

history, use of certain types of assistive devices (TTY’s, closed-caption decoders, etc.), and standards 

for social interaction. 

deaf person (lowercase d) 

A person who is either partially or wholly unable to hear. The term "deaf" is generally preferred to 

"hearing-impaired" in the deaf community. 

Deaf person (uppercase D) 

A Deaf person who considers deafness to be a positive characteristic rather than a disability, respects 

and may use American Sign Language, and values Deaf culture and membership in the Deaf 

community. 

decoder 

A device which, when attached to or built into a television, translates the electronic signals of closed 

captioned video program into words printed on the screen along with the rest of the video images. 

hard-of-hearing individual 

A person who has a mild to moderate hearing loss. The term "hard-of-hearing" is generally preferred 

to "hearing-impaired" in the deaf community. 

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U.S. National Commission on Libraries and Information Science 

interpreters 

Individuals skilled at translating spoken communication into either sign language or clear oral speech. 

Sign language interpreters are skilled at translating the meaning of spoken language into sign 

language and translating sign language into spoken words. Oral interpreters silently mouth a 

speaker’s words for a deaf person who communicates primarily by using spoken language and speech 

reading. They use no sign language and are skilled at making substitutions for words that are difficult 

to speech read. Oral interpreters are used by very few deaf people. 

late-deafened adult 

An adult who loses hearing after acquiring speech and experiences a significant life change as a 

result. 

TDD 

Telecommunications Device for the Deaf. See TTY. 

telecommunications relay service 

A service that allows persons who have hearing or speech disabilities to communicate with those who 

use standard telephones by the aid of a "communications assistant" or "relay operator." The 

communications assistant reads TTY input to the telephone user and types back the telephone user’s 

spoken response so the TTY user can read it. 

text telephone 

See TTY. 

TTY 

A device with an electronic text display and a keyboard that allows persons with hearing or speech 

disabilities to have a visual, two-way telephone conversation. "TTY" is preferred to "TDD" or "text 

telephone" by many members of the deaf community. 

visual warning signal 

A flashing or revolving light that draws deaf patrons’ attention to audible signals such as fire alarms 

or public announcements. 

Also Submitted for the Record 

Also Submitted for the Record, but not reproduced in this report is the following publication: 

• Revised Standards and Guidelines of Service for the Library of Congress Network of Libraries 

for the Blind and Physically Handicapped, 1995. Chicago, Illinois: American Library Association, 

Association of Specialized and Cooperative Library Agencies, 1995. 

The introduction is reproduced below. 

Introduction 

Audience 

The audience for these standards are participants in the national cooperative network of libraries 

serving the blind and physically handicapped. Individuals, as users of the service and as citizens 

serving in advisory capacities, as well as related consumer organizations and agencies serving a 

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similar public are valued and vital participants in the network. Organizationally, the network consists 

of the Library of Congress, National Library Service for the Blind and Physically Handicapped, 

Regional Libraries, Subregional Libraries, and Multistate Centers. Also included are those agencies 

responsible for the administration and funding of network libraries such as state libraries, public 

libraries, commissions and other public or private organizations. The individuals represented in this 

group are responsible for improving and expanding the level, quality and scope of library service 

received by registered users. 

Purpose 

The purpose of these standards is to improve library services for individuals who are eligible for 

library services for the blind and physically handicapped They can provide a basis for evaluating the 

status of existing service and contribute to the development of strategic plans. It is important that 

network libraries are committed to working towards these standards. It is equally important that each 

network library have the essential flexibility to work within the context of local needs, policies, and 

resources. The variety and relative volatility of local conditions are such that it is important for the 

standards to provide goals for network libraries. Implementation plans developed reflecting local 

circumstances have greater opportunity for acceptance and success. 

Scope 

The scope of these standards is similar to that of the 1984 standards. They address core library 

services for blind and physically handicapped individuals as provided through LC/NLS and the 

cooperating national network. This core service is the provision of informational and recreational 

books and magazines in special format and accompanying audio playback equipment, accessories, 

and materials to adults, young people, and children who are unable to use standard printed material as 

a result of a visual or physical handicap or of a reading disability. These are the primary and universal 

services offered by network libraries, and the ones to which the standards apply. Network libraries are 

encouraged to give these services and functions priority as they mobilize and allocate resources. 

The services addressed by these standards do not reflect a full range of library service, nor do they 

attempt to set standards for library agencies other than those designated as network libraries. This is 

not to suggest that network libraries and other types of libraries do not offer or do not have an 

obligation to provide or make accessible other kinds of library service to individuals with disabilities. 

Network librarians have the responsibility to provide these core services and to develop related 

services for their constituency in accordance with local resources and in response to local needs. 

The ADA, in affirming the rights of individuals with disabling conditions to participate in all aspects 

of society, has had a significant impact on the environment in which this service is provided. The 

impact of ADA, especially in the context of technological advances, is expected to continue 

enhancing physical and intellectual accessibility. The scope of ADA is greater than that of these 

standards and it is supported by the force of law. Consequently, these standards do not attempt to 

recreate the implementation of ADA, but rather to encourage compliance with the law. 

Technology and its impact on the environment have respectively changed and increased even since 

the start of this project. Because both technologies and their longer range influence are evolving 

rapidly and are not possible to predict, these standards encourage network libraries to investigate and 

use technology to benefit service to patrons. The standards do not attempt to specify a particular 

device, system or format. To do so could lock network libraries into outmoded and unproductive 

efforts and render the standards out of date very quickly. 

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U.S. National Commission on Libraries and Information Science 

Methodology 

The project to revise the national standards for the Library of Congress network of libraries for the 

blind and physically handicapped is a joint project of the Association of Specialized and Cooperative 

Library Agencies (ASCLA) and of the Library of Congress, National Library Service for the Blind 

and Physically Handicapped (LC/NLS). Following a competitive bid process, the project officially 

began in January 1993 with completion schedule for the spring of 1995. 

A hallmark of the process was the unprecedented effort to provide opportunities for service providers 

and consumers to have input on the development of the document for the duration of the project. 

The project Advisory Committee was selected as representative of national consumer groups and 

primary service providers. Efforts were made to ensure both constituency and geographic 

representation. Members of the Advisory Committee represented their constituency groups at 

meetings of the Committee. Each worked to distribute project documents to and solicit responses 

from the groups represented. Serving with the Advisory Committee were liaisons to both the ASCLA 

Board of Directors and the ASCLA Standards Committee. 

The project Working Team consisted of two representatives of the network and the Project Director. 

This group was responsible for the development of the standards document and for the conduct of the 

project. The Working Team worked closely with the Advisory Committee and the liaisons and 

focused its attention on soliciting and analyzing audience input to the project and to content 

development. 

At the beginning of the project in January 1993, the Advisory Committee met with the Working 

Team. The product of this meeting was the project’s Working Paper. This document was not 

presented as a set of standards, but rather a statement of the philosophical basis on which the 

standards would be developed. 

The Working Paper was distributed nationally in March 1993 to consumer groups and network 

regional libraries, subregional libraries, funding and administrative agencies, and state library 

agencies. The document was made available in traditional print, recorded cassette, and Braille disk 

and paper formats for review and comment. It should be noted that every document developed in the 

course of the project was distributed to these groups in these formats. Additionally, service providers 

were encouraged to find ways to further distribute and discuss all project documents at the local level. 

The Working Paper was presented at the spring meetings of three of the network’s regional 

conferences and at an open hearing held during the ALA Annual Conference in New Orleans. 

Response to the Working Paper was considerable from both consumers and service providers, both in 

writing and orally. 

Based on the audience response to the Working Paper, the Working Team developed the first draft of 

the standards which was distributed in October 1993. A significant amount of time for input was 

available to the audience at this stage. The Working Team continued to accept comment as they 

developed the second draft of the standards. There was considerable exchange between Working 

Team members and the various constituencies right up to the finalization of the second draft. This 

document represented important changes on audience input. 

The second draft was distributed in May 1994. In addition to encouraging and receiving many written 

comments from service providers and consumers, the Working Team moderated two critical hearings: 

The LC/NLS biennial National Conference held in May 1994 in Denver and the ALA Annual 

Conference held in Miami in June 1994. During this phase, written responses and verbal comments 

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Library and Information Services for Individuals with Disabilities 

and discussions made it clear that the second draft had been read carefully and that people had taken 

the time to consider thoughtfully the document, the issues, and the final outcome. 

When the Working Team came together in September 1994 to turn the second draft into the final 

document, it recognized the significance of the second draft and the need to make important shifts in 

the final draft. Because constituency input was such a strong component of the process, the Working 

Team requested that both ASCLA and LC/NLS support distribution of a third and final draft. Both 

ASCLA and LC/NLS agreed to support this additional activity, even though a third draft and response 

phase was not part of the project as originally outlined. 

This third draft was distributed in September 1994 with a response deadline of October 1994. While 

the time line on this turnaround was short, it was felt that the audience was familiar with the project 

and the content of the document. Also, the final meeting of the Advisory Committee was scheduled 

for early November 1994, and some time was needed to analyze and incorporate comments in order 

to present a final draft to the Committee. Again, the Working Team was gratified with the number, 

quality, and depth of the comments received on the third and final draft. 

At its final meeting in Chicago, the Advisory Committee reviewed project progress to data and 

addressed or re-addressed major issues raised by constituencies during the course of the project. 

Committee members reaffirmed constituency comment on the extent to which audience input had 

been incorporated in document development. The Advisory Committee passed a resolution in 

unanimous support of the final document. 

The standards document was presented for final review and approval at the ALA Midwinter Meeting 

in February 1995. The document received the unanimous approval of the ASCLA Standards Advisory 

Committee, the ALA Standards Committee and the ASCLA Executive Board. 

2. Supplemental Material from Audrey J. Gorman 

[Ms. Gorman’s testimony begins on page 10 of this publication.] 

Written Testimony of Audrey J. Gorman 

U.S. National Commission on Libraries and Information Science (NCLIS) 

Hearing on Library and Information Services for Individuals with Disabilities 

July 8, 1999 

The Kellogg Conference Center 

Gallaudet University 

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U.S. National Commission on Libraries and Information Science 

Testimony of Audrey J. Gorman, Director, Roads To Learning, 


Representing the America Library Association (ALA) and the 


Association of Specialized and Cooperative Library Agencies (ASCLA), a division of ALA


Mrs. Simon, other members of the National Commission, Mr. Willard, representatives of the library 

and disabilities communities, ladies and gentlemen: 

Good morning! I am Audrey J. Gorman, Director of Roads To Learning. The Public Libraries 

Learning Disabilities Initiative, a national project administered by the American Library Association 

(ALA). I come before you to talk about library services and people with learning disabilities in 

particular, with a brief note on library services and people with disabilities in general. 

I base my comments on what I’ve learned during my nearly thirty years as a librarian. I bow to the 

specific expertise of those in this room who have worked in the area of service to people with 

disabilities for many more years than I. I also come to you as a person with a hidden disability. I was 

diagnosed last November with clinical depression, which has put anew perspective in my work. As a 

friend has reminded me, "We are all only temporarily able." 

Roads To Learning 

In 1995, the Emily Hall Tremaine Foundation approached ALA with the results of a survey 

conducted by Roper-Starch International to assess the knowledge and attitudes of Americans about 

learning disabilities (LD). The findings confirmed the expected negative attitudes, based largely on 

misinformation about LD. A primary misconception was that people with LD are mentally retarded. 

Tremaine came to ALA because over 50 percent of the respondents said they would go to their local 

library for information about LD. The Tremaine Foundation asked, essentially, "Are libraries ready 

for those questions? Would you write a proposal designed to get information about LD to the public 

through public libraries?" The answers were, "No, probably not," and "Yes, we’d love to do a 

proposal." 

Roads To Learning came into being as a result. The initiative is now in its fourth year of funding from 

the Tremaine Foundation. We sent our Library LD Resource packet to all public libraries in the 

country in 1997 and continue to fill requests for it almost daily. We answer questions from libraries of 

all types and direct individuals to appropriate resources. This year we introduced "Top 20 LD 

Resources for Libraries," a short, basic list. We’ve also built a web page and Internet discussion list 

on the topic of LD and libraries, placed numerous articles in library and LD community publications, 

and conducted training around the country. The need is great and we’re just beginning to make real 

headway. 

About LD in America 

Learning disabilities affect fifteen percent (15 percent) of the U.S. population, or about 39 million 

Americans. They are neurological differences in the way the brain processes information, and may 

affect a person’s ability to read, write, compute, and perform other essential life tasks. Eighty percent 

(80 percent) of learning disabilities are reading disabilities. Here are a couple of statistics that give an 

idea of the impact of LD on our society: 50-80 percent of people in adult literacy programs probably 

have LD, as do 60-80 percent of the people in our country’s correctional facilities, including juvenile 

institutions. LD has deep, broad social and economic costs. But you can’t see learning disabilities. 

They’re invisible. So, too often, are the people who have them: Invisible, and not helped as a result. 

Look beyond the personal devastation for the individual with LD. Consider the family, parents, 

siblings, friends and spouses, bosses and co-workers. Excellent research has been done and is still 

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Library and Information Services for Individuals with Disabilities 

going on. It has some answers and some other questions to explore. But little information is getting to 

people. That’s where libraries come in, or at least where we should, for people with LD and other 

disabilities as well. 

The Role of Libraries 

I think we would all agree that libraries, all types of libraries, exist to serve their communities. They 

strive to provide resources and services to meet community needs. But, as a profession, with a few 

glowing exceptions, we’re not meeting the needs of people with disabilities. Let me give you a few 

impressions from the field and the implications I see. 

Have Information and Let the Public Know 

I received a phone call from a mother in Georgia. She needed to know what school districts are 

required to do for a child who is classified as needing special education. Another call came from a 

woman in California whose aging mother is going blind, but loves to read. She wanted to know about 

sources of large print books and other options. In both cases, help was closer than Chicago. The 

experience of both of these people underscores the need not only to have reliable information in 

libraries, but also to let people know it's there. We are not doing a great job on either score when it 

comes to people with disabilities. 

Library Staff Sensitivity and Training 

At a conference of the Learning Disabilities Association, a man buttonholed me in the hall after a 

meeting. "I am glad to see someone from the libraries here. I have a story I think you need to hear," 

he said eagerly. "I read avidly. I’m also severely dyslexic, so I read very slowly and laboriously. It’s 

still worth it to me, but it’s not easy or quick. Recently, I approached the circulation desk at my 

library and asked to renew a book for the second time, since I hadn’t quite finished it. The person 

behind the desk said, ‘You should have finished that by now!’ It’s a good thing I love books and my 

library. I still go back. But it hurts when I think about it. Just thought you should know, in case you 

can help librarians understand." 

I thanked him and chatted with him a bit. He was bright, funny, and very concerned that library 

people understand what an off-handed remark, not meant unkindly, could do. I assured him that I 

would use his story as often as possible, and I do. It underscores the value of good, basic customer 

service training for all library staff, not just librarians. With regard to LD and other disabilities, it 

shows the need for more knowledge and sensitivity on the part of people who works in libraries. 

Suppose you walked up to the reference desk at your library and were told you needed to go to a 

‘special facility’ or wait until a ‘qualified’ person could help? Historically, when someone has a 

disability or appears to have one, it’s been OK to refer him or her to the Talking Book Library or to 

have only one person on the staff that deals with ‘the handicapped.’ Both our language and our 

actions betray us as behind the times. It is not OK, as a human response, as a response to a customer, 

or legally, in light of ADA and related legislation. 

I’ve asked library folks if they feel comfortable dealing with people with disabilities. Most hesitate, 

and then admit that they’re not, though they would like to be. It gets increasingly uncomfortable as 

people with disabilities are more visible and asking for the same service everyone else gets. We need 

a major, comprehensive training effort aimed at improving service to people with disabilities. It needs 

to go beyond one-shot ‘sensitivity training’ or awareness sessions. We need to give people practical, 

basic information and skills training, of course. Then we need to follow through with time and 

support so they can test their new knowledge and practice the skills. Practice doesn’t change after just 

one session or without help. 

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U.S. National Commission on Libraries and Information Science 

Policy and Administrative Decisions 

An attendee at one of my programs got really excited about the wording on a slide that clarified 

libraries’ responsibility to provide service solutions, not just bricks and mortar fixes, under ADA. "I 

need to have a copy of that to show my administrator," she said. It’s a story that I hear frequently. The 

staff member understands what’s needed, but hits administrative roadblocks to change. 

Administrators may see LD and other disabilities as a marginal issue, minimal response as OK, and 

separate service as acceptable. 

It’s time to look at the mostly unwritten policies the library community applies to people with 

disabilities. It’s time to have wide, policy-level discussions of the library implications of the 

Americans with Disabilities Act, the Internet accessibility issues raised by the World Wide Web 

Consortium (W3C), Section 508 of the Rehabilitation Act of 1973, and related things. It’s equity of 

access issue, it’s a literacy issue, and it’s an intellectual freedom issue. 

Models, Options, and Money 

Some people indicate that they would love to serve people with disabilities, but it’s too costly. 

There’s a lot of misinformation about the costs of making library services accessible and about what 

constitutes ‘accessible.’ We need widely disseminated models, based on research, good practice, and 

common sense, anchored in the principles of universal design. We need to explore options together 

since one size doesn’t fit all, but we must serve everyone equitably. And, of course, we need to be 

sure that funds are allocated, including grants from all sources, formula-driven distributions, and 

money from local budgets. Once some models exist, people will need help to get ‘access for all’ 

projects off to a good start. 

Technology and Access 

The uses of technology in serving people with disabilities must be modeled. Technology holds vast 

promise, but people, including library people, don’t know what to do and what not to do. Technology 

badly handled can shut down access for people with disabilities, including LD. For example, a 

graphically heavy web page with frames and non-standard HTML tags can be incomprehensible to 

some browsers commonly used by people who are blind. 

As library professionals and advocates, we need to make sure that technology we put in place is really 

delivering better access for all. It would be sad and ironic if we unwittingly denied access to large 

portions of our community instead of ensuring it. We need technology policy that includes people 

with disabilities. We need to get the technology into libraries, or at least lay out a plan for doing so. 

We need training for all library staff so they can help everyone who needs assistance with using the 

technology. We need to get the word out that we’re ready and willing to help everyone ... and truly 

mean it. 

Summary 

People need information about disabilities. Libraries are ideal providers of this information. To get 

there, libraries need: 

• To provide information for and about people with disabilities 

• To get better at letting their communities know what’s available 

• To ensure knowledgeable, sensitive staff through ongoing training 

• To adopt service-oriented policy that applies to all people 

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Library and Information Services for Individuals with Disabilities 

• To incorporate models of service that consciously include people with disabilities and make the 

best use of available technology 

• To allocate funds to efforts toward ‘access for all’ 

The National Commission on Libraries and Information Science has taken the first step in this 

direction by conducting this hearing. Thank you for your interest and your efforts, as well as the 

opportunity to testify today. I will supply written testimony and attachments by the deadline 

indicated. I look forward to working with you and the rest of the library community on the tasks 

ahead. 

Disabilities, Society and Libraries [A Fact Sheet] 

DISABILITIES, SOCIETY AND LIBRARIES 

Societal Needs and Rationale 

General Facts 

• 	 A minimum of 54 million Americans, or 20.6 percent of the U.S. population, have disabilities 

(U.S. Department of Commerce, 1994). 

• At least 39 million Americans (15 percent) have learning disabilities. 

• 	 A recent redefinition proposal would put the numbers of Americans with disabilities well above 

100 million. 

Legislative and Legal Framework 

• 1968: The Architectural Barriers Act required that Federal facilities be accessible. 

• Pre-1970: Burden of disabilities rested on the individual. 

• 	 1973: The Rehabilitation Act of 1973, including Section 504, was modeled on the Civil Rights 

Act of 1964 and introduced a civil rights perspective and sociopolitical policy model. For the first 

time, in Section 504, discrimination against people with disabilities was barred in federally 

funded programs. 

• 	 1975: The Developmental Disabilities Assistance and Bill of Rights Act (PL 94-103) extended 

the government’s range of support services and established demonstration and training grants. 

• 	 1975: The Education of All Handicapped Children Act (PL 94-142) mandated education in the 

‘least restrictive environment’ and planning based on the needs of the individual. 

• 	 1988: The Technology-Related Assistance for Individuals with Disabilities Act (PL 100-407) 

defined the benefits of technology and encouraged states to develop consumer-responsive 

statewide programs of technology-related assistance and increase availability of funding. 

• 	 1990: The Americans with Disabilities Act (ADA) was passed, "To establish a clear and 

comprehensive prohibition of discrimination on the basis of disability." Libraries are covered 

under its provisions, which consist of five titles: Employment, Public Services, Public 

Accommodations and Services Operated by Private Entitles, Telecommunications, and 

Miscellaneous. 

• 	 1996: The Department of Justice ruled that state and local governments and the business 

community must provide effective communication whenever they use the Internet. This rule 

applies to libraries using the Internet for communication about their programs and services 

(9/9/96, 10 NDLR 240). 

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U.S. National Commission on Libraries and Information Science 

• 	 1997: The Individuals with Disabilities Education Act Amendments (IDEA) strengthened 

academic expectations and accountability for the nation’s 5.8 million children with disabilities 

and bridged the gap that has too often existed between what children with disabilities learn and 

what is required in regular curriculum. This impacts expectations of school library media centers 

directly and will affect overall community views of service as well. 

• 	 January 1998: The U.S. Department of Education Office of Civil Rights, after surveying all 

California community colleges and libraries to address technology issues for people with 

disabilities, directed that college systems ensure that their campus and library web pages be 

accessible. 

• 	 August 1998: Section 508 was added to the Rehabilitation Act of 1973, calling on Federal 

agencies to make computer and Internet systems accessible to Americans with a wide range of 

disabilities. All Federal agencies must conduct self-evaluations. Vendor products and web sites 

must be accessible. 

Other Significant Developments 

• 	 1998-1999: The U.S. Access Board, the Federal agency charged with implementing the 

Americans with Disabilities Act of 1990, works on standards for access on government and 

government-affiliated web sites. These standards are to be completed by February 7, 2000. 

• 	 FY 1998: The Office of Civil Rights of the U.S. Department of Education handled 4,847 

complaints, about 60 percent of which dealt with discrimination on the basis of disability (Section 

504 and Title II). 

• 	 July 1999: The National Commission on Libraries and Information Science (NCLIS) held a 

hearing on Library and Information Services for Individuals with Disabilities on July 8, 1999 at 

the Gallaudet University in Washington, DC. 

• 	 Universal design on the Internet is being championed by the World Web Consortium (W3C), an 

independent international group that has approach ALA to support its efforts. 

Implications for the Library Community 

Libraries share with other institutions providing public services the legal and moral responsibility for 

responding to ADA and related legislation. Accumulating legal opinions bring the threat of litigation 

into sharper focus. Recent challenges to the information access restrictions at the New York Public 

Library and the Chicago Public Library indicate that interest goes beyond academic settings. 

Christopher Lewis, writing about "The State of the Art in Assistive Technology" in the 1994 LITA 

monograph, A Directory of Adaptive Technologies to Aid Library Patrons and Staff with Disabilities, 

speaks of ADA as a mandate. He observes that it requires "businesses and institutions to provide 

people with disabilities with equal access to all services and activities available to the public and to 

provide reasonable accommodations to qualified job applicants to enable them to perform duties 

required in a position." (p. 12) 

Dennis Norlin, in the same publication, describes the requirements of Title III of the Americans with 

Disabilities Act, "Public Accommodations and Services Operated by Private Entities." He says, 

"...the thrust of each requirement is positive—to make accommodation, to find alternatives, to 

provide adaptive equipment and techniques so that all potential patrons will have full use of the 

library’s resources and services." (A Directory of Adaptive Technologies To Aid Library Patrons and 

Staff with Disabilities, p. 10.) 

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Library and Information Services for Individuals with Disabilities 

In concluding the section called "The Law: Letter and Spirit," Norlin sums up: 

Libraries share with all other ‘public accommodations’ the responsibility to respond 

to the ADA to the best of their ability. Like many other institutions in our litigious 

society, however, libraries may tend to adopt a defensive posture in response to 

ADA, seeking to define the limits of their responsibilities.... There are strong reasons 

for libraries to adopt a proactive, creative effort to fulfill not only the requirements 

but also the spirit of ADA. 

ADA does not stand-alone; America has a long history of legislative attempts to more 

fully include people with disabilities in the mainstream of American culture and 

society. As fundamental democratic institutions of our society, America’s libraries, 

public, academic and special, should be leaders in demonstrating creative and 

thoughtful ways to encourage that inclusion. This Directory should help libraries, 

even libraries with very limited budgets and resources, to take steps in the direction 

of full inclusion of persons with disabilities on their staff and as their patrons. 

Challenge to Public Libraries and Learning Disabilities Professional [A Press Release] 

Roads To Learning FOR IMMEDIATE RELEASE 

The Public Libraries’ Contact: Audrey Gorman 


Learning Disabilities Initiative Voice: 312-280-4027 


Fax: 312-944-8085 


E-mail: agorman@ala.org


Challenge to Public Libraries and Learning Disabilities Professionals 

Fifty-one percent (51 percent) of respondents in a 1995 Roper-Starch national survey said that they 

would go to their public library for information about learning disabilities (LD). Some libraries and 

LD professionals have recognized and are responding to this need in their communities. Roads To 

Learning, the Public Libraries’ Learning Disabilities Initiative, challenges all libraries and LD 

professionals to join forces and make more and better LD information available to library users 

nationwide. 

A formal survey and informal inquiries by Roads To Learning (RTL) indicate that many libraries 

around the country have inadequate or outdated materials and few specific services. Most library staff 

are surprised when they discover that at least 15 percent of the people in their community have 

learning disabilities and that LD is covered under the Americans with Disabilities Act (ADA). RTL’s 

"Top 20 LD Resources for Libraries" is designed to help by recommending key collection building 

and reference resources from experts worldwide. 

In March 1998, a national public awareness effort on learning disabilities was launched by the 

Coordinated Campaign for Learning Disabilities and the Ad Council. National TV, radio, and print 

ads are now in one thousand key media markets. The tag line is "There’s no reason to be held back." 

The campaign will increase interest in LD and spur parents, teachers and others to seek more 

information. 

In July 1998, Roads To Learning sent partnership packets containing valuable LD resource 

information to state and local chapters of the Learning Disabilities Association and the International 

Dyslexia Association. They were asked to approach local libraries, use the packet resources, and 

create partnerships to improve library collections and services for their areas. Libraries are 

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U.S. National Commission on Libraries and Information Science 

encouraged to embrace these opportunities. In addition, libraries are challenged to seek out the local 

chapters of LD organizations and initiate partnerships. 

For LD organization contact information, "Top 20 LD Resources," the Local LD Partnership packet, 

or help from Roads To Learning, contact Audrey Gorman, Director, Roads To Learning, 50 East 

Huron Street, Chicago, IL 60611 E-mail: agorman@ala.org Voice: 1-800-545-2433, ext. 4027. And 

let us know what you’re already doing, too. 

Local LD Partnerships: A Real-World Example [from] Ridgewood, New Jersey 

Local LD Partnerships: A Real-World Example 

Ridgewood, New Jersey 

Volunteer: 

Susan Doyle, Parent of LD children and past President, Special Services Home and School 

Association for Local School District 

Partner: 

Nancy K. Greene, Director 

Ridgewood Public Library 

125 N. Maple Avenue 

Ridgewood, New Jersey 07450 

(201) 670-5600 

Collections 

When Susan Doyle, local parents, and educators looked for LD information at the Ridgewood Public 

Library, the material they found was not adequate or current. Susan approached the library director, 

Nancy Greene, and volunteered to chair the Roads To Learning Initiative at Ridgewood. Together, 

Susan, Nancy and other volunteers worked to raise $8,500 to purchase and launch a collection of 

resources for special needs. 

PR 

Susan and Nancy appealed for the financial and volunteer support of their community through a 

personal letter campaign and by inviting prominent special needs educators and experts to speak at 

library fundraising events. Fundraisers issued event announcements and posters and asked librarians, 

local educators and LD organizations to officially spread the word. 

Programs 

In addition to hosting LD speakers, the Ridgewood Public Library is developing a series of 

outreach/education meetings for parents and anyone interested in learning about special needs, LD, 

and the resources available to them. They also plan to offer storytelling sessions for children with LD. 

The Ridgewood Public Library has developed an extensive, updated LD resource bibliography and 

video list that is distributed in the library and local schools. The bibliography recommends accredited 

resources and collection-building materials by several of the speakers who have visited Ridgewood as 

well as by LD experts worldwide. 

Thanks to the huge success of their partnership program, Susan, Nancy, and the Ridgewood Public 

Library have raised over $9,000 and are well on the way to meeting their goal of $10,000. 

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Library and Information Services for Individuals with Disabilities 

Local LD Partnerships: A Real-World Example [from] Kansas City, Missouri 

Local LD Partnerships: A Real-World Example 

Kansas City, Missouri 

Volunteer 

Susan Long


Learning Disabilities Association of Missouri (LDA of Missouri) 


Independence, MO 


readingrx@discoverynet.com 

Partner 

Kansas City (MO) Public Library 

311 East 12th Street 

(816) 701-3400 

Collections 

KCPL "had all the basics," including Rick Lavoie videos, when Susan checked their against the 

Roads To Learning resources lists. At a meeting at the main library, she commended staff on the 

number of LD materials the library already held. She offered the RTL materials they didn’t have. She 

doesn’t know the number, but the library has been ordering missing items. 

PR 

When Susan puts out news releases for LDA of Missouri or gets stories on the local she always 

mentions the library as a resource for information on LD. She actually library phone number! She 

says that TV is best, particularly since many people read well and may not see print ads or articles. As 

a result of one TV news story, LDA of Missouri received 300 phone calls. 

Programs 

Susan calls the library "a wonderful place for [an LD] learning group to meet." her LDA group holds 

a support/informational meeting at the library. "The meetings must be consistent in day, time and 

place, so people know in advance and can plan to come. But people will not drive a long distance" for 

such meetings, Susan observes, so a number of volunteers are used in order to have meetings in 

different branches. The sessions are one hour long and are open to the general public. 

Most attendees at the meetings are parents. Topics for repeated series include math, reading, social 

skills, written expression, and advocacy. Bibliographies are provided that the pertinent resources held 

by the library. Because many parents must bring their children with them to the one-hour programs, 

child care or story hours are offered at the same time. Sometimes the children’s groups, peer tutoring, 

or stories are facilitated by LDA volunteers, sometimes stories hours are conducted by the library 

staff. The children of LDA form the core audience, but the children’s sessions are also open to the 

general public. 

Partnership Pays [Announcement of the 1999 Roads To Learning Program at the ALA 

Annual Conference] 

Partnership Pays 

Are you and your library ready for the question from your share of the 39 million Americans who 

have learning disabilities? How about the ones their families, bosses, spouses and service providers 

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U.S. National Commission on Libraries and Information Science 

need answered? Do you need some money to jump-start a resource development idea? Come find out 

about some solutions at "Local Partnerships: Libraries and Learning Disabilities." 

Audrey J. Gorman, director of Roads To Learning will describe the "Local LD Partnership Initiative" 

launched last summer with the International Dyslexia Association and the Learning Disabilities 

Association of America. Its purpose is to help form partnerships between libraries and LD 

organizations that will ensure local resources tailored to the needs of the community. 

The highlight of the program will be "partnerships in New Jersey: Ridgewood Roads To Learning." 

Find out how over $8,500 was raised to launch a collection of resources on special needs. Hear Susan 

Doyle, past president of the Special Education Home and Schools Association and Chair of the 

Library Roads To Learning Initiative, and Nancy K. Greene, director of the Ridgewood (NJ) Public 

Library talk about their experience. They’ll discuss the evolution of the partnership, the evening 

kickoff during National Library Week and other promotion and marketing ideas. Ask them questions 

that will help make your own ideas reality. 

Audrey Gorman will finish up with a sampler of other partnerships around the country and a giveand-take session about "LD Action for Libraries." 

Please join us at the fourth annual Roads To Learning program at the ALA Annual Conference: 

Local Partnerships: 


Libraries and Learning Disabilities 


1999 ALA Annual Conference 

New Orleans, LA 

Sunday, June 27, 1999 

2:00 - 4:00 p.m. 

Ernest N. Morial Convention Center Room #227 

Also Submitted for the Record 

Also Submitted for the Record, but not reproduced in this report are the following materials: 

• 	 Roads To Learning Collection: Books & Media Supporting Learning Differences. Ridgewood, 

NJ: Ridgewood Public Library. Spring 1999. 

• 	 Your Library, Your Community, and Learning Disabilities. Handout from a presentation by 

Audrey Gorman at the Pennsylvania Library Association Conference, November 8, 1998. 

• 	 Roads To Learning Resource Packet, including Top 20 LD Resources for Libraries, 1999; 

Internet Resources for Learning Disabilities and Related Topics, April 1999; LD Action for 

Libraries, A Quick Tip Sheet, January 1999; Project Overview; Roads To Learning National 

Advisory Board; Learning Disabilities: Definition and Examples; Learning Disabilities: Common 

Signs; National Organizations and Resources; Learning Disability Resources for Public Libraries 

(an annotated bibliography); Resources: Parent, Teacher, and Staff Training Videos (an annotated 

bibliography), revised January 1998; Tips for Children's Librarians; The Reference Interview: A 

Common-Sense Review; General Programming Tips; Tip Sheet for LD Organizations: How to 

Approach Your Local Library; and other materials. 

— 110 — 

Library and Information Services for Individuals with Disabilities 

• Coordinated Campaign for Learning Disabilities Resource Packet from Communication 

Consortium Media Center, Washington, DC, www.ldonline.org. 

3. Supplemental Material from Bonnie O’Day 

[Ms. O’Day’s testimony begins on page 13 of this publication.] 

Written Testimony of Bonnie O’Day 

Introduction 

Thank you very much for this opportunity to speak to the need for access 


to library services for individuals with disabilities. I am a member of the 


National Council on Disability, a small federal agency established to offer 


advice and consultation to the President and the Congress on issues related 


to the millions of people with disabilities in the United States. 


Additionally, I am a user of both specialized and mainstream neighborhood library services. I would 


like to offer specific testimony on physical and communication access to library services. Plans for 


new construction and information access, implemented with an eye toward maximizing inclusion of 


individuals with disabilities as regular library consumers and in compliance with federal and state 


laws, will go a long way toward making community libraries more accessible to residents with 


disabilities. 


Physical Access to Public Libraries 

Many library buildings in the United States are still not accessible to individuals with disabilities in 

even the most rudimentary way. We applaud any efforts by federal, state, and local governments to 

bring libraries into the 21st century by funding renovations to include access. While state and federal 

access codes for construction and renovation clearly spell out access requirements, inclusion of 

individuals with disabilities from the local community is an essential component of any access 

planning or self-study process. 

People who need physical access modifications are often in the best position to recommend structural 

priorities, and to formulate ready solutions to seemingly complex problems. Centers for Independent 

Living or other local disability consumer organizations generally welcome such involvement. Local 

disability organizations can also provide disability awareness training for library staff as an essential 

component of access. However, library staff should ensure that any disability organization or 

individual used as a consultant or trainer is well versed in the Americans with Disabilities Act and 

state access requirements. Many of the state affiliates of the National Library Service for the Blind 

and Physically Disabled also have information and resources. 

Information Access 

Until recently, blind and visually impaired people have had to rely on braille or taping services, or 

find someone willing to read printed material aloud. All of this has changed with the advent of the 

computer and telecommunications! With the aid of screen reader software and speech output 

equipment, a blind person can now access computerized print information almost as readily as 

someone with vision. Design of an accessible system and purchase of some auxiliary, adaptive 

equipment is generally all that is required. 

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U.S. National Commission on Libraries and Information Science 

Electronic information systems that use both a text-based system with word menus and keyboard 

commands, and a graphical user interface (GUI) with icons and a mouse provide the most effective 

access for people with all types of disabilities. While GUI systems have grown in popularity and are 

considered easier to use for those who can see, a text-based interface remains essential for those who 

are blind. We therefore strongly recommend that any electronic library network include both 

keyboard and mouse access as options. Additionally, a work station at each library should include the 

access technology for scanning printed material as well as both large print and speech output. The 

one-time cost would be about $3,500 per station. An extra work station would not be required, since 

the adaptive equipment can easily be turned off when not in use. Technical assistance for the 

development of accessible systems can be found at www.trace.wisc.edu. 

Some blind and visually impaired persons have computer and telecommunications equipment at 

home, and could access a library information network by modem. While not a substitute for access at 

the library, modem access would allow a person who already has this equipment to work from home, 

eliminating the need to travel to the library or to become familiar with new equipment. For these 

reasons, we recommend that dial-in access be included as library network systems are developed. It is 

our understanding that modem access is generally not technically difficult to implement. We further 

recommend that priority be given to adding full text documents, not just catalog information, to the 

system, eliminating the need for someone to retrieve and read the material to the person. 

Closing 

In closing, people with disabilities should be considered a primary underserved constituency of public 

libraries. While the specialized talking book services offered by the National Library Services are 

essential, they are no substitute for access to mainstream library programs. 

Thank you for your consideration of my comments. Please feel free to contact me or representatives 

of the National Council on Disability for further assistance. 

4. Supplemental Material from Elbert "Elbie" N. Yaworsky 

[Mr. Yaworsky’s testimony begins on page 18 of this publication.] 

Written Testimony of Elbert "Elbie" N. Yaworsky 

The opportunity to address the U.S. National Commission on Libraries and Information Science 

(NCLIS) is both an honor and a privilege. The location of this committee meeting at the Gallaudet 

University has a very special meaning to me personally. I am the second of three hearing children 

born to deaf parents. In that regard, it is quite an honor to be given an opportunity to share my 

personal views about assistive technology in an educational environment that my parents held in their 

highest esteem. Secondly, the privilege is surrounded by the opportunity to share my personal 

observations about assistive technology that I have gained during the past eighteen months. Over the 

past three decades I have been an information technologist and spent nearly fifteen of those years 

with Digital Equipment Corporation. I am currently the Director of the Electronic Information 

Network (EIN). 

The EIN provides information technology support for seventy (70) library sites in Allegheny County 

(Western Pennsylvania), including the Carnegie Library of Pittsburgh's twenty (20) locations. The 

EIN supports more than twelve hundred (1200) information appliances (PC's and Thin Clients) and 

contains more than three million (3,000,000) catalog items in support of the seventy participating 

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Library and Information Services for Individuals with Disabilities 

libraries. A ten million ($10,000,000) dollar capital investment was required to create this very 

comprehensive library support system. A current member of your committee, Frank Lucchino, was 

one the visionaries behind this extremely significant regional investment in Western Pennsylvania 

that has been and is still supported by county government and the foundation community. 

I hope this oral testimony will help to provide some insight into the complex issues of the deployment 

of assistive technology and the need to support all user communities. The major topics that are 

covered include: the Phase I and II of the EIN assistive technology plan, software license costs, 

exorbitant hardware prices, personal user experiences, and touch screen pilot projects. 

The EIN is currently in the second phase of assistive technology deployment for individuals (senior 

citizens, visually impaired, and blind) that require minimal to complete vision support systems. The 

first phase included deployment of large monitors at each library site and the piloting of enlargement 

and speech support systems that included a combination of both software and hardware solutions. The 

testing of those various systems by the visually impaired community was critical to help set the future 

direction of the deployment of the second phase of these technologies. 

The second phase of the EIN assistive technology plan is supported in part by an LSTA grant and 

capital dollars from the EIN. The second phase includes the establishment of five regional LSTA 

Support Centers (North, South, East, West and Central (City of Pittsburgh)) that will provide a wide 

array of vision support systems including large monitors, screen enlargement, text scanning, text to 

speech, Braille display, speech input and embossed output devices. The first of the five centers, 

located at the Carrick branch of the Carnegie Library of Pittsburgh, will be operational in July of 

1999. Prior to the deployment of the next four centers, the EIN will evaluate the effectiveness of the 

Carrick LSTA Support Center from both a user and staff perspective. These customer service 

enhancements will be integrated into the next four regional LSTA Support Centers. These next four 

centers will be installed during the fall of 1999. 

The visually impaired community will receive training at each of the LSTA Support Centers in 

cooperation with local organizations that deliver this specialized training. There are also five 

training/classroom labs located throughout the EIN that deliver traditional patron and staff computer 

automation training. During the fall of 1999, each of the existing technology training labs will have at 

least one assistive technology desktop for screen enlargement and speech support systems. This will 

enable visually impaired patrons the opportunity to participate in traditional training classes. 

Assistive technology solutions are largely dependent upon dedicated information appliance (PC's) 

devices. The EIN screen enlargement application platform of choice must be installed on each 

individual PC. When an individual PC malfunctions, due to hardware and/or software errors, a new 

unit must be deployed to replace that individual desktop and the software must be reloaded. This 

single point of failure for each individual desktop is a very time consuming support process. 

The movement of the functionality of the screen enlargement application to a client/server platform 

would help eliminate this single point of failure at the desktop device. This would be true for screen 

enlargement and all assistive technology applications that deploy client/server based computing 

solutions. The functionality for a specific software application would not reside on a particular 

desktop but on the server that supports multiple library sites and desktops. The assistive technology 

software market is moving in this direction but is still several quarters away from implementation. 

The current software license strategy, which assigns individual copies of enlargement software tied to 

individual PC's, must be changed. The common software industry practice of selling simultaneous use 

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U.S. National Commission on Libraries and Information Science 

and unlimited use site licenses are the essential elements that should be supported technically and 

financially by all assistive technology software solution vendors. 

Site license support can also be delivered by adding the functionality to each individual desktop. This 

‘site license’ implementation will ensure that each individual desktop has a copy of the software 

application. The drawback to this deployment is that each individual desktop would also have to be 

upgraded to support new releases of the software. This maintenance process is quite time consuming 

in the absence very sophisticated software loading tools that maintain software on each desktop 

remotely. This remote loading of each individual desktop also requires a very robust network 

infrastructure. 

The client/server software based solutions alternative integrates the new functionality and/or 

maintenance to a single copy on the server that will be loaded when required by each individual 

desktop. Simultaneous and unlimited use practices are currently in place for most software solution 

companies and are currently supported by the external database providers for full text search and 

retrieval software products that support the library industry. 

The cost of enlargement software has been significantly reduced by 40 percent over the past twelve 

months. However it is still an expensive software purchase. The recent introduction of competitive 

products has forced a major price adjustment of these products. Market pressure will hopefully 

continue to drive down the cost of these products into a more realistic cost as it relates to comparable 

functional PC software based products. 

At the beginning of January 1999 an EIN $70,000 budget amount for enlargement software would 

have purchased only 70 copies of enlargement software (one for each of the seventy sites). Today it is 

very possible that a site license agreement can be reached to support all of the 1200 EIN desktops for 

that same budget amount. That is quite a dramatic shift in software license pricing for enlargement 

products. 

The flexibility of simultaneous use license software products would support multiple copies of any 

software application loaded on demand to each individual desktop. This software functionality could 

be delivered to each of the library sites based upon demand and provides a cost-effective solution 

when site license costs for the same products are price prohibitive. 

Site license purchases for assistive technology software products should be the preferred method of 

purchase whenever possible and as long as each individual desktop update is not a requirement of the 

site license implementation. The overall support to maintain each desktop will far exceed the initial 

site license cost. 

As the EIN completed the purchase of the hardware equipment required for the first of five LSTA 

Support Centers, one very significant and unavoidable conclusion was reached. The cost of the 

various hardware peripherals and software packages required to support the assistive technology 

needs of the visually impaired community is extremely expensive. The cost of both the Braille display 

and Braille output devices were both over $5,000 per device. In addition the scanning packages for 

both the blind and the learning disabled also approach the $10,000 per product price range. A very 

large library technology consortium like the EIN, with the support of grants from the LSTA, is just 

barely able to begin to provide functional environments for our visually impaired patrons. 

The outstanding question for us all is how could we possibly expect visually impaired individuals to 

invest the dollars that most of us would spend for the purchase of a new automobile into the purchase 

of the devices that help them communicate in this information rich society. We should begin to 

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Library and Information Services for Individuals with Disabilities 

examine the underlying technologies that are essential to the building of these special purpose 

devices. With that knowledge we should work exhaustively towards significantly reducing the cost of 

these underlying technologies or introduce competitive platforms that would force significant price 

reductions in the existing product offerings. 

Over the past six months another event occurred in my personal life that continues to have me 

rethinking the things that we take for granted. After a serious accident my right shoulder required 

rotator cuff surgery. I did not have access to my right hand, and I had to rethink the functions that we 

a11 take for granted every day. Shaving with a blade with my left hand was out of the question but I 

was pleased to find out that electric razors had improved dramatically since I last tried them and 

shaving with my left hand was indeed possible. Putting in my contacts with my left hand was indeed 

out of the question but if I sat down on a chair and lifted my right hand in a passive motion with my 

right knee I could put in my contacts. I was limited to typing and using a mouse with my left hand. 

Fortunately we were in the process of applying for another LSTA grant for assistive technology and 

quite logically the EIN has decided to pursue voice activated response systems for the next level of 

integration for assistive technology support. 

A more immediate need was highlighted as a result of my personal experience and that was the 

frustration of the majority of senior citizens that visit our seventy library sites. I have personally 

witnessed their frustration with the existing user interfaces that assume an enormous amount of 

previous computer experience. We have progressed through very primitive to extremely modern user 

interfaces over the past three decades and have forgotten that most individuals have not had the 

opportunity to participate in that technology transition. 

We have slowly progressed from command line interfaces to forms based interfaces to windows 

based interfaces and most recently to browser based interfaces. The one peripheral that is a challenge 

for most senior citizens and individuals with some learning disabilities is the operation of the mouse. I 

do not take the movement of a mouse for granted any more. Using a mouse with your left hand when 

you are right handed is quite a challenge. 

I had several individuals convince me that if I used a large tracking ball in place of a mouse that the 

deficiency of my left hand would be improved. What I realized quickly was that the movement of the 

mouse was not the issue. The placement of the cursor on that very small and specific location on the 

screen and the subsequent point and click operations were the real challenge. Bigger mouse balls did 

not dramatically improve my ability to place the cursor on very precise location nor did it improve my 

ability to effectively initiate the subsequent commands. 

The EIN has moved millions of catalog items into a very sophisticated library automation system and 

have removed the card catalogs that were so familiar to many of our patrons. We have not replaced 

the experience of searching the card catalog with a similar user interface but have required users to 

learn a new way to find the book that used to be so easy to locate in the old card catalog. 

Touch screen technology will be piloted at the Carnegie Library of Pittsburgh with the cooperation of 

several senior citizen technology centers located in Western Pennsylvania. We are going to work with 

the senior citizens at the end of 1999 to develop a user interface that would recreate the card catalog 

experience without the need to use a mouse. 

The greatest challenge for the new interface is the fact that most library automation systems can 

browse records in a forward motion but find it difficult, based upon the database design, to move 

backwards without significant performance issues. The classic card catalog interface allowed a patron 

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U.S. National Commission on Libraries and Information Science 

to start at any point and move forwards and backwards through the library collection on a drawer-bydrawer basis. We are planning to recreate that user experience to help empower the senior citizens 

and other users that struggle with the current user interface. 

Most of the experiences I have described above are based upon a first hand experience. I believe that 

software and hardware information technologies can solve many complex information retrieval 

challenges. The most important challenge in front of us is to make sure that we do not forget the 

many communities of individuals that have special user interface requirements based upon their 

personal environment. 

More importantly the EIN is also an employer of individuals with various disabilities. Our Call 

Center Specialist (Margaret Schmitt) is legally blind and uses both a large screen and enlargement 

software to manage over 80 calls a week and one of our Network Systems Analysts (Bryan Palumbo) 

is deaf. Both Margaret and Bryan have significantly contributed to the support of our complex 

technology environment. 

Had Henry Ford not created the assembly line process, cars would have still been a luxury for most 

individuals. We need to rethink the production techniques and underlying technologies that are 

contributing to the exorbitant prices of these assistive technology physical devices and software 

products. Maybe it is time for a new Henry Ford to emerge in this market place and quite possibly the 

NCLIS could help launch such an initiative. 

5. Supplemental Material from James H. Wendorf 

[Mr.Wendorf’s testimony begins on page 23 of this publication.] 

Written Statement Dated July 8, 1999, of James H. Wendorf 

Statement of 


James H. Wendorf 


Executive Director 


National Center for Learning Disabilities


U.S. National Commission on Libraries and 


Information Science (NCLIS) 


Hearing on Library and Information Services for Individuals 


With Disabilities 


July 8, 1999 


Good morning, Chairperson Simon and members of the Commission. I am James Wendorf, Executive 

Director of the National Center for Learning Disabilities (NCLD), headquartered in New York City. 

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Library and Information Services for Individuals with Disabilities 

Thank you for the opportunity to testify before this Commission as you discuss the important issue of 

library and information services for individuals with disabilities. I am especially pleased to speak on 

behalf of the thousands of members of NCLD who are students, parents, adults with learning 

disabilities (LD) and educators. For more than twenty years, NCLD has committed itself to providing 

the public with up-to-date information about services and resources available to individuals with LD. 

NCLD also advocates for children and adults affected by learning disabilities. Additionally, we 

promote public awareness and understanding of LD and provide national leadership on policy making 

and best practices. 

The goals we have set for our organization have direct application to the role and function of libraries. 

NCLD seeks to: 

� Increase the use of research-based teaching methods in the classroom and beyond 

� Ensure equitable access to educational information and resources 

� Increase educational support for disadvantaged children and adults with LD 

� Promote early intervention programs 

� Support transition initiatives to assist adolescents as they move from the school room to the work 

place or higher education. 

What do we know about learning disabilities? 

Learning disabilities are neurological in origin and affect one’s ability to read, write, speak, and 

compute math. They can also result in impaired socialization skills. The Rehabilitation Act of 1973 

and the more recent Americans with Disabilities Act recognize the existence of learning disabilities 

and require special accommodations that will put individuals with LD on a level playing field with 

others. 

Learning disabilities are not related to intelligence, and they do not go away. They are sometimes 

referred to as a "hidden handicap" because these individuals do not have hearing or vision 

impairments and are not mobility impaired. These disabilities are most often characterized by slow, 

labored reading, difficulty with rapid reading or listening comprehension, and difficulty with spelling, 

note-taking and written expression. 

NIH studies indicate that 15-20 percent of all children will have difficulties learning in the early 

school years. For some, the problems will be severe enough to warrant special and individualized 

services. For others, modifications in teacher and parent behavior and changes in routines are 

sufficient to address these concerns. 

Among adults, about 40 percent of the population have reading problems severe enough to hinder 

their enjoyment of reading. 

There are 2.5 million school-age children who have been identified as having LD and who are 

receiving special services in public schools. Many of these students are socially and economically 

disadvantaged. 

Students with LD who experience academic failure are likely to suffer from poor self-esteem, which 

in turn contributes to underachievement in school and underemployment later in life. 

Current data show that over 35 percent of these students drop out of high school. Furthermore, 

learning disabilities are a major contributor to illiteracy and low literacy nationwide. It is estimated 

that well over half of adult learners in literacy programs have an underlying learning disability. 

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U.S. National Commission on Libraries and Information Science 

What do we know from research? 

Findings from NCLD’s recently convened National Summit on two decades of research in learning 

disabilities indicate that: 

� No single intervention (teaching approach) works with all individuals with LD 

� The most effective forms of instruction involve breaking down tasks into step-by-step prompts, 

then synthesizing parts into a whole task; direct questioning and response; using probes; 

providing repeated feedback; and using technology and peer-assisted learning. 

� Individuals with LD often give up when faced with difficult reading passages and, because of 

their histories of academic difficulties, often have gaps in their knowledge of history, geography, 

and other subjects. These knowledge gaps interfere with their understanding of new material 

encountered in texts and other printed sources—and lead to performance gaps on assessments. 

What do we know about libraries and learning disabilities? 

"Roads To Learning," the American Library Association’s initiative you heard about this morning, 

has taken critical first steps in establishing programs and services for those with LD. 

Some exemplary programs exist (e.g., Meriden, CT Public Library), but, in general, libraries still are 

not LD-friendly places. 

In a 1994 Roper Starch Poll, funded by the Emily Hall Tremaine Foundation, the library was cited as 

the third most likely source (after school and medical professionals) that respondents would turn to 

for information on LD. Fifty percent said that they would be very likely to look for information on 

LD at the library. 

� For the individual with LD, however, the library poses special challenges. Many of us can recall 

the countless hours spent, in our younger years, wandering through the stacks on ‘search and 

explore’ missions, looking for key works on book spines and collecting volumes to bring back to 

the work carrels for perusal. For individuals with LD, the stacks can be overwhelming, 

unfriendly places, and negotiating these spaces can be painfully unproductive. Even with 

electronic card catalogues, finding appropriate texts can be a difficult and time-consuming task. 

We cannot let libraries, which are the real and virtual storehouses of information and knowledge in 

our society, put up barriers to the people who most need to gain entrance. 

Looking Ahead: Recommendations 

Today, I would like to offer a number of recommendations for the Commission to consider as you 

discuss the future of our library system and its role in assisting individuals with disabilities. The 

recommendations are keyed to three roles that libraries serve: 

5. A an informational resource center for parents and teachers with questions on LD 

6. As a learning center for students or adults living with LD 

7. 	 As a community center to increase awareness and bring together community organizations 

on such issues as literacy and learning disabilities. 

Individuals with LD need support and practice in accessing information and may need to interact with 

library staff in ways that help them know how to use the library. Training of staff and volunteers is 

crucial. Library staff should be prepared to provide a guided tour of the library, with hands-on 

opportunities to practice searching for information via printed texts and electronic media. This walkthrough could be guided by a printed template to which the individual can refer, encouraging 

independence as a library user. 

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Library and Information Services for Individuals with Disabilities 

While librarians don’t themselves provide reading instruction, they need to be facilitators for finding 

information. For individuals with LD, that might mean having access to a person (a librarian or 

volunteer) who can help locate materials, read words or passages aloud, recommend literature at 

modified reading levels or provide access to text-to-speech software. Again, training of staff and 

volunteers is crucial. 

Libraries need to organize and call attention to existing resources for individuals with LD, such as: 

• Reading materials for those with LD at different ages and stages 

• Books on LD for individuals, families, and helping professionals (a low-tech solution like a green 

sticker on a book spine can do wonders for a person with a learning disability) 

• Large-type books, books on tape, and videos, which also serve those with other disabilities, e.g., 

vision impairment 

• Vertical files: libraries can obtain materials from LD and related organizations, and also maintain 

a contact file on helpful organizations 

In addition to the resources just cited and intensified training of staff and volunteers, 21st century 

libraries need to apply the technology of the Internet to the specific needs of children and adults with 

LD. The Web provides wonderful opportunities for individuals with LD, provided that this gateway 

to information is marked or mediated in ways that assist the learning disabled. 

• 	 The Internet helps individuals negotiate dense text by offering material in condensed form, with 

links to lengthier sources 

• 	 It is an organizer, providing capacity to make decisions about relevant sources, search for key 

information, organize information in files, publish electronic reports, etc. 

• 	 It provides opportunities to cut-and-paste, re-write, edit, access graphics and photographs that 

would otherwise pose huge challenges to individuals with LD 

• It minimizes the demand for writing 

• And the Web can connect library users of all abilities with LD organizations and resources. 

Libraries of the 21st century have the opportunity—through upgraded collections, upgraded training 

of staff and volunteers, and LD-friendly technology—to be a major delivery point for a grossly 

underserved population, millions strong, of children and adults. The National Center for Learning 

Disabilities stands ready to assist in this important work. I thank you for your invitation to testify 

today. 

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U.S. National Commission on Libraries and Information Science 

6. Supplemental Material from John M. Day 

[Mr. Day’s testimony begins on page 32 of this publication.] 

Written Testimony of John M. Day 

U.S. National Commission of Libraries and Information Science 

Hearing on Library and Information Services for 

Individuals with Disabilities 

July 8, 1999 

Gallaudet University 

Testimony of John M. Day 

University Librarian 

Gallaudet University 

Ms. Chairperson, Commissioners, thank you for the opportunity to testify today before your 

Commission regarding the issue of library and information services for individuals with disabilities. I 

currently serve as the University Librarian at the Gallaudet University, the world’s only 

comprehensive university solely for the education of deaf and hard of hearing people. Additionally, I 

am the immediate Past President of the Association of Library Specialized and Cooperative Library 

Agencies (ASCLA), a division of the American Library Association, having completed my 

presidency with the June 1999 conference in New Orleans. I am also a member of the Standing 

Committee of the Section for Libraries Serving Disadvantaged Persons of the International Federation 

of Library Associations and Institutions (IFLA). 

The American Library Association and its divisions, particularly the Association for Specialized and 

Cooperative Library Agencies, have worked diligently to promote collections and services for people 

with disabilities in the United States; and, through active membership in IFLA for people worldwide. 

The associations and federation have held symposia, workshops, focus meetings and conferences in 

the area of libraries, information access, and people with disabilities and have published disability 

specific standards and guidelines. The enactment of the Americans with Disabilities Act has had a 

very beneficial effect on the availability of and access to libraries and information by persons with 

disabilities. 

Although great strides have been made, it is crucial that not only libraries but all entities that provide 

information ensure that their services be accessible by all people equally regardless of any physical, 

learning, or mental impairment. In particular, libraries, the government, organizations, and 

corporations must continue efforts to improve the state of library and information access and services 

in the following areas by: 

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Library and Information Services for Individuals with Disabilities 

• 	 Physical Access—ensuring that all physical barriers to library and information access by people 

with disabilities are removed. 

• 	 Intellectual Access—ensuring that assistive and adaptive technological advances are used to 

enable intellectual access to library tools and collections. 

• 	 Inclusion—ensuring truly equal and integrated library and information services to people with 

disabilities. 

• 	 General and Research Collections—ensuring that the collections about disabilities are 

comprehensive and unbiased. 

• 	 Special Reference Collections—ensuring that there are adequate and unbiased reference 

materials about disabilities. 

• 	 Format—ensuring that people with disabilities have equal access to collections and information 

in a format that is possible for them to understand; e.g., sign language, Braille, captioned video, 

etc. 

• 	 Training—ensuring that the subject of services to people with disabilities is appropriately 

included in the initial and continuing professional education of libraries. 

The area of format, in particular, requires additional attention. While, in many cases, the acquisition 

of materials in alternative formats is possible, for example, books in Braille, books on audiotape, 

captioned video; most materials are available only in the original copyrighted format. Certain limited 

exemptions do exist allowing libraries, for example, to provide Braille copies of copyrighted text. 

However, most format changes needed by people with disabilities to enable them to access materials 

are currently illegal. Indisputably, this situation is intolerable in an enlightened society where equal 

access to information by all people is the cornerstone of freedom. 

Just last year, 1998, was the 50th anniversary of the United Nations Universal Declaration of Human 

Rights. Article 19 of that declaration states that, "Everyone has the right to freedom of opinion and 

expression; this right includes freedom to hold opinions without interference and to seek, receive and 

impart information and ideas through any media and regardless of frontiers." Those words were 

written for all people and adopted by the United Nations in 1948. Since then, 50 years have past and 

we are still trying to ensure that basic human right of equal access to information by all and it is ironic 

that, in the United States, existing legislation makes it a crime to provide access to information by 

disabled people by putting such information in a format they can understand. 

During the 1999 American Library Association conference, the Association of Specialized and 

Cooperative Library Agencies’ President’s Program focused on this issue and brought together 

experts in the fields of copyright and disability to meet with national library association presidents 

and the International Federation of Library Associations and Institutions. As a result of that program, 

it was resolved that model legislation be drafted to be used by all nations in order to exempt from 

copyright restriction all format changes needed by disabled people to have equal access to 

information. 

The U.S. Registrar of Copyrights has expressed interest in the development of this model and the 

Secretary General of IFLA has committed its resources to spearheading this effort. I would like to call 

on the U.S. National Commission on Libraries and Information Science to also lend its powers to the 

development of such model legislation for the good of all people with disabilities in the world and, in 

particular, for its subsequent adoption into the laws of the United States of America. 

Thank you. 

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U.S. National Commission on Libraries and Information Science 

7. Supplemental Material from Alice L. Hagemeyer 

[Ms. Hagemeyer’s testimony begins on page 35 of this publication.] 

Written Testimony of Alice L. Hagemeyer 

Testimony of Alice L. Hagemeyer 


Founder of Friends of Libraries for Deaf Action (FOLDA) 


Before the U.S. National Commission on 


Libraries and Information Science Hearing


Thursday, July 8, 1999 


Gallaudet University, Kellogg Conference Center, Ballroom A


My name is Alice L. Hagemeyer. 

I am here today to speak to you because I have extensive experience both as a librarian and as an 

activist working with both the deaf and library communities. Profoundly deaf since spinal meningitis 

at age three, I bring both personal and professional experience to bear on related library issues. For 15 

years, I was a Librarian for the Deaf Community at the D.C. Public Library System until my early 

retirement in December 1991.1 was a delegate-at-large at the White House Conference on Libraries 

and Information Services in both 1979 and 1991. Currently, I am an active member of its task force. I 

also am a member of the ALA (American Library Association) and FOLUSA (Friends of the LibraryUSA). I have been involved in the programs of several friends of the library groups which have 

increased both deaf and library awareness in their local areas. 

In 1986, I founded the Friends of Libraries for Deaf Action (FOLDA). FOLDA, which is now a 

subsidiary of my consulting business, Library for Deaf Action. FOLDA has approximately 2,000 

members, mostly libraries, but also individuals as well. FOLDA has no membership dues and the deaf 

community has been encouraged to become involved in activities of their local public library and its 

friends. In 1979, I began publication of The Red Notebook, an information service in the form of a 

regularly updated loose-leaf binder containing deaf fact sheets, library reprints, and announcements. 

Soon, The Red Notebook will go on-line. 

My experience confirms that services to the deaf community have to meet quite different needs than 

those of, for example, hearing people who are blind or have other disabilities. The National Library 

Service for the Blind and Physically Handicapped (NLS) is an admirable program. For over 60 years, 

it has worked with the nation's public libraries. Incredible as it seems, because of the law, the NLS 

does not have provisions for serving people with hearing disabilities unless they also have visual or 

physical disabilities. Communication is the key problem. Organizations connected with the deaf 

community need to place library and information services at the same level of priority as education 

and health services. 

By deaf community, I am referring to three segments of library users: (1) People with hearing loss, 

including those with additional disabilities; (2) Their hearing family members, friends, co-workers, 

colleagues, helping professionals, teachers, etc; and (3) People with special interest in visual 

communication. 

At the present time, I am working to get either a higher education institution, a public library or an 

appropriate nonprofit organization to adopt the FOLDA collection as a future national deaf library 

network. I have several librarians, including two former library interns, who have worked with me. 

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Library and Information Services for Individuals with Disabilities 

We have sought various ways for the nation's public libraries to provide cost effective and efficient 

products, programs and services to the public on hearing loss and American Sign Language. Both 

former interns, one the assistant director of a public library system in Montana and the other the 

librarian for NICHCY (National Information Center for Children and Youth with Disabilities), are 

now working with me on developing a checklist for the public library on enhancing services for 

people with disabilities. We also have resources available for library outreach to the deaf community 

to encourage increased use of local public libraries. My advice for the public library system is to start 

with its local friends group and work with them. Also, I suggest that public libraries form a 

partnership with ASL Access, a newly formed nonprofit organization with a mission to help place 

core video collections with over 200 ASL videos in every public library system in the United States 

and its territories. ASL Access, which was founded in 1997 by Chris Wixtrom, raises funds to assist 

public libraries by donating these collections and will stand ready to help libraries which have their 

own funding for ASL videos by coordinating purchasing from over 40 independent publishers and 

distributors, and by providing guidebooks which describe the videos. ASL Access also serves as a 

liaison between library customers and public librarians by providing reviews of ASL videos and a list 

of ASL video publishers and distributors on the website (www.aslaccess.org). 

Ultimately, every public library needs friends and partners to help achieve its library mission. As 

libraries seek innovative ways to reach out to local unserved and under-served populations, they will 

no doubt find solutions for meeting their various needs. 

Should the library and its friends need leads for forming partnerships within the local deaf 

community, FOLDA will be able to assist. FOLDA will put libraries in touch with an appropriate 

deaf/disability-related service organization within their local or state jurisdiction. 

All of us here, I believe, understand the desperate need for this initiative. If the authority and the 

appropriation can be provided for the nation's public libraries to work with the future national deaf 

library network, FOLDA will be a model for the many friends of the library groups agonizing about 

this issue. Thank you for giving me an opportunity to testify. 

Alice L. Hagemeyer 

2930 Craiglawn Road 

Silver Spring, MD 20904-1816 

Phone: 301-572-5168 TTY 

FAX: 301-572-4134 

E-mail: alhagemeyer@juno.com 

Supplemental Testimony of Alice L. Hagemeyer 

Testimony of Alice L. Hagemeyer 

Founder of Friends of Libraries for Deaf Action (FOLDA) 

Thursday, July 8, 1999 

Supplementary Statement 

August 7, 1999 

First, I found the NCLIS Hearing last July 8th 

very informative and thought provoking. I am glad I 

stayed all day and listened to all the people involved. The insights I gained from the people at the 

Hearing, particularly those with disabilities, made me wish to make some additional comments. 

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U.S. National Commission on Libraries and Information Science 

My first concern involves labels which I see can cause unintended harm. The public should be 

educated that disability can happen to anyone; that every local library must have such information 

readily available to anyone. Rather than have a separate section focusing on people with disabilities 

as seen at some public libraries in the USA, we could use a label like ‘Auxiliary Aids and Services.’ 

By having all such services together, the library could serve anyone who needs assistance to access 

community programs, adapted products and alternative services in their jurisdiction or region. 

To put the shoe on the other foot, hearing non-signing people would need auxiliary aid to access a 

community program done in sign language. DISabled people become Enabled people in this setting 

due to their receiving appropriate assistance. I believe that those who need these services would 

benefit by having them in one place. This section also could include the staff that will take the 

responsibility for both library outreach services and the training of the public on becoming 

independent users of the library and the Internet. People with disabilities may consider such career 

when studying for a Masters in Library and Information Science (MLS). 

I feel that existing deaf/disability related service organizations, especially residential schools for the 

deaf, should be encouraged to learn about their local public library and its resources. This will help 

reduce or eliminate the limitations imposed by disability in the area of information access. 

The Gallaudet University has a reputation for its deafness collection, history preservation, and 

research on additional disabilities of deaf people, such as blindness and learning disabilities. I believe 

that the Gallaudet University Library should be invited to work with the National Library Services for 

the Blind and Physically Handicapped (NLS) and other national related service agencies in providing 

training to the library staff across the country about various resources that are available to efficiently 

comply with their mission and ADA. One example is to form partnerships with appropriate service 

organizations. 

Thank you for your consideration of my above supplementary statements. 

8. Supplemental Material from Scott Marshall 

[Mr. Scott’s testimony begins on page 40 of this publication.] 

Written Statement of Scott Marshall 

Statement for the Record 


of the 


American Foundation for the Blind 


Submitted to the 


U.S. National Commission on Libraries and Information Science 


Regarding


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Library and Information Services for Individuals with Disabilities 

Library and Information Services for Individuals with Disabilities 

July 8, 1999 

Madam Chairperson and Members of the Commission: 

On behalf of the American Foundation for the Blind, I am pleased to present our recommendations 

concerning improvements in access to libraries and other information resources by people who are 

blind or visually impaired. In summary, we believe that the Commission could play a critical role 

toward the achievement of this objective in three primary areas: 

• 	 Providing technical assistance to libraries in the development of their accessibility plans to ensure 

that access to information, and not merely physical barrier removal, is addressed in such plans. 

• 	 Publicizing the need for, and the value of, making home pages and web sites accessible to textbased browsers in accordance with the accessibility guidelines of the World Wide Web 

Consortium’s Web Access Initiative. These guidelines can be found at www.w3c.org/wai. 

Libraries and other government entities should be the leaders in complying with these guidelines. 

• 	 Support efforts now underway with the publishing industry to require printed materials to be 

made available in a standardized electronic format thereby facilitating the reproduction of such 

materials into media that is accessible to individuals who are blind or visually impaired. 

INTRODUCTION 

The mission of the American Foundation for the Blind is to enable persons who are blind or visually 

impaired to achieve equality of access and opportunity that will ensure freedom of choice in their 

lives. AFB accomplishes this mission by taking a national leadership role in the development and 

implementation of public policy and legislation, informational and educational programs, and quality 

services. 

Since our founding in 1921, AFB has worked to make information more accessible to people who are 

blind or visually impaired. We collaborated with the American Library Association and others to 

achieve passage of the Pratt Smoot Act of 1931, which created what is now known as the National 

Library Service for the Blind and Physically Handicapped of the Library of Congress. During the 

1930’s, we pioneered the development of the 33-1/3 RPM phonograph record, which was the 

mainstay of the Talking Book program for many years. Today, we continue to provide narration and 

duplication services under contract with the Library of Congress, and have committed ourselves to 

further developing solutions (often in partnership with others) to achieve access to information in 

various forms ranging from telecommunications products and services to the World Wide Web and 

federally procured information technologies. We are also concerned about access to visual displays 

on applications such as ATM machines and other point-of-sale terminals, and have mounted a major 

effort with the publishing industry to gain electronic access to printed materials. 

TECHNICAL ASSISTANCE TO LIBRARIES 

We recommend that the Commission could play a critical role in providing technical assistance to 

libraries, either directly or as a national information clearinghouse, regarding making all of their 

services available to individuals who are blind or visually impaired. The National Library Service for 

the Blind is, of course, an excellent resource to people who are blind or visually impaired, but this 

service cannot, and should not, be viewed as the sole source of library service to blind patrons. As 

taxpayers, blind or visually impaired citizens are entitled to access services from their local public 

libraries, and this right, also affirmed by the Americans with Disabilities Act, must be addressed by 

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U.S. National Commission on Libraries and Information Science 

local libraries in their accessibility plans. Libraries should be encouraged to develop their 

accessibility plans in a thoughtful manner realizing that solutions to access will involve a mix of both 

human and technical resources. For example, a privacy shield may need to be repositioned so that a 

person with low vision can more easily use her low vision aids with a computer screen. Basic training 

in the use of a screen-reading program may also be necessary so that patrons will be able to 

independently access Internet resources. If a small library cannot provide such training, it can help 

individuals to identify sources and funding for such training. 

ACCESS TO WEB SITES 

Even the best screen reading program used by a trained individual will be unable to access a web site 

if it is not designed in accordance with accessibility guidelines established by the World Wide Web 

Consortium’s Web Access Initiative. These guidelines can be found at www.w3c.org/wai. The 

Commission could provide valuable help to libraries and other information providers in publicizing 

these guidelines, authoring tools that are available to facilitate accessible design, and methods of 

testing for accessible design. 

Unless the page is properly coded, today’s screen reading programs cannot intelligently recognize 

page elements such as images, bitmaps, or other graphics. Not only is this a loss of perhaps valuable 

information, but may prevent the blind user from navigating the site altogether, if the graphic happens 

to be a control button. 

A well-designed accessible web page will not only be of help to blind or visually impaired users, but 

will also offer benefits to all patrons. For example, a page designed with alt-text tags identifying 

pictures, graphics and video clips will also enable this information to be fully indexed and searchable 

by all users. Alt-text is also a benefit to individuals who are illiterate, and also makes a web site 

accessible to users, blind and sighted alike, who do not use (or perhaps cannot afford) state-of-the-art 

computer equipment. 

ELECTRONIC TEXT FROM PUBLISHERS 

According to the National Library Service for the Blind and Physically Handicapped of the Library of 

Congress, approximately 60,000 books are published in the U.S. each year. Of this number, only 

about 2,000 are produced in accessible formats for people who are blind or visually impaired. It is 

important, therefore, to develop ways in which reproduction of books in accessible formats such as 

Braille or audio can be facilitated or directly accessed electronically using a computer, a screenreading program, and speech synthesis or an electronic Braille display. 

As the leading publisher of professional books, pamphlets, and videos in the blindness community, 

AFB is committed to making all of its recently published works available in a standardized electronic 

format. We are working with the publishing industry to achieve this same level of access to materials 

produced by other publishers. 

The Commission’s support of access to published works and its endorsement of our efforts with the 

publishing industry would be very helpful toward achieving grater access to information for people 

who are blind or visually impaired. 

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Library and Information Services for Individuals with Disabilities 

CONCLUSION 

The American Foundation for the Blind appreciates the Commission’s attention to the information


needs of people who are blind or visually impaired. If you have any questions about our


recommendations, or if we can be of service in any other way, please do not hesitate to contact us. 


Respectfully submitted:


Scott Marshall


Vice President, Governmental Relations 


9. Supplemental Material from Carolyn Hoover Sung 

[Ms. Sung’s testimony begins on page 44 of this publication.] 

Written Statement of Frank Kurt Cylke for Presentation by Carolyn Hoover Sung 

National Library Service for the Blind and Physically Handicapped 


Library of Congress


Testimony Prepared By


Frank Kurt Cylke 


Director


For Presentation To The 


United State National Commission on Libraries and Information Science 


by


Carolyn Hoover Sung


Chief, Network Division


on 


July 8, 1999 


Kellogg Conference Center


Gallaudet University


800 Florida Avenue, NE 


Washington, DC 20002 


CONTENTS 

Authority


Background 


Functions and Responsibilities


Office of the Director


Director


Management 


Budget 


Division/Section/Office Functions


Materials Development Division


Network Division 


Summary 


Staffing


Appraisal


Staff Profile


Contact Points


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U.S. National Commission on Libraries and Information Science 

APPENDIX 

Selected Trends 1974-1998 

Readers and Circulation 1994-1998 

Summary of Workload 1996-2000 

Acquisition: Braille/Audio 2000 

Machine Production Schedule 1996-2000 

Year 2000 Machine/Equipment Acquisition Chart 

Machine Repairs 1984-1 998 

Machine Age Distribution 1999 

Network Map 

Digital Talking Book: Technical Activity Planning 

AUTHORITY 

In accordance with the authority provided in 2 U.S.C. 135(a), 135(b), and 135(c), the National 

Library Service for the Blind and Physically Handicapped, Library of Congress (NLS), is responsible 

for administering the national program to provide reading materials for the nation’s blind and 

physically handicapped residents and for U.S. citizens living abroad. These materials consist of books 

and magazines, as well as music scores and texts produced in raised characters, as sound recordings, 

and in other suitable formats. 

BACKGROUND 

The staff selects and produces full-length books and magazines in braille and on recorded disc and 

cassette. Books are distributed to a cooperating network of regional and subregional (local) libraries 

where they are circulated directly to eligible borrowers. Magazines are mailed directly from the 

manufacturer to individual subscribers. Reading materials and playback machines are sent to 

borrowers and returned to libraries by postage-free mail. Established by an act of Congress in 1931 to 

serve blind adults, the program was expanded in 1952 to include blind children, in 1 962 to provide 

music materials, and again in 1966 to include individuals with other physical impairments that 

prevent the reading of standard print. 

The NLS program is funded annually by Congress. The fiscal year 1999 appropriation is 

$46,824,000. Regional and subregional libraries receive funding from state, local, and federal 

sources. Free matter postage far transport of appropriate library materials is provided through the U.S. 

Postal Service. The combined expenditure for the program approximates $111,000,000. 

Any residents of the United States or citizens unable to read or use standard printed materials as a 

result of temporary or permanent visual or physical limitations may receive service. Surveys find that 

two million persons with some type of visual impairment are eligible and another million with 

physical conditions such as paralysis, missing arms or hands, lack of muscle coordination, or 

prolonged weakness may be eligible for the use of reading materials in recorded form. 

Books are selected on the basis of their appeal to a wide range of interests. Bestsellers, classics, 

biographies, fiction, romances, westerns, and how-to books are in great demand. Titles expected to be 

extremely popular are produced in several thousand copies and circulated to borrowers within a few 

months of their publication in print form. A limited number of titles are produced in Spanish and 

other languages for readers whose primary language is not English. Registered borrowers learn of 

new books added to the collection through two bimonthly publications, Braille Book Review and 

Talking Book Topics Through a union catalog available in computerized form and on CD-ROM, 

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Library and Information Services for Individuals with Disabilities 

every network library and user has access to the entire NLS book collection and to the resources of 

cooperating agencies. 

Seventy-two magazines on disc, audio cassette, and in braille are offered in 1999. Readers may 

request free subscriptions to U.S. News and World Report, National Geographic. Consumer Reports. 

Good Housekeeping, Sports Illustrated, Spider, and many other popular magazines. Current issues are 

mailed to readers at the same time print issues appear, or shortly thereafter. Magazines are selected in 

response to demonstrated reader interest by a group of users, network librarians, and NLS staff 

members. Playback equipment is loaned free for as long as recorded materials are being borrowed. 

Talking-book machines are designed to play disc recorded books and magazines at 8 rpm and 16 rpm; 

cassette machines are designed for cassettes recorded at 15/16 ips and the standard speed of 1-7/8 ips 

on 2 and 4 sides. Readers with significantly limited mobility may request a remote-control unit; 

hearing impaired readers may be eligible for an auxiliary amplifier for use with headphones. A 

cassette machine with features designed primarily for elderly persons is available. 

Individuals interested in music materials may receive them directly from the NLS Music Section. The


collection consists of scores in braille and large type; textbooks and books about music in braille and


large print; and elementary instruction for voice, piano, organ, guitar, recorder, accordion, banjo, and 


harmonica in recorded form. 


Correspondence courses leading to certification in braille transcribing, literary, music, mathematics


and braille proofreading are offered. A similar certificate in braille proficiency is also available.


Voice auditions and informal training are given to volunteer tape narrators affiliated with local


recording groups. A directory of volunteer groups that produce books for libraries and individuals is


published frequently. Volunteers may call on NLS staff for their expertise in braille transcription and


recording techniques. 


Questions on various aspects of blindness and physical handicaps may be sent to NLS or to any


network library. This service is available without charge to individuals, organizations, and libraries.


Publications of interest to handicapped persons and service providers are free on request. 


The consumer relations officer maintains regular contact with consumer groups and individual users


of the program to identify and resolve service problems, to assure that users’ needs are being met and


to help identify service needs. Participating in surveys, evaluating new equipment, and serving on


advisory committees are some of the ways in which consumers contribute to program development. 


The research program is directed toward improving the quality of reading materials and related


equipment, controlling program costs, and reducing the time required to deliver services to users. The


current research focus is on the application of digital techniques to NLS recorded material and the use


of the latest advances in computer technology to provide automated communications links among 


NLS, participating libraries, book and magazine producers, and distribution centers. 


FUNCTIONS AND RESPONSIBILITIES 

In brief, the National Library Service for the Blind and Physically Handicapped is responsible for the: 

• 	 Selection, copyright clearance, and procurement of reading materials for blind and physically 

handicapped individuals; 

• 	 Distribution of the materials and relevant bibliographic information either directly or through 

cooperating state and local network libraries; 

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U.S. National Commission on Libraries and Information Science 

• 	 Design, development, and procurement of sound reproduction equipment and its distribution 

either directly or through cooperating agencies; 

• Establishment of standards and assurance of quality products and services; 

• Training, guidance, and coordination of volunteers to augment national and local resources; 

• 	 Administration of a nationwide interlibrary loan program, and of an international gift, exchange, 

and interlibrary program; 

• 	 Preparation for catalogs and other publications in printed form and in other media for blind and 

physically handicapped readers to ensure full use of the national program; 

• 	 Provision of a national reference and referral service on all aspects of blindness and physical 

handicaps; 

• Development, maintenance, and circulation of a national collection of 

• Musical scores and texts; and 

• 	 Monitoring network libraries for effective use of NLS/BPH resources at each site and providing 

guidelines and procedures manuals. 

In short, NLS/BPH maintains active liaison with blind and physically handicapped individuals 

throughout the country, with cooperating state and local network libraries, with nonprofit and other 

organizations interested or active in services to blind and physically handicapped persons, and with 

federal, state, and local agencies. 

NLS has, in the federal context, "custody" of all reading materials specifically intended for blind and 

physically handicapped individuals, including books and magazines in raised characters, sound 

recordings, and other applicable forms. 

Office of the Director 

The Office of the Director is responsible for formulating policy, program planning, and directing all 

activities, including coordinating both the Materials Development Division and the Network 

Division; planning and implementing all automation activities, including assisting with those for the 

network of cooperating state and local libraries and agencies; coordinating information on research 

and development projects, evaluation programs, and surveys; providing liaison with other government 

or quasi-official agencies, such as the United States Postal Service; and administrative services 

related to operating the physical facility. 

Director 

As previously noted, the Director is responsible for administration, planning, policy formulation and 

recommendations, as well as direction and coordination of the entire program. He: 

• 	 Plans and develops the national program in accordance with the intent of Congress, library 

policies, technological progress, and the readers’ requirements. Advises the Librarian of Congress 

and other Library officers on matters pertaining to proposed legislation, related programs for the 

blind and physically handicapped, relations with other government agencies, and policy 

formation. Responds to Congressional inquiries and requests; 

• Testifies before Congressional committees on budget and program matters. 

— 130 — 

Library and Information Services for Individuals with Disabilities 

• 	 Has primary responsibility for formulating the annual budget estimate of NLS/BPH and for the 

justification and presentation to Congressional committees. 

• 	 Serves as principal representative of the Library of Congress in its relations with other national 

and international organizations interested in work which aids blind and physically handicapped 

persons, maintaining contact with leaders and officials of such organizations, and participating in 

conferences, conventions, and other such meetings. 

• 	 Conducts special Studies and investigations, and makes recommendations for programs and 

cooperative undertakings, looking toward providing a more complete service to blind readers. 

• 	 Coordinates the sale and exchange of materials for blind and physically handicapped persons with 

organizations around the world. 

• 	 Has administrative responsibility for assuring that NLS/BPH procures materials and services at 

the lowest possible cost consistent with the quality and timeliness of delivery required to meet its 

needs. 

• 	 Serves as Contracting Officer for NLS book contracts and as contract advisor for all other 

contracts. Approves concepts, projects, bid packages, and award recommendations. Appoints and 

provides administrative direction to project monitors. 

• 	 Serves as the designated official responsible for the health and safety of NLS staff and for space 

planning, maintenance, and utilization of the recently renovated Taylor Street Annex, a separate 

facility distant from Capitol Hill. 

• Directs the overall program. 

MANAGEMENT 

On assuming responsibility for the program in July 1973, the incumbent Director observed a need for 

a comprehensive review of management practices. His view was supported both by Library of 

Congress management personnel and by management-level staff personnel within NLS. Thus, in 

September 1973, he asked to participate in the Association of Research Libraries’ "Management 

Review and Analysis Program (MRAP)." Once accepted, he appointed co-chairpersons and instructed 

the staff to democratically select a study team to review management practices to the point of 

changing what needed to be changed and adding what needed to be added. 

To ensure the greatest degree of objectivity, the initial study was based on data gathered from a 

variety of sources. Several questionnaires were designed to determine management, staff, and library 

network views of strengths and weaknesses and staff opinions about the organization. Interviews with 

Library of Congress administrators also helped staff understand more fully the environment in which 

they operate. 

The study was done by and for all levels of staff. Over 95 percent were directly involved in a variety 

of ways: completing questionnaires, granting oral interviews, and participating on task forces or the 

study team itself. Study team and task force members reviewed existing files and pertinent documents 

such as internal and network memos and Library of Congress regulations. 

Early in the program the study team began collecting information and drafting the sections on history, 

environmental trends, and mission, objectives and goals. About midway through the effort, task 

forces were formed to study the following areas of management practice: Planning, Policy, 

Management Information, Budgeting, Staff Development, Leadership and Supervision, Organization, 

Personnel, and Communication. The task forces were each composed of from four to six members 

— 131 — 

U.S. National Commission on Libraries and Information Science 

representing all levels of the staff, and chaired by a study team member. Each task force had a slightly 

different method for data gathering. After the current status of each area was defined, the task force 

attempted to analyze the situation and to suggest possible solutions to any symptoms or problems that 

were discovered. 

Task force findings were discussed with the study team to ensure that objectivity was maintained, 

content was accurate, and reasoning was logical. The Director also made his comments on each 

report. Finally, ideas that evolved were assembled and four dominant themes identified: Concern for 

Staff, Written Guidelines and Standards, Information Flow, and Planning and Implementation. 

Twenty-five specific recommendations were made. All were accepted and implemented. 

A sophisticated, participatory management style emerged! 

Based on long-range objectives, identified by the Director, and current year appropriations, each NLS 

section prepares specific performance goals for review and approval by NLS administrators. 

Section heads and staff officers prepare monthly statistical reports which are submitted to the 

administration for management review. Personnel status reports are prepared and distributed 

quarterly. Quarterly meetings are scheduled to review progress on the goals. 

A biweekly meeting of division chiefs, assistant division chiefs, section heads, assistant section heads, 

and staff officers is held to encourage sharing of information, to discuss new policies, and to explain 

projects and activities requiring program-wide input—for example, budget compilation. Each major 

organizational office—Office of the Director, Materials Development Division, and Network 

Division—holds regular meetings to resolve problems of an intersectional nature within those offices 

and to review progress on approved schedules, etc. Section heads are encouraged to hold brief 

meetings with their staff on a regular basis to provide for appropriate upward and downward 

communication. Each year there are two full meetings of the staff scheduled. These offer overviews 

of selected program activity, progress reports, and discussions of topics identified by the staff. 

Monthly reports are provided up through the organization. These are statistical where appropriate and 

narrative where not. 

At the end of a twelve-month period division chiefs and section head performance ratings are based 

upon performance to the self-identified goals. 

Budget 

As noted, the management philosophy emphasizes direct involvement of the staff in setting forth and 

meeting specific goals. When preparing the annual budget, the director outlines major goals and 

objectives. Each section then sets its own goals and objectives within those guidelines, indicating how 

available resources and funds will be allocated. After much discussion and manipulation, an annual 

Management Plan is produced. This plan outlines the goals and details, who is responsible for each 

task, when the task is scheduled to be completed and how much money is required. In addition, the 

current budget is fitted within an overall five-year plan. 

Staff involvement does not stop at developing the budget and setting the goals, but continues yearlong 

through the reports and meetings previously noted. Regular discussions are held to ascertain whether 

staff members are on target with respect to their tasks and goals. Revisions are made as needed. 

— 132 — 

Library and Information Services for Individuals with Disabilities 

Again, this style of management began with the MRAP assessment in 1973 and has worked 

reasonably well ever since. 

Examples of success may be easily identified. Since 1974 the NLS budget has grown from just under 

$9.9 million to $46.8 million in fiscal 1999. Readership has increased more than 142 percent, from 

318,300 to 769,000 in 1998. Production of cassette books has increased more than 2,898 percent, with 

65 titles produced in fiscal 1 974 and 1,949 titles produced in fiscal 1999. 

Division/Section/Office Functions 

When considering the application of the NLS management style it is useful to review overall division 

and section responsibilities. 

In the Office of the Director the Administrative Section is responsible for coordinating personnel 

transactions and maintaining all official files, travel, training, and other records concerning personnel 

administration; planning and implementing communication services; coordinating fiscal and 

contractual activities; and coordinating the management, operation, and maintenance of the physical 

facility. 

The Publications and Media Section is responsible for planning and implementing the publications, 

general information, exhibit, and other public education programs. 

The Automation Office monitors development, implementation, and maintenance of customized 

computer programs for production control of books/magazines, circulation systems, inventory 

systems, bibliographic cataloging systems, and network communications systems. 

It also: 

� Coordinates installation and training for new computer systems. 

� Analyzes software and hardware needs of staff, orders software and hardware, and provides 

training for use of software when appropriate. 

� Advises managers as to possible uses of computers/software. 

� Coordinates use of databases. 

� Advises network libraries on automation activities. 

The Research and Development Officer directs projects to research and develop new products or 

systems for use by patrons or network libraries. He also: 

� Coordinates projects aimed at improving services to patrons or reducing costs of existing 

services. 

� Advises on matters related to new products and services. 

� Stays abreast of advances in technology related to production and distribution of braille and 

recorded books and magazines. 

Materials Development Division 

The Materials Development Division is responsible for managing activities related to the selection, 

development, production, distribution, control, and repair of reading materials and related equipment; 

establishing and assuring standards of quality for the products; monitoring contracts with and 

— 133 — 

U.S. National Commission on Libraries and Information Science 

providing guidance to the agencies, organizations, associations, publishers, and firms that participate 

in providing reading resources and equipment; directing the activities of book and equipment 

advisory committees; and supervising the six sections that make up the division. 

The Materials Development Division Office recommends policy formulation and program planning 

for research, development, design, production, testing, evaluation, procurement, initial distribution, 

inventory control, and logistical support of recorded books and magazines on disc, magnetic tape, 

audio cassette, braille books and magazines, playback equipment, and accessories. 

The Bibliographic Control Section is responsible for bibliographic processing, maintenance, and 

control of reading materials included in the national collection; establishing national cataloging 

standards; coordinating union catalog activities for cooperating libraries and service organizations; 

managing production of the computer output microform catalog and related products; and 

participating in professional developments in bibliographic control. 

The Braille Development Section is responsible for developing and implementing research projects 

relating to braille; serving as the Library of Congress authority on all braille codes and maintaining 

liaison with other national braille authorities; developing all technical braille specifications and 

initiating programs for product improvement; planning and preparing guides and teaching manuals 

based on the literary, math, and music codes for use by local braille transcription instructors who 

prepare students for certification; conducting teacher training workshops in the field; and training, 

certifying, and advising volunteers and others nationwide who produce and process books in braille. 

The Collection Development Section is responsible for acquiring print books; evaluating and 

selecting appropriate reading materials to be recorded, transcribed into braille, or produced in any 

other form; maintaining an established flow of selections to initiate the production cycle; requesting 

copyright clearances; preparing concise, descriptive annotations for all materials produced; 

maintaining liaison with publishers and authors; coordinating collection development program 

activities, advisory committees, and the foreign-language program; and identifying titles for 

replacement or withdrawal. 

The Engineering Section is responsible for the design, development, specification, production release, 

and configuration control of all audio product accessories and processes; determining the method of 

measurement for all technical specifications; certifying compliance of the pre-production models with 

the specification; maintaining awareness of state-of-the-art developments applicable to audio 

technologies; and conducting continual programs for product improvement and innovation. 

The Production Control Section is responsible for overseeing the production of books selected for the 

program and in executing database operation and administration of the Management Information and 

Production Information Systems used. Responsibilities include supervising and coordinating 

production and distribution of reading materials in recorded, braille and other formats; scheduling and 

assigning materials for production to manufacturers and volunteer agencies; monitoring and 

controlling the status, cost and distribution of reading materials and containers in production; 

financial analysis and forecasting of contracts by media; and providing detailed reports for use by all 

levels of management and contractors to direct, evaluate, and control production operations. 

The Recording Studio unit of the Production Control Section is responsible for scheduling and 

recording 100 titles annually; recording special projects as assigned by the director; purchasing and 

providing audio mastering tape for volunteer producing groups; determining narration requirements 

for titles to be recorded and providing guidance in this area to manufacturers and volunteers; and 

evaluating and testing new technologies directly related to audio/voice recording. 

— 134 — 

Library and Information Services for Individuals with Disabilities 

The Quality Assurance Section is responsible for guaranteeing that the quality and performance of all 

braille and audio products and processes meet the standards and specifications of NLS/BPH; 

ascertaining that all technical specifications can be verified by standard measurements as part of the 

production process, that all potential contractors for production of materials have adequate quality 

assurance capabilities, and that all contracts and specifications contain adequate provisions to 

guarantee that the products will meet the required standards; and producing periodic reports on the 

performance of contractors. 

Network Division 

The Network Division is responsible for managing activities related to establishing, developing, 

guiding, and monitoring a network of more than 150 cooperating state and local libraries and agencies 

which deliver only machines offering direct library service to blind and physically handicapped 

residents of the United States, its territories and possessions, and U.S. citizens living abroad; 

maintaining close and active liaison with schools, health care facilities, and other organizations 

interested or active in services to blind and physically handicapped persons, with library schools, and 

with appropriate state and local agencies; determining user eligibility for service; monitoring the 

multistate center contracts; and supervising the four sections and staff officer that make up the 

division. 

The Network Division Office monitors the national network of cooperating state and local agencies; 

recommends initiation, consolidation, or dropping of network agencies. It plans and formulates 

policies and procedures, sets goals and objectives both for the division and for the national network. 

The Consumer Relations Officer is responsible for establishing and maintaining active liaison with 

individual users and consumer groups; conducting continuing user surveys; disseminating 

information about user inquiries to NLS/BPH and network libraries; providing information and 

reference assistance to readers; conducting user orientations and tours. The incumbent serves as an 

advisor to the director and assists in identifying appropriate program modifications. 

The Inventory Management Section is responsible for controlling the national inventory, storage, 

retrieval, and handling of materials used in the NLS/BPH program; distributing equipment, 

furnishings, and other items delivered to NLS/BPH; monitoring, coordinating, and evaluating the 

activities of two multistate centers; maintaining a procedures manual for use by the multistate centers 

and a supplies catalog for use by network libraries; and supervising and evaluating book 

redistribution procedures. 

The Music Section is responsible for developing, maintaining, circulating and promoting the use of 

national collections in the field of music, including the collection of large-print books about music 

and musicians, music scores, and instructional methods, and other special format music materials on 

cassette, disc, ‘and in braille; providing access to music periodicals; developing and maintaining a 

noncirculating print reference collection of books about music and musicians; and encouraging the 

development of new techniques and materials for teaching music to blind and physically handicapped 

individuals. 

The Network Services Section is responsible for coordinating national network activities, including 

both responding to inquiries about services and coordinating responses to network inquiries; directing 

the interlibrary loan programs; providing consultant services to identify problem patterns and to 

evaluate performance in relation to established standards; compiling bibliographies of special media 

materials; organizing the orientation program for network participants; maintaining a procedures 

— 135 — 

U.S. National Commission on Libraries and Information Science 

manual for use by network libraries; and providing library service to U.S. citizens living outside the 

United States. 

The Reference Section is responsible for providing to network libraries, other professional groups, 

and the general public a national reference and referral service on blindness and physical handicaps, 

except in the fields of medicine and law; providing special and general reference services to the staff 

of NLS/BPH; compiling and distributing information on resources in the fields of blindness and 

physical handicaps for network libraries and the general public; developing a collection of print 

materials on blindness and physical handicaps to support the activities described above; maintaining 

records and preparing statistical reports on network activities and program developments; 

coordinating an automated mailing list incorporating data on readers, libraries, and organizations; and 

providing consultant services on volunteer programs in network libraries. 

SUMMARY 

In sum the National Library Service for the Blind and Physically Handicapped is managed in a 

manner which is designed to involve all professional staff and as many of the clerical and 

administrative staff as wish and are able to participate. It is a consumer driven organization with a 

service philosophy embodied in Arthur Ransome’s classic guiding principle: "Grab a chance and you 

won’t be sorry for a might have been." 

Staffing 

Staff are recruited through usual channels depending upon required competencies. Appointment 

practices adhere to Library of Congress standards which, in general, follow U.S. Office of Personnel 

Management requirements for Executive Agency adherence. 

Appraisal 

Performance evaluations are in accord with Library of Congress Regulation 2017-2. It is accepted that 

performance appraisal is a continuous process of observation and evaluation. It reveals how well 

actual performance meets requirements as to deserve special recognition. The following factors are 

considered by supervisors in appraising a staff member’s performance. These factors are not allinclusive, rather, they serve to assist the rater in evaluating the staff member’s performance. 

Appraisal Factors 

Quality of work


Quantity of work


Promptness in completing work


Understanding of job techniques 


Understanding of Library of Congress 


programs 

Skill in dealing with the public and with staff 

members of this and other agencies 

Ability to plan projects 

Ability to carry out assignments 

Creativity and imagination applied to job 

Creativity and imagination applied to job 

Ability to get along with others 

Judgment 

Resourcefulness 


Initiative


Adaptability


Dependability


Cooperativeness 


Leadership 


Conduct 


Industry


Decisiveness 


Managerial effectiveness 


Effectiveness of oral expression 


Effectiveness of written expression 


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Library and Information Services for Individuals with Disabilities 

Staff Profile 

In July 1999 one hundred and thirty-two staff members are employed 

Contact Points 

Name: National Library Service for the Blind and Physically Handicapped


Sponsoring Agency: Library of Congress


Address: 1291 Taylor Street, NW, Washington, DC 20542 


Telephone: 202-707-5100 or 800-424-8567 


FAX: 202-707-0712 


E-mail: fcyl@loc.gov


Books for Blind and Physically Handicapped Individuals [A Fact Sheet] 

FACTS 

National Library Service for the Blind and Physically Handicapped 


The Library of Congress Washington, DC 20542 


January 1999 www.loc.gov/nl 

Books for Blind and Physically Handicapped Individuals 

From a beginning of 19 libraries, the network has expanded to 57 regional and 

81 subregional libraries throughout the U.S. 

A free national library program of braille and recorded materials for blind and physically handicapped 

persons is administered by the National Library Service for the Blind and Physically Handicapped 

(NLS), Library of Congress. 

Under a special provision of the U.S. copyright law and with the permission of authors and publishers 

of works not covered by the provision, NLS selects and produces full-length books and magazines in 

braille and on recorded disc and cassette. Reading materials are distributed to a cooperating network 

of regional and subregional (local) libraries where they are circulated to eligible borrowers. Reading 

materials and playback machines are sent to borrowers and returned to libraries by postage-free mail. 

Established by an act of Congress in 1931 to serve blind adults, the program was expanded in 1952 to 

include children, in 1962 to provide music materials, and again in 1966 to include individuals with 

other physical impairments that prevent the reading of standard print. 

About 72 percent of the NLS annual appropriation is budgeted for books, 

equipment, and related materials and 28 percent for support services. 

Funding 

The NLS program is funded annually by Congress. The fiscal year 1999 appropriation is 

$46,824,000. Regional and subregional libraries receive funding from state, local, and federal 

sources. Through an additional appropriation to the U.S. Postal Service, books and materials are 

mailed as "Free Matter for the Blind or Handicapped." The combined expenditure for the program is 

approximately $120 million annually. 

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U.S. National Commission on Libraries and Information Science 

Eligibility 

Anyone who is unable to read or use standard printed materials as a result of temporary or permanent 

visual or physical limitations may receive service. A survey sponsored by NLS found that two million 

persons with some type of visual impairment may be eligible and another million with physical 

conditions such as paralysis, missing arms or hands, lack of muscle coordination, or prolonged 

weakness could benefit from the use of reading materials in recorded form. 

More than 22 million recorded and braille books and magazines were 

circulated to a readership of 769,000 in 1998 

Book Collection 

Books are selected on the basis of their appeal to people with a wide range of interests. Bestsellers, 

biographies, fiction, and how-to books are in great demand. A limited number of titles are produced 

in Spanish. Registered borrowers learn of new books added to the collection through two bimonthly 

publications, Braille Book Review and Talking Book Topics. Through a union catalog available on the 

Internet and on CD-ROM, every network library has access to the entire NLS book collection and to 

the resources of several cooperating agencies. 

The international Union Catalog currently contains 250,000 titles (22 million copies). 


The average reader borrows 39 recorded books and magazines a year. 


Braille readers average 15 books and magazines a year. 


Magazines 

More than seventy magazines on audio cassette and disc and in braille are offered through the 

program. Readers may request free subscriptions to US. News and World Report, National 

Geographic, Consumer Reports, Good Housekeeping, Sports Illustrated for Kids, and many other 

popular magazines. Current issues are mailed to readers at the same time the print issues appear or 

shortly thereafter. Magazines are selected for the program in response to demonstrated reader interest. 

A 4-track cassette recorded to play at 15/16 ips provides up to six hours of reading time. 

The average book consists of two cassettes 

Equipment and Accessories 

Playback equipment is loaned free to readers for as long as recorded materials provided by NLS and 

its cooperating libraries are being borrowed. Talking-book machines are designed to play disc books 

and magazines recorded at 8 rpm and 16 rpm; cassette machines are designed for cassettes recorded at 

15/16 ips and the standard speed of 1-7/8 ips on 2 and 4 tracks. Readers with very limited mobility 

may request a remote-control unit. Hearing impaired readers may be eligible for an auxiliary 

amplifier for use with headphones. A cassette machine designed primarily for persons with limited 

manual dexterity is also available. 

The national music collection, the largest of its kind in the world, contains 

more than thirty thousand items. 

Music Services 

Persons interested in music materials may receive them directly from the Music Section of NLS. The 

collection consists of scores in braille and large print; textbooks and books about music in braille and 

large print; and elementary instruction for voice, piano, organ, guitar, recorder, accordion, banjo, and 

harmonica in recorded form. 

— 138 — 

Library and Information Services for Individuals with Disabilities 

Telephone Pioneers and other volunteers repaired 127,180 talking-book and 

cassette machines in 1998. 

Volunteer Services 

Free correspondence courses leading to certification in braille transcribing (literary, music, and 

mathematics braille) and braille proofreading are offered. Training in audio book production is 

available on request to local recording groups. A directory of volunteer groups that produce books for 

libraries and individuals is published frequently. Volunteers may call on NLS staff for their expertise 

in braille transcription and recording techniques. 

Braille Competency 

A free test is now available to demonstrate competence in reading and writing literary braille. It is 

designed primarily for classroom and rehabilitation teachers. It is available in both print and braille 

versions from the Braille Development Section. 

Information Services 

Questions on various aspects of blindness and physical disabilities may be sent to NLS or to any 

network library. This service is available without charge to individuals, organizations, and libraries. 

Publications of interest to people with disabilities and to service providers are free on request. 

Consumer Relations 

The consumer relations officer maintains regular contact with consumer groups and individual users 

of the program to identify and resolve service problems and to assure that users’ needs are being met. 

Participating in surveys, evaluating new equipment, and serving on advisory committees are some of 

the ways in which consumers contribute to program development. 

Production costs average six dollars for a book recorded on audiocassette. 

Research and Development 

The NLS research program is directed toward improving the quality of reading materials and 

playback equipment, controlling program costs, and reducing the time required to deliver services to 

users. Current research activities include (1) the development of a standard for digital talking books, 

(2) the application of digital techniques to NLS recorded materials, and (3) the investigation of 

services provided to print-handicapped students to help them obtain reading materials in alternative 

formats. 

For Further Information 

Ask your local public librarian for more information about the program and how to apply for service. 

Information, is also available on computer diskette or recorded cassette upon request or on the 

Internet at http://www.loc.gov/nls. 

— 139 — 
U.S. National Commission on Libraries and Information Science 

Order Form 

Distribution of some publications categories is limited to two items per request. Please send a copy of 


the items checked to: 


Name


Address 


City State Zip 


General Information Brochures 

� Books Are Fun for Everyone 

� Braille: An Extraordinary Volunteer 

Opportunity 

� Facts: Books for Blind and Physically 

Handicapped Individuals 

� Libros para Ciegos y Impedidos 

Fisicos 

� Facts: Copyright Law Amendment, 

1996: PL 104-197 

� Facts: Library Service to Institutions E 

Facts: Music for Blind and Physically 

Handicapped Individuals 

� Facts: Playback Machines and 

Accessories Provided on Free Loan to 

Eligible Individuals and Institutions 

� Spanish-language edition 

� Facts: Sources for Purchase of Cassette 

Players Compatible with Recorded 

Materials Produced by the National 

Library Service 

Applications for Free Library Service 

� Facts: Talking Books and Reading 

Disabilities 

� Frequently Asked Questions about the 

National Library Service for the Blind and 

Physically Handicapped, The Library of 

Congress 

� Music Is for Everyone 

� Reading Is for Everyone 

� La Lectura Es para Todos 

� Reading with Low Vision 

� Reference and Information Services 

� Talking Books for People with Physical 

Disabilities 

� Talking Books for Senior Adults El Libros 

Parlantes para la Tercera Edad 

� Volunteer at Your Braille and Talking Book 

Library 

Eligibility Requirements and Application Form � Individual � Institution 

Requisitos para el Servicio y Solicitud de Servicios Bibliotecarios Gratuitos (Spanish language) 

� Individuos 

Magazines and Newsletters (Sample print copies) 

� Braille Book Review; bimonthly (new braille books and program news) 

� News; quarterly (newsletter on current program developments) 

� Talking Book Topics; bimonthly (new recorded books and program news) 

� Update; quarterly (newsletter on volunteer activities) 

— 140 — 

Library and Information Services for Individuals with Disabilities 

Information about and Samples in Special Formats


� Bookmark (Braille) � Do You Know This Tune? (braille music)


� Braille alphabet card � Facts: About Braille


Directories 


� Address List: Regional and Subregional Libraries, 1998 


� Library Resources for the Blind and Physically Handicapped, 1998 


� Volunteers Who Produce Books, 1996


Reference Circulars (Information on special topics) 


Limit of two items per request 


� Assistive Devices for Use with Personal Computers, 1998 


� Bibles and Other Sacred Literature in Special Media, 1999 


� Blindness and Visual Impairments: Information and Advocacy Organizations, 1996 


� Braille Literacy: Resources for Instruction, Writing Equipment, and Supplies, 1994 


� Deaf-Blindness: National Organizations and Resources, 1993 


� Guide to Spoken-Word Recordings: Popular Literature, 1995 


� Learning Disabilities: Organizations and Resources, 1997 


� Parents’ Guide to the Development of Preschool Children with Disabilities: Resources and 


Services, 1992 

� Physical Disabilities: National Organizations and Resources, 1994 

� Reading Materials in Large Print: A Resource Guide, 1997 

� Sources of Audiovisual Materials on Disabilities, 1995 

� Sources of Braille Reading Materials, 1996 

Catalogs and Subject Bibliographies (Braille and recorded books) 

Limit of two items per request 

� Bestsellers, 1996 � More Mysteries, 1992 

� Braille Books (biennial) � Mysteries, 1982 

� Classics, 1994 � Pioneer and Frontier Stories, 1995 

� Coping Skills, 1993 � Religion and Inspiration, 1987 

� Discoveries: Fiction for Young Teens, � Romances and Love Stories, 1995 

1986 � Science Fiction and Fantasy, 1994 

� Entertainers, 1997 � Short Novels, 1985 

� Foreign Language Books, 1993 � Short Stories, 1989 

� For Younger Readers (biennial) � Tactile Maps, 1987 

� Humor, 1987 � Westerns, 1983 

� Magazines in Special Media, 1998 � Westerns, 1983-1990 

Reference Bibliographies (Print publications on special topics) 


Limit two items per request


� Accessibility: A Selective Bibliography, 1994 


� Assistive Technology: A Selective Bibliography, 1992


� Disability Awareness and Changing Attitudes, 1991 


� Library and Information Services to Individuals with Disabilities, 1997 


REFERENCE SECTION 


NATIONAL LIBRARY SERVICE FOR THE BLIND 


AND PHYSICALLY HANDICAPPED


LIBRARY OF CONGRESS 


WASHINGTON DC 20542-0001 


— 141 — 
Library and Information Services for Individuals with Disabilities 

Also Submitted for the Record 

Also submitted for the record, but not reproduced in this report, are the following items: 

• 	 National Library Service for the Blind and Physically Handicapped, Library of Congress, 

Selected Trends in Program Activity, 1974-1998 [12/30/98]. 

• 	 National Library Service for the Blind and Physically Handicapped, Library of Congress, 

National Program in All Network Libraries: Readers and Circulation – Books and Magazines 

Five-Year Summary [12/31/98]. 

• 	 National Library Service for the Blind and Physically Handicapped, Library of Congress, 

Summary of Workload [1/6/99]. 

• 	 National Library Service for the Blind and Physically Handicapped, Acquisition Plan—Braille 

Materials 2000 [12/98]; Acquisition Plan—Recorded Materials 2000 [12/98] 

• 	 Library of Congress National Library Service for the Blind and Physically Handicapped, Machine 

Production Schedule [12/98] 

• 	 National Library Service for the Blind and Physically Handicapped, Library of Congress, 

Proposed Fiscal Year 2000 Machine and Related Equipment Acquisition Chart [12/98] 

• 	 Library of Congress National Library Service for the Blind and Physically Handicapped, Machine 

Repairs [1/99] 

• FY99 Age Distribution: Cassette Book Machines, Talking Book Machines [no date] 

• 	 National Library Service for the Blind and Physically Handicapped, The Library of Congress, 

Network of Major Service Centers [1/93] 

• 	 National Library Service for the Blind and Physically Handicapped, The Library of Congress, 

Digital Talking Book: Technical Activity Planning [7/16/97] 

• 	 National Library Service for the Blind and Physically Handicapped, The Library of Congress, 

Digital Talking Books: Planning for the Future, July 1998 [publication], Cookson et al. 

• 	 National Library Service for the Blind and Physically Handicapped, The Library of Congress, 

News [newsletter], April-June 1999, Vol. 30, No. 2. 

10. Supplemental Material from James Gashel 

[Mr. Gashel’s testimony begins on page 51 of this publication.] 

National Federation of the Blind Request To Testify at NCLIS Hearing [Letter] 

1800 Johnson Street 


Baltimore, Maryland 21230


(410) 659-9314 Marc Maurer, President 


Re: Request to present oral testimony


I am writing on behalf of the National Federation of the Blind to request an opportunity to present 


oral testimony at your hearing on July 8,1999. Library services are certainly an important part of life


for everyone, but particularly so for blind people. I say this because libraries provide essentially the 


only source of reading matter for this particular population. 


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U.S. National Commission on Libraries and Information Science 

If you are blind, the local bookstore has very little to offer you. Although some books are published in 

Braille and on tape, the cost of obtaining a single copy is often prohibitive. Therefore, most blind 

people cannot afford to acquire personal reading collections and rely upon public, tax supported, 

programs instead. 

Developments in modern information technology could have a major impact for blind people. I say 

this because the rapid distribution of daily newspapers, with access for blind people by telephone, is 

one example of a breakthrough. This same technology can be devoted to the storage and secure 

dissemination of other information as well. 

Because of the specialized needs and small size of the blind population—approximately two percent 

of those with severe disabilities—the unique barriers we face in information access are often not 

understood or are overlooked. This is why I am especially anxious to present oral testimony at the 

July 8 hearing. 

Please contact me as soon as possible with a response and more details. Thank you for your 

consideration. 

Very truly yours, 

James Gashel


Director of Governmental Affairs


NATIONAL FEDERATION OF THE BLIND "Changing what it means to be blind"


11. Supplemental Material from Ellen Perlow 

[Ms. Perlow’s testimony begins on page 54 of this publication.] 

Written Testimony of Ellen Perlow 

U.S. National Commission on Libraries and Information Science 


Hearing on Library and Information Services for Individuals with Disabilities


Thursday, July 8, 1999 


The Kellogg Conference Center, Gallaudet University, Washington, DC 


Testimony of Ellen Perlow


Testifying as an Unaffiliated Individual 


Good Afternoon. My name is Ellen Perlow from Denton, Texas, originally from Long Island, New 

York. I am honored to be here today representing myself, speaking as a professional academic 

librarian for nearly twenty years and a member of the American Library Association's ASCLA 

Division [Association of Specialized and Cooperative Library Agencies] that has established the justannounced Century Scholarship to promote diversity and the entrance of people with disabilities into 

the library profession. I also am an individual who happens to have a disability from birth. 

I owe deep gratitude to the very special people who have had faith in me and in my abilities: first my 

parents who encouraged me to be a productive member of society, then my colleagues, friends, and 

my supervisors at my professional positions, including Dr. Keith Swigger, Dean of the Texas 

Woman's University School of Library and Information Studies where I currently serve as Manager 

of Information Services. 

— 143 —

U.S. National Commission on Libraries and Information Science 

I was born with hemiparetic Cerebral Palsy [CP] on my right side, whose effects for me-impaired 

movement, balance, coordination, and perception, and lack of sensation on the right side-are much 

like a stroke. 

I consider myself very fortunate. It could always have been worse, much worse. A second more of 

oxygen deprivation and I might have been paralyzed and confined to a wheelchair... or worse. 

Although very mild in the spectrum of disabilities, my CP still has a great impact on my daily life. 

What others seem to take for granted, especially driving [requiring a left foot pedal to drive means I 

cannot rent a vehicle], and ambidextrous coordination, I cannot. But somehow I have managed by 

coping and compensating. Coping and compensating are what life with a disability, and actually what 

life for everyone on this planet are all about. We make the most with what we have and try to do what 

others do, but perhaps in a different way. 

As one whose integrity is often questioned because my disability does not fit the stereotype of being 

confined to a wheelchair, I can attest that the emotional toll and trauma of having a disability are 

much more NEEDLESSLY devastating and painful than any of the physical consequences. A recent 

example from my almost 50 years of experience: March 20, 1999, just 3 months ago: A neighbor 

placed a note reading "Petty Bitch" on my car windshield upon my finally [after 2 years] successfully 

obtaining for myself (for CP-related perceptual compensation) and another neighbor (for wheelchair 

accessibility) much-needed handicapped parking spaces at my Denton residence, spaces authorized 

under the Federal Fair Housing Act. 

My response, after reporting the incident to the police, a sign on my windshield: "Tomorrow it could 

be YOU who needs this space, and 'petty' it won't be." 

As we have witnessed so recently with the horrendous shootings at Colorado's Columbine High 

School: Tomorrow it could VERY WELL be US or OUR loved ones who must face disabilities and 

learn how to cope and compensate. 

In fact, all of us on this planet will have a disability or disabilities, sooner or later during our lifetime, 

if not already: from birth, due to an accident, natural disaster, just getting older, or lifestyle, as in my 

late father's case, a lifestyle of smoking and drinking. Unfortunately, our media's incessant promotion 

of tobacco, alcohol and other drugs, guns, other deadly weapons, and other high-risk activities also 

promotes more and more disability. 

Moreover, in the human race, there is not a person who can claim to be perfect, i.e. without blemish 

or disability. Each of us also is unique, different, and diverse from everyone else, a fact that brings 

true beauty to life. Let us celebrate our diversity! 

WHAT WE MUST DO: A TO-DO LIST 

We the library community CAN and MUST make a difference beginning right here and now in this 

hearing room. There is neither time to waste nor any excuse, since much of what we CAN and MUST 

do cost little or nothing. 

TO-DO #1: SAY IT RIGHT: PEOPLE FIRST! 

Our disabilities do NOT define us. We are NOT "disabled people" (to quote an ALA/ASCLA 

program announcement), nor the neutered "disabled persons," (to quote the Affirmative Action 

Register), nor '~he disabled" (to quote a U.S. Health Care Financing Administration flyer for 

Medicare distributed at the June 26-29, 1999 American Library Association conference), nor 

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U.S. National Commission on Libraries and Information Science 

"disabled individuals," to quote from the announcement for this very hearing. "Disabled" BY 

DEFINITION means "rendered incapable," "incapacitated" (Oxford English Dictionary, 1989, page 

714), "inoperable" (Microsoft Encarta Encyclopedia [CD-ROM), 1999), i.e., as good as dead. We are 

PEOPLE with disabilities, PEOPLE FIRST, and NOT "they," "them," or "those people," for "'They' R 

Us." Yes, at no cost, we CAN and MUST say it right, in our literature, signage, announcements and 

publications, and how we speak with and about people with disabilities. 

TO DO #2: NEVER ASSUME ANYTHING. 

Not everyone who has a disability is in a wheelchair. Disabilities are diverse and deceptive, many 

invisible to the human senses. We cannot assume a disability won't happen to us. 

TO DO #3: DISABILITY PREVENTION 

a)	 Increased Vigilance to Health and Safety, including maintaining smoke free, barrier-free 

homes, worksites, and public places. With the U.S. Supreme Court limiting ADA claims 

and HMOs pulling out of Medicare, etc., having a disability, permanent or temporary, is 

increasingly unaffordable-financially and emotionally. 

a. 	 Advocacy for Increased Public Transportation alternatives to driving are needed to 

reduce the killing field of disabling accidents on our overly congested highways and 

help keep people driving impaired off our roads. 

TO DO #4. CARE. 

All of us must have a sincere, caring, and positive attitude toward requests for accommodations or 

special services, whether or not the requests can be fulfilled. Disabilities are diverse and special 

services may be expensive, so it understandably may be impossible to satisfy everyone's needs. 

However, showing care and concern costs nothing but is worth millions. Let us remember that 

tomorrow or even tonight, it could be us who also may need those services. 

TO DO #5. LIBRARY EDUCATION 

a)	 Demonstration Adaptive Technology Labs, with a representative sample of adaptive 

equipment spanning the spectrum of disabilities, must be a part of EVERY library school. 

Where else can future librarians learn about their patrons' diverse needs and the technology 

that will be in their libraries? Through cooperative efforts among all library schools and 

grant-funding agencies, adaptive technology could be purchased in bulk and thus at a 

discount from the manufacturers. Library schools could integrate students' work in the labs 

within a variety of courses, including Information Storage and Retrieval, Microcomputers, 

The Internet, Library Automation, Library Management, and Multicultural Librarianship. 

b)	 Inclusion of People with Disabilities within Multicultural Librarianship Curricula in Library 

Schools. The "People with Disabilities" topic is not just about what libraries and other 

institutions must do to comply with - or circumvent - the ADA and other laws. People with 

Disabilities are you and me, all of us, twenty percent of the U.S. population and growing 

(U.S. Department of Commerce. Bureau of the Census. Census Brief CENBR/97-5, 

December 1997), and thus an integral part of our multicultural society. 

c)	 Century Scholarship Support. (See: www.ala.org/ascla/centuryscholarship.html) Publicize 

and encourage library school and corporate support of the much-needed Century 

Scholarship initiative to recruit people with disabilities into the library profession. Ensure 

that there will be librarians to greet all of us at our library doors and in our electronic 

environments who are knowledgeable, understanding, and empathetic to our needs as 

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U.S. National Commission on Libraries and Information Science 

people, and also as people who happen to have disabilities. Supporting the Century 

Scholarship: What better way to celebrate a new century that celebrates diversity and the 

beauty of life. Thank you very much. 

ASCLA Announces New Scholarship for People with Disabilities [A Press Release] 

ALA American Library Association 


NEWS


For Immediate Release 


June 27, 1999 


ASCLA announces new scholarship for people with disabilities 

The Association of Specialized and Cooperative Library Agencies (ASCLA), Library Service to 

Special Populations Section and the Library Services to People with Visual or Physical Disabilities 

Forum has announced the establishment of the Century Scholarship to recruit people with disabilities 

into the library profession. 

Beginning in 2000, the Century Scholarship will be given to help enable the American Library 

Association (ALA) to fulfill one of its most important missions: to bring diversity into the library 

profession so that it reflects the diversity of the communities library professionals serve. 

"We are very excited about the establishment of this scholarship and initiative to recruit people with 

disabilities into the profession," said Scholarship Chair Lisa Scholl. "We need library professionals 

who are knowledgeable about the needs of people with disabilities. We encourage individuals, library 

schools and corporations to become active in this pursuit as well by supporting this initiative and our 

goals through monetary contributions, active recruitment into library and information science 

programs and making university programs accessible and welcoming to people with disabilities." 

The award, currently up to $2,500 annually, will fund services or accommodations for a library 

school student or students with disabilities admitted to an American Library Association-accredited 

library school. The scholarship will fund services or accommodations that are either not provided by 

law or otherwise by the university that will enable the student(s) to successfully complete the course 

of study for a master’s or doctorate in library science and become a library or information studies 

professional. 

Applicants must provide medical documentation of their disability or disabilities, services and/or 

accommodations they would need for their studies, demonstrate the need for financial assistance and 

be citizens of the United States or Canada. 

For further information contact, Lisa Scholl, Chair, Century Scholarship, ASCLA, 50 E. Huron 

Street, Chicago, IL 60611. Telephone: 800-545-2433, ext. 4396 

New Scholarship for People with Disabilities [A Press Release] 

www.ala.org/ascla/centuryscholarship.html 

New Scholarship for People With Disabilities 

The Association of Specialized and Cooperative Library Agencies, Library Service to Special 

Populations Section and the Library Service to People with Visual or Physical Disabilities Forum is 

— 146 — 

U.S. National Commission on Libraries and Information Science 

pleased to announce the establishment of the Century Scholarship, that will recruit people with 

disabilities into the library profession, beginning in the year 2000. 

The Century Scholarship will enable ALA to fulfill one of its most important missions: to bring 

diversity into the library profession so that the library profession reflects the diversity of the 

communities library professionals serve. 

"We are very excited about the establishment of this scholarship and initiative to recruit people with 

disabilities into the profession. We need library professionals who are knowledgeable about the needs 

of people with disabilities. We encourage individuals, library schools, and corporations to become 

active in this pursuit as well by supporting this initiative and our goals through monetary 

contributions, active recruitment into library and information science programs and making university 

programs accessible and welcoming to people with disabilities," stated scholarship chair, Lisa Scholl. 

The annual $2,500 scholarship will fund services or accommodation for a library school student or 

students with disabilities admitted to an ALA-accredited library school. The scholarship will fund 

services or accommodations that are either not provided by law or otherwise by the university that 

will enable the student or students to successfully complete the course of study for a Master's or 

Doctorate in Library Science and become a library or information studies professional. 

Applicants must provide medical documentation of their disability or disabilities, services, or 

accommodations and/or services the applicant would need for their studies, demonstrate the need for 

financial assistance and be citizens of the United States or Canada. 

For further information, contact Lisa Scholl, Chair, Century Scholarship, ASCLA, 50 E. Huron 

Street, Chicago, IL, 60611. 

A Note About Language 

A Note About Language 

Whenever one group struggles to react to the needs of another group, the language employed varies in 

sensitivity. Persons with disabilities are working to assume control over their own metaphors and find 

many labels and descriptions offensive. For example: 

• 	 disabled students, the blind, the disabled 

Use "person-first" language that stresses the person first and then the adjective: 

students with disabilities. Never identify people solely by their disability. 

• 	 handicapped accessibility, handicapped parking 

Accessibility or access is better. Try disability parking. 

• 	 physically challenged, differently abled, mobility-limited 

These euphemisms are cutesy and artificial. 

• 	 specialized equipment, special needs 

Individuals with disabilities are tired of the "special" label. Try "assistive technology" 

and drop words like "special" that are not really needed. 

• 	 wheelchair bound, "wheelchair" to indicate a person using a wheelchair 

Instead, use has a wheelchair, uses a wheelchair, or in a wheelchair. 

— 147 —

U.S. National Commission on Libraries and Information Science 

No matter how sensitive we believe our language to be, the final arbiter is the person or group 

we are addressing. 

—Harold Maio, in The ADA Library Kit: Sample ADA-Related Documents to Help You 

Implement the Law, ASCLA, 1994 

Disabilities Affect One-Fifth of All Americans; Portion Could Increase in Coming 

Decades [A Census Brief] 

www.census.gov/prod/3/97pubs/cenbr975.pdf 

CENBR/97-5 Issued December 1997 

CENSUS BRIEF U.S. Department of Commerce 

Economics and Statistics Administration 

Bureau of the Census 

Disabilities Affect One-Fifth of All Americans 

Portion Could Increase in Coming Decades 

About 1 in 5 Americans have some kind of disability, and 1 in 10 have a severe disability (see below 

for definitions). And, with the population aging and the likelihood of having a disability increasing 

with age, the growth in the number of people with disabilities can be expected to accelerate in the 

coming decades. 

If current trends continue, Americans 65 years old and over will make up 20 percent of the total 

population by the year 2030 compared with about 12 percent currently. In the October 1994-January 

1995 period, for example, about 16 million of an estimated 31 million seniors age 65 and over 

reported some level of disability. 

THE NEED FOR PERSONAL ASSISTANCE 

About 9 million people of all ages have disabilities so severe that they require personal assistance to 

carry out everyday activities. About 80 percent of the people who take on the role of primary helper 

are relatives, and nearly half of these primary helpers live with the person with a disability. 

DIFFERENCES BY AGE AND RACE 

Disability is no respecter of age, sex or race. Even among children ages 6 to 14, for instance, about 1 

in 8 had some type of disability. Nevertheless, the likelihood of having a disability increases with 

age—half of seniors 65 years old and older have a disability. 

Although age is the main factor affecting the likelihood of having a disability, there also are 

differences by race and ethnicity. For example, within the 55- to 65-year-old group, the proportion 

with a severe disability was 20 percent among Whites not of Hispanic origin, 35 percent among 

Blacks and 28 percent among people of Hispanic origin (who may be of any race). 

WORK AND DISABILITY 

A major purpose of the Americans with Disabilities Act of 1990 was to increase the employment rate 

of people with disabilities by making it illegal to practice discrimination against individuals who 

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U.S. National Commission on Libraries and Information Science 

happen to have a disability. The October 1994-January 1995 survey data confirm that employment, 

while gradually increasing, continues to be a problem for people with disabilities. 

In the prime employable years of 21 to 64, for example, 82 percent of people without a disability had 

a job or business compared with 77 percent of those with a non-severe disability, and 26 percent of 

those with a severe disability. The latter figure actually represents a gain since a previous 1991 survey 

when the employment rate of people with a severe disability was only 23 percent. 

As shown in the table below, the likelihood of being employed varies by type of disability among 

people 21 to 64 years old. 

KINDS OF DISABILITIES AND EMPLOYMENT 

(Persons age 21-64) 

Disability Percent employed* 

Difficulty hearing 64.4% 

Difficulty seeing 43.7% 

Mental disability 41.3% 

Difficulty walking 33.5% 

*Persons may have more than one type of disability 

RELIANCE ON PUBLIC ASSISTANCE 

More than three-quarters (77.4 percent) of Americans age 22 to 64 with disabilities do not receive 

public assistance. However, disability is relatively common among those who do receive government 

cash, food or rent assistance. About half the beneficiaries of these programs had either a severe or 

non-severe disability. 

Date on the number of people with disabilities in the United States and the nature of those disabilities, 

plus their work activity and the help they receive from public programs are collected by the Census 

Bureau as part of its Survey of Income and Program Participation (SIPP). SIPP currently is the best 

source for periodic data concerning the economic situation of people with disabilities, but Census 

Bureau analysts note that the Federal government is still in the early stages of determining how best 

to monitor statistically the status of people with disabilities. 

DISABILITIES AND AGE: OCTOBER 1994-JANUARY 1995 

(Percent with disabilities by age) 

Age Any Disability Severe Disability 

65 years and over 52.5% 33.4% 

15 to 64 years 18.7% 8.7% 

0 to 14 years 9.1% 1.1% 

Source: U.S. Bureau of the Census, Survey of Income and Program Participation 

WHAT CONSTITUTES A DISABILITY 

A person is considered to have a disability if he or she has difficulty performing certain functions 

(seeing, hearing, talking, walking, climbing stairs and lifting and carrying), or has difficulty 

performing activities of daily living, or has difficulty with certain social roles (doing school work for 

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U.S. National Commission on Libraries and Information Science 

children, working at a job and around the house for adults). A person who is unable to perform one or 

more activities, or who uses an assistive device to get around, or who needs assistance from another 

person to perform basic activities is considered to have a severe disability. 

To Do Now 

To Do Now 

1. Say It Right: People First! "‘They’ R Us!" 

2. Never Assume Anything. 

3. Disability Prevention: 

a. Vigilance to Health and Safety 

b. Advocacy for Increased Public Transportation 

4. Care: Caring costs nothing but is worth millions. 

5. Library Education: 

a. Adaptive Technology Labs at all Library Schools 

b. Inclusion within Multicultural Librarianship 

c. Century Scholarship Support 

—Ellen Perlow—NCLIS Testimony, July 8, 1999 

Also Submitted for the Record 

Also submitted for the record, but not reproduced in this report are the following materials: 

• 	 Surgeon General’s Warning: Smoking by Pregnant Women May Result in Fetal Injury, 

Premature Birth, and Low Birth Weight, People Weekly, June 28, 1999, back cover and 

Chemicals Identified in Tobacco Smoke [source unknown]. 

• 	 Definitions of Disabled from the Oxford English Dictionary, Clarendon Press, 1989, volume IV, 

page 714, and Microsoft Encarta Encyclopedia 99 [CD-ROM] Dictionary section, copyright 

1993-1998, Microsoft Corporation as well as assorted materials showing incorrect usage such as: 

"disabled persons," "disabled individuals," "disabled people," "disabled [as a noun]," and 

"disability act." 

— 150 — 

U.S. National Commission on Libraries and Information Science 

12. Supplemental Material from Bernadette Storck 

[Ms. Storck’s testimony begins on page 57 of this publication.] 

Written Statement of Bernadette Storck 

PINELLAS PUBLIC LIBRARY COOPERATIVE 

Bernadette Storck


Library Administrator 


12345 Starkey Road 


Suite L 


Largo, Florida 33773-2611 


727- 535-7979 


727 531-5071 FAX


Good afternoon ladies and gentlemen. 


Thank you for allowing me to speak to you concerning library service to the disabled. 


My name is Bernadette Storck. I live in Tampa, Florida, and work in Pinellas County, Florida, across


Tampa Bay. My title is Administrator of the Pinellas Public Library Cooperative which was the first


single county cooperative in Florida organized to bring together public libraries individually owned


and operated by separate jurisdictions in order to share services and materials among themselves and


with people in the unincorporated county and small towns without libraries. 


Pinellas County is the most densely populated county in Florida and is located on the central west


coast and includes beautiful white sandy beaches as well as thriving cities such as Clearwater and St.


Petersburg. Altogether there are twenty-four municipalities and a large population, about 214,000, in


the unincorporated areas for a total of about 890,000. 


When the Cooperative was formed in 1990 twelve cities joined. Several years later Clearwater


became a member thereby opening all public libraries in the county to everyone entitled to service. At


the time the cooperative began we wrote an LSCA grant to establish a Talking Book Library. Prior to


that time disabled residents of Pinellas County received their service by mail from the state's regional


library in Daytona Beach. We received that grant and with great help from Daytona opened Florida's


eleventh subregional library in 1993. 


According to demographics Pinellas County has about seventeen thousand residents eligible for


talking book services. At the present we are serving 3500 to 5000 based in part on seasonal shifts and


in part on the mortality rate among our residents. We also have some braille, descriptive videos, large


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U.S. National Commission on Libraries and Information Science 

print books and some illustrated and brailled children's books. Our staff consists of a Talking Book 

Librarian, an Assistant Librarian who serves as the volunteer coordinator, an office manager/clerk, 

two reader's advisors, and a part-time visually impaired receptionist. All of these people deal directly 

with our clients, and we have a steady stream of visitors to our site though most talking books come 

and go via mail. 

You have expressed interest in the technology side of services to disabled readers. A second year 

grant and subsequent vendor support has enabled us to purchase the most up-to-date equipment 

available. We have a very sophisticated computer set up which will read orally words, text and 

spelling to the user. It has several excellent programs designed to give the impaired reader/user the 

same access enjoyed by others. This computer has its own printer, access to Internet, a moveable 

keyboard to make wheelchair access easier and to enable a user with only one hand to determine what 

is most comfortable. 

From that computer a client can take the print-out to a scanner attached to a braille writer and 

reformat the work. The Braille writer set-up includes the ability to print from disc, from keyboard 

input or from regular copy. 

The Talking Book Library has a closed circuit television set (CCTV), a magnifying reader which may 

be used for color, black on white or white on black and a Reading Edge, the Kurzweil reader. There is 

a newer reader available known as Aladdin, and we anticipate receiving it soon. We also await word 

from the Gates Foundation regarding the addition of more computers for public use, fully adapted for 

the disabled. 

Another service being provided in Pinellas County is the Deaf Services Center at Safety Harbor 

Library. Based on a grant this library located in a town of about seventeen thousand people has begun 

a literacy, family-oriented program. The library director took the course in American Sign Language 

(ASL) as did her teenage daughter. A specialist was hired to help organize the program, gather 

materials and contact the community. Due in part to this service Safety Harbor has seen several new 

families with deaf members become neighbors, library users and friends. 

Our libraries are very much aware of the needs of the disabled—whether they are visually or hearing 

impaired, have severe arthritis or spinal cord injuries, birth defects or other limitations. We are truly 

making the effort to recognize and serve all of our residents. 

Several new buildings and quite a few renovations have occurred since the Cooperative began. 

Appropriate furniture, restrooms, assistive devices and staff training have been added. Technology is 

wonderful—and often expensive. 

What will libraries need for the future? Efficient and accurate telecommunications devices and 

services, the ability to upgrade or replace equipment as it is improved, support for outreach programs, 

information about new medical techniques which improve life for the disabled and which can be 

shared via libraries and their networks. Libraries need information and materials in a variety of 

formats made available in a timely and inexpensive manner. Libraries need the support of wellinformed elected and appointed officials at all levels. 

Perhaps most of all libraries need the very best education and training available for staff. The most 

remarkable technology available is still the human mind. It is capable of receiving, storing, and 

retrieving more useful data than we can imagine. We have all known or heard of stroke or accident 

victims whose brains have lost some cells—but those brains have adjusted—learned to speak again, 

to use paralyzed limbs again. 

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U.S. National Commission on Libraries and Information Science 

The mind of a good librarian must be provided for opportunities to grow and expand. The requisite 

Master's Degree opens the door—each of us must enter it knowing we have the skills to organize and 

assimilate information. But it is that other part of us—the anima or soul—that sets us on a path of 

service. What other profession exists solely to give away everything we learn or collect—freely and 

purposefully? 

So what should the National Commission on Libraries and Information Science be doing? Work with 

us and for us. Take up the cause that every American will know about his or her libraries and that 

regardless of physical or mental impairment the library is there to meet the needs—for information, 

for materials, for intellectual growth and freedom. 

Foster the development of programs to further the education of librarians through grants, stipends, 

and courses by telecommunication or human in-person communication. Provide sign-language 

courses, provide psychology courses, provide and provide human relationship courses. These are over 

and above the courses offered by our library schools and many libraries do not have adequate staff or 

funds to support continuing education. Perhaps that should be your major program. 

I certainly don't have all the answers. But as I approach my fortieth year of working in the library 

environment and as I share my history and enthusiasm with graduate students in my classes at the 

University of South Florida, and as I see how far we have come I can only envision where we will go. 

If this Commission is to continue, you must strive to help us all make this vision a reality—even for 

those who cannot hear us talk about it or see its plans in print. 

Thank you for listening—and for caring. 

Pinellas Talking Book Library for the Blind and Physically Handicapped [A Brochure] 

Pinellas Talking Book Library for the Blind and Physically Handicapped 

TALKING BOOKS: 

Reading Never Sounded so Good! 

Mission Statement 

The Pinellas Talking Book Library’s (TBL) mission is to encourage and support reading by providing 

free library services to Pinellas County residents for whom conventional print is a barrier. 

Talking Book Library 

The Pinellas Talking Book Library (TBL) is part of a nationwide network of regional and subregional (local) libraries administered by the National Library Service for the Blind and Physically 

Handicapped (NLS), Library of Congress. Locally, the TBL is administered by the Pinellas Public 

Library Cooperative (PPLC). 

The TBL is responsible for talking book services in Pinellas County. We provide adult and juvenile 

readers with books and magazines in audio and Braille formats. All reading materials and compatible 

playback equipment are loaned to readers without charge, and all postage is free. Transactions may be 

handled via mail, telephone, fax, or e-mail. 

Collection 

The National Library Service produces full-length books and magazines. The scope of the collection 

is similar to that of a public library; it contains bestsellers, biographies, classics, mysteries, romances, 

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U.S. National Commission on Libraries and Information Science 

westerns, poetry, histories, and how-to books. There are a limited number of titles in Spanish and 

other languages for readers whose primary language is not English. Catalogs and bibliographies in a 

variety of formats are available for book and magazine selection. 

Deposit Collections 

Pinellas County facilities such as nursing homes, Assisted Living Facilities, hospitals, and skilled 

nursing units are eligible for on-site deposit collections which are mini-libraries composed of audio 

and Braille materials and compatible playback equipment for use by eligible residents. Deposit 

collections can be tailored to meet the needs of the residents. Applications are available by calling the 

library. 

Other Services


Descriptive Videos—Descriptive videos (DV) are selected contemporary and classic movies


specifically adapted for the visually impaired. The soundtrack includes narration that describes visual


elements such as action, settings, costuming, and gestures without interfering with actual dialog or


sound effects. DVs play on an ordinary VCR and TV. DVs are available by mail for loan to eligible


readers. 


Assistive Devices—The library has a public reading area containing various assistive devices for use 

by walk-in readers. Two closed-circuit televisions (CCTV) magnify print and images; two devices 

convert print material into speech; computers have speech access and screen magnification; computer 

software translates computer text into braille; a brailler embosses into grade II interpoint Braille; and 

hand-held magnifiers have varying magnification strengths. Two closed caption decoders and one 

portable CCTV are available for loan. 

BiFolkal® Kits—BiFolkal ® Kits are unique tools for providing stimulating programming in group 

settings such as nursing homes. Each kit contains multi-sensory resources to encourage remembering 

and sharing memories. A kit is essentially a "party-in-a-bag." Kits can be used effectively without any 

special training or experience. Kits are available for loan to registered deposit collections. 

Print/Braille Books—Print/Braille books have the same text in print and Braille on pages facing 

each other. Print/Braille books enable blind and sighted readers to share the experience of reading a 

book together. Selected titles are available for pre-school through Grade 6 levels. 

Reference Services—The TBL maintains an information file of resources on disabilities issues, 

products, organizations, and ADA legislation. A print reference collection dealing with disabilities is 

kept for in-library use. Current catalogs of assistive devices and product information sheets are 

available for browsing or free distribution. 

Eligibility 

If you have difficulty using or reading conventional print material due to 

• visual impairment 

• physical disability 

• reading disability due to organic dysfunction 

you are eligible to receive talking books. The condition establishing eligibility may be permanent or 

temporary. 

Applications for service may be signed by a doctor, social worker, teacher, optometrist or other 

qualified person. 

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U.S. National Commission on Libraries and Information Science 

To obtain an application call the TBL at (813) 538-9567 or the Daytona Beach Regional Library tollfree at 1-800-226-6075. 

Volunteers 

The TBL encourages volunteers to spend personally rewarding hours helping the library with its dayto-day operations and specialized tasks. Call the library for more information about volunteer 

opportunities. 

Donations 

Financial support for the TBL benefits the quantity and variety of our resources and thus improves the 

quality of life in our community. All donations to the library are tax deductible. 

"If I took a poll of every visually impaired person, I believe that this program would 

be cited as the most valuable of any service." 

—Carl R. Augusto, President and Executive Director, 

American Foundation for the Blind, Inc., 

in an address to talking book librarians, 1992. 

Pinellas Talking Book Library 

12345 Starkey Road, Suite L 


Largo, FL 33773-2629 


(727) 539-0-261, (727) 538-9567 


TTY: (727) 538-8949 


Fax: (727) 538-8731 


E-Mail: carlsorg@snoopy.tblc.lib.fl.us 


Hours 

Monday – Friday 

9:30 a.m. – 5:00 p.m. 

Closed weekends and holidays 

Services to the Visually Impaired 

Services to the Visually Impaired 

By Barbara Lapointe, Acting Librarian, Pinellas Talking Book Library 

[An Excerpt From] 

LIBRARY COOPERATIVE CALENDAR OF EVENTS 

A Publication of the 

Pinellas Public Library Cooperative 

July 1999 

It never occurred to me before I was hired at the Pinellas Talking Book Library that people with print 

disabilities could also enjoy a good book. I thought that if you were blind you had to read braille. But 

it is not really true. What if you were not born blind and suddenly found yourself incapable of reading 

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U.S. National Commission on Libraries and Information Science 

conventional printed material anymore? What if you cannot hold or turn the pages of a book because 

of a physical disability? What about reading disabilities? 

In Pinellas County more than 3,500 visually and physically disabled people are eligible to use the free 

services offered by the Pinellas Talking Book Library (PTBL). The Library was designated as a Subregional Library of the National Library Service for the Blind and Physically Handicapped (NLS) by 

the Library of Congress in 1993. NLS produces and selects books and magazines in cassette, disc, or 

braille format, which, along with playback equipment, are loaned free to eligible individuals. Talking 

Book Library services are available to people who cannot hold, handle or read conventional printed 

material because of visual or physical disabilities. Its services can be used by those with either 

permanent or temporary disabilities and are available to individuals or to institutions serving such 

persons. 

PTBL offers a great variety of recorded books including humor, biographies, poetry, religion, history, 

mysteries, westerns, bestsellers, romance, etc. As you can see, we cover topics similar to those 

offered in a public library. However, we are not like a public library as there are no books to browse. 

So how do patrons select their books? They receive bi-monthly catalogs of newly released books as 

well as a yearly catalog and may request specialized catalogs such as Romances, Mysteries, and 

Science Fiction. They send us their requests by mail, phone, fax or e-mail. We process them and send 

the books through the mail as free matter for the blind and physically handicapped. 

PTBL offers much more than books. We have descriptive videos where a narrator describes visual 

elements of the film, low vision aids that magnify print or images, assistive devices for converting 

print material into speech, Braille embosser, resource collection on disabilities issues, products, 

organizations, and legislation, and even adaptive sports equipment available for loan (in the near 

future). 

In Pinellas County more than 3,500 visually and physically disabled people are eligible to use the 

free services offered by the Pinellas Talking Book Library. 

I don’t want to be presumptuous, but I believe that our library patrons are much more appreciative of 

our service than any other library patrons would be: Talking Books are an essential part of their lives. 

Can you imagine your life without sight? As Mr. Harold Grimes, Pinellas Talking Book client since 

1996 attests: "I use the talking book cassettes every day as they provide me with great relaxation and 

enjoyment. I am sincerely grateful for this service, and I am pleased to tell others about the Talking 

Book Library." 

Pinellas Talking Book Library 

12345 Starkey Road, Suite L, Largo, FL 33773 

727-538-9567 or 727-539-0261 

Monday – Friday: 9:30 a.m. – 5:00 p.m. 

Serving Pinellas County residents with visual, physical or reading disabilities. Books and magazines 

in recorded formats and braille, plus compatible playback equipment, are loaned free of charge. 

Walk-in users are welcome. 

For more information or an application for service call 

727-538-9567 or 727-539-0261 

This newsletter is also available in accessible format. 

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U.S. National Commission on Libraries and Information Science 

Services Offered to the Pinellas Talking Book Clients [A Flyer] 

Services Offered to the Pinellas Talking Book Clients 

• Low vision aids that magnify print or images (Closed Circuit Television); 

• Assistive device for converting print material into speech (Reading Edge); 

• Braille embosser for printing grade II interpoint braille from a computer; 

• 	 Computer equipped with software that reads or magnifies what is written on the screen (such as 

Zoom Text, Kurzweil 1000, Kurzweil 3000, and JAWS). Also with an Internet connection; 

• Adaptive sports equipment available for loan; 

• Resource collection on disabilities issues, products, organizations, and legislation. 

Born to Guide [Newspaper Article] 

Born to Guide 

By Philip Morgan of The Tampa Tribune 

BayLife, June 21, 1999 

BRADENTON—Maggie, a yellow Labrador retriever, sweeps her eyes across the sidewalk and 

decides there is enough space to maneuver a wheelchair between the curb and a tree blocking part of 

the path. 

Then she moves on. Trainer Larisa Scharikin can feel the tension in the handle of Maggie’s harness, 

telling Scharikin to steer her wheelchair in a sweep to the right. 

In a few weeks, Maggie will graduate from Southeastern Guide Dogs and start earning her pay—love 

and praise from the blind person in a wheelchair with whom she will spend her life. 

Scharikin, 43, has trained guide dogs for 10 years. Helping blind people in need is satisfying, but she 

says the most fascinating part of the job is seeing these dogs learn. 

"The whole thing is amazing," say Scharikin, who gave up accounting to work with guide dogs. 

"Nothing wows you as an adult, but when you see this working...it’s like, wow, there is some 

mystery left in life." 

Southeastern, a nonprofit company founded in 1982, is 1 of 10 schools in the nation that train guide 

dogs. 

Five days a week, trainers transport their charges from Southeastern’s kennels in Palmetto to 

downtown Bradenton. The dogs learn to follow more than 40 commands during the four to six 

months of training. They learn how to stop at curbs and know when it’s safe to cross the street. They 

learn how to gauge whether to go under or around overhanging limbs, depending on the height of 

their masters. 

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U.S. National Commission on Libraries and Information Science 

They learn more subtle lessons, too. For example, the command "left" tells the dog to take an 

immediate left. "Left-left" tells it to take the next available left. The dogs do it all for a pat on the 

head and an encouraging word from the trainer. 

Animals go from the relative tranquility of downtown Bradenton to tests in frantic downtown Tampa, 

with its whooshing traffic and many distractions. 

Trainers eventually put on blindfolds for the true test. Then the dogs are ready to be matched with 

students, who bond with their canine companions and work with them for 26 days before graduation. 

The blind students spend 24 hours a day with their dogs. No one else is to pet, feed, play with or even 

make eye contact with a dog while it is learning to love its new master. 

Maggie is a wheelchair specialist. Most dogs train to guide clients who can walk. The school takes 

care to match the right dog with the right person. 

Older, slower people get gentler, slower dogs such as Dottie, the black Labrador that Lynn Benus is 

training. Younger, more active people get stronger, faster dogs such as Conwell, a yellow Labrador 

that Jim O’Donnell is training. 

"He needs a young Marine, actually, at this point," says O’Donnell, half-jokingly. 

Conwell lies at his feet, relaxing with his leash on. When he dons the harness, he’s all business. 

"It’s like putting on a three-piece suit," says Michele Huseby, Southeastern’s public relations director. 

When dogs are in their harnesses, even pats on the head from strangers are discouraged. 

O’Donnell, 47, has taught guide dogs for eight years, having served the three-year apprentice period 

all trainers at Southeastern undergo. The former letter carrier quit the U.S. Postal Service, giving up 

benefits that would have come with retirement a few years away, just to work with the dogs. He 

feared if he didn’t do it when he did, he might never get the chance again, and he would regret it. 

Working with some of the greatest dogs in the world—and seeing the results—fills him with purpose, 

he says. 

O’Donnell tells of one memorable dog, a Labrador named Della, who went to a woman whose 

seizures from epilepsy were so frequent that she wore a helmet at all times. The woman fitted Della 

with an extra long leash and tied it to her belt. When the woman fell on the ground in a seizure, as she 

did about 10 times during the training period, Della moved to the end of the leash and waited calmly. 

When the woman stopped convulsing, Della went over, lap down beside her and licked her face until 

she regained consciousness. 

Scharikin tells of an incident during her apprenticeship at a guide dog school in New Jersey. A newly 

assigned dog pulled a client down a hill, threading around garbage cans strewn in the path, as a 

worried Scharikin ran after them. When she caught up, she saw teams streaming down the man’s 

cheeks. 

"He said, ‘I didn’t think I would ever be able to move that fast in my life again and feel safe.’ That 

always sticks in my mind." 

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U.S. National Commission on Libraries and Information Science 

About 80 percent of the dogs Southeastern trains are retrievers, mostly Labradors. They love to work 

and aren’t intimidating to strangers. Purebred German shepherds, once the standard among guide 

dogs, tend to be overprotective, Huseby says, adding that it wouldn’t do to have them barking and 

snarling at everyone they meet. 

Labradors tend to be energetic, though, and not always suitable for older and debilitated clients. The 

school has found success cross-breeding them with characteristically mild-mannered golden 

retrievers. "Goldadors," they are called. 

It costs about $10,000 to train a guide dog, but the dogs are given to blind people for free. 

Southeastern gets no government funds, depending entirely on donations from individuals and 

corporations, Huseby says. 

More than 100 guide dogs each year are matched with blind people throughout the United States, 

Canada and Latin America, though most go to people in Florida and other Southeastern states. 

Considering the high cost of training, the school wants to be sure the dogs will succeed. That’s why 

Southeastern raises its own puppies; the products of dogs know to have the proper traits. 

They are in top physical shape and have superior hipbone structure—they must have strong joints to 

withstand a lifetime of pulling. They have to be able to work without the distractions of usual dog 

behavior. 

But, sometimes, even with the superior breeding, dogs don’t work out. They may be incorrigible 

ground sniffers or squirrel chasers. 

"We occasionally have a dog that doesn’t want to work," Huseby says. "It just wants to go home, lie 

there on the couch, watch TV and hang out." 

Dogs that don’t work out may be given to Southeastern volunteers, people who offer their time to 

walk dogs, play with puppies or house the breeder dogs when they aren’t producing young. Some 

dogs that fail as guide dogs are just right for other kinds of service, and they may be donated to police 

or fire agencies as bomb, drug or arson sniffers. 

The dogs that go to blind people help in more ways than guiding, says O’Donnell. They offer love 

and companionship, and they open social doors. 

"You walk around with old, big, huge Conwell here, you’ve got to fend the people off," he says. They 

want to know about him." 

Life Moves Forward with Help of Dog [Newspaper Article] 

Life Moves Forward With Help of Dog 

By Philip Morgan of The Tampa Tribune 

BayLife, [undated] 

BRANDON—"Forward, Lou," Marion Gwizdala tells his guide dog. 

Louiza, a collie-German shepherd mix, stands still. 

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U.S. National Commission on Libraries and Information Science 

"Forward, Lou," he repeats. 

Nothing. 

It is only when Gwizdala says, "Forward, down," that Lou proceeds down the stairs. 

That’s the command that signals to the dog that her blind master knows they are at the top of a set of 

steps, not just a curb or single step. Lou is exhibiting "intelligent disobedience," as guide dog trainers 

call it—a refusal to obey when doing so would endanger the blind person. 

Lou is the third companion from Southeastern Guide Dogs to work for Gwizdala, 43, a Brandon 

hypnotherapist who has been blind from retinitis pigmentosa, a progress genetic disease, since the 

early 1980s. 

The first dog, a German shepherd named Princess—placed with Gwizdala before the school in 

Palmetto bred its own dogs—was afraid of thunder and was retired. The second dog, a black Labrador 

named Diamond, guided him for 11 years. Diamond, who died earlier this year, so loved working that 

he would eagerly stick his head in the harness when it was held before him. 

Nothing ruffled him. A neighborhood dog would rush up and bark inches from Diamond’s face, and 

he would ignore it. 

"He was an ambassador for Southeastern, like Lou is going to be," says Gwizdala. 

Lou, placed with him in late March, seems to have hit her stride. At 20 inches tall, she can judge 

whether a tree branch is high enough for the 6-foot-3 Gwizdala to clear. She stands at an angle in 

front of him until she determines it is safe for him to cross busy Parsons Avenue. 

"The intelligence she uses is beyond the training," Gwizdala says. 

For example, she slows, stuttering her step, to signal that he is approaching an uneven section of 

sidewalk. 

The symptoms of retinitis pigmentosa began when Gwizdala was 17, not long after he had gotten his 

driver’s license. He was tired, felt a pounding in his head and would frequently drift off to sleep. His 

vision began tunneling, closing off peripheral sight. 

"I didn’t accept it for 10 years. In fact, I drove a taxicab," he says, laughing. 

His vision steadily declined. Now, he can see only changes in light. 

For years he used a cane, a tool that should be mastered before a blind person gets a guide dog, he 

says. He still uses a cane for short trips to a convenience store. 

Gwizdala, a poised and amiable man with read hair and beard, has adjusted well to his disability. He 

runs his own business, Body-Mind Connection, and gives lecturers on using self-help methods to 

enhance performance, quit smoking, lose weight and manage stress. He likes sailing and gardening. 

He plays guitar and sings. He performs regularly at Brandon Brew House Restaurant and Fox & 

Hounds Irish Pub. 

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U.S. National Commission on Libraries and Information Science 

"He really has a wonderful voice and wonderful technique," says Fox & Hounds general manager 

Jane Mertens, who adds he also has a great rapport with the audience. 

Gwizdala and his wife, Jan, own another dog, Caymen, a German shepherd who takes his job as pet 

and protector seriously. Caymen and Lou get along well, Gwizdala says. 

When Lou is out of her harness, she goes into regular dog mode—chasing lizards and playing with 

sticks. 

She shows her intelligence then, too. 

Gwizdala tells of Lou’s recent attempt to go through the foot-wide doggie door at his home with a 

two-foot-long stick. After a couple of failures, she entered the house, stuck her head back out the 

door, grabbed the end of the stick and dragged it inside. 

"She is really such a personality." 

Breaking the Language Barrier [Newspaper Article] 

Breaking The Language Barrier: 

An unusual literacy program at the Safety Harbor Library reaches out to deaf people 

By Vickie Beck of The Tampa Tribune 

BayLife, [undated] 

SAFETY HARBOR—Deaf people need to be bilingual. 

The hand pictures of sign language don’t translate easily into the spelling and structure of English. 

Some adults lack the basic English to use a Telecommunication Device for the Deaf or a computer or 

even write a note to express their needs. 

When this became apparent to staff members of the Safety Harbor Library last November, they 

created Literacy Training and Family Programs for the Deaf. 

"People who are deaf started coming into the library. We realized they couldn’t read, and we could 

only communicate through notes," says Monica Reed, library director. 

The free program includes sign language classes for the hearing, and most of the library staff is 

becoming familiar with sign language. 

"When the library started the program, there could be as many as 15 deaf people I here writing oneword messages: ‘book,’ ‘video,’" says Rosa Rodriguez, deaf services coordinator for the library. 

Safety Harbor has low-income housing for people who are deaf and may have additional disabilities. 

Many of the literacy students are from that community. 

In a small library classroom decorated with ABCs and posters explaining basic grammar, Rodriguez 

teachers life skills, centered on literacy in English. For example, when class members wan to order 

pizza at a restaurant, they can’t write an understandable note. They want to write letters to their 

families. And they want to know how to explain what they need from a plumber, a locksmith, even a 

librarian. 

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U.S. National Commission on Libraries and Information Science 

The class is often interrupted as others come in, seeking advice on personal problems ranging from 

how to complete job applications to how to get medical supplies. Some one signs about being worried 

about a friend, and the class stops for a discussion in sign language. 

American Sign Language is "not structured like English," Rodriguez says. "If you can’t hear, how 

could you learn this language? Students in the classes have an average reading ability of from first- to 

third-grade level." 

The class has about 35 students from age 15 to 55. Some are learning sentences, some individual 

words. One 35-year-old is just learning the alphabet. Even so, most say they completed high school. 

"We learn language incidentally," explains Charon Aurand, director of the Neighborhood Family 

Center, operated by Friends of the Deaf Service Center in Pinellas Park. "Primary language 

acquisition occurs from age 0 to 3. Most parents haven’t even decided how to handle the problem, 

assuming the child has been diagnosed, by then." 

Kids who can’t hear "have delayed social skills, and hey don’t have a language base to learn English, 

even in school. It would be like trying to learn Russian strictly from a book. If they go to school for 

12 years where they don’t speak the language, they won’t get above third-grade level." 

At the library, students learn the names and spellings of basic household items, such as "window," 

"toilet," "cabinet." They learn the difference between similarly spelled words, such as "sink" and 

"stink." They marvel over why there are so many words for the same thing—"wastebasket," "garbage 

can," "trash can," for example. They want to call the clock "time." 

When they spell incorrectly, Rodriguez hands them a dictionary. 

"I want them to reach the highest level of independence they can," she says. "I want to help integrate 

them into the community." 

The students have more specific goals. 

Jackie Hearns, 34, who completed 10th 

grade, speaks through student interpreter Dayna McMaster. 

Hearns wants to "learn and practice reading and math so I can read sentences, answer questions and 

go to AA [Alcoholics Anonymous] meetings on the Internet." 

Rodriguez has already taught her the "Serenity Prayer" in sign language. 

Angela Diehl, 20, wants to "learn signed music and how to read and how to use the Internet." She 

hopes to become a massage therapist. 

"I want to learn about massage, so I want to read books and get on the computer," she says. "I have a 

2-month-old daughter, Yvonne, so I want to learn and work so my daughter will have a good future. I 

come here to learn stories and then teach my daughter." 

Diehl and other students have begun to participate in community activities. 

When people come to the class to observe, Rodriguez will both speak and sign, which is difficult. It’s 

thinking in two languages at once, she says. 

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U.S. National Commission on Libraries and Information Science 

Rodriguez has six years of experience working with people who are deaf. In addition to running the 

library program, she is a rehabilitation counselor in the Deaf School to Work Program of the Florida 

Division of Vocational Rehabilitation. 

She also has taught sign language at the Safety Harbor Fire Department and City Hall, which will 

help end misunderstandings with the deaf community, she says. 

"Deafness often contributes to other emotional and identify problems," she says. "I often describe the 

problem as being culturally deprived." 

The Hillsborough County literacy program has had requests for assistance from people who are deaf, 

and once had a volunteer who could interpret. 

"We have tried to recruit deaf volunteers. At this point, we’re real low on all volunteers," says Jodi 

Cohen, literacy coordinator for the county library system. "The program in Safety Harbor is fantastic 

and very unique. I don’t know of another program like it." 

Rosamond Donahoe, publicity director for the Literacy Council of Upper Pinellas in Dunedin, says 

her organization doesn’t do special programs. 

The Safety Harbor program has Federal funding through October. The library is searching for 

additional money, Reed says. 

The program covers basic and intermediate reading, writing and math, basic computer use, 

employment skills, storytelling, recovery from substance abuse, and life skills such as hygiene, 

nutrition and parenting. 

"Everything is literacy," Reed says. 

The library also has a large collection of books and videos on deafness and deaf culture, Rodriguez 

says. 

"The Safety Harbor Library is to be commended for its interest and commitment to the deaf 

community," Aurand says. "All the story hours are interpreted. They just do everything they can to 

make the facility accessible. 

"They are making a difference in the quality of life for people." 

Blind Suffer 70% Jobless Rate [Newspaper Article] 

Blind Suffer 70% Jobless Rate 

By Lori Johnston of The Associated Press 

The Tampa Tribune, July 3, 1999 

ATLANTA—While technology has made some facets of life easier for the blind, other advances have 

shut them out of jobs. 

In a labor market so tight that many employers are begging for workers, 70 percent of blind 

Americans who want a job can’t find one. Advocates blame discrimination, a drop in braille literacy 

and, perhaps, most important, the computer mouse. 

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U.S. National Commission on Libraries and Information Science 

With the nation’s overall unemployment rate at close to a 29-year low of 4.3 percent, the level of 

joblessness among the blind has remained stagnant for about a decade, according to the U.S. Labor 

Department. 

"The Americans with Disabilities Act seems to have had no impact on this," said Barbara Pierce, 

spokeswoman for the National Federation of the Blind, which is holding its annual convention in 

Atlanta through Tuesday. The act, passed in 1990, bans discrimination based on disability and 

requires employers to take "reasonable" steps to accommodate disabled people. 

In addition to the 70 percent of the blind who are unemployed, 30 percent of those who are working 

are considered underemployed in relation to their qualifications, according to the Labor Department. 

Over the years, technology has made things much easier for blind people. Converting text to braille, 

once a painstaking process, can now be done by computers and some office equipment is available 

with braille-embossed buttons. 

But other technology has hurt the employment chances of the 750,000 blind Americans. 

Many blind people once worked as receptionists, taking dictation and answering the phone for 

managers and executives. But voice mail and e-mail have changes the job description, requiring more 

computer skills. 

And software that requires the user to move around the screen with a mouse and click on icons is 

nearly impossible for blind people to learn. 

Peg Halverson, who has been out of a job for the past two years, said she could use software that 

includes graphics if someone would put it in a blind-friendly format that relies mostly on keystroke 

commands and speaks out loud to the user to alert him or her to what is on the screen. 

"I want to be employed. I want to contribute to society," said Halverson, 44. "I’m thinking, ‘I have a 

business degree, I have basically 20 years of administrative experience, and I can’t even get a 

customer service job.’" 

Pierce said software makers that convert point-and-click programs so that the blind can use them are a 

couple of years behind the rest of the fast-moving computer industry. 

Advocates said another problem has been a decline in the number of blind children learning braille. 

During the past 30 years, the percentage of blind children learning braille in the United States has 

fallen from about 50 percent to less than 10 percent, according to the federation. 

The reason: a push during the past two decades to get blind children out of special schools and 

"mainstream" them with other youngsters. 

The federation backs mainstreaming; but, said Pierce, many school systems saw it as a chance to cut 

costs by hiring fewer teachers for disabled students and rolling back braille instruction to only once or 

twice a week. 

Another big obstacle for blind people trying to find jobs is employers’ attitudes, advocates said. Many 

managers think blind people are helpless and can’t be effective workers. "This is pity-based 

discrimination," Pierce said. 

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U.S. National Commission on Libraries and Information Science 

Advocates said there is technology to help the blind in many jobs. 

Some companies may balk when told that a blind employee will require a $3,000 braille embosser 

that works like a computer printer that would cost less than $500. However, Pierce said, there are 

state, Federal and private programs that help employers pay for such equipment. 

At the convention, blind people are attending workshops on writing résumés, interviewing and 

dealing discrimination. 

Lynn Mattioli, a hospital dietician in Baltimore, said she doesn’t try to avoid the subject of her 

blindness during job interviews. Instead, she tells employers how she proposed to overcome her 

disability and get the job done. 

Here’s the Messy Truth About the ADA [Newspaper Opinion Column] 

Here’s the Messy Truth About the ADA 

Robert J. Samuelson 


St. Petersburg Times, Columns, July 2, 1999 


WASHINGTON—Nearly a decade after its creation, the Americans with Disabilities Act of 1990 is a 

case study in the limits of social engineering. Last week, the Supreme Court either gutted the ADA or 

imbued it with common sense—depending on your point of view. The court ruled that people with 

common problems (eyesight that requires glasses, for example) aren’t "disabled" under the law. But 

even if the court had gone the other way, it couldn’t have rewritten the ADA’s record of under 

whelming achievement. 

The ADA aimed to bring the most disabled Americans into the mainstream by getting them jobs. 

Work (the logic went) would limit dependence and raise self-respect. So the ADA outlawed job 

discrimination against the disabled and required employers to provide "reasonable accommodations" 

for otherwise-qualified workers. Despite these protections, the ADA has raised the employment of the 

most disabled only slightly. 

The Census Bureau says that about 9 percent of the working-age population (those 20 to 64) are 

"severely disabled"—meaning, generally, that they use a wheelchair or cane, have serious hearing or 

sight problems, or are mentally retarded. Among them, employment rose from 23 percent to 26 

percent between 1991 and 1994. A private poll by the Harris Survey in 1998 suggests a similar job 

level. Conceivably, the increase (800,000 individuals between 1991 and 1994) could stem from the 

ADA. But it could also reflect the economic recovery. 

This does not mean the ADA has utterly failed. John Lancaster, executive director of the President’s 

Committee on Employment of People with Disabilities, puts it this way: "The ADA (has altered) 

attitudes about people with disabilities: what they can and can’t do.... They’re able to get around 

better. You see more (disabled) people out there. The attitudinal things break down when you see 

people as people and not as wheelchairs." 

Point taken. The ADA made the public landscape friendlier for the disabled. Doors were widened, 

ramps installed and parking spaces reserved. All this signaled a larger social acceptance. Still, the 

employment effect is weak. Why? 

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U.S. National Commission on Libraries and Information Science 

Laws can do only so much. Even before the ADA, many severely disabled people worked. Character 

and circumstances count. My best friend, a newspaper editor, developed Parkinson’s disease a decade 

ago. He never thought of quitting, and even without the ADA, I doubt his paper would have fired 

him. He’s too competent and conscientious. But the ADA rendered the issue moot by requiring 

employers to make "reasonable accommodations." 

The costs of doing so are probably not high. In 70 percent of cases, companies’ expenses are less than 

$500, says the President’s Committee. What’s false is the assumption that the disabled lack jobs 

mainly because employers are indifferent, ignorant or hostile. The messier truth is that some disabled 

can’t work—and some don’t want to. What to do? 

Well, provide a safety net. In 1998, Social Security’s Disability program had 6.3 million beneficiaries 

and cost $48 billion; the Supplemental Security Income program had 5.3 million disability 

beneficiaries and cost $24 billion. 

Here lies the great contradiction. The ADA wants the disabled to work. But if you pay people for 

being disabled, more will say they’re disabled and won’t work. This is especially true of people with 

low skills, whose job prospects and potential wages are poorest. Among "severely disabled" college 

graduates, half worked in 1994. Among high school graduates, less than a third did. The easiest way 

to increase work among the disabled would be to reduce disability benefits or raise eligibility 

requirements. 

This isn’t likely. It would seem heartless. Indeed, the term "disabled" has grown looser over time. 

Many advocates who want the disabled in the mainstream also want more people considered disabled. 

In the 1980s, Social Security tried to hold down disability costs by tightening eligibility. The effort 

collapsed after a political outcry and adverse court rulings. As a result, Social Security’s disability 

rolls include people who can’t work—and many who could. The White House would cope with the 

dilemma by allowing many disabled to keep government benefits while working. This skirts the hard 

political problem of critically inspecting who’s disabled. 

A similar dilemma afflicts the ADA. The broader the definition of "disabled," the more the law 

becomes a tool for the already employed to raise their pay. In one case before the Supreme Court, two 

pilots at regional airlines applied for better jobs at United, which rejected them because their 

uncorrected vision fell below the company’s standard. In another case, an auto mechanic was fired 

because his job involved driving trucks and his blood pressure exceeded the company’s requirement. 

He got another job. The court ruled these workers were disabled. 

That’s common sense—but perhaps not congressional intent. When it passed the ADA, Congress 

didn’t strictly define "disability." To be precise would have highlighted the central dilemma: the 

problems of the seriously disabled aren’t easily solved; and the problems of the mildly disabled aren’t 

very serious. 

Robert J. Samuelson is a columnist for Newsweek. 

Fight Continues to Get Disabled a Public Education [Newspaper Article] 

Fight Continues to Get Disabled a Public Education: 

Parents battle to improve the exceptional student education program for their children 

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U.S. National Commission on Libraries and Information Science 

By Linda Chion-Kenney, Times Staff Writer 

Tampa State, The Times, June 30, 1999 

TAMPA—Keith and Nikole Whitehead say the Hillsborough school system picked the wrong fight. 

All they wanted, they said, was for their son, Andrew, born with Down’s syndrome in 1987, to 

prosper in the public school system to the best of his abilities. They never intended to wind up in 

Federal court, in a legal battle they say has cost them $750,000. 

The fight continues. A new lawsuit, filed in November, charges state education officials with 

violating the civil rights of children with disabilities and for allowing a "routine and unchallenged" 

retaliation against parents and students who advocate for those rights. 

"Believe me, the last thing I wanted to do was spend my life litigating against the school system," 

Nikole Whitehead said. "But when you see what a difference an appropriate education makes in the 

life of a child with disabilities, you’ll do anything to see that it happens." 

The Whiteheads are not the only combatants. Disgust and distrust with the exceptional student 

education department has led to hundreds of complaints. 

The battle cries, though, appear to be tempering, after a series of changes by school officials. 

"We’ve been fighting for years, and it is a battle, but I’m a lot more optimistic than I’ve ever been," 

said Karen Moore, a leading parent advocate. Moore’s son, born without the use of his arms and legs, 

graduated with honors from Plant High last month. 

"It had gotten to the point where something needed to be done," said School Superintendent Earl 

Lennard. "I was not as aware as I am today of the extent of some of the concerns." 

The district has taken several steps to revamp its special education department. 

• 	 An advisory committee, requested by the Whiteheads, will meet regularly with Lennard, who 

formed the group to have a closer contact with parents. 

• 	 Negotiations are under way to hire a consulting firm to study the processes by which children 

with disabilities are identified, evaluated and served. Instrumental in that decision is assistant 

superintendent Donnie Evans, who oversees a $113-million exceptional student education 

department. It serves 22,000 children and employs 1,700 teachers and 600 aids. 

"My No. 1 goal in ESE is for parents and school staff to see each other as partners in the 

education of children with disabilities," said Evans. "It’s not going to happen until we 

develop trust." 

• 	 A 35-member task force has begun meeting to identify problems and suggest changes. The group 

includes parents, principles and special and regular education teachers. 

• 	 Edward McDowell took over as director of exceptional student education last week, replacing Liz 

Argott who was transferred. For 13 years, McDowell has been the principal of Caminiti 

Exceptional Center, a public school serving students with moderate or severe disabilities. 

"I’m looking forward to making things better," McDowell said. "We’re not the enemy: we 

want to be perceived as people who work hand-in-hand with parents to get children to the 

point where other people look at them not for what they can’t do, but for what they can do." 

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U.S. National Commission on Libraries and Information Science 

For children with disabilities, protection comes from the Federal Individuals with Disabilities 

Education Act. It mandates that all children should have "a free and appropriate public education in 

the least restrictive environment." The law requires that the means to accomplish that mandate should 

be documented in a child’s Individualized Education Plan, which parents are to be equal participants 

in crafting. 

Parents have long complained that the IEP process is an intimidating event. 

"I have been in IEP meetings that, because of disputes, have lasted nine hours with 26 district 

personnel sitting across the table from me, my husband and his mother," Nikole Whitehead said. 

The Whiteheads in 1992 helped to write the first IEP for Andrew, who was entering kindergarten. 

They signed off on a plan that provided for both group and individualized speech therapy. A month 

into the school year, they discovered that only the group therapy was being provided. 

In January 1994, an administrative hearing officer found the school district had acted in bad faith and 

had retaliated against the Whiteheads. He ruled that Andrew should receive individual speech 

therapy. 

"We thought that was the end of it, but then the school district ignored the final order, referring to it 

as an opinion they did not need to abide by," Whitehead said. "That’s how we ended up in Federal 

court." 

After a two-week trail in April 1998, the jury denied Andrew’s claim for damages for intentional 

discrimination but awarded his parents $100,000 damages for retaliation. Several months later, the 

Whiteheads were back in court, seeking injunctive relief. 

That ruling is pending. If successful, the ruling would effectively place the Hillsborough exceptional 

student education department under court supervision. 

"The problems in the school district are not applicable to one child," Nikole Whitehead said. "If the 

system is not working for Andrew, it’s not working for the other kids, either." 

Frustrated by their legal battle, and overwhelmed by the number of parents who were calling for 

advice, the Whiteheads in 1996 spearheaded the formation of the Statewide Advocacy Network on 

Disabilities. The non-profit organization claims a mailing list of 600 members statewide but mostly in 

Hillsborough. 

"I may get in trouble," said McDowell, the new exceptional education head, "but I’ve allowed 

therapists to come into my school for years." 

He said he believes in working with parents and agencies to swiftly get the technology and services 

children require, because the needs change so fast. 

"He sounds to me like he’s the kind of guy who understands cutting through the red tape and not 

making excuses," Moore said. "He sounds to me like he’s willing to fight for the kids." 

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U.S. National Commission on Libraries and Information Science 

The Struggle to Accommodate the Less Visible Disabilities [Newspaper Article] 

The Struggle to Accommodate the Less Visible Disabilities: 

Employers Are Coping With A New Problem: Mental Impairment, Which Has Overtaken Bad Backs 

As The Fastest-Growing Area Of Workplace Discrimination Complaints 


Filed Under The Americans With Disabilities Act 


Associated Press 


Jobs and Classified, The Times, May 30, 1999 


SAN FRANCISCO—Companies that have installed ramps, extra-wide restroom stalls and automatic 

doors still struggle when it comes to accommodating people with less visible disability: mental 

illness. 

Failure to accommodate workers’ psychological problems has overtaken bad backs as the fastestgrowing area of workplace discrimination complaints filed under the Americans with Disabilities Act. 

"Everybody understands in 1999 that you can’t discriminate against race or sex. They still may be 

doing it, but they know it’s wrong," said Bill Cash, an Equal Employment Opportunity Commission 

lawyer in Memphis, Tennessee. "But, I don’t think you have that when you’re talking about someone 

with a mental disability." 

Claims of all kinds have risen 20 percent a year since the ADA was passed in 1991. Claims for 

psychiatric disorders have nearly doubled, accounting for 16 percent of the nearly 18,000 claims 

received by the EEOC in the year ended September 30. 

Back problems accounted for 13 percent of the claims, and employees with vision and hearing 

impairments each filed fewer than 3 percent. 

The reason that claims have risen in the past eight years may be that "people are becoming more 

aware of the ADA as a channel of recourse against employers," San Francisco psychiatrist Carol 

Brodsky said. 

Meanwhile, bosses often don’t take claims of mental disabilities seriously, advocates said. 

"It’s a very soft thing. It’s not like ‘Yeah, this is a cancer cell. This person has cancer,’" said Debra 

Lawrence, a lawyer in the EEOC office in Baltimore. "If you can’t really see it, that’s why you have 

this prejudice." 

Human resources experts say the evolving law has left employers to figure out by themselves how to 

give mentally ill workers the special treatment they need to do their jobs without busting the office 

budget or alienating other workers. 

"You’re just trying to walk the line to make sure everybody’s rights are protected and that you don’t 

create serious morale problems," said Susan Meisinger of the Society for Human Resource 

Management in Richmond, Virginia. 

Of the nearly 15,000 employees who filed discrimination complaints for mental impairment over the 

years, only 1,650 ultimately won their cases, the EEOC said. The others are pending or were dropped 

or dismissed. 

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U.S. National Commission on Libraries and Information Science 

Discrimination complaints in general face tough odds. The American Bar Association has found that 

92 percent of all employment-related ADA claims that reach court are decided in favor of the 

employer, The Daily Journal of San Francisco reports. 

But failing to respond properly to employee requests for help can prove expensive. 

For example, a lawyer for Pacific Gas & Electronic Company in San Francisco who said he suffered 

from depression asked bosses to limit his overtime and give him an extra day off now and then. 

He was fired instead and sued under the ADA, ultimately receiving a $1.1-million settlement. 

"At the same time, they had a blind lawyer in the same department and they gave him a reading 

machine that cost $20,000," the man’s attorney, Sid Wolinsky, said. 

"Our experience has been that the bias and misconceptions and stereotypes about people with 

disabilities tend to be much worse with hidden disabilities," said Wolinsky, who also directs litigation 

for Disability Rights Advocates in Oakland, California. 

The ADA requires employers with staffs of 15 or more to provide reasonable accommodation to any 

worker with a "physical or mental impairment that substantially limits a major life activity" unless 

doing so will cause the company "undue hardship." 

While many people may be situationally depressed, anxious or sleepless from time to time, the law 

applies only to those clinically diagnosed with schizophrenia, bipolar disorder, severe depressions 

sleeping disorders and anxiety. 

Before providing special treatment, employers can ask for a doctor’s diagnosis that the disorder is in 

fact "substantially" limiting, and that the worker will be able to perform the job competently if given 

reasonable accommodations. 

Determining whether such requests are bona fide can be daunting, Meisinger said. 

"It’s a law that turns on the specific facts of the specific case," she said. "That can be really 

challenging because most people in human resources departments don’t have a medical degree. 

"Because of the confidentiality agreements, you can’t share with co-workers what’s going on," she 

said. "The (other) employee sees only special treatment; they don’t see the underlying psychiatric 

problem." 

Also Submitted for the Record 

Also submitted for the record, but not reproduced in this report are the following items: 

• 	 Florida Department of Labor and Employment Security Services, Division of Blind Services, 

Bureau of Braille and Talking Book Library Services, Customer Service Report by County (FY 

1996-97), [no date]. 

• 	 Florida Department of Labor and Employment Security, Division of Blind Services, Bureau of 

Braille and Talking Book Library Services, Florida Talking Book Library Network, Review of 

Statistics for Fiscal Year 1997-98, [no date]. 

— 170 — 

U.S. National Commission on Libraries and Information Science 

• 	 Florida Department of Labor and Employment Security, Division of Blind Services, Bureau of 

Braille and Talking Book Library Services, Eligible Customers in Florida Counties (1997), [no 

date]. 

• 	 Florida is Number 1 [Excerpt of data regarding DBS’ Bureau of Braille and Talking Book 

Library Services from Library Resources for the Blind and Physically Handicapped, 1998: A 

Directory with FY 1997 Statistics on Readership, Circulation, Budget, Staff, and Collections, 

Library of Congress], [no date]. 

• 	 Pinellas Public Library Cooperative, Library Cooperative Calendar of Events: A Publication of 

the Pinellas Public Library Cooperative, July 1999. Services to the Visually Impaired by Barbara 

Lapointe, Acting Librarian, Pinellas Talking Book Library, excerpted above. 

13. Supplemental Material from Julia A. Dunlap 

[Ms. Dunlap’s testimony begins on page 62 of this publication.] 

Written Testimony of Julia A. Dunlap 

United States National Commission 

On Libraries and Information Science 

COMMISSION TESTIMONY 

Presented by 

Julia A. Dunlap 

Catalog Librarian 

Arkansas State University 

July 8, 1999 

Mr./Ms. Chairman, and Commission Members. I sincerely appreciate this opportunity extended by 

the Commission to offer input concerning the kinds of assistance being provided by libraries to 

persons with permanent or temporary disabilities. I present my remarks from two somewhat unique 

perspectives: first, as a catalog librarian at Arkansas State University in Jonesboro, Arkansas with an 

in-depth knowledge of library services and secondly, as a hearing-impaired person, a life-long patron 

of libraries with a personal knowledge of the effectiveness of the library services to those of us who 

have a hearing disability. 

Jonesboro is located in the northeast corner of Arkansas—a largely agricultural area. However, it is 

also a major trade center for 500,000 people in northeast Arkansas and southeast Missouri. 

Like most large educational institutions, Arkansas State University, which is the second largest 

institution of higher learning in the state, has adapted its facilities to meet the needs of persons with 

permanent or temporary physical disabilities. All library entrances are wheelchair accessible with 

handicapped parking sites convenient to those entrances. Computers are also strategically placed to be 

easily used by those who are physically handicapped. Employees are available to assist in actually 

retrieving (getting) books and other information that might be out of the normal reach of physically 

disabled patrons. 

For those with other disabilities, such as hearing-impaired patrons, Arkansas State University 

provides many helpful services. In particular, the Disability Services Office provides assistance and 

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U.S. National Commission on Libraries and Information Science 

accommodations on an individual basis for the students (only) after verification of the individual’s 

disability is received. Support is provided in: 

Orientation and Registration Intake and Assessment 

Note-taking Test Administration 

Reader Services Computer/Technology Demonstrations 

Guidance & Counseling Adaptive Physical Education Course 

Priority Registration Interpreter Services 

I am currently serving a two-year term on the Disability Committee. However, as I previously 

mentioned—these services are for students only. However, with the continuing improvement of 

technological devices, these services could be much improved. 

I am very pleased with my job at Arkansas State University and enjoy the people there very much. 

Although I lip read well, this only enhances one-way communication. Recently, I was permitted to 

begin teaching a sign language class which many of my co-workers attend. They are willing to learn 

how to sign specifically so that they can communicate better with me at work everyday. Additionally, 

this will improve their ability to communicate with other hearing-impaired persons or library patrons. 

One issue I would like to bring to the attention of this commission is the lack of up-to-date 

technological equipment available in my area - and I feel that it occurs in other areas around the 

nation. As was stated in the news release concerning this hearing, information technology provides 

help for many disabled individuals and can help eliminate distance and physical barriers. 

However, if this equipment is not available, or if the available equipment is severely outdated—no 

help is really available. 

Currently, a TTY is the only special equipment I have available to help with my communication. 

There is only one other TTY, which is located on the circulation desk in the circulation department, 

available to the general public. The TTY allows me to place and receive telephone calls. However, 

the only way I know I have an incoming call is by actually looking at the machine to see if a message 

is there. Of course this means I am constantly looking back and forth to avoid missing any calls. 

There are models available that can connect with room lights causing them to flash on an incoming 

call. The expense of updating or replacing this equipment, as well as purchasing new technological 

devices present a financial burden to the institution. I can see where this could play a detrimental role 

for a company to hire a hearing-impaired person. The advances in technology are not gradually 

growing but jumping by leaps and bounds. What’s new today is replaced tomorrow by something 

quicker and easier to use—and often more expensive. Currently, C-print computers are available 

which could be of tremendous help in providing closed captioning. Two of my co-workers are 

scheduled to attend a one-week training workshop in Rochester, New York later this summer where 

they will receive training on using C-print computers. It would be ideal if the university could acquire 

C-print computers for them to use after they complete the training. 

I would ask that this Commission develop recommendations to present to the appropriate government 

agencies and other organizations that would provide for some type of financial relief/assistance for 

the purchase or leasing of up-to-date equipment to those educational institutions, corporations and 

other businesses who are willing to employ hearing-impaired persons. 

If this type of funding or assistance is already available, I would like to ask that the Commission reevaluate the way information concerning this is distributed to the general public and other 

organizations. It still doesn’t help if few, if any, people know about it. An intense promotional 

campaign should be done so that everyone knows if you are willing to hire a hearing-impaired person, 

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U.S. National Commission on Libraries and Information Science 

we will help you get up-to-date equipment to make that person as productive, or possibly more 

productive, as their co-workers. 

At meetings and training seminars, communication problems are compounded for me as with all 

hearing-impaired persons. Recently the university library has provided interpreters for me at certain 

meetings. However, the university library is limited for up to ten hours a month for me that severely 

limits me during the many meetings/workshops I attend. Also the library’s budget is insufficient to 

pay the interpreter’s fees for more hours. In addition, the interpreter’s usefulness depends on their 

ability. Some have been extremely helpful—others have not. Use of real-time or live captioning 

would provide even better communication since this provides literally immediate visual display of 

verbal communication taking place. All that is required for this service is an audio feed through the 

telephone, radio, or television. Of course, this could also be available for use at the many meetings 

that are held in our library. 

In addition, most of the training films, which are shown during some meetings, do not have closed 

captioning. Obviously, I would suggest that all films used in meetings and/or training sessions have 

closed captioning. This should be recommended as an standard. In instances where this option would 

not be available—for example out of print videos, etc., real-time captioning could be used during the 

meeting when the film is shown. 

Another concern I have for me as well as the hearing-impaired patrons of our library is the 

availability of some type of warning device that would alert all patrons of a fire alarm or other 

hazardous situation. Currently, if there such a situation occurs one of my fellow workers comes and 

taps me on the shoulder to let me know to leave the building. I think it would be quicker and safer if 

some type of universal system was in place - light flashes, etc. , that could be used in addition to the 

auditory warning that is given to alert non-hearing patrons to the situation. Patrons could be informed 

of these light systems when they enter the library either by very large visible signs and/or cards given 

to them at various locations in the library when they seek assistance in other matters. In addition, this 

information could be disseminated to the public schools, technical colleges, area community centers, 

and local deaf organizations in the area so they would be aware of it even before coming to the 

library. 

Indeed, libraries are continuing to open new horizons and opportunities to all disabled people. The 

availability of computers and trained staff to provide assistance have broken down barriers that long 

impeded (held-back) those of us with some type of impairment. Yet, libraries must not rest on its 

laurels—ever changing technology presents the challenge of discerning what is useful, and how to 

capture its use for all patrons. While in college, studying for my masters in library science at 

University of Central Arkansas and the University of Texas at Austin, I was exposed to and trained on 

the very latest in technology at the time. Recently, I attended a training seminar at the University of 

Alabama at Birmingham on an online catalog system called the "Endeavor" which provides excellent, 

easy access in the computer as well as to web sites. It’s a better online catalog system for the staff and 

patrons there to get in the computer. Cataloging in the Endeavor system is thorough and efficient. 

This system will take library cataloguing into the 21st Century. Without the technology I was exposed 

to during my college years, I might never have been able to take advantage of this and other 

opportunities. I might add that even this is somewhat outdated now. I hope the Library Commission 

will make one of its goals to assure that these opportunities are available to all disabled people who 

are wise enough to use their university and public libraries. 

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U.S. National Commission on Libraries and Information Science 

14. Supplemental Material from Sarah Hamrick 

[Ms. Hamrick’s testimony begins on page 65 of this publication. ] 

Written Statement of Sarah Hamrick 

My name is Sarah Hamrick, and I am the Director of Information Services at the Gallaudet University


Library. I am here today on behalf of the Libraries Serving Special Populations Section (LSSPS), one


of four sections in the Association of Specialized and Cooperative Library Agencies (ASCLA).


ASCLA is a division of the American Library Association, and LSSPS is the only section of ALA 


that works exclusively with issues relating to people with special needs. LSSPS includes the Library


Service to Prisoners Forum (LSPF), the Library Service to People with Visual or Physical Disabilities


Forum (LSPVPDF), the Library Service to the Deaf Forum (LSDF), the Library Service to the


Impaired Elderly Forum (LSIEF), the Library Service to Developmentally Disabled Persons


Membership Activity Group (DDMAG), and the Academic Librarians Assisting the Disabled 


Discussion Group (ALAD). These groups are made up of librarians who work in all types of libraries


across the United States. Some of us work primarily with people who have disabilities, while others


provide services to people with disabilities as part of a larger service function. Our primary mission is


to improve the quality of library service for people with special needs. 


LSSPS has asked me to provide you with copies of guidelines written by forum members and


published by ALA. These guidelines were produced by committees and reviewed by ALA members 


from many different divisions as well as by consumers who use library services. They are intended to


be comprehensive guides to services. Each library is responsible for implementing services


appropriate to its own community of users. We believe these guidelines provide excellent standards


for all libraries to follow in providing services to people with disabilities.


Members of the LSSPS Executive Committee would be happy to serve as resources to NCLIS as you 


consider the complex issues involved with providing library services to people with disabilities. 


Contact information can be found on the printed copies of this testimony. 


LSSPS Executive Committee:


Chair, Marti Goddard—martig@sfpl.lib.ca.us (415 557-4557) 


Past-Chair, Lisa Scholl—lscholl625@aol.com (312 747-4311 


Secretary, Sarah Hamrick—sarah.hamrick@gallaudet.edu (202 651-5214) 


LSDF Chair, Kathleen Hegarty—khegarty@bpl.org (617 536-5400) 


LSPVPDF Chair, Iqbal Wagle—wagle@vax.library.utoronto (416 978-1957) 


LSIEF Chair, Joann Radioli—radioli@aol.com (718 376-3577) 


DDMAG Chair, Stewart Wells—worc@dmv.com (410 632-2600) 


ALAD Chair, Iqbal Wagle—wagle@vax.library.utoronto (416 978-1957) 


Bibliography 

ASCLA Staff. Standards and Guidelines of Service for the Library of Congress Network of Libraries 

for the Blind and Physically Handicapped. 1995, Association of Specialized and Cooperative Library 

Agencies, American Library Association. 

Goddard, Marti, editor. Guidelines for Library and Information Services for the American Deaf 

Community. 1996. Association of Specialized and Cooperative Library Agencies, American Library 

Association. 

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U.S. National Commission on Libraries and Information Science 

Standards Committee Subcommittee to Develop Guidelines for Library Services for People with 

Mental Retardation. Guidelines for Library Services for People with Mental Retardation. 1999. 

Association of Specialized and Cooperative Library Agencies, American Library Association. 

Guidelines for Library Services for People with Mental Retardation 

[An Excerpt From] 

Guidelines for Library Services For People With Mental Retardation 

Standards Committee, Subcommittee to Develop Guidelines


for Library Services for People with Mental Retardation 


Association of Specialized and Cooperative Library Agencies 


American Library Association 


Chicago, 1999


INTRODUCTION 

Context 

Due to a number of factors, many libraries have neglected the needs of people with mental 

retardation. A primary factor is misunderstanding about the population as a whole. Assumptions are 

made that people who are mentally retarded live primarily in residential institutions; therefore, they 

do not reside within library service areas. Many consider people with mental retardation as 

nonreaders who would not use library resources. Furthermore, limited exposure to people who are 

mentally retarded may result in fear of the unknown causing further difficulty with the development 

of appropriate library services. Guidelines for Library Services for People with Mental Retardation 

has been developed to assist all libraries including school, public, academic, and specialized libraries 

such as prison and institutional libraries to better serve the needs of people of all ages who are 

mentally retarded. 

Within that context, the following philosophy, values, and guiding principles were developed as a 

way of thinking. 

Philosophy 

Libraries meet the needs of individuals who have mental retardation by determining and providing 

needed support to enable such individuals to successfully use, and receive the benefit of, available 

library services. 

Values 

• 	 Individuals with mental retardation are full, participating, contributing members of their 

communities—at school, at work, at home, and in recreational settings. 

• 	 Individuals with mental retardation are afforded dignity and respect through daily interactions, 

program decisions, and language use. 

• 	 Individuals with mental retardation are active and well-informed partners in decisions which 

affect their lives. 

• 	 Individuals with mental retardation and their families are involved in the design, operation, and 

monitoring of services and supports. 

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U.S. National Commission on Libraries and Information Science 

• 	 All community members, those with and without mental retardation, must have information and 

skills to support the full and active participation of people who have mental retardation. 

Guiding Principles 

• The library service needs of people with mental retardation cross the lifespan and the life areas. 

• Library services promote inclusion and empowerment of people with mental retardation. 

• 	 Library services maximize access to information for people with mental retardation and their 

families. 

STATUS OF "STANDARDS" 

Standards for Libraries at Institutions for the Mentally Retarded was published by the Association of 

Specialized and Cooperative Library Agencies (ASCLA) of the American Library Association (ALA) 

in 1981 as the first ALA standards document to address the needs of people with mental retardation. 

Prior to these standards, the ALA participated in the development of the Accreditation Manual for 

Hospitals (JCAH 1971) published by the Joint Commission on the Accreditation of Hospitals. Until 

the present guidelines were developed, these were the only standards specifically related to library 

services for people with mental retardation with which the American Library Association has been 

involved. Both of these works addressed only the libraries within institutional settings. 

In 1992, Ruth O’Donnell surveyed state libraries across the United States to determine whether 

standards or guidelines for library services for people with mental retardation had been developed at 

the state level. Library Services for Persons who are Mentally Retarded (Florida Department of State 

1987), published by the State Library of Florida, was the only such document to emerge from that 

survey. 

Due to the age of the first set of Standards, the increasing presence of people who are mentally 

retarded within the community, a lack of material to guide libraries as they attempt to serve the 

population, and a limited understanding of the library and information needs of people with mental 

retardation and their families, ASCLA appointed a committee to revise the 1981 Standards. The 

following document is the outcome of that decision. 

PROCEDURE TO DEVELOP GUIDELINES 

Several steps were taken to bring Guidelines for Library Services for People with Mental Retardation 

forward. These included: 

1)	 The charge was given by the ASCLA Standards Committee to revise "Standards for 

Libraries at Institutions for the Mentally Retarded" in June 1992. 

2)	 The Subcommittee was officially appointed in June 1992, and meetings were held 

at most Annual and Midwinter conferences beginning in June 1992. Issues 

discussed at the meetings included: 

Audience: A document for all libraries is needed, not just for institution libraries; however, there is 

value in updating the standards for those few libraries at institutions that remain. Discussion at that 

point was about whether the Subcommittee should develop one document for institutions and a 

second for all libraries, and whether the latter should be ‘Standards’ or ‘Guidelines.’ The ASCLA 

Standards Review Committee clarified that the primary responsibility of the Subcommittee was to 

develop a document to serve all libraries, and they approved changing the name of the Subcommittee 

and that of the document to "Guidelines for Library Services for People with Mental Retardation." 

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U.S. National Commission on Libraries and Information Science 

Because the number of institutions serving people with mental retardation that have libraries has 

dropped to less than 100, the Committee did not feel a separate document for institutions would have 

a broad enough market to warrant development. 

Definition: After significant discussion, the Subcommittee decided not to use the broader designation 

‘developmental disabilities,’ but to focus instead on mental retardation. The definition of mental 

retardation adopted by the American Association of Mental Retardation was accepted for use by the 

Subcommittee and the Standards Review Committee. 

Inclusion of ADA: The Subcommittee and Committee approved the approach that the Americans 

with Disabilities Act will be covered in the legislative history section, but a lot of detail will not be 

provided because that information is available in other publications. 

Survey of State Libraries: In Spring 1992, Ruth O’Donnell conducted a survey of state library 

agencies to determine whether state standards or guidelines were available. Florida has the only 

guidelines that could be identified. 

Advisory Committee and Field Reviewers: An Advisory Committee was appointed by the ASCLA 

Standards Committee, and a list of field reviewers was put together. In July 1997, the draft document 

was submitted to the Advisory Committee and to the field reviewers. 

Funding for the Work of the Committee: Funding support for the development of the Guidelines 

came from the State Library of Florida and the Institute for the Study of Developmental Disabilities at 

Indiana University. 

15. Supplemental Material from Nolan T. Yelich 

[Mr. Nolan’s testimony begins on page 66 of this publication.] 

Written Statement of Nolan Yelich 

COMMONWEALTH OF VIRGINIA 


The Library of Virginia


Serving the archival and research needs of Virginians since 1823 


Nolan T. Yelich


Librarian of Virginia 


NATIONAL COMMISSION ON LIBRARIES 


AND INFORMATION SCIENCE 


Hearing on Library and Information Services


For Individuals with Disabilities 


July 8, 1999 


The Kellogg Conference Center


Gallaudet University


Washington, D.C. 


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U.S. National Commission on Libraries and Information Science 

Comments by Nolan T. Yelich, Librarian of Virginia, representing The Chief Officers of State 

Library Agencies (COSLA) 

Mrs. Simon, members of the National Commission, Executive Director Willard, ladies and 

gentlemen. Good afternoon. I am Nolan Yelich, the Librarian of Virginia, and I am very pleased to be 

here this afternoon representing my fellow state librarians and fifty state library agencies located 

throughout our great nation. I want to recognize the assistance given me by Nancy Bolt, the state 

librarian of Colorado, staff of state library agencies throughout the country public library directors, 

and library patrons. Their comments regarding library service to the disabled is very touching, 

compelling, and convincing. In the interest of time I am appending their remarks to my testimony for 

the benefit of the Commission. I urge you to take the time to read what they say about the strengths 

and weaknesses of the current state of library services to individuals with disabilities. 

For nearly a half century state library agencies have worked closely with the Executive and 

Legislative Branches of the Federal Government on improving library services. We have worked with 

colleagues at the Library of Congress and the newly constituted Institute on Museum and Library 

Services, and commissions such as NCLIS, on establishing, maintaining, and improving library 

services to all Americans. This partnership needs to continue. We appreciate the opportunity to be 

testifying here today. 

The role of the Federal Government has made a difference in what we have done in the past for the 

disabled. In fact I can think of no more enduring role we have performed for needy individuals in the 

past forty years than improving services for individuals with disabilities. Many of these services were 

initiated under the provisions of the Library Services and Construction Act, a landmark piece of 

Federal library legislation that is no longer in existence. The Library of Congress and the regional 

libraries that exist at the state level have provided others. I know that LSCA made a profound 

difference in Virginia and elsewhere, and served as an impetus for a greater allocation of state money 

and resources which we now enjoy. 

The main reason I am here today is to commend the National Commission and those present for 

calling and participating in this public hearing addressing the needs of individuals with disabilities. In 

doing so you suggest a premise depicting a need for a continued Federal partnership with the states in 

maintaining basic levels of library service for the disabled. If this is indeed your premise we could not 

agree with you more and we pledge our support in addressing this need. And as I previously 

mentioned, I am here to also present to you appended testimony from others who work with the 

disabled on a day-to-day basis. It is their testimony, perhaps more so than mine, that needs to be 

heard. 

What we contemplate comes at a time of tremendous change taking place in a global society that 

affects the lives of disabled Americans. We are also experiencing rapid advances in new technologies 

that tend at times to overwhelm us, but at the very least are affecting how we work and live. It seems 

to me that one of the biggest challenges facing us now and in the near future, while we attempt to 

improve access, is not to fabricate a system of haves and have nots within the disabled community. At 

a basic level, disabled Americans who seek information should have access to information, and we 

should craft our approach in a way that provides balance and assures that areas of disparity which 

currently exist in the general population are addressed and adequately resolved. 

Please allow me to share with you several comments, including some from the appended 

correspondence, to assist you in your deliberations. The hour is late and I promise to be brief. I also 

realize that at this time of the afternoon the only way to guarantee staying awake is to be the speaker. 

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U.S. National Commission on Libraries and Information Science 

While emphasis needs to be placed on new advances in information technology so individuals will 

not be left out of the information age, my remarks will be on a variety of associated issues. 

In recent years many states have conducted studies and passed legislation addressing the rights and 

needs of the disabled, The Virginia General Assembly during its most recent session passed 

legislation adopting a Comprehensive Internet Policy for the Commonwealth and adopting a Strategic 

Technology Plan for Public Libraries. It also enacted the Information Technology Access Act, created 

to secure benefits to the blind or visually impaired. Each has language addressing the disabled. I urge 

the Commission, and representatives from IMLS and the National Library Service for the Blind and 

Physically Handicapped to be aware of what is happening at the state and local levels and to 

incorporate these developments into your policy recommendations. 

With the demise of LSCA, which targeted monies to the disabled, it is incumbent upon IMLS and 

state library agencies to include in their long range plans opportunities to enhance accessibility to the 

disabled through competitive and special purpose grants, and other funding techniques. 

And speaking of IMLS, we know the institute awaits the nomination of a new director. It is only fair, 

in my judgment, that the nominee be a librarian, as called for by federal legislation, and that the 

nominee be well versed in all aspects of library services, including services to the disabled, I would 

respectfully encourage the National Commission to actively support the library community’s position 

on this issue. 

Under the provisions of LSCA Title II, construction funds were available to the states to renovate and


construct new public libraries, allowing them to conform to ADA requirements. The funding has 


ceased and the need to bring old and new facilities up-to-code increases by the year. 


From Delaware: The federal laws requiring government agencies to accept the lowest bidders are 


negatively affecting the quality of NLS playback equipment. 


From Oregon: We urge that plans for the digital talking books move forward aggressively as a way 

to lower costs and improve service. The biggest problem we hear from our talking books patrons is 

lack of selection of both books and magazines. NLS produces only 2,000 titles a year, which is only 

about 5% of the books published in the US. 

From Wisconsin: Many people with disabilities are not computer users, and although it is getting 

easier, computer software screen readers are not easy to set up. Many blind people still require the 

help of a sighted person. And, elderly people with disabilities often do not have the physical dexterity 

to use computers, phone touch pads and other new devices would help. 

From Nebraska: Our best guess is that subtle enhancements in terms of information access for 

talking books and Braille readers will take place at the state level. More sweeping changes will need 

to take place at the federal level through innovations spearheaded by the NLS and others. 

From Arizona: Publishers should provide NLS, and other agencies serving impaired populations, 

with electronic copies of all books copyrighted. Hardware and software companies should make 

accessible formats of their products available to users who are disabled at the same time and cast as 

standard versions. 

From Mississippi: There needs to be standards for accessible formats on the Internet to assure user 

friendly Webb sites for the disabled. 

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U.S. National Commission on Libraries and Information Science 

And finally, from Georgia: It would be great to develop some type of technology that could 

download data from a phone line, convert to recorded words, and then played back for the listener. 

This would eliminate storage problems. After reading, the data could be erased. 

Let me conclude by reading a portion of a letter from a library patron in Loudoun, Virginia. 

Dear Loudoun County Public Library: 

"It’s so easy for me to say I love the Loudoun County Public Library, and to say how 

they have changed my life. They have restored my faith in myself by showing me I 

can participate, and that I can be included, that people who lose their hearing still 

have something to offer their community, and they give me hope for a future where 

other places will follow their lead. 

Eight years ago I was part of a focus group that dreamed about libraries where 

everyone would have full access. The library administration took our dreams 

seriously and has done everything possible to make them a reality. In fact they have 

gone farther and flied to anticipate what people might need even before we make the 

request. As my hearing deteriorated they realized that the assistive listening was no 

longer enough and they investigated how to provide Real Tune captioning. Now I go 

to the library meetings and special programs and just read the words on the monitor. I 

don’t have to keep reminding people to us the microphone, speak clearly, and face 

me so I can speech read. I can relax and just participate like everyone else. 

The author, reading and discussion series that the library offers has been rewarding in 

ways I never anticipated. I think our community now has a better understanding of 

people with hearing loss, they are less afraid of trying to communicate with us. 

People with disabilities spend a lot of time feeling grateful for the help we receive, 

but this time I felt like it was we who had something to offer. It was a joy to look 

around the audience of deaf, hard of hearing and hearing people, all communicating 

together enjoying the presentations. It was a wonderful event, and it made me realize 

why the Loudoun County Public Library is one place I never feel disabled." 

Libraries have come a long ways in recent years in reaching out to individuals with disabilities. There 

is still much more we can and should do, and hearings such as this are a step in the right direction. 

There is a role for the Federal Government in this matter. Again, thank you for the opportunity of 

addressing you, and I will be happy to answer any questions. 

Additional comments appended.26 

26 Additional comments were not submitted to the Commission. 

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Library and Information Services for Individuals with Disabilities 

APPENDIX B: WRITTEN MATERIAL SUBMITTED BY ORGANIZATIONS 

Entries appear in alphabetical order by organization and are cross-referenced by alternative forms of 

the name of the organization and the name of the individual submitting the material in the INDEX at 

the back of this publication. 

[NOTE: Documents submitted as paper copies have been scanned and reformatted, 

so the format may be different, but the content is as submitted, except that the 

Commission’s address and the salutation are omitted from incoming 

correspondence.] 

1. Written Material from Arkenstone, Submitted by Roberta G. Brosnahan, COO 

Electronic Mail Dated August 6, 1999, from Roberta Brosnahan 

[roberta@arkenstone.org] 

Subject: Written testimony 

August 5, 1999 

In response to the June 11 letter regarding the U.S. National Commission on Libraries and 

Information Science hearing on Information Services for Individuals with Disabilities, please 

consider this written testimony for inclusion in the official record. 

Arkenstone is a nonprofit, 10-year-old organization which is a leading provider of personal computerbased software tools for individuals who are blind, visually impaired or learning disabled (LD). Our 

products, which scan information into a computer, process the information and then read it aloud, are 

being used by more than 25,000 people in more than 40 countries. 

For thousands of people, our products and others like it—books on audiotape, closed circuit 

televisions, screen readers and Braille—have opened the door to the love of books, literacy, 

knowledge, jobs and a fuller life. We believe that all individuals have the right to this type of access. 

We would like to draw the Commission's attention to the LD segment of the disability community. 

This disability, often referred to as the "hidden" disability, represents a significant percentage of our 

population. According to NIH statistics, individuals with learning disabilities represent approximately 

20 percent of the U.S. population. Of that 20 percent, reading problems, often called dyslexia, 

represents more than 80 percent of the learning disabled population. 

These individuals deserve the same type of accommodation as other groups with other more visible 

disabilities. Today's technology tools provide solutions to aid individuals with reading and learning 

disabilities. The mere inclusion of a bimodal—auditory and visual—approach-to information aids 

many individuals. As the cost of hardware platforms have decreased and personal computers have 

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U.S. National Commission on Libraries and Information Science 

become ubiquitous tools that every library owns, libraries and information services need to be 

cognizant of these solutions. 

Software customized for the specific disability—visual, mobility, hearing impairment—and, indeed, 

the hidden/learning disability, is now available. Arkenstone would like to challenge the NCLIS to 

encourage libraries and information providers to become cognizant and provide technology tools that 

deliver information access to all. 

Thank you for including this information in the official record. Arkenstone is committed to providing 

ongoing solutions for individuals with disabilities. 

Respectfully, 


Roberta G. Brosnahan 


COO, Arkenstone 


2. 	Written Material from ASL Access, Submitted by Chris Wixtrom, Founding 

Director 

Written Testimony Dated July 8, 1999, from Chris Wixtrom 

Testimony for 

United States National Commission on Libraries and Information Science 

Hearing on Library and Information Services to Individuals with Disabilities 

July 8, 1999 

Chris Wixtrom, Founding Director, ASL Access 

American Sign Language—ASL—is a sophisticated, complex visual-spatial language which is used 

by a significant number of people throughout the United States, as well as in Jamaica, in most 

Canadian provinces, and in some areas in Africa. In the United States, a great proliferation of sign 

classes has emerged in high schools, community schools, colleges and universities. It is estimated that 

80 percent of deaf children are now being educated in neighborhood schools. The demand for sign 

language interpreters has mushroomed. Yet, juxtaposed with this high community interest in—is the 

puzzling fact that few public libraries in the United States today have even one ASL video 

publication. The National Commission on Libraries and Information Science now has an opportunity 

to provide valuable assistance to remedy this situation. A basic collection of ASL videos should be 

considered an essential part of standard public library holdings. 

A paradigm shift is needed. In the past, library services provided to disabled persons or minority 

language groups have commonly been targeted solely to those specific individuals or groups. For 

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U.S. National Commission on Libraries and Information Science 

example, over 67,000 special-format books (Talking Books, Braille, and flexible disc) have been 

made available to blind/visually-impaired readers. Approximately 6 percent of that number of titles is 

available in captioned video format for deaf and hard of hearing persons. Forward-thinking librarians, 

however, will realize that communicatively disabled persons, deaf persons, and ASL-using persons 

may best be served by making communication resources. ASL videos directly accessible to those with 

whom these people interact. Hearing children with communication disabilities, such as those with 

autism or learning disabilities, and deaf children (over 90 percent of whom are born to hearing 

families) will benefit most when communication resource tools are easily available to their parents, 

grandparents, neighbors, teachers, classmates and friends. Public libraries are the best avenue for 

providing ready availability of these resources. 

The benefits of such an approach are clear. The Individuals with Disabilities Education Act 

Amendments of 1997, Section 601(c), states "Improving educational results for children with 

disabilities is an essential element of our national policy of ensuring equality of opportunity, full 

participation, independent living, and economic self-sufficiency for individuals with disabilities." It 

further notes that "Over 20 years of research and experience has documented that the education of 

children with disabilities can be made more effective by...strengthening the role of parents and 

ensuring that families of such children have meaningful opportunities to participate in the education 

of their children in school and at home." Accessibility of ASL video resources in public libraries can 

produce the communication-rich environment essential for such families to succeed. 

ASL Access (www.aslaccess.org) is a non-profit volunteer organization serving as a liaison between 

library patrons, ASL video publishers, and public librarians. The organization raises funds and 

coordinates placement of "ASL Access Video Collections" (valued at $6000+) for public libraries. 

The organization's mission is to place this basic "ASL Access Video Collection" in every public 

library system in the United States. ASL Access and its diverse panel of reviewers have carefully 

selected a wide array of sign language teaching tapes to meet the specific needs of various learners, 

such as infants, children, and adults; these instructional videos make up 40 percent of the over 200 

videos in the collection. Classic children's stories in ASL, which have been demonstrated to help 

promote a love of reading among communicatively disabled and deaf children, represent another 15 

percent. ASL translations of classic literature, including the Bill of Rights, the Pledge of Allegiance, 

and speeches by American presidents and civil rights leaders are also featured in the collection. Other 

titles include sign language interpreter-training videos, ASL presentations with essential health and 

safety information, biographies and documentaries important to Deaf History, and ASL literature 

highlighting artistic and folkloric contributions from American Deaf Culture. 

The first two ASL Access Video Collections were placed in April and May of this year. The ASL 

video collection in the District of Columbia Public Library opened June 15th. This collection, 

dedicated as the Alice L. Hagemeyer American Sign Language Video Collection, was provided by 

ASL Access with funding from private donors, Roger and Chris Wixtrom. A second ASL Access 

collection, with funding from the Crestar Foundation, was donated to the Fairfax County Public 

Library in Virginia and dedicated as the Laurent Clerc American Sign Language Video Collection. 

The White House Conference on Library and Information Services Task Force [WHCLIST] 

unanimously passed a resolution in support of ASL Access in August 1998. This was an important 

honor for the organization. 

ASL Access urges the United States National Commission on Library and Information Science to 

recognize the essential need for libraries to provide accessibility to these communication resources 

and to establish the placement of such ASL video collections as a funding priority for libraries across 

the nation. ASL Access stands ready to partner with libraries in carrying out this mission. 

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U.S. National Commission on Libraries and Information Science 

4217 Adrienne Drive 

Alexandria, VA 22309 

(703) 799-8733 (V/TTY) 

ASLAccess@aol.com 

The Four Arms of Library Access to ASL 

Deaf Culture Literature (Deaf audience) 

Developing within the culture of Deaf people and designed for Deaf eyes is a visual literature which 

pushes the power of signed language right "out of the box." Generation to generation, ASL 

storytelling image-weavers, ASL poets, and dramatic and comedic performers delight deaf audiences. 

Folk art forms such as ABC stories, 123 stories, and the unique "cinematic style" signing (with slowmotion, zoom, and multi-perspective sequences) entertain those who appreciate ASL. Many gems of 

this ASL genre have been published on video, but only a rare few are in libraries. 

Sample videos from the ASL Access Collection: Bird of a Different Feather (fable); For a Decent 

Living (novella); The Treasure (poetry); ASL Poetry; United States of ASL Poetry; Telling Stories 

(play); Live at SMI! (comedy); Tomorrow Dad Will Still Be Deaf (comedy/biography); ABC stories 

(folk art); Signing Treasures (stories). 

Classic Literature (Global audience) 

Created by hearing persons, classic literature finds a new dimension when translated to ASL. What a 

visual treat it is to see ASL versions of famous speeches, The Bible, Shakespeare, novels, poetry, and 

children’s stories! 

Sample videos from the ASL Access Collection: American Freedom Speeches (speeches); Genesis 

(The Bible: ASL Translation); God’s Heroes (Bible stories); Shakespeare Unmasked (portions of 

plays); Sherlock Holmes (mysteries); Tuck Everlasting (full-length novel); Your Favorites (classic 

hymns); The Lady and the Spider (children’s story); A Mother for Choco (children’s story); Where’s 

Spot? (children’s story); Once Upon a Time (children’s stories). 

Non-Fiction Content in ASL (Deaf audience) 

Videos with information about health and safety, parenting, access issues, parliamentary procedure, 

banking, biographies and documentaries—including Deaf History—provide essential information and 

interesting fare for Deaf people. Future publications in this format should include the production of 

vocational training videos and ASL videos of high school and college courses. 

Sample videos from ASL Access Collection: To Your Health (health information); Fire Safety Starts 

With You (safety information); Mom and Dad, Your Deaf Child is OK (parenting); ADA: Access for 

Deaf Americans (information); Bummy’s Basic Parliamentary Workshop (instruction); Laurent Clerc 

(biography/documentary); Class of ’52 (documentary); L.A.C.D. Story (documentary); Deaf Mosaic 

(video news program featuring historical highlights). 

ASL as Content (Global audience) 

ASL lessons, ASL dictionaries, information about the linguistics of ASL, demonstrations and 

discussions of ASL interpreting, and opinion pieces on ASL are available on video. 

Sample videos from ASL Access Collection: Sign With Me (ASL lesson for parents); Learning 

American Sign Language (ASL lessons); Crash Course in ASL (ASL lessons); The Face of ASL 

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U.S. National Commission on Libraries and Information Science 

(grammar lessons); On Fire With Classifiers (grammar lessons); Intro to Interpreting (interpreting 

lessons); Legacy of Learning Series (interpreting demonstrations); Linguistics of ASL (linguistic 

information); ASL Pah! (Opinion Piece). 

Note: Signing may be shown on screen in a "bubble" or full-screen, by one of three 

avenues: Direct ASL Presentation, Translation (developed from a text or script), or 

Interpretation (simultaneous or consecutive). 

Notes from the Files of ASL Access 

ASL Access is an all-volunteer, non-profit organization 

which raises funds to help place ASL video collections in public libraries. 

Over 200 videos are in the ASL Access Video Collection 

A 42-year-old woman: "I can’t afford the local community college—even though each semester I go 

through their catalogue and dream about it happening one day. Is there some way I could learn ASL 

at home (which I’ve been trying to do for 34 years) inexpensively?" 

• ASL Access collections include a wide array of ASL lesson tapes. 

A teacher: "I would like to teach my students about sign language. I thought a great way to do this 

was to teach them how to do the Pledge of Allegiance in sign language. The problem is that I am 

having trouble finding information on how to do this? Is there any way you could help me?" 

• There is an ASL video in the collection demonstrating the Pledge of Allegiance. 

A family in Indiana: "Our 4-year-old son was diagnosed with severe hearing loss in both ears last 

February. We would like some more information on...videotapes...that will help both him and us 

sign better." 

• There are special ASL video lessons designed for parents with young children. 

A woman: "I am trying to find a videotape that will help me to learn sign language. I would with all 

my heart love to be able to sign to (my deaf niece). The library has no videos, only books. Please, if 

you can help me, I would be very grateful." 

• ASL Access collections include a wide array of ASL lesson tapes. 

A university student: "I have checked with our local libraries and none of them have any (ASL) 

videos. Can you tell me where I can either rent, borrow, or, if need be, purchase the videos?" 

• ASL Access collections make over 200 ASL videos available through public libraries. 

A Deaf college student doing a project on an ASL poet: "If you could help us...we would greatly 

appreciate it." 

• ASL Access collections include ASL poetry video publications. 

An itinerant teacher serving deaf students in a rural area: "My students are totally isolated from 

exposure to native signers and Deaf culture. I try to bring in videos or encourage the families to drive 

to the city (one hour away) to go to events sponsored by the state school...in rural areas where there 

is little exposure and little funding. I have been having a difficult time with materials and ideas to 

bridge this gap." 

• ASL Access collections provide numerous Deaf role models. 

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U.S. National Commission on Libraries and Information Science 

An employee: "I had a customer come in...who was hearing impaired, and I felt so very helpless. He 

actually helped me communicate with him, it worked out OK, I think, but it could have been that 

much easier if I knew sign. Any information you can give me is most appreciated. I really want to do 

this, help me!" 

• ASL Access collections include a wide array of ASL lesson tapes. 

A sign language interpreter: "I am desperate to get hold of some practice tapes (to prepare for my 

state certification test). There are many interpreters here in the same situation. I am in St. Louis, and 

there is a large Deaf community here.... Your assistance would be greatly appreciated!" 

• ASL Access includes interpreter-training videos. 

A young hearing girl: "I have a friend named Susan and she comes with her deaf class to eat lunch 

sometimes, and I would love to talk to her. I hope that you can help me." 

• ASL Access collections include teaching videos specifically for children. 

Another student: "I am desperate for videos that I can rent or borrow. They are much too expensive 

for me to purchase and the local university that has a few (ASL videos) only allows viewing in a 

small public area of the school library, which is not very conductive to study!" 

• ASL Access collections make over 200 ASL videos available through public libraries. 

A university student: "I am going to further myself (in learning ASL) and teach a mentally disabled 

adult how to use sign language for better communication." 

• ASL Access collections include a wide array of ASL lesson tapes. 

A woman in community service: "I work with a young girl with Down Syndrome and her primary 

way of communication is through sign language. Can you lead me to some ASL translations of 

children’s stories on video?" 

• ASL Access collections include more than 25 children’s stories in ASL. 

A senior citizen with declining hearing acuity: "School will not serve my problem. I need to be in 

contact with signers. I know of no social clubs for deaf. Where can I go to improve my signing?" 

• ASL Access collections include a wide array of ASL lesson tapes. 

ASL Access provides an answer for all these questions. 

Place ASL Access Video Collections in public libraries. 

White House Conference on Library and Information Services Taskforce (WHCLIST) 

Resolutions 

WHCLIST Conference Resolutions 

Sara Jane Cate and Carmine Trotta 

Chairs, 1998-2000 

Unanimously approved WHCLIST Annual Meeting 

Phoenix, Arizona, August 9, 1998 

Resolution 6: Supports American Sign Language (ASL) Materials in Libraries. 

RESOLUTION 6 

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U.S. National Commission on Libraries and Information Science 

WHEREAS, the resolutions of the 1991 White House Conference on Library and Information 

Services (WHCLIS) included recommendations for increased public library acquisition of American 

Sign Language (ASL) related resources; and 

WHEREAS, public libraries have been encouraged to find cost effective and efficient ways to provide 

resources of this nature, but have had limited success to date; 

WHEREAS, the National Association of the Deaf, the largest constituency organization safeguarding 

the accessibility and civil rights of 28 million Americans who are deaf or hard of hearing, promotes 

dissemination of "ASL-based videotapes and related materials through our nation’s public library 

system"; 

WHEREAS, over 90 percent of deaf children have hearing parents and these families constitute an 

underserved population with urgent communication access needs which have not been addressed by 

public libraries; 

WHEREAS, the large body of ASL literature and ASL information resources which have been 

developed in video format are underrepresented in public libraries; 

WHEREAS, ASL Access is a nonprofit organization with a mission to provide ASL resources to 

communities through partnership with public libraries; 

WHEREAS, ASL Access is ideally positioned to address the unmet resolutions of the 1991 

Conference: 

THEREFORE, be it resolved the White House Conference on Library and Information Services 

Taskforce (WHCLIST) fully supports ASL Access in these efforts. 

Also Submitted for the Record 

Also submitted for the record, but not reproduced in this report, are the following items: 

• 	 Colorful Flyer titled "The Alice L. Hagemeyer American Sign Language Video Collection"; "An 

ASL Access Video Collection" 

• 	 Two Page Flyer describing ASL Access titled "ASL Access: Looking for American Sign 

Language? Look to Libraries with ASL Access! 

• 	 Newspaper Article published in Deaf Nation, February 1999, by Chris Wixtrom, MOVING 

PICTURES OF DEAF IDENTITY: They Must Be Seen to Be Believed 

3. 	 Written Material from Berkeley Public Library [Berkeley California], 

Submitted by Alan Bern, Library Special Services Coordinator 

Electronic Mail Dated July 23, 1999, from Alan Bern [ALB2@ci.Berkeley.ca.us] 

Subject: NCLIS Hearing on Disabled Services, 

I enclose and attach our current Extended Services Policy, which includes a list of services and 

programs. Following that I list several bullets of possible future projects culled mainly from our 

Library ADA Advisory Committee, which includes library and City of Berkeley staff, community 

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U.S. National Commission on Libraries and Information Science 

members, and members of the City Commission on Disability. Please do not hesitate to contact me if 

you have questions. I will watch out on the web site for results. 

Thanks. 

Alan Bern


Library Special Services Coordinator 


Berkeley Public Library Extended Services For Patrons With Disabilities 

BERKELEY PUBLIC LIBRARY


EXTENDED SERVICES FOR PATRONS WITH DISABILITIES 


• 	 Berkeley Public Library offers extended services, when needed, to persons with disabilities. 

Under the guidelines of the Americans with Disabilities Act (ADA), disability means, with 

respect to an individual, a physical or mental impairment that substantially limits one or more life 

activities of that individual. 

• 	 If you are a person with a disability, you may fill out an attached Application for Extended 

Services for Library Patrons with Disabilities. Please return, or have your proxy return, the 

completed application to any circulation desk in any of our libraries. The person(s) you authorize 

to be proxies must have their personal identification, an authorizing letter from you, and your 

picture identification with them when they apply for your card. These proxies must have their 

personal identification, an authorizing letter from you, and your library card with them when they 

check out materials for you. Extended services are available at the Central Library and at all 

branches of the Berkeley Public Library. 

• 	 The application process is kept confidential and the type of disability will NOT be placed in the 

library database. 

Extended Services for Patrons with Disabilities include the following: 

• 	 Extension of circulation periods of all books, except New Books, which usually circulate for 3 

weeks, to 6 weeks. 

• 	 Ability to check out 2 books-on-tape at all locations. Extension of circulation periods of bookson-tape, which usually circulate for 3 weeks to 6 weeks. 

Attached is a list of additional Berkeley Public Library materials and services that also provide 

increased access for library patrons with disabilities without being registered for Extended Services. 

GUIDE TO SERVICES AND MATERIALS 

FOR LIBRARY PATRONS WITH DISABILITIES 

• Patrons who are deaf or hard of hearing and patrons with speech disabilities may call the 

REFERENCE SERVICES TTY with questions about library holdings or library services, or with 

reference questions. The TTY number is 510-548-1240. 

• 	 Patrons may also call the CALIFORNIA RELAY SERVICE (1-800-735-2929 TTY) to reach any 

reference desk, the information desk, or any circulation desk at any library location. 

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U.S. National Commission on Libraries and Information Science 

Central Reference 644-6648 Claremont Branch 644-6880 


Art and Music 649-3928 North Branch 644-6850 


Central Check-out 649-3933 South Branch 644-6860 


Outreach 644-6160 West Branch / Videos 644-6870 


Special Services 644-6095 x-15 Literacy 644-8595 


Central Information Desk 644-6100 Central Children’s Services 649-3943 


Berkeley Information Network (BIN) 540-0666 Tool Lending Library 644-6101 


• 	 Reading Edge scanning and reading system at Central Library for users who are unable to read 

conventional print due to vision or learning disabilities. This breakthrough computer scans 

printed text and reads it back aloud with a synthesized voice. It is available whenever the library 

is open to the public until 30 minutes before closing. Orientation sessions are required before 

using the Reading Edge; after that, reservations are needed. Call 644-6648 for more information. 

• Close-captioned videos at West Branch. Limit: 3 videos. 

• Books-on-tape at all branches and at Central. Limit: 2 books-on-tape. 

• 	 To request a sign language interpreter, real-time captioning, materials in large print or Braille, or 

other accommodations for a library program or event, please call (510) 644-6095 x-15 or TDD 

(510) 548-1240. At least five working days notice will ensure availability. 

• 	 ADA Adaptive Workstation with the capability for surfing and searching the Internet for blind 

patrons, patrons with vision impairments, and patrons with other disabilities at South Branch, 

1901 Russell Street (at Martin Luther King, Jr. Way) Phone: 510-644-6860 Fax: 510-549-3054 

for reservations. 

OUTREACH SERVICES 

• 	 If you can't come to us, we'll come to you! The Berkeley Public Library offers delivery and pick 

up of books, magazines, books-on-tape, CDs, and cassettes to Berkeley residents who are unable 

to get to the library due to disability. For more information, call 510-644-6160 for FREE service. 

• 	 We are continually trying to improve our access to programs and services for the disabled 

community. Let us know of your needs. 

Please complete the application form on the following page, detach, and return it in person or by 

proxy to: 

• 	 The Circulation Desk at the 

—Central Library, 2121 Allston Way, Phone: 510-649-3933 

• or to the Circulation Desk at any of our branch libraries: 

—North Branch, 1170 The Alameda (at Hopkins Street), Phone: 510-644-6850 

—South Branch, 1901 Russell (at Martin Luther King, Jr., Way), Phone: 510-644-6860 

—West Branch, 1125 University (near San Pablo Avenue), Phone: 510-644-6870 

—Claremont Branch, 2940 Benvenue (at Ashby Avenue), Phone: 510-644-6880 

• Extended services are available at the Central Library and at all branches of the Berkeley Public 

Library. 

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U.S. National Commission on Libraries and Information Science 

Berkeley Public Library Application for Extended Services for Library Patrons with 

Disabilities 

Berkeley Public Library 


Application for Extended Services for Library Patrons with Disabilities


Name _______________________________________________________________________ 

Address _______________________________________________________________________ 

_____________________________________________________________________________ 

DO YOU HAVE A CURRENT BERKELEY PUBLIC LIBRARY CARD? 

YES ___ NO ___ 

If NO, please fill out the application for library card form and return it with this completed form 

either in person or by proxy (see below). 

WHAT IS YOUR DISABILITY? (OPTIONAL) 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

HOW DOES YOUR DISABILITY AFFECT YOUR ABILITY TO USE THE LIBRARY? 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

WOULD YOU LIKE TO AUTHORIZE SOMEONE ELSE TO CHECK OUT YOUR LIBRARY 

MATERIALS FOR YOU? ___ (IS THIS PERSON A PROXY?) IF SO, PLEASE WRITE THEIR 

NAME(S) HERE: 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

The person(s) you authorize as proxies must have their personal identification, an authorizing letter 

from you, and your picture ID with them when they apply for your card. These proxies must have 

your library card, their personal identification, and an authorizing letter from you when they check 

out materials for you. 

Please return this completed application form to any Berkeley Public Library Branch. 

Please complete the application form on the other side of this sheet, detach, and return it in person or 

by proxy to: 

• 	 the Circulation Desk at the 

—Central Library, 2121 Allston Way, Phone: 510-649-3933 

• or to the Circulation Desk at any of our branch libraries: 

—North Branch, 1170 The Alameda (at Hopkins Street), Phone: 510-644-6850 

—South Branch, 1901 Russell (at Martin Luther King, Jr., Way), Phone: 510-644-6860 

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U.S. National Commission on Libraries and Information Science 

—West Branch, 1125 University (near San Pablo Avenue), Phone: 510-644-6870 

—Claremont Branch, 2940 Benvenue (at Ashby Avenue), Phone: 510-644-6880 

Extended services are available at the Central Library and at all branches of the Berkeley Public 

Library. 

Future possibilities: 

1. Furniture: 


Tables: discussion of which would be preferable, electric or manual adjustable tables. Those


attending agreed that some adjustable tables could be manual, but at least one should be electric. 


Note: some tables can be both. 


Study carrels: There will be no study carrels in the adult section, but there will be several in the 

children's section. It was suggested that there be one adjustable study carrel in the children's section. 

We will ask Eric Dibner if there is any ADA regulation that requires a study carrel in the adult section 

for patrons with ADD and other learning disabilities. 

2. Equipment:


Electronic Classroom: It was suggested that at least one workstation be fully adjustable and


accessible. During the discussion of further accessibility needs, it was suggested that the entire


Electronic Classroom could be make accessible including for disabled trainers. We will explore this


in terms of architectural space plans and possible grant funding. It may be difficult to make


everything accessible/adjustable in the Electronic Classroom, but as an example, perhaps we can


purchase a freestanding adjustable white board if the white board on the wall cannot be made fully


adjustable. 


Copy Machines and Printing: It was suggested that we speak with our suppliers to see if accessible 

copy machines and printers can be leased. 

Telephones: It was suggested that the in-house phones for the public (to phone other branch 

locations) be accessible in terms of large buttons and proper height mounting. We will contact Pac 

Bell to see what they have available and whether any of it is free. 

TDD and/or PC at the Info Desks [are] available to communicate with deaf patrons in the building. 

1)	 Gathering suggestions for purchase for our collection especially in the areas of 

information about disabilities and the disabled and most specifically in the area of 

local history of the disability movement in Berkeley. 

2)	 We are presently setting up a workstation with software, Omni 3000, for learning 

disabled to read materials and use the web is presently being set up at West Branch 

within the Literacy Program, Berkeley Reads. 

3)	 When our new Central Library building opens we hope to have software and 

hardware in all branch locations to serve all our disabled patrons, including deaf 

and blind patrons and those with low vision, learning disabilities, and other physical 

disabilities. 

4)	 We are discussing having a display collection from the Talking Books Library in 

Sacramento. 

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U.S. National Commission on Libraries and Information Science 

4. 	 Written Material from the Cabrillo College Library [Aptos, California], 

Submitted by Johanna Bowen 

Electronic Mail Dated June 14, 1999, from Johanna Bowen [jobowen@cabrillo.cc.ca.us] 

The following two web documents represent Cabrillo College Library’s progress toward serving users 

with special needs: 

Assistive Technology at Cabrillo College Library 

by Johanna Bowen 

Prepared for CAPED98 October 31, 1998, San Jose, CA 

[http://www,.cabrillo.cc.ca.us/html/about/caped98.html] 

Background: 

According to the U.S. Access Board: 

� 50 million people in the United States have some kind of functional limitation or disability. 

� 7.75 million can't use a computer without some form of assistive technology, such as screen 

readers (which translate what's on the screen into Braille, voice output or audible cues), audio or 

text-only browsers, or alternative keyboards. 

� 8 percent of the people who use the World Wide Web have disabilities. 

On March 12, 1998 The Chronicle of Higher Education had a headline that stated: "For Students with 

Disabilities, the web can be like a Classroom without a ramp; Some colleges fearing lawsuits or 

trying to be helpful, seek to design accessible pages." 

On February 26, 1998 there was a Satellite teleconference on "Legal Insights: Accommodations." I 

attended this conference with every intent of hearing about what was happening to other areas. 

Somewhat to my surprise, many of the case law examples were libraries! The issue was access to 

computer technology and the Internet. If colleges must insure meaningful access to post secondary 

environment, including technology, then the sophisticated technological interfaces to online resources 

must be made available. An Office of Civil Rights decision regarding new computer equipment 

purchases says in so many words: "A library's decision to purchase technology of any kind, not only 

creates an expectation that the newly-purchased technology will be accessible, but it suggests that the 

library now has the resources and expertise to fully consider the role of technology with regard to 

other aspects of its program." (Legal Insights, Participants Packet. Distance Learning Link, 1998. 

p.3.) At Cabrillo, the figure of 10-12 percent is used to reflect the size of the student body, which has 

special needs either from the physical or the learning skills perspective. 

In the early Internet days, pre-1992, the browser most commonly used was Lynx, which was text 

based and could easily be used by any software which converted text to either Braille or voice. The 

development of new browsers and tools like HTML and Java produced pages, which presents these 

users with substantive challenges. 

The web and most information resources that are delivered over the Internet is mouse driven. People 

with mobility impairments cannot navigate the web without some keyboard alternatives. People with 

visual impairments cannot use most screen readers with 100 percent success on frames, columns, 

tables and images that lack alternative text versions. There is a chance that the most technologically 

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U.S. National Commission on Libraries and Information Science 

advanced libraries can become the biggest barriers to the educational opportunity of a disabled 

person. 

"The Internet and technology have moved so quickly that assistive technology 

hasn't been able to catch up..." says Josh Krieger of the Center for Applied Special 

Technology (CAST), a nonprofit organization that does research and development in 

the area of what is known as universal design (UD). 

What is the role of a librarian in this matrix of competing standards, rapid development and 

constant pressure to represent the rights of students in the information marketplace? 

When a library has made the transition to a single web interface for all resources, that same library 

has to expend considerable effort to make this interface accessible. Accommodations must be made 

for both physical mobility issues and vision issues. The effort requires two formidable challenges: 

1. Ensure accessible web pages 

Demand accessible interfaces from vendors. As recently as at the American Library 

Association meeting in June 1998, vendors were uniformly unaware of the meaning 

of accessible web pages. Much has changed in 6 months. The first EbscoHost full 

text magazine database interface had a single image without any alternate route to the 

next screen. The "Log on to Ebscohost" image could not be read by JAWS. Stop here 

and go no further for any blind student. This image was replaced two months ago. 

2. Purchase and support tools for access 

At Cabrillo we have placed one JAWS workstation with ZoomText in the Reference 

Room and one in the 24 station electronic classroom. Have agreed to set up a 

Kurzweil Omni 2000 reading station in the library. 

3. Make the library physically accessible 

We have 10 percent of the table or carrel surfaces in our library at 31" height. Our 

stack aisles are 48 inches wide. We have two small group study rooms with 

marmoleum27 on the floor instead of carpeting to provide a space for the 

environmentally sensitive. Prior to laying out the furniture plan we met with disabled 

students who were involved in setting some of our standards and layout of services. 

Interestingly enough they demanded that accessible tables and carrels be spread 

throughout the building, avoiding any grouping of wheelchair users. 

We have purchased a special station, which can easily be adjusted to any height, from 

standing to specially made wheelchairs. 

We filled a request from a C6 partial quadriplegic student for a special large trackball 

or trackpad because he could not use our standard issue Microsoft Mouse. 

27 Marmoleum� from Forbo-Nairn is a perfectly natural floor covering, available in sheet, tile and plank formats. It's 

durable, easy to maintain and inherently hygienic. 

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U.S. National Commission on Libraries and Information Science 

4. Move assistive technology into the mainstream of the library 

Designate who is responsible. Add it to performance goals and the job description 

and evaluation. 

Write up the procedures for handling Assistive Technologies. 

Write up and post the instructions for each piece of equipment in large print format. 

Stick to simple English for these instructions. 

Provide training and demonstrations for all library staff. Repeat training every 

semester. 

Require that all library pages be accessible. Promote the use of guidelines for web 

accessibility. Be a resource for information on web accessibility issues for the 

campus. 

5. Get it in writing: Add goals to the mission statement and the technology plan 

For example: 

Mission Statement for the Robert E. Swenson Library at Cabrillo College 

The Robert E. Swenson Library is committed to supporting of the goals of the 

Instruction Component at Cabrillo College. The librarians and library staff are 

committed to: 

• 	 Provide innovative, state of the art programs, systems and services in support of the information 

needs of the Cabrillo college community. 

• 	 Provide prompt, unbiased, and knowledgeable responses to requests for assistance with 

information resources. 

• Provide high quality instructional services and programs in the use of information resources. 

• Provide universal online access to current information resources for the Cabrillo community. 

• 	 Encourage and facilitate information competency, critical thinking, intellectual independence, and 

lifelong learning skills in all students. 

• Provide services to remote users and to users with special needs 

For example: from the Cabrillo College Technology Plan: 

Goal 5. Provide services to students with special needs 

Strategies: 

• Convert 10 percent of the information workstation monitors to 19" size with ZoomText access 

• Maintain an OMNI 2000 Kurzweil reading system 

• Maintain the currency of assistive technology software for web access 

• Maintain the accessibility of library web pages 

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U.S. National Commission on Libraries and Information Science 

• Explore providing a Lynx browser for visually challenged users 

Goal 6. Collaborate across the campus 

Work with allies in: 

Disabled Student Program and Services 


Instruction


Tutorials


Learning Skills Program


Computing Resources 


Faculty Senate


Teaching and Learning Center 


Many people on a campus care about the issues but have very few opportunities to focus support.


Support for the libraries role in providing access can provide a focal point for everyone. 


What haven't we done yet? 

1) Added at least one set of large type key caps. 

2) Added some percentage of 19" monitors. 

The staffs in DSPS and Learning Skills tell me that many, many students are stressed by the small 

print of the varying web font sizes. Having more than one nineteen inch monitor with a discrete sign 

that makes their use by users with visual impairments a priority would open the library further. 

Resource List 

Resource List for Accessible Libraries


Assembled by Johanna Bowen for a presentation at CAPED98, 


October 31, 1998 in San Jose, CA (updated June 18, 1999) 


[All quoted descriptions are from the homepage of the site] 

BOOKS: 

Resources for People with Disabilities: A National Directory. 2v. Ed., by Elizabeth H. Oakes and 

John Bradford. 1998. 1026p. Ferguson, $89.95 (0-89434-242-8) 

LISTSERV: 

Learning Disability Discussion List 

LD-List is an open, unmoderated, international forum that provides an information exchange network 

for individuals interested in Learning Disabilities. Any topic related to learning disabilities is 

appropriate for discussion. 

To join LD-List, send one electronic mail message addressed to: ld-list-request@east.pima.edu 

Leave the subject of the e-mail message blank. In the BODY of the message type ONLY one word: 

SUBSCRIBE 

This will set you up to receive all the messages sent to the LD-List list. 

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U.S. National Commission on Libraries and Information Science 

To send a message to everyone subscribed to LD-List, send all electronic mail messages to this 

address: ld-list@east.pima.edu 

CREATING ACCESSIBLE WEB PAGES: RESOURCES 

Access from Adobe 

When a site displays documents or publications in PDF format it cannot be read by Assistive 

Technology tools. This site includes a utility, which translates PDF fields to HTML that is accessible 

to most assistive tools. 

BOBBY. Bobby can be found at: http://www.cast.org/bobby. "Bobby is a web-based public service 

offered by CAST that analyzes web pages for their accessibility to people with disabilities as well as 

their compatibility with various browsers. The analysis of accessibility is based on the working draft 

of the W3C's WAI Page Author guidelines with the Page Authoring Working Group's latest revisions. 

All pages on your web site must meet these requirements in HTML 4.0 to display the Bobby 

Approved icon." 

CAST—Center for Applied Special Technology at. http://www.cast.org/. "Founded in 1984, CAST 

is an educational, not-for-profit organization that uses technology to expand opportunities for all 

people, including those with disabilities." CAST is known for its support for accessible design issues 

and for promoting and maintaining the single most popular site for checking on the accessibility of 

web pages. 

DO-IT (Disabilities, Opportunities, Internetworking and Technology). http://weber.u. 

washington.edu/~doit/ Located at the University of Washington DO-IT provides information on 

accessible web design and other topics focused on increasing the participation of people with 

disabilities in higher education and careers. 

EASI—Equal Access to Software and Information. http://www.rit.edu/~easi/easi/alleasi.html. 

"EASI's mission is to serve as a resource to the education community by providing information and 

guidance in the area of access-to-information technologies by individuals with disabilities. We stay 

informed about developments and advancements within the adaptive computer technology field and 

spread that information to colleges, universities, K-12 schools, libraries and into the workplace. EASI 

is the recipient of two National Science Foundation grants to disseminate information on access for 

disabled persons to science, engineering and math." 

Sun Microsystems' Enabling Technologies Program. http://www.sun.com/tech/access/. This 

web site has significant information for developers using Java who care about accessibility. There 

are extensive guidelines for Designing for Accessibility at: http://www.sun.com/tech/access/ 

software.guides.html. 

"IBM Guidelines for Writing Accessible Applications Using 100 percent Java" are available 

at: http://www.austin.ibm.com/sns/snsjavag.html. 

W3C—World Wide Web Consortium. http://www.w3.org/. "The World Wide Web offers the 

promise of transforming many traditional barriers to information and interaction among different 

peoples. The W3C's commitment to lead the web to its full potential includes promoting a high 

degree of usability for people with disabilities. The Web Accessibility Initiative (WAI), in 

coordination with other organizations, is pursuing accessibility of the web through five primary 

areas of work: technology, guidelines, tools, education and outreach, and research and 

development accessibility features. Some users rely on speech synthesizers or braille readers 

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U.S. National Commission on Libraries and Information Science 

when browsing the web. HTML 4 includes features which makes the web more accessible to 

those who are visually impaired or have other disabilities." 

W3C—Checklist for Web Content Accessibility provides a useful structure for prioritizing the 

accessibility issues facing an organization. 

U.S. GOVERNMENT WEB SITES: 

ADA Home Page; U.S. Department of Justice. Americans with Disabilities Act. http:// 

www.usdoj.gov/crt/ada/adahom1.html. "The ADA prohibits discrimination on the basis of disability 

in employment, programs and services provided by state and local governments, goods and services 

provided by private companies, and in commercial facilities." 

The Access Board: United State Architecture and Transportation Barriers Compliance Board. 

http://www.access-board.gov/. "Created in 1973, the Board has served the nation as the only 

independent Federal agency whose primary mission is accessibility for people with disabilities." 

Center for Information Technology Accommodation (CITA) at http://www.itpolicy.gsa.gov/cita. 

CITA has a full web site for US government activity related to accessible information environments, 

services, and management practices. 

U.S. Department of Education, Office of Special Education and Rehabilitative Services. The 

Computer Accessibility Technology Packet (1997) at: http://www.ed.gov/offices/OSERS/ 

techpack.html. Has a dated technology recommendations section but has a useful overview of the 

issues at the beginning of the document. 

U.S. National Commission on Libraries and Information Science (NCLIS) at: http://www.nclis.gov. 

NCLIS held hearings on library services for individuals with disabilities on July 8, 1999. A report 

will be published at their site in August 1999. 

PRODUCTS AND SERVICES: 

Adjustable height workstation keyboard surfaces available from Anthro Corporation at: 

http://www.anthro.com/. Mobility issues are usually addressed by a variety of table heights. Many 

newer libraries have a fixed number, usually 10 percent of surfaces at 31" which will accommodate 

the arms of a traditional wheelchair. A more flexible option is to have adjustable height surfaces. The 

AdjustaCart from the Anthro Corporation is a particularly well designed product which is manual but 

very easy to adjust. 

Closed circuit TV reader from Optelec at http://www.optelec.com. This is one of the easiest 

viewing stations to set up and use for low vision people. Text and photographs can be viewed at a 

variety of magnifications (black and white and color) as they are placed under the attached camera. 

IBM Home Page Reader trial copy available at http://www.austin.ibm.com/sns/hpr.html. "Home 

Page Reader audibly communicates complete information from graphical user interface web pages to 

the user, including tables, frames, forms, and even alternate text for images. The full range of web 

page data is provided in a logical, clear and understandable manner. Home Page Reader speaks link 

information or ALT text for objects like images and image maps. In addition, the product speaks 

HTML 4.0 information provided by web page authors, providing valuable information like 

summaries and table captions" Note: HomePage Reader ONLY reads the web and users cannot go 

back and forth between spreadsheets, word processing programs and Home Page Reader. 

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U.S. National Commission on Libraries and Information Science 

JAWS software from Henter-Joyce, Inc. at http://www.hj.com/. "Using screen-reading and screenmagnification software developed by Henter-Joyce, blind or visually-impaired computer users access 

a whole world of information, education and job-related applications. With our products, blind or 

visually impaired people browse the web, read or write e-mail messages, re-calculate spreadsheets or 

access information in a database. Henter-Joyce software works with, but does not replace, most 

computer applications. Our software is the top choice of blind and visually impaired people around 

the world." 

Kurzweil Educational Systems at http://www.kurzweiledu.com/ "Produce and market two exemplary 

products. Kurzweil 1000 for people who are blind or severely visually impaired and Kurzweil 3000 

for people with Dyslexia or other reading difficulties. These products are PC-based software 

programs that utilize speech, language, and optical character recognition (OCR) technology to scan, 

digitize and then read aloud the printed word." 

Large Print Keytops 

Information on purchasing Large Print Keytops can be obtained from: 

1) Hooleon at: http://www.hooleon.com 

2) Maxi-Aids at http://www.maxiaids.com 

3) LS & S at: http://www.lssgroup.com 

ZoomText 

A demonstration download of ZoomText, a large print software program is available at: 

http://www.aisquared.com 

The Internet address of this page is http://libwww.cabrillo.cc.ca.us/html/about/caped98resources.html 

Revised June 18, 1998 

Johanna Bowen jobowen@cabrillo.cc.ca.us 

5. 	 Written Material from Central Rappahannock Regional Library 

[Fredericksburg, Virginia], Submitted by Nancy Buck Schiff, Outreach Services 

Coordinator 

Letter dated July 20 from Nancy Buck Schiff 

On behalf of my director, Donna Cote, and fellow staff, I appreciate the opportunity to respond to the 

Commission regarding library and information services for individuals with disabilities. The Central 

Rappahannock Regional Library is a large regional library system in central Virginia, located 

equidistant between Richmond, Virginia, and Washington, DC. We have seven branches and a 

bookmobile serving 208,000 people over 900 square miles. 

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U.S. National Commission on Libraries and Information Science 

While we have historically attempted to accommodate all of our patrons, either through large print 

materials or through making appropriate referrals, we have made specific efforts to serve people with 

disabilities locally. We started a sub-regional library for the blind and physically handicapped in 

1989, becoming part of the National Library Service. We maintain a collection of books on tape for 

eligible users, repair and issue their tape players, convert reference information to tape or Braille on 

demand, and strive to afford our patrons as close to the public library experience that sighted patrons 

might enjoy. 

With grant funding, we purchased a Kurzweil reader, sound card, and a Braille printer and translating 

software so that we could make print materials more accessible to patrons. We assist patrons in 

changing fonts on computer screens so that they can type a letter or use the Internet with 

"magnification." We have also received through two donations closed circuit televisions, which 

provide significant magnification of printed material. 

Since 1991, we have worked with the local chapter of Self Help for the Hard of Hearing (SHHH). We 

purchased through grant funds computer-assisted note taking equipment and FM equipment to 

provide other options for making meetings accessible. We hire interpreters on demand for library 

programming and have hosted sign language classes open to the staff and public. We reviewed our 

collection of print materials dealing with hearing and updated it accordingly. 

We have also worked with the Virginia Department for the Deaf and Hard of Hearing (VDDHH) to 

become a TAPLOAN site. This service allows us to loan VDDHH TDDs, amplifiers, and signalers to 

eligible patrons for temporary use or trial. 

We have examined our buildings to either fit doors with automatic openers or adjust arrester pressure 

so those doors are easy to open. We work at maintaining aisle widths and insuring that access to 

elevator buttons or doorways are clear of obstacles. We work with staff to look about the floor in the 

case of a fire drill or real emergency to alert other staff and emergency personnel to the fact that 

someone with a disability is on the floor. Staff has always been willing to retrieve materials from the 

stacks or assist in reading information to patrons either from a computer screen or via telephone. 

We have invited groups to test our buildings against the ADAAG regulations. We maintain a close 

relationship with the local center for independent living and other agencies exclusively serving people 

with various disabilities. Sometimes patrons’ questions are referred to these agencies; sometimes 

these agencies provide us with information for patrons. 

Our programming materials are always released with a note to contact the library for accommodation. 

We will provide programming materials in alternative formats, hire an interpreter, or provide assisting 

listening devices on demand. 

It is our pleasure to provide these varied services and yet we know we need to remain alert to new 

services. We also know that there are more challenges before us, and more that we can do to adapt 

and use technology to further open the library to everyone in the community. We welcome this 

opportunity to share this information with you and the National Commission on Libraries and 

Information Science. 

Sincerely yours, 

Nancy Buck Schiff 


Outreach Services Coordinator 


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U.S. National Commission on Libraries and Information Science 

1201 Caroline St. 

Fredericksburg, VA 22401-3761 

(540) 372-1144 (Phone) 

(540) 373-9411 (Fax) 

(540) 371-9165 (TDD) 

6. 	 Written Material from Disabilities, Opportunities, Internetworking and 

Technology (DO-IT), University of Washington [Seattle, Washington], 

Submitted by Sheryl Burgstahler, Director (and Assistant Director, Information 

Systems, Computing and Communications, University of Washington) 

DO-IT Presentation Materials from Sheryl Burgstahler 

Foreword: 

Computers, adaptive technology, and the Internet form a powerful combination 

for people with disabilities, opening opportunities for communication, learning 

and employment. The development of sophisticated multimedia resources, 

however, prevents some people for accessing critical information. These people 

include those who do not have the latest computer systems, those with slow 

network connections, and people with disabilities. 

These materials provide the tools for developing a training program for library staff and volunteers to 

help them become more aware of the issues, needs and concerns of people with disabilities in 

accessing electronic resources. A presentation planning section and comprehensive script guide you 

through the presentation. Overhead transparency and handout templates and videotape presentations 

are included in the binder. An electronic presentation is available at DO-IT’s World Wide Web site 

(http://weber.u.washington.edul~doit/UA/) to aid the speaker. 

Funded by the Telecommunications Funding Partnership and the National Science Foundation, these 

materials were developed as part of a cooperative effort between Computing and Communications, 

DO-IT (Disabilities, Opportunities, Internetworking and Technology) and the University Libraries at 

the University of Washington. 

We would like to thank the project coordinator, Beth Fraser, adaptive technology specialist, Dan 

Comden, and the advisory board for their contributions to the project. Advisory board members 

include: Jan Ames, Washington Talking Book and Braille Library; Dagmar Amtmann, Assistive 

Technology Resource Center; Sarah Beasley, Seattle Central Community College; Steve Goodwin, 

Edmonds School District; Cleo Kelly, Library Equal Access Program, Seattle Public Library; Dean 

Martineau, Tacoma Community College; Paula L. Palmer, Lake Washington Technical College; and 

Steve Nourse, Experimental Education Unit, University of Washington. 

The materials have been tested and refined with educators and librarians. We would appreciate your 

input as well. Once you’ve reviewed the packet, please complete and return the evaluation form 

enclosed in the front pocket of the binder. 

Designing library services and resources that are accessible to the broad constituencies libraries serve 

in an important endeavor. We hope these materials will stimulate discussion and cooperation at your 

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U.S. National Commission on Libraries and Information Science 

library to ensure that people with a wide range of abilities have equal access to the electronic 

information you provide. 

Making Library Resources Accessible to People with Disabilities 

As more information is delivered using computer and network technologies, libraries play an 

increasingly important role in ensuring access for all people to Internet and other information 

resources. In making electronic resources accessible, principles of universal design should be 

employed. 

Universal design means that, rather than design your services and facility for the average user, you 

design them for people with a broad range of abilities and disabilities. Keep in mind that patrons may 

have learning disabilities and visual, speech, hearing, and mobility impairments. 

Although a library cannot be expected to have specialized equipment for every type of disability, staff 

should be aware of the options for making library resources accessible and should make available 

equipment that they can anticipate will be used or is available at relatively low cost. In addition, 

develop a procedure to ensure a quick response to requests for accommodations to meet the needs of 

patrons with disabilities. 

The following information and questions can help guide you in making all of your library’s programs 

and resources universally accessible and inviting to people with disabilities. Resources listed at the 

end of this handout, including DO-IT’s World Wide Web site, provide a starting place to locate 

additional information as you make your library and its resource more accessible! 

Legal Issues 

Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 

prohibit discrimination against individuals with disabilities. According to these laws, no otherwise 

qualified individual with a disability shall, solely by reason of her/his disability, be excluded from the 

participation in, be denied the benefits of, or be subjected to discrimination under any program or 

activity of a public entity. 

In general, "person with a disability" means "any person who has a physical or mental impairment 

which substantially limits one or more major life activities including walking, seeing, hearing, 

speaking, breathing, learning, and working, has a record of such an impairment, or is regarded as 

having such an impairment." 

Access Issues 

The following questions related to the library building and environment, staff, services, and electronic 

resources may help guide you in making your library universally accessible. 

__ Are parking areas, pathways, and entrances to the building wheelchair-accessible? 

__ 	Are doorway openings at least 32 inches wide and doorway thresholds no higher than one-half 

inch? 

__ 	Are aisles kept wide and clear for wheelchair users? Have protruding objects been removed or 

minimized for the safety of users who are visually impaired? 

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__ 	Are all levels of the library connected via an accessible route of travel, or are there procedures to 

assist patrons with mobility impairments in retrieving materials from inaccessible locations? 

__ 	Are ramps and/or elevators provided as alternatives to stairs? Do elevators have both auditory and 

visual signals for floors? Are elevator controls marked in large print and braille or raised 

notation? Can people seated in wheelchairs easily reach all elevator controls? 

__ Are wheelchair-accessible restrooms with well marked signs available in or near the library? 

__ Are service desks and facilities such as book returns wheelchair accessible? 

__ 	Are there ample high-contrast, large print directional signs throughout the library? Are shelf and 

stack identifiers provided in large print and Braille formats? Are call numbers on book spines 

printed in large type? Is equipment marked with large print and Braille labels? 

__ Are telecommunication devices for the deaf (TDD/TTY) available? 

__ 	Are library study rooms available for patrons with disabilities who need to bring personal 

equipment or who need the assistance of a reader? 

__ 	 Are hearing protectors, private study rooms, or study carrels available for users who are distracted 

by noise and movement around them? 

Library Staff 

__ Are staff aware of disability issues (See Helpful Communication Hints) 

__ 	Are staff trained in the use of telecommunication devices for the deaf (TDD/TTY) and adaptive 

computer technology provided in the library? Are there regular refresher courses to help staff 

keep their skills up to date? 

__ 	Are staff trained in policies and procedures for providing accommodations to patrons with 

disabilities? Are staff aware of services provided for people with disabilities? 

__ 	Are staff knowledgeable of other organizations, such as federally-funded talking book and braille 

libraries, that provide information services to patrons with disabilities? 

__ Do public services staff wear large print name badges? 

__ 	If there are staff members with sign language skills, are they identified to other staff members so 

that, when available, they can assist patrons who are deaf? 

Library Services 

__ 	Does the library have a designated staff member and/or committee who coordinates services for 

patrons with disabilities, monitors adaptive technology developments, and responds to requests 

for accommodation? 

__ 	Are people with disabilities included in the library’s board of trustees and committees? Are 

people with disabilities included in the library’s access planning process? 

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__ 	Does the library have a written description of services for patrons with disabilities, including 

procedures and information on how to request special accommodations? These policies and 

procedures should be advertised in the library and library publications. 

__ Are reference and circulation services available by phone, TTY/TDD, and electronic mail? 

__ 	Are resource delivery services available for patrons confined to their homes, retirement facilities, 

or hospitals? 

__ Are large print and braille versions of library handouts and guides available? 

__ 	Are applications for the nationwide network of Talking Book and Braille Libraries available for 

print disabled patrons? 

__ Are reader and research assistants available to patrons with vision impairments? 

__ Are sign language interpretation services available by request for library sponsored events? 

__ Are large magnifying glasses available for patrons with low vision? 

Adaptive Technology for Computers 

The library won’t have special equipment on hand for every type of disability. But you can anticipate 

the most commonly requested adaptive technology and have that available. Start with a few items at 

first, and add new technology as patrons request it. Here is a list of adaptive technology for computer 

workstations to get you started. 

__ 	At least one adjustable table for each type of workstation in the library can assist patrons with 

mobility impairment or who use wheelchairs. 

__ Large print key labels can assist patrons with low vision. 

__ Software to enlarge screen images can assist patrons with low vision and learning disabilities. 

__ Large monitors of at least 17 inches can assist patrons with low vision and learning disabilities. 

__ 	A speech output system can be used by patrons with low vision, blindness and learning 

disabilities. 

__ Braille conversion software and a braille printer can assist patrons who are blind. 

__ Trackballs can assist those who have difficulty controlling a mouse. 

__ Wrist rests and keyguards can assist some patrons with mobility impairments. 

Electronic Resources 

Be sure that the library’s World Wide Web pages and other electronic resources are designed to be 

accessible to people with disabilities. Consider these items in ensuring accessible electronic 

resources. 

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__ 	Do electronic resources with images and sound provide text alternatives to these formats? Is the 

design consistent with clear navigation paths? 

__ 	Can the library’s electronic resources including online catalogs, indexes, and full-text databases 

and CD-ROMS be accessed with a variety of adaptive computer technologies such as screen 

readers and speech synthesis? 

__ 	Do collection development policy statements specifically state that electronic products should be 

evaluated for accessibility as part of the purchasing process? 

__ Do library web page style guidelines require that pages be designed in an accessible format? 

__ 	Are librarians prepared to assist patrons with electronic resources that they cannot access by 

providing research consultations or materials in other formats? 

Helpful Communication Hints 

When you are working with someone who has a disability, keep in mind that you are dealing with a 

person first. Other than this, there are no strict rules when it comes to relating to people with 

disabilities. Here are some helpful hints. 

General Guidelines 

� Treat people with disabilities with the same respect and consideration that you give others. 

� Ask a person with a disability if he/she needs help before helping. 

� Talk directly to the person with a disability, not through the person’s companion. 

� Refer to a person’s disability only if it is relevant to the conversation. 

� Avoid negative descriptions of a person’s disability. For example, "a person’s who uses a 

wheelchair" is more appropriate than "a person confined to a wheelchair." Remember, in 

actuality, a wheelchair is not confining—it’s liberating. 

� Refer to the person first and then the disability. "A man who is blind" is better than "a blind man’ 

because it emphasizes the person first. 

Visual Impairments 

� Be descriptive with people with visual impairments. Say, "The computer is about three feet to 

your left," rather than, "The computer is over there." 

� When guiding people with visual impairments, offer them your arm rather than grabbing or 

pushing them. 

� Always ask permission before you interact with a person’s guide or service dog. 

Learning Disabilities 

� If asked, read instructions to users with some specific learning disability. 

Mobility Impairments 

� Try sitting in order to make level eye contact with patrons in wheelchairs when you interact. 

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Speech Impairments 

� Listen carefully and ask people with speech impairments to repeat what they have said if you 

don’t understand. 

Hearing Impairments 

� Face people with hearing impairments and speak clearly when you talk to them. 

World Wide Access: Accessible Web Design 

The World Wide Web has rapidly become the most popular Internet resources, combining hypertext 

and multimedia to provide a huge network of educational, governmental and commercial resources. 

Yet because of the multimedia nature of the medium, many Internet surfers cannot access some of 

these materials. Some visitors 

� Cannot see graphics because of visual impairments. 

� Cannot hear audio because of hearing impairments. 

� Use slow connections and modems or older equipment which cannot download large files. 

� Have difficulty navigating sites that are poorly organized with unclear direction because they 

have learning disabilities, speak English as a second language, or are younger than the average 

user. 

� Use adaptive technology with their computer to access the web. 

Following universal design principles ensures that all Internet users can get to the information at your 

web site regardless of their disability or the limitations of their equipment and software. Use the 

following guidelines when developing and revising your web pages to ensure that they are accessible 

to a diverse audience! 

General Page Design 

The web has mushroomed in popularity because it is such a powerful and versatile medium. Much of 

its power comes from the fact that it presents information in a variety of formats while also 

organizing that information through hypertext links. As a result, designing a well organized site is 

essential to helping visitors navigate through your information. 

� Maintain a simple, consistent page layout throughout your site 

A consistent design and look makes it easier for visitors to navigate through the hypertext and find the 

information you want to provide. For example, features presented on every page, such as a standard 

navigation menu or logo for the site, should always appear in the same place. A carefully planned 

organizational scheme will help everyone use your site. A clear, consistent presentation will 

especially assist people with learning disabilities who have difficulty following disorganized 

presentations. 

� Keep backgrounds simple. Make sure there is enough contrast 

People with low vision or colorblindness, or those using black and white monitors can have difficulty 

reading information at sites with busy backgrounds and dark colors. Many background images and 

colors obscure text and make reading difficult. Make sure that there is enough contrast between your 

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text and the background of the page. Choose background, text and link colors carefully, and always 

ext your site with both black and white color monitors. 

� Use standard HTML 

Hypertext Markup Language (HTML) is the standardized code used to create web sites. The code 

works with tags that tells a web browser where to find and how to display your information. HTML 

was designed to be a universal format outside the bounds of proprietary software and computer 

languages. While non-standard tags exist, using standard HTML tags will ensure that your content 

can be accessed by all browsers used by visitors to your site. Avoid tags, such as <BLINK> and 

<FRAME> that are not supported by all web browsers. 

� Design large buttons 

Small buttons marking links can be a difficult target for visitors with mobility impairments that result 

in restricted hand movements. Larger buttons can make it easier for all visitors to select the links on 

your page. 

� Include a note about accessibility 

Notify your users that you are concerned about accessibility by including a web access symbol on 

your page (see Resources list). Encourage your users to notify you with their accessibility concerns. 

Include a statement about accessibility. For example, the DO-IT home page includes the following 

statement: 

The DO-IT pages form a living document and are regularly updated. We strive to 

make them universally accessible. You will notice that we minimize the use of 

graphics and photos, and provide descriptions of them when they are included. Video 

clips are open captioned, providing access to users who can’t hear the audio. 

Suggestions for increasing the accessibility of these pages are welcome. 

Graphical Features 

People who are blind cannot view the graphical features of your web site. Many people with visual 

impairments use voice output programs with text-based browsers (such as Lynx) or graphical 

browsers with the feature that loads images turned off. Include text alternatives to make the content in 

these graphical features accessible. Here are guidelines for providing alternative text for various types 

of visual features. 

� Include short, descriptive ALT attributes for all graphical features on your page 

ALT attributes work with HTML image tags to give alternative text information for graphical 

features. The alternative text helps the visitor understand what is on the page if they are using a text 

browser or if they have image loading turned off in their graphical browser. 

The bolded text in this example shows what an ALT attribute looks like in HTML: 

<IMG SRC="./doitlogo.large.fit" 

ALIGN=MIDDLE ALT= "[DO-IT LOGO]"> 

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When a sighted visitor views the page with a graphical browser, he will see the DO-IT logo. When a 

user who is blind visits, his voice output program will read [DO-IT LOGO]. This gives him a clear 

idea of what is on the page. In addition, any visitor coming to the site using a text-based browser will 

understand that there is a log there instead of the more ambiguous "image" that is the default result 

when no ALT attribute is used. ALT attributes should be short and simple (less than 5 words) as 

browsers sometimes have difficulty with long, run-on attributes. 

� Include menu alternatives for image maps (also called ISMAPS) to ensure that the 

embedded links are accessible 

An image map is a picture on which parts of the picture can be clicked to find a link to another page. 

For example, on a map of the United States, a visitor might click on Washington State to find 

information about this state. But if the web page developer has not included an alternative menu, 

visitors using text-based browsers can be totally blocked from the site, or sent on a wild goose chase 

clicking unlabelled links that lead them in circles. 

The following example does not include an alternative menu for the image page. 

<HTML> 


<TITLE> Our Library Page </Title>


<BODY>


A HREF="HOME.MAP">


<IMG SRC="images/home.jpg"ismap</A> 


</BODY>


</HTML> 


When viewed through a graphical browser, such as Netscape, a beautiful picture of a floor map of a 

library appears. The visitor can choose selected areas of the library to view. But, when a visitor using 

a text-based browser visits the site, this is what he sees: 

Our Library Page 

[ISMAP] 

At this point the visitor is stuck, as text-based browsers will not interpret the hypertext links 

embedded in the image map. His only option is to back out of the site. A visitor who uses who uses a 

text-based browser, perhaps because he is blind, can’t get to your information. 

The accessibility of image maps is dependent on if the server software used a web site’s server. Some 

server programs can pull the link information from the image map and present it in a menu format for 

text-based browsers. However, many server programs are not yet this sophisticated. Check with your 

system administrator to find out about the capabilities of your web server software. 

� Include descriptive captions for pictures and transcriptions of manuscript images 

What information do your pictures and images provide to the viewer? Always provide an ALT tag for 

an image. This is sufficient for logos and graphics that are not critical to the information content of 

the page. But if the graphics provide information beyond this, adding captions and transcriptions is 

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U.S. National Commission on Libraries and Information Science 

important for those who cannot see your page because they are using a text-based browser, including 

those who are blind. If you are not sure how critical a particular image is to the content of a page, 

temporarily remove it and consider its impact. 

If you present information in an image format, such as a scanned-in image of a page of a manuscript, 

be sure to also provide a transcription of the manuscript in a straight text format. This aids a wide 

variety of visitors including those with visual impairments, users who speak English as a second 

language, and those with learning disabilities who may have difficulty reading the original document. 

� Make links descriptive so that they are understood out of context 

Visitors who use screen-reading software can adjust their software to read only the links on a page. 

For this reason, links should provide enough information when read out of context. For example, 

never use "click here" as a link, or next to a graphic used as a link. 

� Other options for making graphical features accessible 

Some web designers make images accessible by placing a hyperlink immediately before or after the 

image to another page with image descriptions. At the end of each description another hyperlink 

returns the user to the original page. This method should be used with caution as it can add 

unnecessary navigational complexity to the site. 

Some organizations with graphic-intensive web pages provide a separate text version of the site to 

ensure accessibility. This adds a great deal of maintenance time and complexity, as two versions must 

be updated. It also segregates your visitors according to the type of equipment they use to access your 

page. As much as possible, edit your original version so that it is accessible to all visitors. 

Special Features 

� Use tables and frames sparingly and consider alternatives 

Most screen reader programs read from left to right, jumbling the meaning of information in tables. 

Some tables can be interpreted, but at this point, look for other ways to present the information to 

ensure that visitors with visual impairments can reach your data. In the same vein, frames often 

present logistical nightmares to text-based screen reading software. Evaluate whether frames are truly 

necessary at your site. 

� Forms and databases 

Always test forms and databases with a text-based browser. Include an e-mail address and other 

contact information for those who cannot use your forms or database. 

� Applets and plug-ins 

As the software is developed, applets (such as programs created with JAVA) and plug-ins (such as 

Adobe Acrobat) may provide accessibility features. However, many of these programs are currently 

not accessible to people utilizing text-based browsers. To ensure that people with vision and hearing 

impairments can access your information, provide the content from these programs in other textbased formats. 

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Web Page Test 

Text your web page with as many web browsers as you can, and always text your web page with at 

least one text-based browser. This way, you will see your web resources from the many perspectives 

of your users. You may want to try out an accessibility validation site which performs a diagnostic on 

your pages and points out parts that could be inaccessible. Testing your site is especially important if 

you use HTML editor software to write your pages. Some HTML editor programs do not 

automatically include ALT attributes and other accessibility features. You may need to revise your 

code to include the accessibility guidelines covered in this brochure. 

Resources 

Bobby, created at CAST (Center for Applied Special Technology), is an HTML validator program 

designed to test accessibility in addition to highlighting non-standard and incorrect HTML. 

http://www.cast.org/bobby 

DO-IT (Disabilities, Opportunities, Internetworking and Technology) at the University of 

Washington includes a listing of Internet resources for accessible web design, as well as other 

information. 

http://weber.u.washington.edu/~doit/ 

EASI’s (Equal Access to Software and Information) web site provides both a good introduction to 

many issues related to serving patrons with disabilities including accessible web design. 

http://www.isc.rit.edu/~easi 

The National Center for Accessible Media (NCAM) promotes the use of a Web Access symbol and 

provides model examples of accessible pages. 

http://www.boston.com/wgbh/pages/ncam/currentprojects/webaccess.html 

The Trace Research and Development Center provides resources for design of accessible web pages 

including applet and plug-in features. 

http://www.trace.wisc.edu 

World Wide Access Videotape 

A 12-minute videotape, World Wide Access, may be ordered by sending a $20.00 check to DO-IT. 

Working Together: People with Disabilities and Computer Technology 

People with disabilities meet barriers of all types. However, computers are helping to lower many of 

these barriers. As word processors have replaced typewriters, electronic spreadsheets have replaced 

handwritten books, and on-line services have supplemented telephone and written communication, 

disabled students and employees who have computer access have become capable of handling a wider 

range of activities independently. Although people with disabilities face a variety of barriers to 

providing computer input, interpreting output, and reading documentation, adaptive hardware and 

software have been developed to provide functional alternatives to standard operations. 

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Mobility Impairments 

Input 

Equipment which provides flexibility in the positioning of monitors, keyboards, documentation, and 

tabletops is useful for many individuals with disabilities. Plugging all computer components into 

power outlet strips with accessible on/off switches makes it possible for some individuals to turn 

equipment on and off independently. 

Some adaptive hardware and software assist individuals with little or no use of their hands in using a 

standard keyboard. Individuals who have use of one finger, a mouth- or head-stick, or some other 

pointing device, can control the computer by pressing keys with the pointing device. Software utilities 

can create "sticky keys" that electronically latch the SHIFT, CONTROL, and other keys to allow 

sequential keystrokes to input commands that normally require two or more keys to be pressed 

simultaneously. The key repeat function can be disabled for those who cannot release a key quickly 

enough to avoid multiple selections. Keyboard guards (solid templates with holes over each key to 

assist precise selection) can be used by those with limited fine motor control. 

Sometimes repositioning the keyboard and monitor can enhance accessibility. For example, mounting 

keyboards perpendicular to tables or wheelchair trays and at head-height can assist individuals with 

limited mobility who use pointing devices to press keys. Other simple hardware modifications can 

assist individuals with mobility impairments. For example, disk guides can assist with inserting and 

removing diskettes; a dedicated hard disk and/or computer network access can eliminate or reduce the 

necessity to do so. 

For individuals who need to operate the computer with one hand, left-and right-handed keyboards are 

available. They provide more efficient key arrangements that standard keyboards designed for twohanded users. 

Some hardware modifications completely replace the keyboard and/or mouse for individuals who 

cannot operate these standard devices. Expanded keyboards (larger keys, spaced far apart) can replace 

standard keyboards for those with limited fine motor control. 

Mini-keyboards provide access to those who have fine motor control but lack a range of motion great 

enough to use a standard keyboard. Trackballs and specialized input devices can replace mice. 

For those with more severe mobility impairments, keyboard emulation is available, including 

scanning and Morse code input. In each case, special switches make use of at least one muscle over 

which the individual has voluntary control (e.g., head, finger, knee, mouth). In scanning input, lights 

or cursors scan letters and symbols displayed on computer screens or external devices. To make 

selections, individuals use switches activated by movement of the head, finger, foot, breath, etc. 

Hundreds of switches tailor input devices to individual needs. In Morse code input, users input Morse 

code by activating switches (e.g., a sip-and-puff switch registers dot with a sip and dash with a puff). 

Special adaptive hardware and software translate Morse code into a form computers understand so 

that standard software can be used. 

Voice input provides another option for individuals with disabilities. Speech recognition systems 

allow users to control computers by speaking words and letters. A particular system is "trained" to 

recognize specific voices. 

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Special software can further aid those with mobility impairments. Abbreviation expansion (macro) 

and word prediction software can reduce input demands for commonly-used text and keyboard 

commands. For example, word prediction software anticipates entire words after several keystrokes 

and increases input speed. 

Output 

Individuals with mobility impairments who have difficulty obtaining output from printers may need 

assistance from others. 

Documentation 

On-screen help can provide efficient access to user guides for individuals who are unable to turn 

pages in books. 

Blindness 

Input 

Most individuals who are blind use standard keyboards, however braille input devices are available. 

Braille key labels assist with keyboard use. 

Output 

Voice output can be used to read screen text to blind computer users. Special software programs 

"read" computer screens and speech synthesizers "speak" the text. The availability of earphones for 

individuals using voice output systems can reduce the distractions for others nearby. 

Refreshable braille displays allow line-by-line translation of the screen into braille on a display area 

where vertical pins move into braille configurations as screen text is scanned. Braille displays can be 

read quickly by those with advanced braille skills, are good for detailed editing (e.g., programming 

and final editing of papers), and do not disrupt others in work areas because they are quiet. Braille 

printers provide output for blind users. Documentation Scanners with optical character recognition 

can read printed material and store it electronically on computers, where it can be read using voice 

synthesis or printed using braille translation software and braille printers. Such systems provide 

independent access to journals, syllabi, and homework assignments for blind students. Some 

hardware and software vendors also provide braille or ASCII versions of their documentation to 

support blind users. 

Low Vision 

Input 

Most individuals who have visual impairments can use standard keyboards, but large print keytop 

labels are sometimes useful. 

Output 

Special equipment for individuals who are visually impaired can modify display or printed output. 

Computer-generated symbols, both text and graphics, can be enlarged on the monitor or printer, 

thereby allowing individuals with low vision to use standard word processing, spreadsheet, electronic 

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mail, and other software application. For individuals with some visual impairment, the ability to 

adjust the color of the monitor or change the foreground and background colors is also of value. For 

example, special software can reverse the screen from black on white to white on black for people 

who are light sensitive. Anti-glare screens can make screens easier to read. Voice output systems are 

also used by people with low vision. 

Documentation 

Scanners with optical character recognition can read printed material and store it electronically on 

computers, where it can be read using voice synthesis or printed in large print. Some hardware and 

software vendors also provide large print or ASCII versions of their documentation. 

Hearing and/or Speech Impairments 

Speech and hearing disorders alone do not generally interfere with computer use. However, advanced 

speech synthesizers are close enough to human quality to act as substitute voices and thus provide a 

compensatory tool for students who cannot communicate verbally. Students with portable systems 

can participate in class discussions once adapted computers provide them with intelligible speaking 

voices. Word processing and educational software may also help hearing impaired students develop 

writing skills. 

Input 

Students with hearing disabilities generally do not have special problems inputting information with a 

standard keyboard and mouse. 

Output 

Alternatives to audio output can assist the hearing-impaired computer user. For example, if the sound 

volume is turned to zero, a Macintosh computer will flash the menu bar when audio output is 

normally used. 

Documentation 

Individuals with hearing impairments typically do not have difficulty using standard written or onscreen documentation. 

Specific Learning Disabilities 

Educational software where the computer provides multi-sensory experiences, interaction, positive 

reinforcement, individualized instruction, and repetition can be useful in skill building. Some students 

with learning disabilities who have difficulty processing written information can also benefit from 

completing writing assignments, tutorial lessons, and drill-and-practice work with the aid of 

computers. For example, a standard word processor can be a valuable tool for individuals with 

dysgraphia, an inability to produce handwriting reliably. 

Input 

Quiet work areas and ear protectors may make computer input easier for individuals with learning 

disabilities who are hypersensitive to background noise. 

— 212 — 

U.S. National Commission on Libraries and Information Science 

Software that aids in efficient and accurate input can also assist. Some people can compensate for 

high rates of input errors by using spell checkers, thesauruses, and grammar checkers. In addition, 

word prediction programs (software that predicts whole words from fragments) have been used 

successfully by students with learning disabilities. Similarly, macro software which expands 

abbreviations can reduce the necessity to memorize keyboard commands and can ease the entry of 

commonly-used text. 

Output 

Some learning disabled individuals find adaptive devices designed for those with visual impairments 

useful. In particular, large print displays, alternative colors on the computer screen, and voice output 

can compensate for some reading problems. People who have difficulty interpreting visual material 

can improve comprehension and the ability to identify and correct errors when words are spoken or 

printed in large fonts. 

Documentation 

Some individuals with learning disabilities find it difficult to read. Computer documentation provided 

in electronic forms can be used by enlarged character and voice synthesis devices to make it 

accessible to those with reading difficulties. 

Next Steps 

Continue your exploration of adaptive technology by: 

� Buying the newspaper or directory and/or attending the conference of Closing the Gap, P.O. Box 

68, Henderson, MN 56044; (612) 248-3294, http://www.closingthegap.com/. 

� Contacting the Tech Act resource center in your state; call RESNA at (703) 524-6686, or visit 

http://www.resna.org/resna/hometa1.html for information. 

� Joining electronic discussion lists and accessing resources on the Internet. A good place to start 

is the DO-IT home page at http://weber.u.washington.edu/~doit/. 

Videotape 

A 14-MINUTE VIDEOTAPE, Working Together: People with Disabilities and Computer 

Technology may be ordered by sending a $20.00 check to DO-IT. 

Additional Information 

Primary funding for the DO-IT program is provided by the National Science Foundation and the State


of Washington. The University of Washington also contributes substantial resources to this project. 


DO-IT


University of Washington 


Box 354842 


Seattle, Washington 98195-4842 


doit@u.washington.edu


http://weber.u.washington.edu/~doit 

206-221-4171 (FAX) 

206-685-DOIT (voice/TTY) 

888-972-DOIT (voice/TTY) Washington 

— 213 —

U.S. National Commission on Libraries and Information Science 

509-328-9331 (voice/TTY) Spokane office 

Director: Sheryl Burgstahler, Ph.D. 

If you would like to receive this brochure in an alternative format, please contact DO-IT. 

Also Submitted for the Record 

Also submitted for the record, but not reproduced in this publication, are the following items: 

� Three-ring notebook entitled: DO-IT (Disabilities, Opportunities, Internetworking and 

Technology), Universal Access: Electronic Resources in Libraries, containing a Foreword; 

Overview; Presentation; Resources; Presentation Tools; and Handout Templates. Authors: 

Sheryl Burgstahler, Ph.D., Dan Comden, and Beth Fraser. 

� Videotape entitled: DO-IT (Disabilities, Opportunities, Internetworking, Technology). 

� Booklet entitled: DO-IT Programs and Resources 

� Handouts entitled Making Library Resources Accessible to People with Disabilities; World 

Wide Access: Accessible Web Design; and Working Together: People with Disabilities and 

Computer Technology 

� Handout entitled: Meet the Speakers in the Videotape 

7. 	 Written Material from the ERIC Clearinghouse on Disabilities and Gifted 

Education, Council for Exceptional Children (CEC), Submitted by Bruce A. 

Ramirez, Director 

Letter Dated August 4, 1999, from Bruce A. Ramirez 

The ERIC Clearinghouse on Disabilities and Gifted Education (ERIC 

EC) is pleased to offer comments on library and information services 

for individuals with disabilities. The National Commission on Libraries 

and Information Science is to be commended for conducting a hearing 

to focus attention on this important area. 

ERIC EC is part of the Educational Resources Information Center (ERIC) of the U.S. Department of 

Education, Office of Educational Research and Improvement (OERI). ERIC is administered by the 

National Library of Education (NLE). For more than 30 years, ERIC has solicited, gathered, selected, 

abstracted, and indexed the best of the professional literature in all areas of education. By the end of 

1997, the ERIC database had grown to include bibliographic records of 951,770 education 

publications. Of these, approximately 70,000 records (7.25 percent) address individuals with 

disabilities. In addition to cataloging materials on disabilities, ERIC offers materials in alternate 

formats (e.g., Braille, disk) upon request. To further provide access to information by individuals with 

disabilities, ERIC clearinghouses have TTY lines. 

Accessibility can benefit everyone. Just as many non-disabled persons have benefited from universal 

design principles reflected in the Americans with Disabilities Act (ADA) and the Architectural 

Barriers Act, many non-disabled persons will benefit from accessible information and services. Good 

access planning is simply good planning that can lead to better products and services for us all. We 

have consulted with our colleagues at several clearinghouses serving individuals with disabilities and 

their families, and we offer the following recommendations on ways libraries can assist individuals 

with disabilities. 

— 214 — 

U.S. National Commission on Libraries and Information Science 

Physical access: 

� Provide neutral, accessible meeting areas, with attention to parking areas, ramps, and rest rooms. 

� Provide a range of adaptive hardware or software to serve specific disabilities such as blindness 

and deafness, and train staff on how to use this equipment. Examples include screen magnifiers, 

screen readers, or large print programs; or on-screen keyboards for individuals who are unable to 

use a standard keyboard. 

� Offer a selection of toys that are appropriate for children with disabilities. Toys might include 

soft stacking rings, oversize wooden puzzles, rattles, and puzzle balls, beanbag chairs, or soft 

stuffed toys to encourage hand/eye coordination, manipulative skills, and sorting skills. 

Access to information: 

� Provide electronic resources for hard-to-locate information and Internet access with links to web 

sites of disability-related resources. Examples of sources include: 

—ERIC Clearinghouse on Disabilities and Gifted Education (ERIC EC) 

http://ericec.org 

—Family Village 

http://www.waisman.wisc.edu/kennedy/ 

—LD Online 

http://www.Idonline.org 

—National Information Center for Children and Youth with Disabilities (NICHCY) 

http://www.nichcy.org 

—PACER Center (for families of children and adults with disabilities) 

http://pacer.org 

—Rehabilitation Engineering and Assistive Technical Society of North America (RESNA) 

—SERI (Special Education Resources on the Internet) 

http://www.hood.edu/seri/serihome.htm#general_disabilities 

� Increase parenting collections that contain resources on child development, typical and atypical. 

� Increase the number of books on disabilities for families including certain kinds of children’s 

books about disabilities. An extensive list of publishers of special education materials can be 

found at http://ericec.org/fact/publisher.htm. 

� Re-examine certain age restrictions on checking out materials. For example, children with 

certain disabilities may learn more effectively through audiotapes rather than through printed 

material. However, because of age restrictions, they may not be eligible to take out tapes if they 

are younger than 16 years of age. 

Act as informal sources of support: 

� Provide awareness training to library staff on assisting individuals with disabilities, including 

training on speaking directly to the individual, maintaining eye contact, avoiding distracting 

service dogs, or using people-first language. 

� Facilitate the inclusion of children with disabilities and their parents in library programs by 

offering interpreters for children who are deaf or hard of hearing or featuring programs on 

disability awareness, such as those offered by Kids on the Block. 

ERIC EC appreciates the opportunity to comment on the various kinds of assistance being provided 

by libraries to meet the special needs of users with physical, learning and other disabilities. We would 

— 215 —

U.S. National Commission on Libraries and Information Science 

be pleased to provide further clarification on these comments as well as provide any other assistance


the Commission may have as it carries out its mandate.


Sincerely yours, 


Bruce A. Ramirez, Ed.D. 


Director


1920 Association Drive 


Reston, VA 20191-1589 


(800) 328-0272 (Voice) 


(703) 264-9449 (TTY) 


8. 	 Written Material from the Indiana State Library [Indianapolis, Indiana], 

Submitted by Marie Albertson, Library Development Office 

Electronic Mail Dated July 15, 1999, from Marie Albertson 

[malbertson@statelib.lib.in.us] 

Subject: Library Services 

I just talked to you on the telephone and wanted to get the following information to you about an 

assistive workstation program offered by the Indiana State Library. 

Through a Title II LSTA grant, 60 public libraries in Indiana are in the process of receiving assistive 

workstations for their disabled library patrons. The workstation consists of: Hardware: Pentium II 

computer, 19" screen, color printer, and scanner. Software: ZoomText, JAWS, Kurzweil 1000, 

Kurzweil 3000, and Dragon Naturally Speaking. Plus 4 four-hour training seminars located 

strategically around the state so that librarians will be able to assist the visually or physically impaired 

patron. Plus an adjustable table and chair. 

As I said on the phone, the most difficult part was finding a suitable vendor in Indiana that could 

supply all the necessary items and offer training and be able to offer telephone support for any 

problems. 

If you have any questions, just e-mail or call. 

9. 	 Written Material from the Institute of Museum and Library Services, Office of 

Library Services, Submitted by Elizabeth Sywetz, Deputy Director 

Unsigned Letter Dated July 7, 1999, from Elizabeth Sywetz 

The Institute of Museum and Library Services (IMLS) is pleased to offer 

this testimony to the U.S. National Commission on Libraries and 

Information Science Hearing on Library and Information Services for 

Individuals with Disabilities. 

IMLS was created by the Museum and Library Services Act of 1996, 

which includes Subchapter II, the Library Services and Technology Act 

— 216 — 

U.S. National Commission on Libraries and Information Science 

(LSTA). IMLS is an independent Federal grant-making agency that serves the public by 

strengthening library and museum services. One of the purposes of LSTA is to promote targeted 

library services to individuals with disabilities. 

The State Library Agencies play an important role in implementing LSTA. Each State has prepared a 

Five-Year Plan that establishes goals and priorities for the State consistent with the purposes of the 

subchapter including services targeted to persons having difficulty using a library. Other programs 

that serve broader population groups also benefit people with disabilities. Internet access, for 

example, can facilitate communication or enhance access to important resources on a variety of 

subjects. 

The Missouri State Library has provided LSTA funds so the Department of Mental Health could 

establish computer and information sites at four facilities around the state. The computer sites and 

specially trained staff are used to teach mental health clients, family members, advocacy groups and 

staff how to use computers to access information via the Internet and related information networks. 

Many clients have experienced a positive impact on their quality of life, being able to connect with 

others on the Internet, accessing information about their interests, often resulting in formerly 

withdrawn clients becoming outgoing and confident. 

A number of states used LSTA funds for Talking Book projects or to support libraries and collections 

for the blind and physically handicapped. Others use funds from other sources to meet these needs. 

LSTA allows each State to design a program that addresses its particular situation. The Kentucky 

Department for Libraries and Archives supported an LSTA program that provided Talking Books, 

which serves a variety of patrons such as the reading disabled and visually impaired. A patron, who 

suffers from Parkinson’s disease, acquired a talking book on his condition. After listening to it, he 

was better able to discuss treatment options with his doctors. 

In Delaware, an LSTA grant to the Wilmington Institute Library assisted in establishing a partnership 

project with Christiana Care Medical Libraries and the Delaware Academy of Medicine Libraries. 

The joint project will provide free statewide public access to the collections of the two medical 

libraries via the Internet. Information on all aspects of health, from allergies to x-rays, will be 

available through interlibrary loan of books and journals from the medical libraries. 

Adaptive technologies can open the world of information. The Connecticut State Library provided 

LSTA funds to the Babcock Library in Ashford to purchase a computer system complete with voice 

recognition software, which allows printed material to be scanned into the computer and read aloud 

by the system. Patrons with poor vision were able to take advantage of the large-screen computer and 

voice recognition package to access information. The Utah State Library granted the Salt Lake City 

Public Library LSTA funds to purchase four special access computer stations that allow patrons with 

visual impairments or reading disabilities to scan material into the computer and listen as the text is 

read aloud. 

Other IMLS programs also contribute to better library service for people with disabilities. Community 

information can be extremely important. A National Leadership Grant program at the University of 

Michigan School of Information is investigating the role of librarians in assisting users to find 

community information on the Internet. It will use case studies of libraries in Florida, Illinois and 

Pennsylvania to identify best practices for providing community information electronically. The 

Native American and Native Hawaiian programs contribute to serving the broad information needs of 

the target populations. Many of these programs contribute to better library service for individuals with 

disabilities. 

— 217 —

U.S. National Commission on Libraries and Information Science 

These examples only suggest the range of programs available across the United States. Federal 

funding plays an important role in assuring that Americans have access to high-quality library 

services. IMLS and the libraries of the nation will continue to work in Federal-state-local partnerships 

to insure that these services are available to all Americans, including those with disabilities. 

Respectfully submitted, 

Elizabeth Sywetz 

Deputy Director 

10. 	 Written Material from Learning Disabilities Association of America (LDA), 

Submitted by Harry Sylvester, President, 

Facsimile Transmission Dated August 9, 1999, from Harry Sylvester 

Subject:	 Written Testimony on Library and information 

Services for Individuals with Disabilities 

Thank you for the opportunity to present the following 

comments on library and information services for individuals 

with learning disabilities. As National President of the Learning 

Disabilities Association (LDA) and an adult with learning 

disabilities, I am gratified to be able to speak to you on behalf 

of the LDA Board of Directors and LDA’s 700-state and local 

chapter/affiliates. 

LDA is a national, non-profit, volunteer organization including individuals with learning disabilities, 

their families, and professionals. LDA is dedicated to enhancing the quality of life for all individuals 

with learning disabilities and their families, to alleviating the restricting affects of learning 

disabilities, and to supporting endeavors to determine the causes of learning disabilities. LDA seeks 

to accomplish this through advocacy, education, research, and service and through collaborative 

efforts. 

The term "learning disability" means a disorder in one or more of the basic processes involved in 

understanding spoken or written language. "Learning disabilities are organic deficits by nature, or, to 

be more specific, chronic neurological disorders." (Accardo, 1996) A learning disability may manifest 

itself in a person’s ability to listen, think, speak, read, write, spell or do math. The impact of learning 

disabilities reaches across the life span and the effects are felt from pre-school through adulthood by 

the individual with learning disabilities and their families. Having learning disabilities often chips 

away at an individual’s self-esteem. Without proper diagnosis and treatment, many children with 

learning disabilities become adults unable to function well in society. And yet with proper treatment, 

understanding and support many children and adults with learning disabilities are able to succeed in 

school and the world of work. 

Much has changed in the last ten years in education and the field of learning disabilities. Because of 

the good research coming from The National Institutes of Health (NIH) and the U.S. Department of 

Education, the field knows more about how children learn to read and how to teach those who have 

trouble reading. Much of this knowledge can be carried over to address other academic areas, such as 

math. Model programs in schools, corporations, and communities exist, but many of these models 

exist in a vacuum. It is frustrating and heartbreaking to know knowledge is available that has the 

capability to make many lives better, but is unattainable for the general public. 

— 218 — 

U.S. National Commission on Libraries and Information Science 

Libraries should be a prime resource of support, knowledge, and opportunities for individuals with 

disabilities and for the communities in which we live and work. 

Commission Chairperson Jeanne Hurley Simon states: "The Commission recognizes that information 

technology provides help for many disabled individuals. Electronic text can be manipulated in ways 

that print cannot to assist persons with disabilities. Information technology can also help to eliminate 

distance and physical barriers." It is expected that any person, including a person with disabilities, can 

go to their library and access materials both online and in print to fill their needs. The list of resources 

is long in many libraries across the country: the latest in technology, large-print books, books on tape, 

videos, audio tapes and CDs, announcements of community programs and events, story hour. The list 

can be quite exciting and extensive for urban and suburban libraries. But the list can be very short in 

libraries in small towns and rural areas. 

Even in large libraries with highly trained librarians and staff an understanding of disabilities, 

especially learning disabilities, may be lacking. This lack of understanding becomes a barrier that can 

only be broken by awareness training. Individuals with learning disabilities who are using libraries 

are probably highly motivated, understand their disability, and are able to work the system. These 

individuals could be a good resource for librarians to understand the kind of help and 

accommodations other individuals with learning disabilities may need in a library setting. For 

example, those who experience language and learning difficulties suffer a failure that is hard to 

understand. Many times, these failures start in the first year of school. School is about reading and 

writing and spelling and comprehension and speaking. Those of us who do not have natural abilities 

in these areas are going to fail without appropriate programming. The good news is that we now 

know many strategies that work for students with learning disabilities, however most LD adults have 

never had this benefit. As a result, a large number of LD adults feel they are failures, that there isn’t 

anything they can do well, and that other people ridicule them. Part of the LD syndrome is often an 

inability to see or to understand social relationships and skills, to do or say the appropriate thing in a 

social situation. Add to this the insecurity created by repeated failures and you have a person who will 

tend to stay away from the unknown territory of the library, even though they would benefit greatly 

from its resources. 

Libraries could be an appropriate and supportive place for children and adults with learning 

disabilities to start to overcome their language difficulties. But to ensure their success, library staffs 

need to be educated as to what learning disabilities are all about so that the staff may reach a comfort 

level in working with individuals with disabilities. For instance, small things can make a big 

difference to success or failure in the library setting—if a person with learning disabilities starts 

asking questions about reading or services, the librarian needs to know to continue the discussion in a 

private setting, taking time to explore exactly what resources and what format would be most useful. 

Many well-intentioned programs are failing because they don’t address all the necessary parts of the 

problem. Libraries can’t address them all, either. But librarians can be aware of the complexity of the 

problem and of the available resources so that they can do their share and refer patrons to other 

appropriate services, including local LDA chapters, when needed. 

The American Library Association’s "Roads To Learning" project has been helpful in a number of 

communities in linking parents and teachers to LDA chapters and developing a good interchange 

between local libraries and LDA volunteers. 

— 219 —

U.S. National Commission on Libraries and Information Science 

LDA RECOMMENDATIONS 

� TRAINING. LDA supports the planning and implementation of an on-going training program 

for library personnel. Included in the training process should be awareness and understanding of 

disabilities, including learning disabilities; extensive training on use of available technology and 

how it can be applied to working with children and adults with disabilities; training on working 

with and supporting diverse populations, including individuals with disabilities. 

� RESOURCE EQUITY. LDA supports a strong effort to bring all of the public libraries in the 

country to a more equal standing through increased funds for up-to-date materials and 

technology and education of library personnel. 

� COMMUNITY OUTREACH. LDA supports the premise that it is a library’s responsibility to 

reach out to all aspects of their community. To extend opportunities to the private sector to 

participate in the support of families, organizations, schools, and neighborhoods. And to make 

sure that all members of the community, including individuals with disabilities, have access to 

the resources available through their public library. 

� MODEL PROGRAMS. LDA supports the development, implementation, and dissemination of 

model programs which may involve networking between school and libraries; informing the 

public of resources available; networking with other community organizations. 

LDA is grateful for the opportunity to comment on surely one of our country’s most important 

resources—the public library. Thank you. 

4156 Library Road 

Pittsburgh, PA 15234-1349 

(412) 341-1349 (Phone) 

(412) 344-0224 (Fax) 

11. 	 Written Material from the Library Association of China [Taiwan], Submitted by 

Margaret C. Fung, President 

Written Testimony of Margaret C. Fung 

Efforts of Promoting Information Access and Human Rights 

of Disabled People in Taiwan 

Introduction


The Republic of China, founded in 1911 by Dr. Sun-Yat Set, has had a history of 88 years. Since the


occupation of China Mainland by Communist party in 1949, the ROC government moved to Taiwan


where Taiwan experience and Taiwan Miracle have clearly demonstrated the economic, social and


political progresses. Economically, per capita income has reached USD28 10,918; our foreign reserve


has reached USD 930 billions


29 On an island occupying a total area of 36,000 sqkm, with little natural resources, the successful 

nationwide economical, political, and social developments brought people wealth, democracy and 

freedom. 

28 US Dollars. 

29 Square kilometers. 

— 220 — 

U.S. National Commission on Libraries and Information Science 

Population of the Disabled People


In 1998, out of the 22 million population in Taiwan, disabled people amount to 553,454, which is


2.52 percent of the entire population. In comparison with the previous year 53,316, there has been an


evident increase of 0.25 percent. 78.47 percent of the disabled males are educated, and 59.44 percent


of the entire disabled females are educated. [1] 


Legal Protection


Protection Law for the Disabled 


Human rights of the disabled people have acquired nationwide attention as early as 1980 with the


proclamation of the Protection Law for the Disabled. The law has since been amended four times with


the last amendment on April 26, 1997. There are eight chapters and seventy five articles giving clear


definition of the disabled, stipulating the offices in charge, communicating channels, medical


assistance, educational rights, employment, welfare, and fines, etc. Almost all facets of life


confronted by the disabled are clearly stipulated by the Law. [2] 


Special Education Law


This set of laws proclaimed on May 14, 1997, consisting 33 articles, protects the rights of both the


handicapped and talented people to receive appropriate education. [3] 


Copyright Law


In January 21, 1999 the copyright law has been revised. Article 53 of our newly revised copyright law 


stimulates that publications can be reproduced with Braille, recording or computer by organizations,


which have been established with the permission of the government. This new revision grants


organizations to reproduce publications for the blind. [4] 


In addition, there are many welfare programs provided to the disabled by the Ministry of Interior and 

by Taipei Municipal Government, http:www.basa.teg.gov.tw/diswelfar.htm, etc. With administrative 

orders. [5] 

Employment Protection


It is stipulated that all private business entities comprising of more than 100 employees must hire one


disabled person. Two percent of the government positions must be given to the disabled with


exception of police department, fire department and customs office. If a government or private


organization does not observe such stipulation, the office has to pay USD 466 for each position that


the disabled is not hired. The government total employees amount to 669,948, according to the


statistics gathered in March 1999, 13,502 disabled persons are civil servants, approximately 2.02


percent of the entire government employee population. [6] 


Special Civil Serviced Examination for the Disabled


Starting from 1996, special civil service examination has been given to the disabled by the Ministry


of Examination. In 1996, 47 disabled have been qualified for government work and have been hired


by various offices. For example, a blind person was hired by our office—the Supervisory Board of


Civil Servants Pension Bund—to work as a typist. He then successfully passed the examination for


social workers. He is now a qualified social worker working for the Taipei Municipal government. In


1999, 2,750 disabled people participated in this special examination. One hundred and twenty-nine of


them have passed the examination for position available. An additional 129 disabled persons will


enter the government arena. [7] 


— 221 —

U.S. National Commission on Libraries and Information Science 

Library Services 

1. Taiwan Branch of the National Central Library: 


Many private and government efforts have been made to provide library services to the visually


disabled. Starting from July 1, 1975, Taiwan Branch of the National Central Library established the


Material Center for the Blind, producing books with Braille ad recording, teaching the blind to learn


the Braille, to use computers and to retrieve information, searching and providing reading materials to


the blind, and providing nationwide information network made access by using special computers


designed for the blind. With its rich collection: Recording: 50,713 reels, 12m177 volumes of Chinese


Braille books and 912 titles of digital books reproduced by Tamkang University are available to the


blind through BBS of the NCL Taiwan Branch Library. The successful library services rendered to


the blind by this library in 1998 can be identified by the following statistics: [8] 


Library materials circulated Number of borrowers Amount circulated 

Braille 9868 readers 48677 volumes 

Recording 9850 readers 128412 items 

2. Tamkang University 


With excellent facilities and faculty assistance, the University pays great attention to the education of


disabled students, especially to the blind students, by establishing a Resources Center for the Blind,


planning a digital library for the blind, developing computer for the blind, information network for the


blind, and reproducing books into Braille or recording. [9] 


3. Book Center for the Hearing Impaired Persons, ROC Association for the Hearing Impaired 


This Center, located in the center of Taipei City and sponsored by the non-profit Association for the


Hearing-Impaired Blind, provides information on job opportunities, information on examinations for


the disabled, and information on career planning for the hearing impaired on a membership basis. The


hearing impaired people can get access to the collection and job information by joining the


Association as members with nominal membership dues. [10] 


Medical and Educational Assistance 

1. Training Center


The Chinese Women’s Anti-Aggression League, the largest women’s organization founded by


Madame Chiang Kai-shek, initiated its new program to train pre-school hearing impaired children


(aged three to six year old kids) in the insulated classroom of its affiliated nursery. Staffed with 


professionals from the Veterans General Hospital and the National Normal University, the program


has been proven successful in its teaching the hearing impaired children to speak by watching the lips


of the teacher and actual actions, cultivating their habit to speak out and increasing their interest in


learning. The training enabled many children to be enrolled in regular class of normal children and


they even have learned to answer to phone or to give instructions to fellow classmates. The classes


are participated by parents and the children for continuous training outside of classrooms. For the


children of hearing impaired in elementary schools in the age bracket between six and twelve years,


the program also offers courses for them to learning English, Chinese and use of computers. 


2. Foundation for the Hearing Impaired 


Under the supervision and planning of the Association, a foundation was set up three years ago to 


lend the following assistance to the hearing impaired persons: 


— 222 — 

U.S. National Commission on Libraries and Information Science 

1) Providing advice on pre-school hearing problems 

2) Providing professional hearing guidance 

3) Conducting teaching hearing impaired and seminars for parents 

4) Providing books and videos on the topics of the hearing impaired 

5) Circulating children’s books and toys 

6) Providing individualized training programs for the hearing impaired 

7) Providing group hearing impaired training programs 

8) Providing hearing examination and evaluation of hearing aids 

9) Lending hearing aids 

10) Providing scholarship to aid the hearing impaired 

11)	 Financial assistance to students in their purchase of hearing aids or their medical 

expenses 

3. Zonta International’s Efforts 


Zonta International Taipei II Club donated equipment to the School for the disabled continuously for


many years. With such contribution from various clubs and social welfare organizations, the School 


for the Disabled has been able to provide quality education to these unfortunate people. 


Conclusion


Care for the disabled based upon legal protection, supports from the government and communities are


very important. In Taiwan, we have had very good results with public and private efforts. 


Footnotes 

[1] Department of Statistics of the Ministry of the Interior ed., The 1994 Investment Report on the 

disabled life status in Taiwan Area (Taipei, November 1994), pp. 12-13. 

[2] The Protection Law for the mentally and physically disabled people proclaimed by the President’s 

Office, Hua-tsang I Tzu (1)8600101190, April 23, 1997. 

[3] The Special Education Law proclaimed by the President’s Office, Hua-tsang I Tzu 

(1)8600112820, May 14, 1997. 

[4] The Copyright Law proclaimed by the President’s Office, January 21, 1998. 

[5] The Ministry of Personnel Administration, The Analysis Report on the Disabled Working Right, 

June 15, 1999. 

[6] Ibid. 

[7] The Ministry of Examination, the Minutes of the Second Meeting of the Examination for the 

Disabled, June 9, 1999. 

[8] The National Central Library, the Taiwan Branch, the Material Center for the Blind ed., The Brief 

Introduction – Service Statistic for the Visually Disabled Readers, 1998. 

[9] http://www.tkbling.tku.edu.tw/tkbwork.htm. 

[10] The Chinese Women’s Anti-Aggression League ed., The Brochure of the CWAAL Programs for 

Children of Hearing Impaired, October 1994, Taipei.. 

— 223 —

U.S. National Commission on Libraries and Information Science 

12. 	 Written Material from Missouri State Library [Jefferson City, Missouri], 

Submitted by Sara Parker, State Librarian 

Letter Dated August 10, 1999, from Sara Parker 

Thank you for the opportunity to comment on library and information services to people who have 

disabilities. Please know Missouri has important initiatives underway to ensure people who have 

disabilities have access to information resources, whether traditional or through new technologies. 

The Missouri State Library and the Wolfner Library for the Blind and Physically Handicapped have 

new programs to encourage libraries to serve people with disabilities. 

This summer, public libraries in Missouri were offered a special grant opportunity to provide adaptive 

technology. Library Services and Technology Act funds are available for libraries to purchase closed 

circuit TV text enlargers, adjustable tables, and computers with 21" monitors, adaptable keyboards, 

PC foot switches, screen magnification hardware and software, and more. To date, over 50 libraries 

have applied for $499,000 in adaptive technology. 

The Missouri General Assembly has provided state funds for an online public access catalog to the 

collection of materials held by the Wolfner Library. It also has provided funds for beginning Newsline 

services to Missourians who cannot read a printed newspaper. State funds provide for the Wolfner 

Library to offer professional children’s services and reference services to eligible users. State funds 

also provide a materials budget to supplement the materials provided by the National Library Service 

(NLS). 

The Missouri State Library has used the remaining LSCA Title II funds for grants to make buildings 

accessible to people who have disabilities. A new plan for strengthening services to seniors 

encourages all types of libraries to serve the increasing numbers of older Missourians. 

The Missouri information infrastructure is being built through an increasing number of commitments 

made by Governor Carnahan and the General Assembly. There is approximately $21 million for 

Internet connectivity and electronic resources. This reaches many people who may have disabilities, 

whether enrolled in an academic institution, attending a public school, living in a community 

(Community Information Networks), or using a public library. 

Information resources include a full text periodical database, online encyclopedias, and health 

information resources, and soon will include Missouri and regional newspapers. MOREnet provides 

extensive training and support. It also helps individual librarians use the technology to serve people 

who have disabilities. New legislation will help ensure the state government'’ information systems 

will be accessible to all. 

The National Library Service is to be commended for its commitment to standards as it considers 

"digital talking books." NLS also has the expertise, purchasing power and needs to serve clientele 

which enable it to move forward to establish a technology. The excellence of the current service is 

encumbered by slow migration between formats; problems with contracts; and inordinate space and 

time demands upon its partners. Service could be improved by a national online catalog with 

sophisticated search software, which could be used by clients themselves as well as staff that serve 

readers. 

Missouri libraries, the Missouri State Library and the Wolfner Library for the Blind and Physically 

Handicapped will continue to give emphasis to serving people who have disabilities. Our goal is 

library and information services with equity for all Missourians. 

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U.S. National Commission on Libraries and Information Science 

Sincerely, 

Sara Parker 

State Librarian 

13. 	 Written Material from the National Association of the Deaf (NAD), Submitted 

by Nancy J. Bloch, Executive Director 

Letter Dated August 9, 1999, from Nancy J. Bloch 

I am pleased to have this opportunity to provide comments of the 

National Association of the Deaf (NAD) for consideration by the U.S. 

National Commission on Libraries and Information Science (NCLIS). 

These comments put forth recommendations for promoting greater 

access by deaf and hard of hearing persons to this nation's great public 

library system. 

Established in 1880, the mission of the National Association of the (NAD) is to promote, protect, and 

preserve the rights and quality of life of deaf and hard of hearing individuals in the United States of 

America. Essentially, the NAD safeguards the civil and accessibility rights of 28 million deaf and 

hard of hearing Americans across a wide range of concerns. 

As an aside, I speak also with vested interest in that my neighborhood public library was my ‘home 

away from home’ during my formative years. Born deaf to a hearing family, my parents instilled in 

me a love for books and the information that could be gained from them. Librarians were instrumental 

to my appreciation for this wondrous nation, its history, and its interconnectedness with the world. In 

my current capacity as executive director of the NAD, I wish to do all that I can to ensure that others 

are able to access and make use of the wealth of resources provided by public libraries. 

Libraries and librarians seeking to provide greater access to deaf and hard of hearing patrons are now 

making increasing use of local and national consumer-based organizations to guide their efforts. This 

interest led to the formation of a special interest section, Friends of Libraries for Deaf Action-USA 

(FOLDA-USA), under the auspices of the NAD. 

FOLDA-USA members work tirelessly to promote greater access to and usage of public libraries by 

consumers nationwide. Since its inception, the section has provided invaluable guidance to NAD 

membership, the library community, and the general public. I want to take this opportunity to give 

special recognition to section founder and former president Alice Hagemeyer, who has long been 

instrumental in furthering local and state FOLDA efforts nationwide. 

Just imagine a deaf or hard of hearing patron who walks into a library and learns of a most interesting 

video presentation to be shown later the same day, who becomes pleasantly delighted to learn of its 

availability in captioned format. Or imagine the hearing parent of a deaf child who wishes to borrow 

several captioned children's videos so that the entire family can view these together over the weekend. 

And there is the grandparent who wishes to bring her deaf grandchild to the library's monthly 

storytelling program, conducted in sign language. The above scenarios are unfortunately not the case 

at most public libraries, and NCLIS can make the difference by issuing a policy ‘best practice’ 

guidance promoting universal access to libraries by individuals with disabilities. 

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U.S. National Commission on Libraries and Information Science 

Current statistics specify that one out of every ten individuals in this country has a hearing loss. 

Ninety percent of deaf and hard of hearing children are born to parents who can hear. Still others lose 

their hearing later in life. With increasing longevity, we are also seeing greater numbers of older 

Americans with hearing loss. 

Captioning of video materials thus provide much-needed access to deaf and hard of hearing adults 

and children alike. It is critical to remember that captioning also benefits those who are hearing, 

including those for whom English is a second language as well as those seeking to improve their 

literacy skills. 

Literacy development is especially crucial for children and adults who use American Sign Language 

as their primary communication mode, for they are not traditional users of public libraries. Library 

education and outreach efforts thus need to utilize specialized personnel, who are bilingual, that is, 

fluent in both English and American Sign Language, and who have the requisite background in 

development of literacy skills. A literacy web site that merits review is provided through Pre-College 

National Mission Programs at the Gallaudet University (www.gallaudet.edu/~pcnmplit/literacy). 

Public libraries are instrumental in encouraging greater access to open-and closed-captioned video 

materials. In essence, library procurement policies can specify that all such video materials are to be 

acquired in either closed-captioned or open-caption format. 

Because of the continuing gap in the availability of captioned materials, the U.S. Department of 

Education makes funding available for this purpose. Far less than ten percent (yes, less than 10 

percent) of all educational and special interest videos produced in this country are captioned, for the 

simple reason that producers are not convinced of the need for accessibility. This is a most disturbing 

state of affairs, and I want to emphasize again the fact that public libraries can be instrumental in 

closing this gap through strongly enforced procurement policies. 

The NAD, under cooperative agreement with the U.S. Department of Education, currently 

administers the Captioned Media Program (CMP). The CMP evaluates, selects, captions, and 

distributes open-captioned educational and special interest videos, and disseminates outreach 

education and information materials to promote increased captioning of video materials, with 

attention to quality and the needs of deaf and hard of hearing audiences. Public libraries are 

encouraged to utilize the CMP web site (www.cfv.org) as well as contact CMP staff to obtain 

assistance. 

The NAD also supports the efforts of ASL Access, a recently formed nonprofit volunteer organization 

whose mission is to assist libraries nationwide in procuring American Sign Language video materials 

as an essential part of their holdings (www.aslaccess.org). ASL Access works to serve as a liaison 

between library patrons, ASL video publishers, and public librarians. The White House Conference 

on Library and Information Services Task Force unanimously passed a resolution in support of ASL 

Access in August 1998. Delegates at the 44th Biennial NAD Conference supported this same 

resolution in July 1998. 

Libraries and librarians need to ensure the availability of sign language interpreters for access to all 

public library programs, including lectures, presentations, and showings on a broad range of topics, 

ranging from educational to special interest. 

In essence, all library-related publicity efforts should ensure access for deaf and hard of hearing 

patrons. This includes but is not limited to the provision of lecturers and storytellers proficient in 

American Sign Language, as well as the utilization of interpreters (sign language, oral, close-vision, 

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U.S. National Commission on Libraries and Information Science 

or tactile), assistive listening devices (infrared, FM, and audio loop systems) and computer assisted 

real time (CART) captioning. Federal funding for this purpose is greatly needed. 

Targeted outreach efforts to deaf and hard of hearing constituents are crucial to ensuring that 

information about accessible services is provided in a timely manner for greater utilization. Such 

outreach efforts require specialized personnel as well as funding. 

Care must be taken to ensure that topics are relevant to local deaf and hard of hearing patrons, current 

as well as potential. Libraries would benefit by utilization of advisory committees for this purpose, in 

addition to receiving ongoing input from consumer and service organizations, the education 

community, as well as patrons themselves. 

Public libraries are increasingly becoming connected to the Internet, which provides unprecedented 

and instantaneous access to a wealth of information. Such interconnectivity is also being coordinated 

with educational institutions. This we believe is proving to be a boon in terms of affording greater 

access by individuals with disabilities to the wealth of information provided by libraries. 

We at the NAD also believe that specialized as well as mainstream educational programs can play an 

even larger role in promoting public library usage by deaf and hard of hearing children and young 

adults. It goes without saying that library personnel in such educational programs need to work more 

closely with public libraries to ensure provision of all available means for information acquisition and 

literacy skills development. 

The advocacy work of the NAD include efforts to ensure that technological innovations, including 

those provided through our continually evolving Internet, do not exclude individuals with hearing 

loss. The NCLIS and key library advocacy organizations must emphasize the need for presentation of 

all auditory information in visual (text) format. News clippings offered through the Internet now 

make increasing use of video slide shows with audio narration; this trend effectively shuts out a large 

segment of the nation's population. 

In light of the above and other emerging barriers, we encourage NCLIS to review and make use of the 

W3C Web Content Accessibility Guidelines, released earlier this year (www.w3.org/WAI). Review of 

Section 255 of the Telecommunications Act of 1996 and ensuing regulations, and related Federal 

matters would also be beneficial to those seeking greater technical understanding of the accessibility 

needs of individuals with disabilities, including deaf and hard of hearing individuals (www.fcc.gov/dtf 

and www.access-board.gov). 

It is particularly important that library web sites include information on deaf-related resources, 

including links to local, regional, and national organizations. 

Public libraries are increasingly providing public telephones equipped with TTY (text telephone) as 

well as volume control features for deaf and hard of hearing patrons. Library reference desks are now, 

more than ever, accessible via TTY. 

Deaf and hard of hearing patrons making use of pubic TTYs can connect with hearing parties via tollfree access to statewide Telecommunications Relay Services (TRS). Video Relay Interpreting (VRI) 

is fast emerging as a TRS option, for it enables video telephony via a live operator fluent in American 

Sign Language. While this is an exciting and rapidly evolving service, the cost for such technology 

remains prohibitive for residential usage. The NAD therefore recommends that NCLIS issue a policy 

statement encouraging libraries to incorporate into their information infrastructure equipment funding 

for the acquisition of at least one high-end computer with video capabilities for VRI usage. 

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U.S. National Commission on Libraries and Information Science 

Specifications are available through statewide TRS providers currently equipped with VRI 

capabilities. 

Careful attention must also be given to existing copyright laws and the need for publishers/producers 

to change policy on making print and video materials available in alternative formats, such as 

descriptive video, Braille, captioning, and American Sign Language. The NAD would be more than 

willing to provide assistance to NCLIS in this regard, particularly with regard to open- and closedcaptioning of video materials. 

Public library administrators are instrumental to supporting as well as guiding the efforts of their staff 

toward ensuring facility, products, and services accessibility for all patrons, including individuals 

with disabilities. The push for universal access comes from the top, so to speak. The NAD therefore 

recommends that NCLIS issue a policy statement on public library access to and usage by deaf and 

hard of hearing individuals, including guidance directives for library administrators. 

Opportunities for preparation of information service personnel to work with deaf and hard of hearing 

clientele deserve greater focus as well as funding support. Of particular benefit would be preparation 

of personnel for the rapidly evolving library and information services profession who are themselves 

deaf or hard of hearing. 

The NAD encourages NCLIS to foster greater focus at annual conferences of the American Library 

Association (ALA) and related organizations on the provision of accessible services and products to 

individuals with disabilities, with attention given to the specialized communication access needs of 

deaf and hard of hearing individuals. Involvement by consumer organizations at such conferences 

needs to be welcomed as well as nurtured. 

The international efforts of NCLIS would also benefit from input from the World Federation of the 

Deaf (WFD), which has just this year formed a formal joint consultative status partnership with the 

International Federation of Library Associations and Institutions (IFLA). The NAD is officially 

recognized by the WFD as the organizational representative for the United States deaf community. 

Many of the issues herein are also covered by both the Guidelines for Library Services to Deaf 

People, published in 1991 by the IFLA, and the Guidelines for Library Services to the American Deaf 

Community, published in 1996 by the ALA. We respectfully request that NCLIS include these 

guidelines in its findings on library and information services for individuals with disabilities. 

Last but not the least, I wish to take this opportunity to applaud NCLIS for its efforts to promote 

access for all people, including individuals with hearing loss. We at the NAD are committed to 

working in partnership with NCLIS and related organizations to establish stronger linkages between 

public libraries and deaf and hard of hearing constituents. 

National Association of the Deaf 

814 Thayer Avenue 

Silver Spring, MD 20910-4500 

(301) 587-1788 (Voice) 

(301) 587-1789 (TTY) 

(301) 587-1791 (Fax) 

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U.S. National Commission on Libraries and Information Science 

14. 	 Written Material from Self Help for Hard of Hearing People, Inc. (SHHH), 

National Center on Assistive Technology, Submitted by David Baquis, Director 

Electronic Mail Dated July 7, 1999, from David Baquis [dbaquis@shhh.org] 

Subject: NVRC Digest 7/6/99


I just received the information below. The meeting is 


tomorrow, which does not give us time to prepare. This


notice came today—just a few minutes ago. Can you 


please tell me if any effort was made to solicit input 


from representatives of the hard of hearing community? 


Traditionally, people who represent the deaf


community have not effectively represented the needs 


of people who are hard of hearing. Our needs are very different and tend to be overlooked. The


community of hard of hearing people is large: 26 million people, as opposed to the deaf community,


which represents only about 2 million people. In fact, we are the largest disability group in the


country accounting for over half of all people with disabilities. Since we are the largest organization


representing the largest disability group can you tell me if there was an attempt to contact us? If I


misunderstood the nature of the testimony, please help clarify the matter for me. 


Thank you. 


NVRC Digest 7/6/99 [Electronic Newsletter] 

In This Issue: 

� July 29 Children's Program at Rockville Regional Library 

� Employment Training Program at UDC for Dislocated Workers 

� Utah Man Claims AOL Would Not Hire Him Because of Deafness 

� ACTION ALERT FROM SELF HELP FOR HARD OF HEARING PEOPLE 

� New Web Site on State Equipment Programs 

� Star Wars Coming With Open Captions 

� Virginia's Conference Assistance Fund 

� New Book for Parents of Deaf Children 

� Four Representatives From Deaf Community to Testify July 8 

July 29 Children's Program at Rockville Regional Library 

HAND IN HAND, a program for children ages 6 and up, will be presented Thursday evening July 29 

at 7:15 at the Rockville Regional Library. Performers from the Bethesda Academy of Performing 

Arts will share the beauty and richness of sign language through storytelling and other activities. No 

registration is necessary. For further information please call voice 240-777-0140 via the Maryland 

Relay Service. (Thanks to Susan Cohen) 

Employment Training Program at UDC for Dislocated Workers 

UDC has a program in collaboration with Mitre Tech Systems and Virginia Tech for employment 

training of displaced workers. You must be unemployed and a high school diploma is required. 

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U.S. National Commission on Libraries and Information Science 

Computer programming (Visual Basic and Oracle) is taught and help is provided in searching for 

jobs. They are currently recruiting students for the next cycle, scheduled to begin Aug 30. 

REGISTRATION IS NOW. There is already one deaf person in the program, and one deaf applicant 

for the next cycle. For info contact Karen Thompson in the CIS department at 202-274-5838. (Thanks 

to Tom Glascoe) 

Utah Man Claims AOL Would Not Hire Him Because of Deafness 

Ray Rivera reported in The Salt Lake Tribune on June 24 that George Davidson has filed a complaint 

with the Utah Labor Commission. Layton says he applied for positions at two job fairs at America 

Online's Ogden Call Center in September 1997 and October 1998 but was told by AOL human 

resource officers that the company no longer hired deaf people. He was hoping to be a TTY operator, 

and he said a TTY position was available. 

The AOL officials in the Dulles, VA headquarters dispute his claim. The communications director at 

the Ogden Call Center says he has five hearing-impaired workers, including one who was just 

promoted to the Dulles headquarters. 

But Rivera reports that Davidson plans to call six deaf people who have been turned down for 

jobs as witnesses in his case. (Thanks to USA-L News) 

ACTION ALERT FROM SELF HELP FOR HARD OF HEARING PEOPLE 

The Federal Communications Commission will be approving the rules for Section 255 of the 

Telecommunications Act of 1996 on July 14, 1999. The long-awaited release of the rules will take 

place sometime after that. 

Self Help for Hard of Hearing People (and many other organizations for deaf and hard of hearing 

persons) has been pushing hard to have some information services covered by these rules such as: 

� Interactive telephone response systems 

� Voice mail 

� Internet telephone 

Without access to these ‘enhanced’ services people with hearing loss cannot even get basic access to 

telecommunications services, which was the original intent of the law. This is a very controversial 

issue because the Act specifies coverage of telecommunications but not information or enhanced 

services. There is a possibility that the FCC would be willing to exercise ‘ancillary jurisdiction’ over 

certain enhanced services in the Section 255 proceeding, the services that we have said absolutely 

must be covered, i.e. interactive telephone response systems, voice mail, and possibly internet 

telephony. 

In response to this, several industry groups have been lobbying heavily against it at the FCC. There 

has even been a suggestion by some industry groups that litigation is likely to occur if these services 

are covered. This lobbying is intensifying and will continue in the next few weeks before the rules are 

approved on July 14. SHHH and other consumer groups will be urgently reminding the FCC 

Commissioners of the vital role that ‘enhanced’ services play in making access to basic 

telecommunications services possible. PLEASE CALL OR E-MAIL TO LET THE FCC KNOW 

HOW IMPORTANT ‘enhanced’ services ARE TO YOU. 

Contact Information: 

Chairman Kennard—Ellen Blacker 202-418-0491; e-mail <wkennard@fcc.gov> 

Commissioner Powell—Peter Tenhula 202-418-2200; e-mail <mpowell@fcc.gov> 

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U.S. National Commission on Libraries and Information Science 

Commissioner Ness—Dan Conners 202-418-2100; e-mail<sness@fcc.gov>


Commissioner Furchtgott-Roth—Bob Califf 202-418-2000; e-mail <hfurchtgott-roth@fcc.gov>


Commissioner Tristani—Karen Gulak 202-418-2300; e-mail<gtristani@fcc.gov>


(Thanks to Brenda Battat) 


New Web Site on State Equipment Programs 


A trip to the new TEDPA web site at www.tedpa.org will get you information about the state


equipment programs for deaf and hard of hearing people (or lack of them) in every state of the U.S. If


you click on the map of Virginia, you'll be linked to the web site of the Virginia Department for the


Deaf and Hard of Hearing where you can get information about the Technology Assistance Program.


(Thanks to James Forstall) 


Star Wars Coming With Open Captions 

Nanci Linke-Ellis of TRIPOD announced today that the new Star Wars movie will be ready to hit 

theaters with open captions on July 19. No announcement has yet been made on where and when it 

will be showing. 

"Notting Hill," one of the recent hit movies with Hugh Grant and Julia Roberts, will begin making the 

rounds with open captions in July. The schedule for Virginia and the metro area is: 

July 28-29, 1999 LCE White Marsh, Baltimore, MD 

August 4-5 LCE Foundry, Washington, DC 

August 7-8 Regal Columbus, Virginia Beach, VA 

September 14-15 Regal Ridge, Richmond, VA 

September 28-29 Regal Downtown, Charlottesville, VA 

Virginia's Conference Assistance Fund 

Many terrific conferences are coming up in Virginia during the next few months: The Association of 

Late-Deafened Adults in Alexandria in October 1999, National Asian Deaf Congress in Arlington in 

March 2000, and the National Association of the Deaf in Norfolk in July 2000. We are excited to see 

their plans taking shape, as all of them have had organizing committee meetings at NVRC! 

Many people still are not aware of the Conference Assistance Fund for Consumers and Families 

(CAF) which provides money to individuals with developmental disabilities and their family 

members who want to attend local, state or national conferences, meetings or workshops. This fund is 

an excellent way for Virginia residents to attend when they can't find a community group or nonprofit 

to help them pay for it. 

There is a simple three-page application form that must be submitted at least 30 days prior to the 

conference, meeting or workshop. You will be expected to pay for some of your own expenses. If you 

would like a copy of the application, contact NVRC or go directly to Paula Ropelewsi, CAF 

Coordinator, VIDD/VCU, PO Box 843020, Richmond, VA 23284-3020; 804-828-8243 V or 804-

828-0042 FAX. 

New Book for Parents of Deaf Children 

"Keys to Raising a Deaf Child," a book by Frazier-Maiwald and Williams, is now on the market. 

Written by a parent and an educator, the 202-page paperback is published by Barron's in its Parenting 

Keys series. It includes questions and answers a family needs to know when a deaf baby arrives, a 

glossary of medical terminology, a list of recommended reading, and resources for parents, including 

organizations' addresses and phone and fax numbers. The cost is $6.95. 

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U.S. National Commission on Libraries and Information Science 

Betty Barnacle of the San Jose Mercury News said in an article on June 22 that the authors urge 

teaching a deaf child to communicate with speech and sign language, "a controversial method" 

because, Williams said, "The big push now is to either use American signing or speaking." 

Evelyn Cherou of the American Speech, Language and Hearing Association in Rockville is also 

quoted in the article on the subject of parents who have been pressured by some professionals to have 

their children speak first and then sign or the opposite. 

"Families should do what they prefer and what they feel comfortable with," Cherou said. "They 

should make their choice very early in the child's life and see that the child meets deaf adult role 

models." 

Sarah Snyder of the Alexander Graham Bell Association for the Deaf in Washington, DC was also 

mentioned. She said the association doesn't advocate one education method for deaf children because 

many factors, such as the severity of the loss and the age when intervention began, enter the equation. 

(Thanks to USA-L News) 

Four Representatives from Deaf Community to Testify July 8 

Robert S. Willard, Executive Director of the U.S. National Commission on Libraries and Information 

Science (NCLIS), recently announced a tentative schedule for the Hearing on Library and 

Information Services for Individuals with Disabilities. The hearing will be held in Ballroom A of the 

Kellogg Conference Center, the Gallaudet University on Thursday, July 8, 1999, from 9:00 a.m. to 

3:00 p.m. 

Four members of the deaf community are scheduled to present oral testimony: John Day, the 

Gallaudet University Librarian, Dr. Roslyn Rosen, Vice President for Academic Affairs, the 

Gallaudet University, Nancy J. Bloch, Executive Director, National Association of the Deaf, and 

Alice L. Hagemeyer, Founder of Libraries for Deaf Action (FOLDA). Members of the public are 

welcome to attend. 

NCLIS members also want to hear from other individuals with disabilities of all types, as well as 

from legislators, educators, parents, library and information service professionals, representatives 

from national associations and organizations, volunteers, physicians, and researchers. If you wish to 

present oral statements, please notify Barbara Whiteleather by e-mail: bwhiteleather@nclis.gov. 

Telephone: 202-606-9200; fax: 202-606-9203. 

Written comments will be accepted before, during, or up to 30 days after the hearing. All comments 

must be received at NCLIS no later than the close of business on August 9, 1999 to become part of 

the hearing record. (Thanks to Alice Hagemeyer and USA-L News) 

Facsimile Transmission Dated August 8, 1999, from David Baquis 

I am writing to you on behalf of Self Help for Hard of Hearing People, Inc. (SHHH). We are the 

nation's largest organization devoted to serving the interests of consumers with hearing loss. Our 

members include people of all ages, backgrounds and communication styles. Our combined national 

and chapter member of 20,000 includes people from over 250 SHHH chapters across the country. 

People with hearing loss comprise the largest disability group: 28 million of a total 54 million people 

with disabilities in the United States. This accounts for approximately 1 in every 10 people in 

America. Of the 28 million total people with hearing loss, the majority, 26 million, are hard of 

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U.S. National Commission on Libraries and Information Science 

hearing. The other 2 million are deaf. Ironically, due, in part, to the invisible nature of hearing loss, 

hard of hearing people traditionally have not been well accommodated. 

Although, there is some overlap between the needs of people who are hard of hearing and those who 

are deaf, there are significant differences in their communication needs. Generally people who are 

hard of hearing do not know sign language and, therefore, will not benefit from the provision of a 

sign language interpreter. SHHH members prefer to maximize the use of their residual hearing. Most 

of them wear hearing aids and use hearing assistance technologies. 

Libraries have come a long way over the past 10 to 20 years in accommodating the needs of people 

who are deaf, but SHHH wants to make sure that you understand the unique needs of people who are 

hard of hearing. We do not want to diminish the importance accommodations and programs for deaf 

people, but we still have a long way to go toward understanding and meeting the needs of hard of 

hearing patrons and hard of hearing library staff. 

There are basically two areas for us to discuss: 

1.) Library access for hard of hearing people. 


2.) Available library information on hearing loss issues, particularly that which is pertinent


to the needs of hard of hearing people. 

There are basically two ways to make a library and its services more accessible to hard of hearing 

people: obtain, use and publicize technology and improve staff training. You must have both. 

There are three areas of hearing assistance technologies: listening systems, alerting devices and 

telecommunications equipment. 

Assistive listening devices include amplification systems for the checkout desk, such as ‘counter 

loops.’ They allow a hard of hearing person to hear a staff member more clearly at the other side of 

the counter. Specifically, the systems allow hard of hearing people to focus on listening to the speech 

while minimizing background noise. The staff person would speak into a microphone and the hard of 

hearing person would hear through a hearing aid equipped with a telecoil or would use an inductive 

loop receiver with a listening coupler. 

I am confident that no one delivering testimony to you this past month mentioned these. Yet, these are 

appropriate accommodations for check out counters and may also be used for hotels and airport 

customer service counters. 

As I am sure you know, some libraries offer assistive listening systems in their meeting rooms. We 

are happy to see these, but they are few and far between. And they vary in completeness. An ideal 

sound system would consist of: a Public Address system with good quality speakers; multiple 

microphones at a ratio: one microphone for every two seats; a wireless microphone to pass among 

those not seated at the table or for a speaker to clip on; a microphone mixer; an assistive listening 

system transmitter with a sufficient number of receivers. A variety of listening attachments (e.g., neck 

loops and headsets) should be provided with the receivers to meet the needs of hearing aid telecoil 

users and non-hearing aid users. I don't know of any library, except the library of the Access Board, 

that meets these specifications. 

In addition to installing equipment, it is also important to make sure all the ‘human factors’ are 

considered. Do they have spare batteries? Does the staff know about checking to make sure batteries 

are working before dispensing devices? Do they have a pleasant attitude about helping? Do they 

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U.S. National Commission on Libraries and Information Science 

understand hearing aid inductive listening and offer various types of listening attachments? Do they 

know how to help remind consumers to switch their hearing aid T switch and turn up the volume on 

the hearing aid and activate the on switch on the ALD receiver? There is much more to learn. 

Libraries need to work closely with SHHH, so we can make sure the sound contractors who sell these 

devices make a proper selection recommendation and install the systems correctly. 

Another form of access that libraries should understand is real time captioning for public meetings. It 

is possible to hire a stenographer/court reporter to type onto a large screen all the spoken words of a 

presenter and audience members. It is similar to the real time captioning one might see on television. 

It is amazing to see how many audience members will be reading the captions even though they don't 

have an identified hearing loss. This is partly because it helps them pick up missed words resulting 

from variations in speech. Some hard of hearing people will require both assistive listening systems 

and real time captioning for total hearing access. 

One need to easily meet is amplification at pay phones. All libraries with payphones inside or 

immediately outside should evaluate their public phones. The phone companies will usually gladly 

convert their pay phones to include amplification if you ask them. This is another good example of 

what is known as an ‘electronic curb cut’. The amplification is designed to help hard of hearing 

people, but can benefit others who need a boost in volume during their phone conversations. 

Let's focus on the recording that patrons hear when calling the library after hours. Have these been 

evaluated from a hard of hearing person's perspective? Some voices are easier to understand than 

others. Some menu trees are less complicated than others. Some people speak at an easier to 

understand rate than others. This also applies to the recording that puts a caller in queue, waiting to be 

helped by a librarian on duty. The volume of this outgoing message can also be adjusted in some 

cases. 

How about television access in libraries? You can be sure that those representing the interests of 

people who are deaf will immediately point out the importance of using TVs with closed caption 

decoding ability and obtaining and showing VCR tapes with built in captioning—either closed or 

open captioned. Many hard of hearing people want that too, but many of them use their residual 

hearing with an assistive listening device that feeds sound directly into their ears and enables them to 

control personal volume. Is there a library anywhere that offers an ALD for use with its in-house TV? 

Hard of hearing people use this at home all the time. It is easy to hook up. This technology also 

applies to the viewing of movies in libraries. 

Even if some people do not ‘ask’ for this technology, we can assume that one out of ten people 

watching movies in libraries need this and would benefit from it. Libraries can do their share in this 

‘systems change’ effort by offering and advertising hearing access technology. I spoke to a local 

librarian last month who directly refused my request that she inform everyone who reserves rooms 

that an assistive listening system is available for groups. She said that it was there if they should ask 

for it. Clearly, she was seeking to do the absolute minimum to provide access. She said that only one 

librarian in that branch knows how it works and that no one has used it in at least the last two years. 

This is sad considering that the system was once used at least monthly for meetings of a local hard of 

hearing support group. I used to attend them. 

This leads me to the next point. The greatest disability access barrier is human attitude. Therefore, we 

must start with motivation. We want to know from the top down that the library leaders in this 

country are fully committed to serving the needs of people with disabilities, including hard of hearing 

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U.S. National Commission on Libraries and Information Science 

people, the largest disability constituency (not to be confused with people who are deaf, several of 

whom testified orally last month). 

Librarians must be taught the following on an academic level and then be reminded through signage 

and in-service training: Use good communication skills at all times. It benefits all patrons, but 

especially those with hearing loss. This means using such strategies as not talking with your back 

turned to a patron. SHHH offers tips cards with this type of information. 

In fact, we have a program called Library Liftoff. This packet of materials is designed specifically to 

educate libraries about how to make themselves accessible. SHHH offers a special membership rate 

to libraries entitling them to receive multiple copies of Hearing Loss: The Journal of Self Help for 

Hard of Hearing People. 

It is our hope that libraries will offer more specialized materials, such as those we offer via our SHHH 

Publications Catalogue. Consumers are starved for information on how to cope with sudden hearing 

loss. Parents are lost about how to help their children with hearing loss, since the system often 

abandons them. Adults with hearing loss are frustrated with the lack of available information on 

strategies to help them remain employed, so they don't have to retire early. A great deal of 

information is available on videos as well as books, magazines and articles. 

Many Internet web sites and discussion groups related to hearing loss can also help. But how many 

librarians know them? Library departments for the ‘blind and physically handicapped’ need to be reevaluated to reflect current expertise to bring us into the new millennium. We need to cross train staff, 

so that they all know how to operate the accessibility technology. We need to make information on 

disability issues easy to find and use. And we must try not to overlook any disability groups that are 

currently being underserved. 

I have been involved in library access issues for over a decade. I was a member of the pre-White 

House Conference on Library and Information Services, and I am a member of Friends of Libraries 

for Deaf Action. SHHH hopes you will consider the needs of hard of hearing people in your 

recommendations and that you will invite us to participate in future initiatives. 

Thank you. 

Submitted on behalf of Self Help for Hard of Hearing People, Inc. 

15. 	 Written Material from Texas State Library and Archives Commission [Austin, 

Texas], Submitted by Robert S. Martin, Director and Librarian 

Letter Dated July 9, 1999, from Robert S. Martin 

I was delighted to learn that NCLIS was holding a hearing on library and 

information services for individuals with disabilities, focusing on the impact that 

recent advances in information technology have had on people with disabilities. 

As you know, one important mission of our agency is to provide direct library 

services to individuals with disabilities, and we have a considerable amount of 

experience in this area. I regret that we were unable to present testimony at the 

hearing yesterday, and I hope that you will accept these written comments and 

suggestions as you develop the Commission’s agenda in this area. 

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U.S. National Commission on Libraries and Information Science 

A. Regarding the program of the National Library for the Blind and Physically Handicapped: 

� The National Library Service (NLS) needs to continue to focus on the creation of digital and 

electronic books. NLS should also initiate the use of technological improvements within the 

Regional Library system as soon as such improvements are feasible. Some examples include the 

exchange of information, access to reports and files via the Internet; and recording, duplication 

and access methods using digital technology. 

� The NLS should update the study on patron eligibility30. With the rapid growth of the older adult 

population in the U.S., the formula used by Regional Librarians to estimate the number of 

citizens eligible for service may need revision. 

� The National Library Service for the Blind and Physically Handicapped should select a new 

name that incorporates more acceptable language. The current name is misleading, allowing 

perspective users to believe NLS only serves people who are blind and people and people who 

have a physical disability, when they also serve people who are visually impaired but not blind, 

as well as people who have a learning disability. 

B. Some programs for special populations that might be emulated elsewhere: 

� The Talking Book Program of the Texas State Library and Archives Commission administers the 

Print Access For Texans program (PAFT) which provides assistive technology to public 

libraries. Since 1996, PAFT has provided 210 public libraries across the state of Texas with 

reading machines, magnifiers, closed-circuit televisions, screen-enlargement software, and 

screen-reading software. The equipment is on loan to participating libraries for two years and the 

State Library retains the option to renew the loan for an additional two years. There are 

numerous benefits for libraries that chose to participate in the PAFT program. The assistive 

technology provides access to the print collection for many individuals with disabilities who 

could not use the library’s collection otherwise. The libraries also have the opportunity to use the 

devices and evaluate their merit before making a commitment to purchase expensive equipment. 

Finally, since the equipment is placed in public libraries it often acts as a public awareness tool 

to inform the general population that such devices do exist to aid people with disabilities. Public 

libraries are participate in the PAFT program are able to provide greater access to library 

materials to many Texans who are unable to read standard print due to a visual disability. 

� The Talking Book Program also works with public libraries across the state to include children 

with disabilities in the Texas Reading Club sponsored by the State Library’s Library 

Development division, encouraging children to participate in activities at the local level while 

checking out and reading books in alternative formats. 

C. Other comments: 

� The World Wide Web Consortium (W3C) and others have published web accessibility 

guidelines. Efforts should be made to increase awareness of these guidelines and standardize 

their use in everyday practice. Also, efforts should be made to gain the support of computer 

developers and manufacturers to produce products and materials useful to the greatest number of 

users, including those with visual or physical disabilities. Commitment to this end should occur 

upfront in planning and development, not as an afterthought. 

I hope that these comments and suggestions will be useful to the Commission. Please me know if I 

can provide any additional information. 

30 A Survey to Determine the Extent of the Eligible User Population Not Currently Being Served or Not Aware of the 

Programs of the Library of Congress, National Library Service for the Blind and Physically Handicapped, Volumes 1-5. 

Prepared for the National Library Service by the American Foundation for the Blind. New York: AFB, 1979. 

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U.S. National Commission on Libraries and Information Science 

Sincerely, 

Robert S. Martin, Ph.D. 

Director and Librarian 

16. 	 Written Material from the University of Illinois at Urbana-Champaign [Urbana, 

Illinois], Graduate School of Library and Information Science, Submitted by 

Ruth Buttyan 

Electronic Mail Dated July 20, 1999, from Ruth Buttyan [buttyan@alexia.lis.uiuc.edu] 

Subject: Library Accessibility 

As a person with a disability, I am extremely disturbed by the fact that most public libraries are 

inaccessible to people with disabilities. The difficulties I have encountered have been solved because 

I could access information. I am writing a paper about a federally funded library’s moral and legal 

obligation to make information available to everyone. I have asked several librarians and 

rehabilitation counselors if libraries are required to provide computers with word prediction software, 

a Kurzweil reader, a TTY, etc. They say that there isn’t any legal argument. I am also curious to know 

if a patron is financially responsible for photocopying that material if a library doesn’t provide that 

equipment. Can you help me? 

17. 	 Written Material from V.I.C.U.P.A., Submitted by Lillian Way, Public Relations 

Chairperson 

Letter Dated July 31, 1999, from Lillian Way 

I’m a member of Visually Impaired Computer Users of the Philadelphia Area (V.I.C.U.P.A.). Our 

current membership is 30 and growing. The majority of our members hold full-time jobs. Some train 

computer students. Others install and/or demonstrate various types of access technology and software. 

A few repair and/or sell entire computer systems with access technology. Many use computers in 

their line of employment as programmers and researchers. 

Our purpose is to inform our members about new products that are available, answer questions about 

access technology, provide referrals to reputable vendors for those who can afford to purchase their 

own computer with necessary access technology and direct people toward classes that instruct how to 

use access technology. As you’re well aware, the Library for the Blind and Physically Handicapped is 

a division of the Library of Congress and National Library Service. It is also part of the Free Library 

of Philadelphia, which is a public library system. Two of the city’s library branches have a scanner 

for blind patrons to use. However, no one on the staff of either branch has knowledge or skill to assist 

their blind users. The Library for the Blind and Physically Handicapped has knowledgeable staff and 

several work stations with scanners and other access technology such as screen reading software and 

voice synthesizers in their Talking Book Center. 

Unfortunately, the Talking Book Center is only open on weekdays during regular business hours 

when it is not convenient for those visually impaired who work. Saturday hours would meet the needs 

of the tax paying blind community. I’m reasonably sure that V.I.C.U.P.A. members would be willing 

to assist others in the Talking Book Center thus eliminating the need for a librarian. The Talking 

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U.S. National Commission on Libraries and Information Science 

Book Center can be entered and exited through a street level door. Phones and bathrooms are nearby. 

The main portion of the Library for the Blind and Physically Handicapped would be gaited as usual. 

Regarding all manner of reading materials, services are quite satisfactory. It is the issue of denial of 

access to computers with access technology by the director of the Library for the Blind and Physically 

Handicapped that brings this letter. After all, the Library for the Blind and Physically Handicapped is 

supposed to serve all blind people. It’s blatant discrimination to punish people who work by denying 

them equal access under the law is unacceptable. I appeal to your sense of fairness that will encourage 

and enforce the rights of the working blind. 

Thank you for your time, attention and cooperation. 

Statement from V.I.C.U.P.A. 

V.I.C.U.P.A. 


VISUALLY IMPAIRED COMPUTER USERS OF THE PHILADELPHIA AREA 


I. Who is V.I.C.U.P.A.? 


Visually Impaired Computer Users of the Philadelphia Area (V.I.C.U.P.A.) is an organization that


was formed by blind people who are interested in using computers with access technology. Some of 


us are beginners, some of us are quite advanced, some of us teach others how to use computers and


access technology as a profession and some of us sell computers and access technology.


Some examples of access technology are: screen reading software which allows a person to read what 

is on the screen by listening to speech, magnification software which enlarges the print on the screen 

so that a person with low vision can see it more clearly, Braille embosser which produces a hard copy 

of a document in Braille just as a printer does. 

II. Purpose 


The purpose of this organization is to: exchange information about computers and access technology,


assist others in learning about computers and access technology, help people purchase equipment at


reasonable prices from reputable dealers, find out what products work and which do not. 


III. Explanation of Library System


The Library for the Blind and Physically Handicapped is in a unique position here in Philadelphia. It


is of course part of the National Library Service which is under the Library of Congress. Its 


uniqueness is because it is also part of the Free Library of Philadelphia which is in turn part of the


city services. 


IV. Library Access


Reading material is provided free of charge by the Library for the Blind and Physically Handicapped.


Books and magazines are provided on cassette tape, on talking book records or flexible disc or in


Braille or large print. Books are sent through the mail or may be picked up through a walk-in service. 


Technology is provided at all regional libraries which are part of the Free Library of Philadelphia. 

The general public is able to go to their neighborhood library and use a computer. 

The blind and visually impaired are not so lucky. The Central staff does not know how to operate it. 

The Northeast Branch also has a scanner and again, the staff does not know how to use it. The Library 

for the Blind has two workstations with access technology and a person who knows how to use it but 

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U.S. National Commission on Libraries and Information Science 

it is only available from 9:00 a.m. to 5:00 p.m., Monday through Friday. There are no evening or 

weekend hours. Those of us who work are therefore denied equal access to the library. 

The Free Library of Philadelphia has a web site that is not particularly speech friendly. Again, the 

blind and visually impaired are denied equal access. 

We have had several meetings and phone conversations during the past year with staff from the Free 

Library of Philadelphia and the Library for the Blind and Physically Handicapped and we are no 

closer to our goal of obtaining equal access in the library. 

Betsy Gerhart 

President, V.I.C.U.P.A. 

Newspaper Article, December 27, 1999, Federal Times 

"A Different Look at Technology," by Stephen Trimble. 

If Doug Wakefield’s career success could be explained by one 

element, it would have to be his sparkling sense of humor. 

Blindness, a lifelong condition for the U.S. Access Board’s specialist 

on technology issues, daily causes the kinds of trifling 

inconveniences only a quick wit can counteract. 

For instance, as a newspaper photographer recently snapped photos 

of Wakefield at work, the executive wryly quipped he couldn’t wait 

to "see" the results. 

"You’ve got to have a good sense of humor," he said later, "because 

if you don’t have a sense of humor, you’re going to get ticked." 

Things have changed a lot since Wakefield bought his first computer 

in 1983, a gigantic contraption that cost $11,000. "It was a monster, 

and it did nothing," he said. Doug Wakefield, who is blind, 

Back then, Wakefield said, he used computers to type out press leans heavily on his sense of 

releases as a spokesman for the Agriculture Department. humor to get through each day 

Computers still are a big part of Wakefield’s job, which now involves creating standards for federal 

agencies to buy technology that can be used by people with disabilities, including blindness and deafness. 

Keeping up with the changes in high-tech equipment is difficult for anyone. 

It’s even harder to bring adaptive technology, such as screen readers for the blind, up to speed, he said. 

But the fast pace of change in technology suits Wakefield fine. 

"I love to learn," he said. "That's why stuff is so interesting." 

Wakefield also loves to fix things -- anything, he said. Troubleshooting on his personal computer at home 

ranks as his favorite hobby. 

"I’m only happy when something is broken and I can troubleshoot," Wakefield said. 

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U.S. National Commission on Libraries and Information Science 

When he’s not fixing things, Wakefield pursues his childhood fascination with aviation. 

As a young boy in Northern Vermont, he said he once waited three hours one evening for a Piper Cub 

take off from the local airport. 

Wakefield owns a growing collection of model commercial airplanes, from 707s to jumbo airliners. 

18. 	 Written Material from Weston Public Library [Weston, Ohio], Submitted by 

Marnie Kursiss, Director 

I am pleased that so many organizations are taking an interest in the information needs of the 

disabled. I am a Library Director with mild Cerebral Palsy. I can attest to the importance of word 

processors and computer software to make my work easier. For the patrons, mostly children, with 

learning disabilities the influx in multimedia library material (videos, cassettes and CD-ROMS) has 

assisted in making reading more comprehensible. Foremost, as the Disabilities Taskforce Coordinator 

for the Ohio Library Council, I help other librarians find disability resources and adaptive equipment. 

My overall goal is to see all libraries purchase or adapt their facilities to make the library accessible to 

the disabled and the elderly. Bravo for putting this hearing together! 

19. 	 Written Material from the Women Helping Women, Inc., Deaf and Hard of 

Hearing Outreach Program, Submitted by Danielle Sabarese, Community 

Advocate 

Facsimile Transmission Dated August 9, 1999, from 

Danielle Sabarese 

Women Helping Women, Inc., a non-profit agency providing 

services to sexual assault, domestic violence, and stalking 

victims, has had a Deaf and Hard of Hearing Outreach Program 

for over two years. In the course of learning about this 

community and how to provide services, the agency has 

encountered a variety of local and regional disability and 

accessibility issues. 

As we attempted to develop a program resource library, it became obvious that there was an extreme 

lack of resources for Deaf and Hard of Hearing persons regarding general health information as well 

as sexual assault and domestic violence issues. After considerable effort, we discovered only two 

relevant videos available in North America that use American Sign Language. Due to cultural and 

language differences, videos using only voice and close captioning may not be the most effective 

mode of communication for Deaf and Hard of Hearing people. For example, American Sign 

Language is not a direct translation of English, so even if videos are close captioned, the message 

may not be clear. As a result of the limitations in existing video resources, we do not use these videos 

in our program. 

Deaf and Hard of Hearing people represent 10 percent of the population and this percentage is 

growing. In the Greater Cincinnati area the Deaf and Hard of Hearing community includes at least 

18,000 individuals. Sexual assault and domestic violence research indicates that Deaf and Hard of 

Hearing people are victimized at about twice the rate of hearing people. This means that about 50 

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U.S. National Commission on Libraries and Information Science 

percent of Deaf and Hard of Hearing individuals are vulnerable or have already become victims. The


lack of information and the difficulty in accessing it, has no doubt contributed to the lack of


knowledge on these issues. Women Helping Women encourages all libraries to include American


Sign Language (ASL) resources for their consumers. 


Sincerely,


Danielle Sabarese


Community Advocate 


216 E. Ninth St. 


Cincinnati, OH 45202-6109 


513-977-5541 (Business)


513-977-5545 (TTY) 


513-977-5444 (Fax) 


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U.S. National Commission on Libraries and Information Science 

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Library and Information Services for Individuals with Disabilities 

APPENDIX C: WRITTEN MATERIALS SUBMITTED BY INDIVIDUALS 

Entries appear in alphabetical order by the last name of the individual submitting comments, both 

here and in the INDEX at the back of this publication. 

[NOTE: Documents submitted as paper copies have been scanned and reformatted, 

so the format may be different, but the content is as submitted, except that the 

Commission’s address and the salutation are omitted from incoming 

correspondence.] 

1. Written Material from Tressa Bowers, Euless, Texas 

Facsimile Transmission Dated June 17, 1999, from Tressa Bowers 

I am the mother of a deaf woman, and the grandmother of three deaf children. I have recently 

authored a book entitled Alandra’s Lilacs that was published by Gallaudet Press and will be released 

in July. This is a book written for hearing parents of deaf children to help encourage them through the 

first few confusing years. I have also submitted a new manuscript, a children’s book that is for deaf 

children. It teaches the value of not closing their eyes when people are talking to them. I encourage 

educational experiences for my grandchildren and participate in and instigate many educational 

opportunities for them. 

In response to the notices sent out regarding the hearing on library and information services for 

individuals with disabilities, I wanted to provide you with some information on my local libraries. 

A couple of years ago, our downtown branch of the Ft. Worth Library was having a fundraiser and 

kick off for the building of the new children’s library. This event was geared toward children with 

puppet shows, monkeys, plays, storytelling, you name it, and it was going to be a big event and 

looked like a lot of fun. I called weeks in advance to request an interpreter for the event. Originally I 

was told they don’t do that. I informed the person on the phone that they are required to provide an 

interpreter for public events if one is requested. They "worked" on the "problem" for weeks, 

something that could have been arranged with one phone call to The Goodrich Center for the Deaf. 

They informed me that there were contractual problems; I told them that was not my concern. I put 

"the word" out to many of the deaf that I know locally, so that as many as possible would be able to 

enjoy the event. The library did hire an interpreter, one who normally interprets for the courts and was 

not accustomed to signing for children. Although the deaf adults attending were not pleased, I wanted 

to thank the head of the Library Board for their efforts. I approached the woman and introduced 

myself and thanked her for the wonderful opportunity. Her response was that it was just ridiculous, 

and the next thing you know they would have to provide interpreters for Spanish-speaking people as 

well. I did not tell the others what she had said; I’m a mother not an interpreter. 

On Saturday, June 19th

, my local library in Euless is having a program put on by the people who do 

the Hawkwood Renaissance Fairs. My two grandsons love knights, and I have encouraged this to 

draw on their wonderful imaginations. I requested an interpreter for the event. I was told they don’t 

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U.S. National Commission on Libraries and Information Science 

do this. I informed them that of course they do, whom did I need to speak to. The children’s librarian 

said, "Well, no one has ever asked for the service before." She said that she would have someone call 

me back. She also added that the program probably would not interpret well, to which I responded, 

"Then why are you having it for hearing children?" The new director of our library called me back a 

day or so later and told me they would work on it. On Thursday, June 17th, Ms. Williams called me to 

say they didn’t want to keep me hanging, but that it didn’t look good for the Saturday program, they 

were having trouble getting an interpreter. I asked her, "Well, did you try The Goodrich Center?" Ms. 

Williams said, "Yes, but there are contractual problems." I allowed her to hang up, but then I thought: 

This is not right. So, I called her back. She, of course, was not available, but the person who answered 

said they would take a message. I informed them that contract problems were not my concern, nor 

were they the concern of my grandchildren. On Saturday, we would attend the program, and I 

expected an interpreter to be there, and I expected them to be qualified to interpret for children. I 

further informed them that if there were not one available for the event, I would file a complaint with 

the ADA. I feel it is important for them to know, up front, how far I am willing to take this. 

My point being, although the law exists, they make it so hard and so upsetting to be able to participate 

in the educational opportunities, that may deaf don’t bother themselves with trying to be included in 

the events. They evidently just allow their contracts for interpreting services to gather dust and not be 

renewed because of lack of interest by the deaf community, when in actuality they (our institutes of 

learning) have created the problem by making the services so hard to get. 

Thank you for your time and the opportunity to allow me to relate my grievances into this important 

hearing. 

Electronic Mail Dated June 19, 1999, from Tressa Bowers 

Subject: Libraries Unwillingness To Hire Interpreters 

This is just a follow up on the situation I faxed you regarding our local public libraries unwillingness 

to hire an interpreter for today’s Hawkwood Festival event. They did have an interpreter for my 

grandsons. The program was delightful, and I noticed the boys made good use of the interpreter. 

(Only once I had to remind the older boy to watch the interpreter, the younger boy, I had to remind a 

few times.) The librarian was gracious towards us and invited us to participate in other events. 

Thanks again for the ear. 

Electronic Mail Dated October 21, 1999, from Tressa Bowers 

The first instance I told of was at the Ft. Worth, Texas, Public Library the downtown location. The 

second was at the Euless, Texas, Public Library. Thank you so much for this! I am so very pleased to 

have this made part of the record and I hope it will lead to improvement in their responsibilities to the 

disabled. 

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U.S. National Commission on Libraries and Information Science 

2. Written Material from Joan Cassidy, Sterling, Virginia 

Facsimile Transmission Dated June 30, 1999, from Joan Cassidy 

Subject: Hearing on Library and Information Services for Individuals with Disabilities 

Unfortunately, I cannot testify personally because of the short notice. I was sorry, too, to hear that 

nobody from SHHH, Self Help for Hard of Hearing, or ALDA, Association for Late Deafened 

Adults, will testify. However, I do have a few comments I would like to make. I have a progressive 

hearing loss and became deaf about ten years ago. I understand what people are saying by reading lips 

and captioning. I have struggled to learn some sign language, but English will always be my language 

and choice for communication. 

Loudoun County has an excellent public library system that has done a great deal to make their 

services accessible to everyone. They have installed assistive listening systems in the meeting rooms, 

and they provide sign language interpreters or real-time captioners, when requested, for special 

events. The staff is wonderful and will always do whatever is needed. Just about the only complaint I 

have is that they still persist in buying videotapes that are not closed captioned. 

I am writing today to remind you of the demographics: The 28 million people with hearing loss are 

primarily people who are hard of hearing. About 2 million are considered deaf, and out of that 2 

million, maybe 500,000 use American Sign Language. Of course you must consider the needs of 

people who sign, but don’t forget that most library users with hearing loss communicate with a 

spoken language. I am reminding you of this because so often I read about organizations that say they 

serve 28 million deaf or hard of hearing people but in actual fact they only provide services for sign 

language users. 

3. Written Material from Merrilee Comstock, Fairview, Michigan 

Electronic Mail Dated July 3, 1999, from Merrilee Comstock 

[macenterprizes@m33access.com] 

Subject: Library and Information Services for Individuals with Liabilities 

In making this written comment I wish to state that library and information services should be sure to 

include the laws, statutes and court rules, especially on the Internet, that all are to abide by so that 

those who have disabilities that are denied any form of benefits, i.e., workers' compensation, social 

security, state assistance, insurance claims, etc., as well as proper representation by an attorney and 

then any representation by an attorney; therefore, having to represent him or herself in any type of 

action in order to achieve those wrongfully denied benefits, at least they should have easier access to 

that much needed information for self representation, which all have a right to. 

Having that type of information at my fingertips has saved a lot of time and money that we didn't 

have to spend to pursue a pending claim for the wrongful denial of workers' compensation benefits 

now in the Court of Appeals, especially since the claimant is on Social Security Disability after being 

on SSI and is also receiving Medicaid and Food Stamps to help out due to his new found lack of 

earning capacity since multiple injuries received while in a motor vehicle accident while in the course 

of his employment. 

There can't be too much information out there. It's what you learn after you know it all that counts! 

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U.S. National Commission on Libraries and Information Science 

How else can we find out if the magistrate is following the state law? And then find out how to prove 

it! 

Having a little more information available would be a lot more helpful. 

Thank you for reading my message. 

[Statement #2] 

To my initial statement, please add that if I could have had access to Case Law within the Internet 

system, perhaps I could have been more timely in my Michigan Supreme Court Application for Leave 

to Appeal time limit of October 1, 1999 (also my birthday), wherein I failed to apply because of the 

lack of ability to complete my application and accompanying documents as required by MCR within 

the 56 day limit to apply, which is extended alike to attorneys, who are well versed in the court rules 

and have fingertip knowledge of case law, court law, and statutes in their "business libraries," and to 

the layperson, who is disadvantaged immediately by lack of knowledge of and, in some cases, even 

access to court rules, case law, court law and statutes within anything less than twice that amount of 

times as he/she may also be disadvantaged by one or more or even all of the following: disability, 

financial loss, medical needs, etc., and the person actually doing the paperwork would add taking care 

of the disabled person, the home, the cooking, the cleaning, and all of the searching, compiling and 

then typing to conform to court rules, case law, court law and statutes, as was our case. 

I (Merrilee) was advised by a Michigan Supreme Court Clerk on October 1, 1999 that I was the third 

(3rd) layperson that week that called and ran out of time before they (we) could get our claim in. 

That's three (3) too many in my book! One of those people this occurred to is Clifford, who is was a 

hard worker and a Viet Nam Era Vet and Merrilee Comstock, his wife of 16 years, together 21 years 

and our children, Jason Monnier (25), step-son who went into the U.S. Army October 26, 1995, was 

stationed in Germany in 1996-97, came home to the loss of Cliff's dad and my Uncle, 03/97. Upon 

returning, he was sent to Bosnia and is now a veteran at home assisting us (me) with everything. Cliff 

III (23), son, who needs our assistance, which we gladly give and would like to give more, but lives in 

Monroe, Michigan; Catrina (21), daughter, who has two grandsons, Justin (1.5 year) and Daniel (1 

month) and who also live in Monroe, Michigan, which being about 250 miles away means we can't 

even afford to dream about seeing them like we could have attempted before the 09-26-95 mva; and 

Elysia (15), daughter who had been our helper until her unfortunate 08-08-98 mva, not to mention the 

rest of our families downstate and all to far for immediate assistance on either side, while we reside in 

Fairview, Michigan. 

I will complete my Michigan Supreme Court Application for Leave to Appeal and send it to the 

Michigan Attorney General, Jennifer Granholm, because the people of this state who have been 

paying for our bills want to know why they are paying our bills when all of my husband's medical 

records clearly show the State of Michigan Family Independence Agency and the Social Security 

Administration that Cliff was injured 09-26-95 in an motor vehicle accident (mva) while in the course 

of employment on September 26, 1995 with Blue Line Trucking (BLT), Reese, Michigan. 

How sad it is the day a business and its money becomes more important than even one person. (That 

person being my husband.) He should have been important to them too because after he sustained his 

multiple disabling injuries, especially to the head and spine, all of which are invisible to the naked eye 

and which he started to realize more and more as the shock of the incident as well as the adrenaline 

rush from the mva was leaving him, he continued to work for them on the interstate trip from 

Saginaw, Michigan to Macon, Georgia as scheduled returning 09-29-95, even frequently repairing a 

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U.S. National Commission on Libraries and Information Science 

co-worker's truck out of concern for her—concern for single mothers is something our family has 

done for many years. Starting to realize his new found medical problems during the trip, making it 

through the trip and back home to be homebound since then and denied Worker's Compensation and 

even his Blue Cross Blue Shield employee benefits after being approved for: (1) 09-26-95 Combined 

Insurance Company, personal disability policy of $100.00 monthly; (2) 01-01-96 Medicaid; (3) 04-

01-96 SSI; (4) 09-01-96 RSDI; (5) 05-01-97 BLT's Progressive Insurance Company PIP @ 15 

percent of 36 months because "the rest comes from Worker's Compensation", which was denied at 

court levels four times, i.e., 07-25-97 BWDC, 12-21-98 WCAC, 08-04-99 Appeals Court for 

Application for Leave to Appeal and Motion to Remand to BWDC, but not timely for the Michigan 

Supreme Court 10-01-99; (6) 02-97 BLT's Progressive Insurance Company UMBI @ $14,000.00 

because "the rest comes from Worker's Compensation"; (7) 02-97 Farmer's Insurance Company @ 

$14,000.00 representing farmer, who pulled out in front of my husband driving a pick-up truck 

towing a 6,000 pound grain wagon full of wheat seed, while Cliff was driving a 20,000 pound semitractor towing a 60,000 trailer filled to capacity with loose potatoes wherein upon impact Cliff ran 

over the grain wagon breaking both axles and destroying same, which caused Cliff to bounce severely 

within the semi cab while seat belted to an air-ride seat system causing, in part, "superimposed 

herniated nucleus propulpus at the L5S1 level...bulging @ C4C5 and C5C6...(with) marked 

dehydration throughout the spine..." as well as "...caused and/or aggravated Central/Obstructive 

Sleep Apnea...", which went from requiring a CPAP unit to a BI-PAP unit,..."blurred vision...trifocal lenses now required....". "...bilateral carpal tunnel syndrome...", plus...; and (8) 09-01-98 

Medicare, to which Medicaid supplements. 

Thank you for your time, patience, consideration and understanding for the layperson and the 

challenges that beset them especially during their time of need. 

Permission Granted to print all of the messages I've sent thus far 10-24-99, 9:14 am 

4. Written Material from Jimmie Crawford, Morganton, North Carolina 

Electronic Mail Dated June 4, 1999, from Jimmie Crawford [diamond@hci.net] 

Subject: Libraries 

I strongly believe that library in School for the Deaf in America should be able to get funds via 

Federal, state and from the private sectors to keep our deaf schools library in top shape. One way is to 

help fund a central library to serve the school from preschool to high school and the educators. 

That is the big picture to help improve the education of the deaf and hard of hearing to the best in the 

world instead of mainstreaming them. 

Electronic Mail Dated June 4, 1999, from Jimmie Crawford [diamond@hci.net] 

Subject: Are the Libraries Accessible? 

I noticed in my travel in USA some places are much better in term of accessible; for example, parking 

lots are in the right place near entrance while many places in North Carolina are a mile away to the 

entrance. This does not make any sense. My wife was hurt on the job and not able to work for a full 

eight hours. Often have to drive to entrance and let her off and sometime she take a wheel chair to 

entrance. For example, Wal-Mart, just not enough parking for handicapped people. 

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U.S. National Commission on Libraries and Information Science 

Many deaf people just cannot get an administration position simply because they prefer they can 

voice on the phone. That is a poor excuse. There are many more examples of how hearing people just 

do not trust the deaf. Some places are fine, and other places are not doing what they should be doing. 

Some employers judge the deaf by their speech skill, which is just not right. In some schools for deaf 

you must improve in your ability to communicate with the deaf. Some just want to stop signing 

communication and force speech in schools for the deaf. This is just going back into the Dark Age. 

Electronic Mail Dated October 21, 1999, from Jimmie Ray Crawford 

[diamond@hci.net] 

Subject: Statement Submitted for the Record 

I am from Morganton, NC, 28680-8183, and I just do not feel that the great state of North Carolina is 

not doing what they should be doing for the handicapped and also the deaf. I am well aware that the 

deaf people in USA and the world have been very successful. Most of these jobs are Federal jobs. I 

would like to see more in administration, etc. Dr. Burton who controls the Department of Human 

Services made a remark that sign language is OK but speech is better. Now he has created a whole 

new department and makes sure it does not have anything to do with Deaf culture. So he hired a 

hearing woman to control the education of the deaf who cannot communicate in our language or ASL. 

So he is putting himself above the Federal laws. 

cc: NAD 

5. Written Material from Ruth Epstein 

Written Communication from Ruth Epstein 

What a coincidence—to read your e-mail about disabled library patrons after two phone calls from a 

mentally disabled woman, "Jeannie" who had just received a letter from the Austin Public Library 

notifying her that her library privileges were withdrawn, and the police had been notified. Jeannie 

called my attention to this sentence on our library cards: 

"This card may be cancelled, invalidated and/or modified without notice and shall be surrendered 

upon request." 

Jeannie's behavior must have been extremely annoying. From a civil liberties point of view, I have 

two concerns or questions: 

• Can the Commission mandate that librarians learn to cope with mentally disturbed people? 

• Where is the due process in the sentence in quotes, above? 

Thank you for your consideration. 

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U.S. National Commission on Libraries and Information Science 

6. Written Material from David Faucheux, Lafayette, Louisiana 

Facsimile Transmission Dated June 16, 1999, from David Faucheux 

I am faxing you at the urging of a librarian friend who thought that I as both a recent graduate with an 

MLIS and a blind library user could offer comments from several angles that might prove useful at 

your upcoming hearing. 

From the patron/user aspect: 

I use the recorded and Braille materials produced by the National Library Service for the Blind and 

Physically Handicapped and Recording for the Blind and Dyslexic to meet my reading needs. I feel 

that these agencies do an adequate job of providing resources with the funding they have. I could 

wish NLS had a shorter time lag from the selection of a title to be produced on cassette to the actual 

date of delivery to the regional libraries. This time period can be a year or more so that the paperback 

edition of a best seller is usually out in the bookstores. Many of my friends have commented that they 

would like to read new books when they hit the stands in hard cover like everyone else. I regret that 

with funding constraints, the combined output of recorded and/or Braille books from these agencies 

totals approximately 6,000. When one considers that each year an estimated 50,000 books are 

produced, it is obvious that the blind are not able to access the entire world of print materials. 

From the Professional Degree Holder Aspect: 

I am disappointed to see that not more is done to encourage blind librarians to consider working in the 

NLS system. Blind people are the patrons, but rarely are they in a position to direct and influence on a 

day-to-day working basis the ebb and flow of library policy and the services thereby governed. (It 

would appear that the several consumer agencies for the blind have not stressed this either. NFB and 

ACB have, as far as I can tell, not strongly supported increased opportunities for blind librarians!) I 

thought an excellent way to do this was to encourage either of these two organizations to form a 

group or division that could be called the National Association of Information and Library Scientists, 

NAILS, that could, in conjunction with ALA and/or ASIS, work to change conditions for and 

perceptions of blind workers in the profession. With the increased use of technology, it becomes more 

and more feasible for blind people to enter this field which is why I decided two years ago to pursue 

by MLIS. 

Recording for the Blind was an excellent resource during my undergraduate years when most of the 

(50 percent-75 percent, approximately) books I needed were available. At the graduate level, RFB&D 

was all but unusable. As so few blind people consider the fields of library and information science, 

little material has been recorded in these areas. I had to use small volunteer, nonprofit agencies to 

record textbooks. I was always worried that a book would not be produced in time for a class and had 

to remind professors that I needed book titles far in advance of when a non-disabled student would 

need them. Obtaining this information often proved a challenge. 

I would encourage RFB&D to continue its work with digital e-texts and CD-ROM books. These 

should prove an excellent tool for the college student providing both spoken and electronic texts. 

I would encourage academic libraries to become more aware of the special needs of blind university 

students. I did not have a very constructive experience while attending library school. The main 

library had equipment that was often old, obsolete, and not very usable. The staff had not been trained 

in its use, and no one really seemed overly concerned. This is perhaps not overly surprising as the 

library school faculty were not sure I’d even make it through library school much less magna cum 

laude with Distinction on my major finals. As a result of the school’s computer lab not having the 

adaptive equipment and the university’s not having anyone qualified in adaptive equipment, I did not 

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U.S. National Commission on Libraries and Information Science 

get the technology training and graduated with no knowledge of Windows 95 or any of its software 

components. (My rehabilitation counselor and several other people associated with the rehabilitation 

programs in my state thought I should simply get additional training in technology after I graduated, 

thus slowing my job search. With the recent freeze on budgets, I have had to wait even longer.) 

In addition, electronic reserves used in the library school classes were never saved and stored in a 

format my synthetic speech could read—they used PDF format, and I can only read ASCII with the 

equipment I have. This would have provided me with all the articles used by my classmates in a 

format that I could have used without having to locate and schedule a reader. No one knew what to 

do, and there was no central authority to oversee the various campus departments that needed to be 

kept apprised of developments and that needed to work together to insure that I had what I needed. 

In conclusion, I believe that only with instruction in various technologies can blind people be 

integrated into the library world. Universities might consider how best to provide this instruction and 

how best to include blind people in their programs. I believe that because I was able to give several 

presentations on library services for the blind, my fellow students were exposed to information they 

would otherwise never have received. 

7. Written Material from Marilyn Nelson, Minot, North Dakota 

Letter Dated July 25, 1999, from Marilyn Nelson 

There is a great need for improved library services for individuals with disabilities in this country. I 

am legally blind and have a 13-year-old son who has a learning disability. 

I would suggest that there be an effort to change the copyright legislation so that materials can be 

adapted to accessible formats for people like us. I do use talking books and have had some problems 

with getting some books and materials needed to help my son with his schoolwork. 

Library staff also needs further training in helping persons with disabilities locate materials. Some 

libraries, like ours, are not totally accessible to the disabled. The staff, in cases like this, needs to be 

more attentive to the disabled individual and assist in getting the materials needed. This is particularly 

important for people in wheelchairs, the blind and visually impaired, and learning disabled. At times 

materials are on levels that are not accessible and just not easy to access. 

Thank you for your attention to this matter. 

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Library and Information Services for Individuals with Disabilities 

APPENDIX D: AMERICANS WITH DISABILITIES ACT OF 1990 AS AMENDED31 

JULY 26, 1990 — 104 STAT. 327 


One Hundred First Congress of the United States of America 


AT THE SECOND SESSION 


Begun and held at the City of Washington on Tuesday, the twenty- third day of January, one thousand 


nine hundred and ninety. 


An Act:


To establish a clear and comprehensive prohibition of discrimination on the basis of disability. 


Be it enacted by the Senate and House of Representatives of the United States of America in 

Congress assembled, 

Section 1. Short Title; Table of Contents. 42 USC 12101 Note. 

(a) Short Title. This Act may be cited as the Americans with Disabilities Act of 1990. 


(b) Table of Contents. The table of contents is as follows: 


Sec. 1. Short title; table of contents. 


Sec. 2. Findings and purposes. 


Sec. 3. Definitions. 


Title I -- Employment 

Sec. 101. Definitions. 


Sec. 102. Discrimination.


Sec. 103. Defenses. 


Sec. 104. Illegal use of drugs and alcohol. 


Sec. 105. Posting notices. 


Sec. 106. Regulations. 


Sec. 107. Enforcement. 


Sec. 108. Effective date. 


Title II -- Public Services 

Subtitle A Prohibition Against Discrimination and Other Generally Applicable Provisions 

Sec. 201. Definition. 

Sec. 202. Discrimination. 

Sec. 203. Enforcement. 

Sec. 204. Regulations. 

Sec. 205. Effective date. 

31 Includes incorporated amendments to the Act from 1991, 1995, and 1996. See the Selected Bibliography on page 296 

Source: Disabilities Information Resources, http://www.dinf.org/crt/ada/statute.html. 

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U.S. National Commission on Libraries and Information Science 

Subtitle B -- Actions Applicable to Public Transportation Provided by Public Entities 

Considered Discriminatory 

Part I Public Transportation Other Than by Aircraft or Certain Rail Operations 

Sec. 221. Definitions. 


Sec. 222. Public entities operating fixed route systems. 


Sec. 223. Paratransit as a complement to fixed route service. 


Sec. 224. Public entity operating a demand responsive system. 


Sec. 225. Temporary relief where lifts are unavailable. 


Sec. 226. New facilities. 


Sec. 227. Alterations of existing facilities. 


Sec. 228. Public transportation programs and activities in existing facilities and one car per train rule. 


Sec. 229. Regulations. 


Sec. 230. Interim accessibility requirements. 


Sec. 231. Effective date. 


Part II Public Transportation by Intercity and Commuter Rail 

Sec. 241. Definitions. 


Sec. 242. Intercity and commuter rail actions considered discriminatory. 


Sec. 243. Conformance of accessibility standards.


Sec. 244. Regulations. 


Sec. 245. Interim accessibility requirements. 


Sec. 246. Effective date. 


Title III -- Public Accommodations And Services Operated By Private Entities 

Sec. 301. Definitions. 


Sec. 302. Prohibition of discrimination by public accommodations. 


Sec. 303. New construction and alterations in public accommodations and commercial facilities. 


Sec. 304. Prohibition of discrimination in specified public transportation services provided by private


entities.


Sec. 305. Study. 


Sec. 306. Regulations. 


Sec. 307. Exemptions for private clubs and religious organizations. 


Sec. 308. Enforcement. 


Sec. 309. Examinations and courses. 


Sec. 310. Effective date. 


Title IV--Telecommunications 

Sec. 401. Telecommunications relay services for hearing-impaired and speech-impaired individuals. 


Sec. 402. Closed-captioning of public service announcements. 


Title V -- Miscellaneous Provisions 

Sec. 501. Construction. 


Sec. 502. State immunity. 


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U.S. National Commission on Libraries and Information Science 

Sec. 503. Prohibition against retaliation and coercion. 


Sec. 504. Regulations by the Architectural and Transportation Barriers Compliance Board. 


Sec. 505. Attorneys fees.


Sec. 506. Technical assistance. 


Sec. 507. Federal wilderness areas. 


Sec. 508. Transvestites. 


Sec. 509. Coverage of Congress and the agencies of the legislative branch. 


Sec. 510. Illegal use of drugs. 


Sec. 511. Definitions. 


Sec. 512. Amendments to the Rehabilitation Act. 


Sec. 513. Alternative means of dispute resolution. 


Sec. 514. Severability. 


Section. 2. Findings and Purposes. 42 USC 12101. 

(a) Findings. The Congress finds that 

(1) some 43,000,000 Americans have one or more physical or mental disabilities, and this number 

is increasing as the population as a whole is growing older; 

(2) historically, society has tended to isolate and segregate individuals with disabilities, and, 

despite some improvements, such forms of discrimination against individuals with disabilities 

continue to be a serious and pervasive social problem; 

(3) discrimination against individuals with disabilities persists in such critical areas as 

employment, housing, public accommodations, education, transportation, communication, 

recreation, institutionalization, health services, voting, and access to public services; 

(4) unlike individuals who have experienced discrimination on the basis of race, color, sex, 

national origin, religion, or age, individuals who have experienced discrimination on the basis of 

disability have often had no legal recourse to redress such discrimination; 

(5) individuals with disabilities continually encounter various forms of discrimination, including 

outright intentional exclusion, the discriminatory effects of architectural, transportation, and 

communication barriers, overprotective rules and policies, failure to make modifications to 

existing facilities and practices, exclusionary qualification standards and criteria, segregation, and 

relegation to lesser services, programs, activities, benefits, jobs, or other opportunities; 

(6) census data, national polls, and other studies have documented that people with disabilities, as 

a group, occupy an inferior status in our society, and are severely disadvantaged socially, 

vocationally, economically, and educationally; 

(7) individuals with disabilities are a discrete and insular minority who have been faced with 

restrictions and limitations, subjected to a history of purposeful unequal treatment, and relegated 

to a position of political powerlessness in our society, based on characteristics that are beyond the 

control of such individuals and resulting from stereotypic assumptions not truly indicative of the 

individual ability of such individuals to participate in, and contribute to, society; 

(8) the Nations proper goals regarding individuals with disabilities are to assure equality of 

opportunity, full participation, independent living, and economic self- sufficiency for such 

individuals; and 

(9) the continuing existence of unfair and unnecessary discrimination and prejudice denies people 

with disabilities the opportunity to compete on an equal basis and to pursue those opportunities 

for which our free society is justifiably famous, and costs the United States billions of dollars in 

unnecessary expenses resulting from dependency and nonproductivity. 

(b) Purpose. It is the purpose of this Act 

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U.S. National Commission on Libraries and Information Science 

(1) to provide a clear and comprehensive national mandate for the elimination of discrimination 

against individuals with disabilities; 

(2) to provide clear, strong, consistent, enforceable standards addressing discrimination against 

individuals with disabilities; 

(3) to ensure that the Federal Government plays a central role in enforcing the standards 

established in this Act on behalf of individuals with disabilities; and 

(4) to invoke the sweep of congressional authority, including the power to enforce the fourteenth 

amendment and to regulate commerce, in order to address the major areas of discrimination faced 

day- to- day by people with disabilities. 

Section 3. Definitions. 42 USC 12102 

As used in this Act: 

(1) Auxiliary aids and services. The term auxiliary aids and services includes 

(A) qualified interpreters or other effective methods of making aurally delivered materials 

available to individuals with hearing impairments; 

(B) qualified readers, taped texts, or other effective methods of making visually delivered 

materials available to individuals with visual impairments; 

(C) acquisition or modification of equipment or devices; and 

(D) other similar services and actions. 

(2) Disability. The term disability means, with respect to an individual 

(A) a physical or mental impairment that substantially limits one or more of the major life 

activities of such individual; 

(B) a record of such an impairment; or 

(C) being regarded as having such an impairment. 

(3) State. The term State means each of the several States, the District of Columbia, the 

Commonwealth of Puerto Rico, Guam, American Samoa, the Virgin Islands, the Trust Territory of 

the Pacific Islands, and the Commonwealth of the Northern Mariana Islands. 

Title I -- Employment 

Section 101. Definitions. 42 USC 12111 

As used in this title: 

(1) Commission. The term Commission means the Equal Employment Opportunity Commission 

established by section 705 of the Civil Rights Act of 1964 (42 U.S.C. 2000e- 4). 

(2) Covered entity. The term covered entity means an employer, employment agency, labor 

organization, or joint labor- management committee. 

(3) Direct threat. The term direct threat means a significant risk to the health or safety of others 

that cannot be eliminated by reasonable accommodation. 

(4) Employee. The term employee means an individual employed by an employer. With respect 

to employment in a foreign country, such term includes an individual who is a citizen of the 

United States. 

(5) Employer. 

(A) In general. The term employer means a person engaged in an industry affecting 

commerce who has 15 or more employees for each working day in each of 20 or more 

calendar weeks in the current or preceding calendar year, and any agent of such person, 

except that, for two years following the effective date of this title, an employer means a 

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U.S. National Commission on Libraries and Information Science 

person engaged in an industry affecting commerce who has 25 or more employees for each 

working day in each of 20 or more calendar weeks in the current or preceding year, and any 

agent of such person. 

(B) Exceptions. The term employer does not include 

(i) the United States, a corporation wholly owned by the government of the United States, 

or an Indian tribe; or 

(ii) a bona fide private membership club (other than a labor organization) that is exempt 

from taxation under section 501(c) of the Internal Revenue Code of 1986. 

(6) Illegal use of drugs. 

(A) In general. The term illegal use of drugs means the use of drugs, the possession or 

distribution of which is unlawful under the Controlled Substances Act (21 U.S.C. 812). Such 

term does not include the use of a drug taken under supervision by a licensed health care 

professional, or other uses authorized by the Controlled Substances Act or other provisions of 

Federal law. 

(B) Drugs. The term drug means a controlled substance, as defined in schedules I through V 

of section 202 of the Controlled Substances Act. 

(7) Person, etc. The terms person , labor organization , employment agency , commerce , and 

industry affecting commerce , shall have the same meaning given such terms in section 701 of the 

Civil Rights Act of 1964 (42 U.S.C. 2000e). 

(8) Qualified individual with a disability. The term qualified individual with a disability means an 

individual with a disability who, with r without reasonable accommodation, can perform the 

essential functions of the employment position that such individual holds or desires. For the 

purposes of this title, consideration shall be given to the employers judgment as to what functions 

of a job are essential, and if an employer has prepared a written description before advertising or 

interviewing applicants for the job, this description shall be considered evidence of the essential 

functions of the job. 

(9) Reasonable accommodation. The term reasonable accommodation may include 

(A) making existing facilities used by employees readily accessible to and usable by 

individuals with disabilities; and 

(B) job restructuring, part- time or modified work schedules, reassignment to a vacant 

position, acquisition or modification of equipment or devices, appropriate adjustment or 

modifications of examinations, training materials or policies, the provision of qualified 

readers or interpreters, and other similar accommodations for individuals with disabilities. 

(10) Undue hardship. 

(A) In general. The term undue hardship means an action requiring significant difficulty or 

expense, when considered in light of the factors set forth in subparagraph (B). 

(B) Factors to be considered. In determining whether an accommodation would impose an 

undue hardship on a covered entity, factors to be considered include 

(i) the nature and cost of the accommodation needed under this Act; 

(ii) the overall financial resources of the facility or facilities involved in the provision of 

the reasonable accommodation; the number of persons employed at such facility; the 

effect on expenses and resources, or the impact otherwise of such accommodation upon 

the operation of the facility; 

(iii) the overall financial resources of the covered entity; the overall size of the business 

of a covered entity with respect to the number of its employees; the number, type, and 

location of its facilities; and 

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U.S. National Commission on Libraries and Information Science 

(iv) the type of operation or operations of the covered entity, including the composition, 

structure, and functions of the workforce of such entity; the geographic separateness, 

administrative, or fiscal relationship of the facility or facilities in question to the covered 

entity. 

Section 102. Discrimination. 42 USC 12112.


(a) General Rule. No covered entity shall discriminate against a qualified individual with a disability


because of the disability of such individual in regard to job application procedures, the hiring,


advancement, or discharge of employees, employee compensation, job training, and other terms, 


conditions, and privileges of employment. 


(b) Construction. As used in subsection (a), the term discriminate includes 

(1) limiting, segregating, or classifying a job applicant or employee in a way that adversely 

affects the opportunities or status of such applicant or employee because of the disability of such 

applicant or employee; 

(2) participating in a contractual or other arrangement or relationship that has the effect of 

subjecting a covered entitys qualified applicant or employee with a disability to the 

discrimination prohibited by this title (such relationship includes a relationship with an 

employment or referral agency, labor union, an organization providing fringe benefits to an 

employee of the covered entity, or an organization providing training and apprenticeship 

programs); 

(3) utilizing standards, criteria, or methods of administration 

(A) that have the effect of discrimination on the basis of disability; or 

(B) that perpetuate the discrimination of others who are subject to common administrative 

control; 

(4) excluding or otherwise denying equal jobs or benefits to a qualified individual because of the 

known disability of an individual with whom the qualified individual is known to have a 

relationship or association; 

(5) 

(A) not making reasonable accommodations to the known physical or mental limitations of an 

otherwise qualified individual with a disability who is an applicant or employee, unless such 

covered entity can demonstrate that the accommodation would impose an undue hardship on 

the operation of the business of such covered entity; or 

(B) denying employment opportunities to a job applicant or employee who is an otherwise 

qualified individual with a disability, if such denial is based on the need of such covered 

entity to make reasonable accommodation to the physical or mental impairments of the 

employee or applicant; 

(6) using qualification standards, employment tests or other selection criteria that screen out or 

tend to screen out an individual with a disability or a class of individuals with disabilities unless 

the standard, test or other selection criteria, as used by the covered entity, is shown to be jobrelated for the position in question and is consistent with business necessity; and 

(7) failing to select and administer tests concerning employment in the most effective manner to 

ensure that, when such test is administered to a job applicant or employee who has a disability 

that impairs sensory, manual, or speaking skills, such test results accurately reflect the skills, 

aptitude, or whatever other factor of such applicant or employee that such test purports to 

measure, rather than reflecting the impaired sensory, manual, or speaking skills of such employee 

or applicant (except where such skills are the factors that the test purports to measure). 

(c) Covered Entities in Foreign Countries. 

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U.S. National Commission on Libraries and Information Science 

(1) In general. It shall not be unlawful under this section for a covered entity to take any action 

that constitutes discrimination under this section with respect to an employee in a workplace in a 

foreign country if compliance with this section would cause such covered entity to violate the law 

of the foreign country in which such workplace is located. 

(2) Control of Corporation. 

(A) Presumption. If an employer controls a corporation whose place of incorporation is a 

foreign country, any practice that constitutes discrimination under this section and is engaged 

in by such corporation shall be presumed to be engaged in by such employer. 

(B) Exception. This section shall not apply with respect to the foreign operations of an 

employer that is a foreign person not controlled by an American employer. 

(C) Determination. For purposes of this paragraph, the determination of whether an employer 

controls a corporation shall be based on: 

(i) the interrelation of operations; 

(ii) the common management; 

(iii) the centralized control of labor relations; and 

(iv) the common ownership or financial control of the employer and the corporation. 

(d) Medical Examinations and Inquiries. 

In general. The prohibition against discrimination as referred to in subsection (a) shall include 

medical examinations and inquiries. 

(2) Preemployment. 

(A) Prohibited examination or inquiry. Except as provided in paragraph (3), a covered entity 

shall not conduct a medical examination or make inquiries of a job applicant as to whether 

such applicant is an individual with a disability or as to the nature or severity of such 

disability. 

(B) Acceptable inquiry. A covered entity may make preemployment inquiries into the ability 

of an applicant to perform job- related functions. 

(3) Employment entrance examination. A covered entity may require a medical examination after 

an offer of employment has been made to a job applicant and prior to the commencement of the 

employment duties of such applicant, and may condition an offer of employment on the results of 

such examination, if 

(A) all entering employees are subjected to such an examination regardless of disability; 

(B) information obtained regarding the medical condition or history of the applicant is 

collected and maintained on separate forms and in separte medical files and is treated as a 

confidential medical record, except that 

(i) supervisors and managers may be informed regarding necessary restrictions on the 

work or duties of the employee and necessary accommodations; 

(ii) first aid and safety personnel may be informed, when appropriate, if the disability 

might require emergency treatment; and 

(iii) government officials investigating compliance with this Act shall be provided 

relevant information on request; and 

(C) the results of such examination are used only in accordance with this title. 

(4) Examination and inquiry. 

(A) Prohibited examinations and inquiries. A covered entity shall not require a medical 

examination and shall not make inquiries of an employee as to whether such employee is an 

individual with a disability or as to the nature or severity of the disability, unless such 

examination or inquiry is shown to be job- related and consistent with business necessity. 

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U.S. National Commission on Libraries and Information Science 

(B) Acceptable examinations and inquiries. A covered entity may conduct voluntary medical 

examinations, including voluntary medical histories, which are part of an employee health 

program available to employees at that work site. A covered entity may make inquiries into 

the ability of an employee to perform job- related functions. 

(C) Requirement. Information obtained under subparagraph (B) regarding the medical 

condition or history of any employee are subject to the requirements of subparagraphs (B) 

and (C) of paragraph (3). 

Section 103. Defenses. 42 USC 12113.


(a) In General. It may be a defense to a charge of discrimination under this Act that an alleged


application of qualification standards, tests, or selection criteria that screen out or tend to screen out


or otherwise deny a job or benefit to an individual with a disability has been shown to be job- related


and consistent with business necessity, and such performance cannot be accomplished by reasonable


accommodation, as required under this title. 


(b) Qualification Standards. The term qualification standards may include a requirement that an 

individual shall not pose a direct threat to the health or safety of other individuals in the workplace. 

(c) Religious Entities. 

(1) In general. This title shall not prohibit a religious corporation, association, educational 

institution, or society from giving preference in employment to individuals of a particular religion 

to perform work connected with the carrying on by such corporation, association, educational 

institution, or society of its activities. 

(2) Religious tenets requirement. Under this title, a religious organization may require that all 

applicants and employees conform to the religious tenets of such organization. 

(d) List of Infectious and Communicable Diseases. 

(1) In general. The Secretary of Health and Human Services, not later than 6 months after the date 

of enactment of this Act, shall 

(A) review all infectious and communicable diseases which may be transmitted through 

handling the food supply; 

(B) publish a list of infectious and communicable diseases which are transmitted through 

handling the food supply; 

(C) publish the methods by which such diseases are transmitted; and 

(D) widely disseminate such information regarding the list of diseases and their modes of 

transmissability to the general public. Such list shall be updated annually. 

(2) Applications. In any case in which an individual has an infectious or communicable disease 

that is transmitted to others through the handling of food, that is included on the list developed by 

the Secretary of Health and Human Services under paragraph (1), and which cannot be eliminated 

by reasonable accommodation, a covered entity may refuse to assign or continue to assign such 

individual to a job involving food handling. 

(3) Construction. Nothing in thisAct shall be construed to preempt, modify, or amend any State, 

county, or local law, ordinance, or regulation applicable to food handling which is designed to 

protect the public health from individuals who pose a significant risk to the health or safety of 

others, which cannot be eliminated by reasonable accommodation, pursuant to the list of 

infectious or communicable diseases and the modes of transmissability published by the Secretary 

of Health and Human Services. 

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Section 104. Illegal Use of Drugs and Alcohol. 42 USC 12114.


(a) Qualified Individual With a Disability. For purposes of this title, the term qualified individual with


a disability shall not include any employee or applicant who is currently engaging in the illegal use of


drugs, when the covered entity acts on the basis of such use. 


(b) Rules of Construction. Nothing in subsection (a) shall be construed to exclude as a qualified 

individual with a disability an individual who 

(1) has successfully completed a supervised drug rehabilitation program and is no longer 

engaging in the illegal use of drugs, or has otherwise been rehabilitated successfully and is no 

longer engaging in such use; 

(2) is participating in a supervised rehabilitation program and is no longer engaging in such use; 

or 

(3) is erroneously regarded as engaging in such use, but is not engaging in such use; except that it 

shall not be a violation of this Act for a covered entity to adopt or administer reasonable policies 

or procedures, including but not limited to drug testing, designed to ensure that an individual 

described in paragraph (1) or (2) is no longer engaging in the illegal use of drugs. 

(c) Authority of Covered Entity. A covered entity 

(1) may prohibit the illegal use of drugs and the use of alcohol at the workplace by all employees; 

(2) may require that employees shall not be under the influence of alcohol or be engaging in the 

illegal use of drugs at the workplace; 

(3) may require that employees behave in conformance with the requirements established under 

the Drug- Free Workplace Act of 1988 (41 U.S.C. 701 et seq.); 

(4) may hold an employee who engages in the illegal use of drugs or who is an alcoholic to the 

same qualification standards for employment or job performance and behavior that such entity 

holds other employees, even if any unsatisfactory performance or behavior is related to the drug 

use or alcoholism of such employee; and 

(5) may, with respect to Federal regulations regarding alcohol and the illegal use of drugs, require 

that 

(A) employees comply with the standards established in such regulations of the Department 

of Defense, if the employees of the covered entity are employed in an industry subject to such 

regulations, including complying with regulations (if any) that apply to employment in 

sensitive positions in such an industry, in the case of employees of the covered entity who are 

employed in such positions (as defined in the regulations of the Department of Defense); 

(B) employees comply with the standards established in such regulations of the Nuclear 

Regulatory Commission, if the employees of the covered entity are employed in an industry 

subject to such regulations, including complying with regulations (if any) that apply to 

employment in sensitive positions in such an industry, in the case of employees of the 

covered entity who are employed in such positions (as defined in the regulations of the 

Nuclear Regulatory Commission); and 

(C) employees comply with the standards established in such regulations of the Department 

of Transportation, if the employees of the covered entity are employed in a transportation 

industry subject to such regulations, including complying with such regulations (if any) that 

apply to employment in sensitive positions in such an industry, in the case of employees of 

the covered entity who are employed in such positions (as defined in the regulations of the 

Department of Transportation). 

(d) Drug Testing. 

(1) In general. For purposes of this title, a test to determine the illegal use of drugs shall not be 

considered a medical examination. 

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U.S. National Commission on Libraries and Information Science 

(2) Construction. Nothing in this title shall be construed to encourage, prohibit, or authorize the 

conducting of drug testing for the illegal use of drugs by job applicants or employees or making 

employment decisions based on such test results. 

(e) Transportation Employees. Nothing in this title shall be construed to encourage, prohibit, restrict, 

or authorize the otherwise lawful exercise by entities subject to the jurisdiction of the Department of 

Transportation of authority to 

(1) test employees of such entities in, and applicants for, positions involving safety- sensitive 

duties for the illegal use of drugs and for on- duty impairment by alcohol; and 

(2) remove such persons who test positive for illegal use of drugs and on- duty impairment by 

alcohol pursuant to paragraph (1) from safety- sensitive duties in implementing subsection (c). 

Section 105. Posting Notices. 42 USC 12115.


Every employer, employment agency, labor organization, or joint labor- management committee


covered under this title shall post notices in an accessible format to applicants, employees, and


members describing the applicable provisions of this Act, in the manner prescribed by section 711 of


the Civil Rights Act of 1964 (42 U.S.C. 2000e- 10). 


Section 106. Regulations. 42 USC 12116.


Not later than 1 year after the date of enactment of this Act, the Commission shall issue regulations in


an accessible format to carry out this title in accordance with subchapter II of chapter 5 of title 5,


United States Code. 


Section 107. Enforcement. 42 USC 12117.


(a) Powers, Remedies, and Procedures. The powers, remedies, and procedures set forth in sections


705, 706, 707, 709, and 710 of the Civil Rights Act of 1964 (42 U.S.C. 2000e-4, 2000e-5, 2000e-6,


2000e-8, and 2000e-9) shall be the powers, remedies, and procedures this title provides to the


Commission, to the Attorney General, or to any person alleging discrimination on the basis of


disability in violation of any provision of this Act, or regulations promulgated under section 106,


concerning employment. 


(b) Coordination. The agencies with enforcement authority for actions which allege employment 


discrimination under this title and under the Rehabilitation Act of 1973 shall develop procedures to


ensure that administrative complaints filed under this title and under the Rehabilitation Act of 1973


are dealt with in a manner that avoids duplication of effort and prevents imposition of inconsistent or


conflicting standards for the same requirements under this title and the Rehabilitation Act of 1973.


The Commission, the Attorney General, and the Office of Federal Contract Compliance Programs


shall establish such coordinating mechanisms (similar to provisions contained in the joint regulations


promulgated by the Commission and the Attorney General at part 42 of title 28 and part 1691 of title


29, Code of Federal Regulations, and the Memorandum of Understanding between the Commission


and the Office of Federal Contract Compliance Programs dated January 16, 1981 (46 Fed. Reg. 7435,


January 23, 1981)) in regulations implementing this title and Rehabilitation Act of 1973 not later than


18 months after the date of enactment of this Act.


Section 108. Effective Date. 42 USC 12111 Note.


This title shall become effective 24 months after the date of enactment. 


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Title II -- Public Services. 

Subtitle A -- Prohibition Against Discrimination and Other Generally Applicable Provisions 

Section 201. Definition. 42 USC 12115. 

As used in this title: 

(1) Public entity. The term public entity means 

(A) any State or local government; 

(B) any department, agency, special purpose district, or other instrumentality of a State or 

States or local government; nd 

(C) the National Railroad Passenger Corporation, and any commuter authority (as defined in 

section 103(8) of the Rail Passenger Service Act). 

(2) Qualified individual with a disability. The term qualified individual with a disability means an 

individual with a disability who, with or without reasonable modifications to rules, policies, or 

practices, the removal of architectural, communication, or transportation barriers, or the provision 

of auxiliary aids and services, meets the essential eligibility requirements for the receipt of 

services or the participation in programs or activities provided by a public entity. 

Section 202. Discrimination. 42 USC 12132.


Subject to the provisions of this title, no qualified individual with a disability shall, by reason of such


disability, be excluded from participation in or be denied the benefits of the services, programs, or 


activities of a public entity, or be subjected to discrimination by any such entity. 


Section 203. Enforcement. 42 USC 12132.


The remedies, procedures, and rights set forth in section 505 of the Rehabilitation Act of 1973 (29 


U.S.C. 794a) shall be the remedies, procedures, and rights this title provides to any person alleging


discrimination on the basis of disability in violation of section 202. 


Section 204. Regulations. 42 USC 12134.


(a) In General. Not later than 1 year after the date of enactment of this Act, the Attorney General shall


promulgate regulations in an accessible format that implement this subtitle. Such regulations shall not


include any matter within the scope of the authority of the Secretary of Transportation under section


223, 229, or 244. 


(b) Relationship to Other Regulations. Except for program accessibility, existing facilities, and


communications , regulations under subsection (a) shall be consistent with this Act and with the


coordination regulations under part 41 of title 28, Code of Federal Regulations (as promulgated by the


Department of Health, Education, and Welfare on January 13, 1978), applicable to recipients of


Federal financial assistance under section 504 of the Rehabilitation Act of 1973 (29 U.S.C. 794).


With respect to program accessibility, existing facilities , and communications , such regulations shall


be consistent with regulations and analysis as in part 39 of title 28 of the Code of Federal Regulations,


applicable to federally conducted activities under such section 504. 


(c) Standards. Regulations under subsection (a) shall include standards applicable to facilities and


vehicles covered by this subtitle, other than facilities, stations, rail passenger cars, and vehicles


covered by subtitle B. Such standards shall be consistent with the minimum guidelines and


requirements issued by the Architectural and Transportation Barriers Compliance Board in


accordance with section 504(a) of this Act.


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Section 205. Effective Date. 42 USC 12131 Note.


(a) General Rule. Except as provided in subsection (b), this subtitle shall become effective 18 months


after the date of enactment of this Act. 


(b) Exception. Section 204 shall become effective on the date of enactment of this Act. 


Subtitle B Actions Applicable to Public Transportation Provided by Public Entities 

Considered Discriminatory 

Part I -- Public Transportation Other Than By Aircraft Or Certain Rail Operations 

Section 221. Definitions. 42 USC 12141. 

As used in this part: 

(1) Demand responsive system. The term demand responsive system means any system of 

providing designated public transportation which is not a fixed route system. 

(2) Designated public transportation. The term designated public transportation means 

transportation (other than public school transportation) by bus, rail, or any other conveyance 

(other than transportation by aircraft or intercity or commuter rail transportation (as defined in 

section 241)) that provides the general public with general or special service (including charter 

service) on a regular and continuing basis. 

(3) Fixed route system. The term fixed route system means a system of providing designated 

public transportation on which a vehicle is operated along a prescribed route according to a fixed 

schedule. 

(4) Operates. The term operates , as used with respect to a fixed route system or demand 

responsive system, includes operation of such system by a person under a contractual or other 

arrangement or relationship with a public entity. 

(5) Public school transportation. The term public school transportation means transportation by 

schoolbus vehicles of schoolchildren, personnel, and equipment to and from a public elementary 

or secondary school and school- related activities. 

(6) Secretary. The term Secretary means the Secretary of Transportation. 

Section 222. Public Entities Operating Fixed Route Systems. 42 USC 12142.


(a) Purchase and Lease of New Vehicles. It shall be considered discrimination for purposes of section


202 of this Act and section 504 of the Rehabilitation Act of 1973 (29 U.S.C. 794) for a public entity


which operates a fixed route system to purchase or lease a new bus, a new rapid rail vehicle, a new


light rail vehicle, or any other new vehicle to be used on such system, if the solicitation for such


purchase or lease is made after the 30th day following the effective date of this subsection and if such


bus, rail vehicle, or other vehicle is not readily accessible to and usable by individuals with


disabilities, including individuals who use wheelchairs.


(b) Purchase and Lease of Used Vehicles. Subject to subsection (c)(1), it shall be considered


discrimination for purposes of section 202 of this Act and section 504 of the Rehabilitation Act of


1973 (29 U.S.C. 794) for a public entity which operates a fixed route system to purchase or lease,


after the 30th day following the effective date of this subsection, a used vehicle for use on such


system unless such entity makes demonstrated good faith efforts to purchase or lease a used vehicle


for use on such system that is readily accessible to and usable by individuals with disabilities,


including individuals who use wheelchairs. 


(c) Remanufactured Vehicles. 


(1) General rule. Except as provided in paragraph (2), it shall be considered discrimination for 

purposes of section 202 of this Act and section 504 of the Rehabilitation Act of 1973 (29 U.S.C. 

794) for a public entity which operates a fixed route system 

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(A) to remanufacture a vehicle for use on such system so as to extend its usable life for 5 

years or more, which remanufacture begins (or for which the solicitation is made) after the 

30th day following the effective date of this subsection; or 

(B) to purchase or lease for use on such system a remanufactured vehicle which has been 

remanufactured so as to extend its usable life for 5 years or more, which purchase or lease 

occurs after such 30th day and during the period in which the usable life is extended; unless, 

after remanufacture, the vehicle is, to the maximum extent feasible, readily accessible to and 

usable by individuals with disabilities, including individuals who use wheelchairs. 

(2) Exception for historic vehicles. 

(A) General rule. If a public entity operates a fixed route system any segment of which is 

included on the National Register of Historic Places and if making a vehicle of historic 

character to be used solely on such segment readily accessible to and usable by individuals 

with disabilities would significantly alter the historic character of such vehicle, the public 

entity only has to make (or to purchase or lease a remanufactured vehicle with) those 

modifications which are necessary to meet the requirements of paragraph (1) and which do 

not significantly alter the historic character of such vehicle. 

(B) Vehicles of historic character defined by regulations. For purposes of this paragraph and 

section 228(b), a vehicle of historic character shall be defined by the regulations issued by the 

Secretary to carry out this subsection. 

Section 223. Paratransit As A Complement To Fixed Route Service. 42 USC 12143. 

(a) General Rule. It shall be considered discrimination for purposes of section 202 of this Act and 

section 504 of the Rehabilitation Act of 1973 (29 U.S.C. 794) for a public entity which operates a 

fixed route system (other than a system which provides solely commuter bus service) to fail to 

provide with respect to the operations of its fixed route system, in accordance with this section, 

paratransit and other special transportation services to individuals with disabilities, including 

individuals who use wheelchairs, that are sufficient to provide to such individuals a level of 

service (1) which is comparable to the level of designated public transportation services provided 

to individuals without disabilities using such system; or (2) in the case of response time, which is 

comparable, to the extent practicable, to the level of designated public transportation services 

provided to individuals without disabilities using such system. 

(b) Issuance of Regulations. Not later than 1 year after the effective date of this subsection, the 

Secretary shall issue final regulations to carry out this section. 

(c) Required Contents of Regulations. 

(1) Eligible recipients of service. The regulations issued under this section shall require each 

public entity which operates a fixed route system to provide the paratransit and other special 

transportation services required under this section 

(A) 

(i) to any individual with a disability who is unable, as a result of a physical or mental 

impairment (including a vision impairment) and without the assistance of another 

individual (except an operator of a wheelchair lift or other boarding assistance device), to 

board, ride, or disembark from any vehicle on the system which is readily accessible to 

and usable by individuals with disabilities; 

(ii) to any individual with a disability who needs the assistance of a wheelchair lift or 

other boarding assistance device (and is able with such assistance) to board, ride, and 

disembark from any vehicle which is readily accessible to and usable by individuals with 

disabilities if the individual wants to travel on a route on the system during the hours of 

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operation of the system at a time (or within a reasonable period of such time) when such 

a vehicle is not being used to provide designated public transportation on the route; and 

(iii) to any individual with a disability who has a specific impairment- related condition 

which prevents such individual from traveling to a boarding location or from a 

disembarking location on such system; 

(B) to one other individual accompanying the individual with the disability; and 

(C) to other individuals, in addition to the one individual described in subparagraph (B), 

accompanying the individual with a disability provided that space for these additional 

individuals is available on the paratransit vehicle carrying the individual with a disability and 

that the transportation of such additional individuals will not result in a denial of service to 

individuals with disabilities. 

For purposes of clauses (i) and (ii) of subparagraph (A), boarding or disembarking from a 

vehicle does not include travel to the boarding location or from the disembarking location. 

(2) Service area. The regulations issued under this section shall require the provision of 

paratransit and special transportation services required under this section in the service area of 

each public entity which operates a fixed route system, other than any portion of the service area 

in which the public entity solely provides commuter bus service. 

(3) Service criteria. Subject to paragraphs (1) and (2), the regulations issued under this section 

shall establish minimum service criteria for determining he level of services to be required under 

this section. 

(4) Undue financial burden limitation. The regulations issued under this section shall provide that, 

if the public entity is able to demonstrate to the satisfaction of the Secretary that the provision of 

paratransit and other special transportation services otherwise required under this section would 

impose an undue financial burden on the public entity, the public entity, notwithstanding any 

other provision of this section (other than paragraph (5)), shall only be required to provide such 

services to the extent that providing such services would not impose such a burden. 

(5) Additional services. The regulations issued under this section shall establish circumstances 

under which the Secretary may require a public entity to provide, notwithstanding paragraph (4), 

paratransit and other special transportation services under this section beyond the level of 

paratransit and other special transportation services which would otherwise be required under 

paragraph (4). 

(6) Public participation. The regulations issued under this section shall require that each public 

entity which operates a fixed route system hold a public hearing, provide an opportunity for 

public comment, and consult with individuals with disabilities in preparing its plan under 

paragraph (7). 

(7) Plans. The regulations issued under this section shall require that each public entity which 

operates a fixed route system 

(A) within 18 months after the effective date of this subsection, submit to the Secretary, and 

commence implementation of, a plan for providing paratransit and other special 

transportation services which meets the requirements of this section; and 

(B) on an annual basis thereafter, submit to the Secretary, and commence implementation of, 

a plan for providing such services. 

(8) Provision of services by others. The regulations issued under this section shall 

(A) require that a public entity submitting a plan to the Secretary under this section identify in 

the plan any person or other public entity which is providing a paratransit or other special 

transportation service for individuals with disabilities in the service area to which the plan 

applies; and 

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(B) provide that the public entity submitting the plan does not have to provide under the plan 

such service for individuals with disabilities. 

(9) Other provisions. The regulations issued under this section shall include such other provisions 

and requirements as the Secretary determines are necessary to carry out the objectives of this 

section. 

(d) Review of Plan. 

(1) General rule. The Secretary shall review a plan submitted under this section for the purpose of 

determining whether or not such plan meets the requirements of this section, including the 

regulations issued under this section. 

(2) Disapproval. If the Secretary determines that a plan reviewed under this subsection fails to 

meet the requirements of this section, the Secretary shall disapprove the plan and notify the public 

entity which submitted the plan of such disapproval and the reasons therefor. 

(3) Modification of disapproved plan. Not later than 90 days after the date of disapproval of a 

plan under this subsection, the public entity which submitted the plan shall modify the plan to 

meet the requirements of this section and shall submit to the Secretary, and commence 

implementation of, such modified plan. 

(e) Discrimination Defined. As used in subsection (a), the term discrimination includes 

(1) a failure of a public entity to which the regulations issued under this section apply to submit, 

or commence implementation of, a plan in accordance with subsections (c)(6) and (c)(7); 

(2) a failure of such entity to submit, or commence implementation of, a modified plan in 

accordance with subsection (d)(3); 

(3) submission to the Secretary of a modified plan under subsection (d)(3) which does not meet 

the requirements of this section; or 

(4) a failure of such entity to provide partransit or other special transportation services in 

accordance with the plan or modified plan the public entity submitted to the Secretary under this 

section. 

(f) Statutory Construction. Nothing in this section shall be construed as preventing a public entity 

(1) from providing paratransit or other special transportation services at a level which is greater 

than the level of such services which are required by this section, 

(2) from providing paratransit or other special transportation services in addition to those 

paratransit and special transportation services required by this section, or 

(3) from providing such services to individuals in addition to those individuals to whom such 

services are required to be provided by this section. 

Section 224. Public Entity Operating A Demand Responsive System. 42 USC 12144. 

If a public entity operates a demand responsive system, it shall be considered discrimination, for 

purposes of section 202 of this Act and section 504 of the Rehabilitation Act of 1973 (29 U.S.C. 794), 

for such entity to purchase or lease a new vehicle for use on such system, for which a solicitation is 

made after the 30th day following the effective date of this section, that is not readily accessible to 

and usable by individuals with disabilities, including individuals who use wheelchairs, unless such 

system, when viewed in its entirety, provides a level of service to such individuals equivalent to the 

level of service such system provides to individuals without disabilities. 

Section 225. Temporary Relief Where Lifts Are Unavailable. 42 USC 12145. 

(a) Granting. With respect to the purchase of new buses, a public entity may apply for, and the 

Secretary may temporarily relieve such public entity from the obligation under section 222(a) or 224 

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to purchase new buses that are readily accessible to and usable by individuals with disabilities if such 

public entity demonstrates to the satisfaction of the Secretary 

(1) that the initial solicitation for new buses made by the public entity specified that all new buses 

were to be lift-equipped and were to be otherwise accessible to and usable by individuals with 

disabilities; 

(2) the unavailability from any qualified manufacturer of hydraulic, electromechanical, or other 

lifts for such new buses; 

(3) that the public entity seeking temporary relief has made good faith efforts to locate a qualified 

manufacturer to supply the lifts to the manufacturer of such buses in sufficient time to comply 

with such solicitation; and 

(4) that any further delay in purchasing new buses necessary to obtain such lifts would 

significantly impair transportation services in the community served by the public entity. 

(b) Duration and Notice to Congress. Any relief granted under subsection (a) shall be limited in 

duration by a specified date, and the appropriate committees of Congress shall be notified of any such 

relief granted. 

(c) Fraudulent Application. If, at any time, the Secretary has reasonable cause to believe that any 

relief granted under subsection (a) was fraudulently applied for, the Secretary shall 

(1) cancel such relief if such relief is still in effect; and 

(2) take such other action as the Secretary considers appropriate. 

Section 226. New Facilities. 42 USC 12146.


For purposes of section 202 of this Act and section 504 of the Rehabilitation Act of 1973 (29 U.S.C.


794), it shall be considered discrimination for a public entity to construct a new facility to be used in


the provision of designated public transportation services unless such facility is readily accessible to


and usable by individuals with disabilities, including individuals who use wheelchairs. 


Section 227. Alterations Of Existing Facilities. 42 USC 12147. 

(a) General Rule. With respect to alterations of an existing facility or part thereof used in the 

provision of designated public transportation services that affect or could affect the usability of the 

facility or part thereof, it shall be considered discrimination, for purposes of section 20 of this Act and 

section 504 of the Rehabilitation Act of 1973 (29 U.S.C. 794), for a public entity to fail to make such 

alterations (or to ensure that the alterations are made) in such a manner that, to the maximum extent 

feasible, the altered portions of the facility are readily accessible to and usable by individuals with 

disabilities, including individuals who use wheelchairs, upon the completion of such alterations. 

Where the public entity is undertaking an alteration that affects or could affect usability of or access 

to an area of the facility containing a primary function, the entity shall also make the alterations in 

such a manner that, to the maximum extent feasible, the path of travel to the altered area and the 

bathrooms, telephones, and drinking fountains serving the altered area, are readily accessible to and 

usable by individuals with disabilities, including individuals who use wheelchairs, upon completion 

of such alterations, where such alterations to the path of travel or the bathrooms, telephones, and 

drinking fountains serving the altered area are not disproportionate to the overall alterations in terms 

of cost and scope (as determined under criteria established by the Attorney General). 

(b) Special Rule for Stations. 

(1) General rule. For purposes of section 202 of this Act and section 504 of the Rehabilitation Act 

of 1973 (29 U.S.C. 794), it shall be considered discrimination for a public entity that provides 

designated public transportation to fail, in accordance with the provisions of this subsection, to 

make key stations (as determined under criteria established by the Secretary by regulation) in 

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rapid rail and light rail systems readily accessible to and usable by individuals with disabilities, 

including individuals who use wheelchairs. 

(2) Rapid rail and light rail key stations. 

(A) Accessibility. Except as otherwise provided in this paragraph, all key stations (as 

determined under criteria established by the Secretary by regulation) in rapid rail and light 

rail systems shall be made readily accessible to and usable by individuals with disabilities, 

including individuals who use wheelchairs, as soon as practicable but in no event later than 

the last day of the 3- year period beginning on the effective date of this paragraph. 

(B) Extension for extraordinarily expensive structural changes. The Secretary may extend the 

3-year period under subparagraph (A) up to a 30- year period for key stations in a rapid rail or 

light rail system which stations need extraordinarily expensive structural changes to, or 

replacement of, existing facilities; except that by the last day of the 20th year following the 

date of the enactment of this Act at least 2/3 of such key stations must be readily accessible to 

and usable by individuals with disabilities. 

(3) Plans and milestones. The Secretary shall require the appropriate public entity to develop and 

submit to the Secretary a plan for compliance with this subsection 

(A) that reflects consultation with individuals with disabilities affected by such plan and the 

results of a public hearing and public comments on such plan, and 

(B) that establishes milestones for achievement of the requirements of this subsection. 

Section 228. Public Transportation Programs And Activities In Existing Facilities And One Car


Per Train Rule. 42 USC 12148.


(a) Public Transportation Programs and Activities in Existing Facilities.


(1) In general. With respect to existing facilities used in the provision of designated public 

transportation services, it shall be considered discrimination, for purposes of section 202 of this 

Act and section 504 of the Rehabilitation Act of 1973 (29 U.S.C. 794), for a public entity to fail 

to operate a designated public transportation program or activity conducted in such facilities so 

that, when viewed in the entirety, the program or activity is readily accessible to and usable by 

individuals with disabilities. 

(2) Exception. Paragraph (1) shall not require a public entity to make structural changes to 

existing facilities in order t make such facilities accessible to individuals who use wheelchairs, 

unless and to the extent required by section 227(a) (relating to alterations) or section 227(b) 

(relating to key stations). 

(3) Utilization. Paragraph (1) shall not require a public entity to which paragraph (2) applies, to 

provide to individuals who use wheelchairs services made available to the general public at such 

facilities when such individuals could not utilize or benefit from such services provided at such 

facilities. 

(b) One Car Per Train Rule. 

(1) General rule. Subject to paragraph (2), with respect to 2 or more vehicles operated as a train 

by a light or rapid rail system, for purposes of section 202 of this Act and section 504 of the 

Rehabilitation Act of 1973 (29 U.S.C. 794), it shall be considered discrimination for a public 

entity to fail to have at least 1 vehicle per train that is accessible to individuals with disabilities, 

including individuals who use wheelchairs, as soon as practicable but in no event later than the 

last day of the 5- year period beginning on the effective date of this section. 

(2) Historic trains. In order to comply with paragraph (1) with respect to the remanufacture of a 

vehicle of historic character which is to be used on a segment of a light or rapid rail system which 

is included on the National Register of Historic Places, if making such vehicle readily accessible 

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to and usable by individuals with disabilities would significantly alter the historic character of 

such vehicle, the public entity which operates such system only has to make (or to purchase or 

lease a remanufactured vehicle with) those modifications which are necessary to meet the 

requirements of section 222(c)(1) and which do not significantly alter the historic character of 

such vehicle. 

Section 229. Regulations. 42 USC 12149.


(a) In General. Not later than 1 year after the date of enactment of this Act, the Secretary of


Transportation shall issue regulations, in an accessible format, necessary for carrying out this part


(other than section 223). 


(b) Standards. The regulations issued under this section and section 223 shall include standards


applicable to facilities and vehicles covered by this subtitle. The standards shall be consistent with the


minimum guidelines and requirements issued by the Architectural and Transportation Barriers


Compliance Board in accordance with section 504 of this Act. 


Section 230. Interim Accessibility Requirements. 42 USC 12150. 

If final regulations have not been issued pursuant to section 229, for new construction or alterations 

for which a valid and appropriate State or local building permit is obtained prior to the issuance of 

final regulations under such section, and for which the construction or alteration authorized by such 

permit begins within one year of the receipt of such permit and is completed under the terms of such 

permit, compliance with the Uniform Federal Accessibility Standards in effect at the time the building 

permit is issued shall suffice to satisfy the requirement that facilities be readily accessible to and 

usable by persons with disabilities as required under sections 226 and 227, except that, if such final 

regulations have not been issued one year after the Architectural and Transportation Barriers 

Compliance Board has issued the supplemental minimum guidelines required under section 504(a) of 

this Act, compliance with such supplemental minimum guidelines shall be necessary to satisfy the 

requirement that facilities be readily accessible to and usable by persons with disabilities prior to 

issuance of the final regulations. 

Section 231. Effective Date. 42 USC 12141 Note.


(a) General Rule. Except as provided in subsection (b), this part shall become effective 18 months


after the date of enactment of this Act. 


(b) Exception. Sections 222, 223 (other than subsection (a)), 224, 225, 227(b), 228(b), and 229 shall


become effective on the date of enactment of this Act.


Part II -- Public Transportation By Intercity And Commuter Rail 

Section. 241. Definitions 42 USC 12161. 

As used in this part: 

(1) Commuter authority. The term commuter authority has the meaning given such term in 

section 103(8) of the Rail Passenger Service Act (45 U.S.C. 502(8)). 

(2) Commuter rail transportation. The term commuter rail transportation has the meaning given 

the term commuter service in section 103(9) of the Rail Passenger Service Act (45 U.S.C. 

502(9)). 

(3) Intercity rail transportation. The term intercity rail transportation means transportation 

provided by the National Railroad Passenger Corporation. 

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U.S. National Commission on Libraries and Information Science 

(4) Rail passenger car. The term rail passenger car means, with respect to intercity rail 

transportation, single-level and bi-level coach cars, single-level and bi-level dining cars, singlelevel and bi-level sleeping cars, single-level and bi-level lounge cars, and food service cars. 

(5) Responsible person. The term responsible person means 

(A) in the case of a station more than 50 percent of which is owned by a public entity, such 

public entity; 

(B) in the case of a station more than 50 percent of which is owned by a private party, the 

persons providing intercity or commuter rail transportation to such station, as allocated on an 

equitable basis by regulation by the Secretary of Transportation; and 

(C) in a case where no party owns more than 50 percent of a station, the persons providing 

intercity or commuter rail transportation to such station and the owners of the station, other 

than private party owners, as allocated on an equitable basis by regulation by the Secretary of 

Transportation. 

(6) Station. The term station means the portion of a property located appurtenant to a right- ofway on which intercity or commuter rail transportation is operated, where such portion is used by 

the general public and is related to the provision of such transportation, including passenger 

platforms, designated waiting areas, ticketing areas, restrooms, and, where a public entity 

providing rail transportation owns the property, concession areas, to the extent that such public 

entity exercises control over the selection, design, construction, or alteration of the property, but 

such term does not include flag stops. 

Section 242. Intercity And Commuter Rail Actions Considered Discriminatory. 42 USC12162. 

(a) Intercity Rail Transportation. 

(1) One car per train rule. It shall be considered discrimination for purposes of section 202 of this 

Act and section 504 of the Rehabilitation Act of 1973 (29 U.S.C. 794) for a person who provides 

intercity rail transportation to fail to have at least one passenger car per train that is readily 

accessible to and usable by individuals with disabilities, including individuals who use 

wheelchairs, in accordance with regulations issued under section 244, as soon as practicable, but 

in no event later than 5 years after the date of enactment of this Act. 

(2) New intercity cars. 

(A) General rule. Except as otherwise provided in this subsection with respect to individuals 

who use wheelchairs, it shall be considered discrimination for purposes of section 202 of this 

Act and section 504 of the Rehabilitation Act of 1973 (29 U.S.C. 794) for a person to 

purchase or lease any new rail passenger cars for use in intercity rail transportation, and for 

which a solicitation is made later than 30 days after the effective date of this section, unless 

all such rail cars are readily accessible to and usable by individuals with disabilities, 

including individuals who use wheelchairs, as prescribed by the Secretary of Transportation 

in regulations issued under section 244. 

(B) Special rule for single- level passenger coaches for individuals who use wheelchairs. 

Single- level passenger coaches shall be required to 

(i) be able to be entered by an individual who uses a wheelchair; 

(ii) have space to park and secure a wheelchair; 

(iii) have a seat to which a passenger in a wheelchair can transfer, and a space to fold and 

store such passengers wheelchair; and 

(iv) have a restroom usable by an individual who uses a wheelchair, only to the extent 

provided in paragraph (3). 

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(C) Special rule for single- level dining cars for individuals who use wheelchairs. Singlelevel dining cars shall not be required to 

(i) be able to be entered from the station platform by an individual who uses a 

wheelchair; or 

(ii) have a restroom usable by an individual who uses a wheelchair if no restroom is 

provided in such car for any passenger. 

(D) Special rule for bi- level dining cars for individuals who use wheelchairs. Bi- level dining 

cars shall not be required to 

(i) be able to be entered by an individual who uses a wheelchair; 

(ii) have space to park and secure a wheelchair; 

(iii) have a seat to which a passenger in a wheelchair can transfer, or a space to fold and 

store such passenger’s wheelchair; or 

(iv) have a restroom usable by an individual who uses a wheelchair. 

(3) Accessibility of single- level coaches. 

(A) General rule. It shall be considered discrimination for purposes of section 202 of this Act 

and section 504 of the Rehabilitation Act of 1973 (29 U.S.C. 794) for a person who provides 

intercity rail transportation to fail to have on each train which includes one or more singlelevel rail passenger coaches 

(i) a number of spaces 

(I) to park and secure wheelchairs (to accommodate individuals who wish to remain 

in their wheelchairs) equal to not less than one- half of the number of single- level 

rail passenger coaches in such train; and 

(II) to fold and store wheelchairs (to accommodate individuals who wish to transfer 

to coach seats) equal to not less than one- half of the number of single- level rail 

passenger coaches in such train, as soon as practicable, but in no event later than 5 

years after the date of enactment of this Act; and 

(ii) a number of spaces 

(I) to park and secure wheelchairs (to accommodate individuals who wish to remain 

in their wheelchairs) equal to not less than the total number of single- level rail 

passenger coaches in such train; and 

(II) to fold and store wheelchairs (to accommodate individuals who wish to transfer 

to coach seats) equal to not less than the total number of single- level rail passenger 

coaches in such train, as soon as practicable, but in no event later than 10 years after 

the date of enactment of this Act. 

(B) Location. Spaces required by subparagraph (A) shall be located in single- level rail 

passenger coaches or food service cars. 

(C) Limitation. Of the number of spaces required on a train by subparagraph (A), not more 

than two spaces to park and secure wheelchairs nor more than two spaces to fold and store 

wheelchairs shall be located in any one coach or food service car. 

(D) Other accessibility features. Single- level rail passenger coaches and food service cars on 

which the spaces required by subparagraph (A) are located shall have a restroom usable by an 

individual who uses a wheelchair and shall be able to be entered from the station platform by 

an individual who uses a wheelchair. 

(4) Food service. 

(A) Single-level dining cars. On any train in which a single-level dining car is used to provide 

food service 

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(i) if such single- level dining car was purchased after the date of enactment of this Act, 

table service in such car shall be provided to a passenger who uses a wheelchair if 

(I) the car adjacent to the end of the dining car through which a wheelchair may enter 

is itself accessible to a wheelchair; 

(II) such passenger can exit to the platform from the car such passenger occupies, 

move down the platform, and enter the adjacent accessible car described in subclause 

(I) without the necessity of the train being moved within the station; and 

(III) space to park and secure a wheelchair is available in the dining car at the time 

such passenger wishes to eat (if such passenger wishes to remain in a wheelchair), or 

space to store and fold a wheelchair is available in the dining car at the time such 

passenger wishes to eat (if such passenger wishes to transfer to a dining car seat); and 

(ii) appropriate auxiliary aids and services, including a hard surface on which to eat, shall 

be provided to ensure that other equivalent food service is available to individuals with 

disabilities, including individuals who use wheelchairs, and to passengers traveling with 

such individuals. 

Unless not practicable, a person providing intercity rail transportation shall place an 

accessible car adjacent to the end of a dining car described in clause (i) through which an 

individual who uses a wheelchair may enter. 

(B) Bi-level dining cars. On any train in which a bi-level dining car is used to provide food 

service 

(i) if such train includes a bi-level lounge car purchased after the date of enactment of this 

Act, table service in such lounge car shall be provided to individuals who use wheelchairs 

and to other passengers; and 

(ii) appropriate auxiliary aids and services, including a hard surface on which to eat, shall 

be provided to ensure that other equivalent food service is available to individuals with 

disabilities, including individuals who use wheelchairs, and to passengers traveling with 

such individuals. 

(b) Commuter Rail Transportation. 

(1) One car per train rule. It shall be considered discrimination for purposes of section 202 of this 

Act and section 504 of the Rehabilitation Act of 1973 (29 U.S.C. 794) for a person who provides 

commuter rail transportation to fail to have at least one passenger car per train that is readily 

accessible to and usable by individuals with disabilities, including individuals who use 

wheelchairs, in accordance with regulations issued under section 244, as soon as practicable, but 

in no event later than 5 years after the date of enactment of this Act. 

(2) New commuter rail cars. 

(A) General rule. It shall be considered discrimination for purposes of section 202 of this Act 

and section 504 of the Rehabilitation Act of 1973 (29 U.S.C. 794) for a person to purchase or 

lease any new rail passenger cars for use in commuter rail transportation, and for which a 

solicitation is made later than 30 days after the effective date of this section, unless all such 

rail cars are readily accessible to and usable by individuals with disabilities, including 

individuals who use wheelchairs, as prescribed by the Secretary of Transportation in 

regulations issued under section 244. 

(B) Accessibility. For purposes of section 202 of this Act and section 504 of the 

Rehabilitation Act of 1973 (29 U.S.C. 794), a requirement that a rail passenger car used in 

commuter rail transportation be accessible to or readily accessible to and usable by 

individuals with disabilities, including individuals who use wheelchairs, shall not be 

construed to require 

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U.S. National Commission on Libraries and Information Science 

(i) a restroom usable by an individual who uses a wheelchair if no restroom is provided in 

such car for any passenger; 

(ii) space to fold and store a wheelchair; or 

(iii) a seat to which a passenger who uses a wheelchair can transfer. 

(c) Used Rail Cars. It shall be considered discrimination for purposes of section 202 of this Act and 

section 504 of the Rehailitation Act of 1973 (29 U.S.C. 794) for a person to purchase or lease a used 

rail passenger car for use in intercity or commuter rail transportation, unless such person makes 

demonstrated good faith efforts to purchase or lease a used rail car that is readily accessible to and 

usable by individuals with disabilities, including individuals who use wheelchairs, as prescribed by 

the Secretary of Transportation in regulations issued under section 244. 

(d) Remanufactured Rail Cars. 

(1) Remanufacturing. It shall be considered discrimination for purposes of section 202 of this Act 

and section 504 of the Rehabilitation Act of 1973 (29 U.S.C. 794) for a person to remanufacture a 

rail passenger car for use in intercity or commuter rail transportation so as to extend its usable life 

for 10 years or more, unless the rail car, to the maximum extent feasible, is made readily 

accessible to and usable by individuals with disabilities, including individuals who use 

wheelchairs, as prescribed by the Secretary of Transportation in regulations issued under section 

244. 

(2) Purchase or lease. It shall be considered discrimination for purposes of section 202 of this Act 

and section 504 of the Rehabilitation Act of 1973 (29 U.S.C. 794) for a person to purchase or 

lease a remanufactured rail passenger car for use in intercity or commuter rail transportation 

unless such car was remanufactured in accordance with paragraph (1). 

(e) Stations. 

(1) New stations. It shall be considered discrimination for purposes of section 202 of this Act and 

section 504 of the Rehabilitation Act of 1973 (29 U.S.C. 794) for a person to build a new station 

for use in intercity or commuter rail transportation that is not readily accessible to and usable by 

individuals with disabilities, including individuals who use wheelchairs, as prescribed by the 

Secretary of Transportation in regulations issued under section 244. 

(2) Existing stations. 

(A) Failure to make readily accessible. 

(i) General rule. It shall be considered discrimination for purposes of section 202 of this 

Act and section 504 of the Rehabilitation Act of 1973 (29 U.S.C. 794) for a responsible 

person to fail to make existing stations in the intercity rail transportation system, and 

existing key stations in commuter rail transportation systems, readily accessible to and 

usable by individuals with disabilities, including individuals who use wheelchairs, as 

prescribed by the Secretary of Transportation in regulations issued under section 244. 

(ii) Period for compliance. 

(I) Intercity rail. All stations in the intercity rail transportation system shall be made 

readily accessible to and usable by individuals with disabilities, including individuals 

who use wheelchairs, as soon as practicable, but in no event later than 20 years after 

the date of enactment of this Act. 

(II) Commuter rail. Key stations in commuter rail transportation systems shall be 

made readily accessible to and usable by individuals with disabilities, including 

individuals who use wheelchairs, as soon as practicable but in no event later than 3 

years after the date of enactment of this Act, except that the time limit may be 

extended by the Secretary of Transportation up to 20 years after the date of 

enactment of this Act in a case where the raising of the entire passenger platform is 

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the only means available of attaining accessibility or where other extraordinarily 

expensive structural changes are necessary to attain accessibility. 

(iii) Designation of key stations. Each commuter authority shall designate the key stations 

in its commuter rail transportation system, in consultation with individuals with 

disabilities and organizations representing such individuals, taking into consideration 

such factors as high ridership and whether such station serves as a transfer or feeder 

station. Before the final designation of key stations under this clause, a commuter 

authority shall hold a public hearing. 

(iv) Plans and milestones. The Secretary of Transportation shall require the ppropriate 

person to develop a plan for carrying out this subparagraph that reflects consultation with 

individuals with disabilities affected by such plan and that establishes milestones for 

achievement of the requirements of this subparagraph. 

(B) Requirement when making alterations. 

(i) General rule. It shall be considered discrimination, for purposes of section 202 of this 

Act and section 504 of the Rehabilitation Act of 1973 (29 U.S.C. 794), with respect to 

alterations of an existing station or part thereof in the intercity or commuter rail 

transportation systems that affect or could affect the usability of the station or part 

thereof, for the responsible person, owner, or person in control of the station to fail to 

make the alterations in such a manner that, to the maximum extent feasible, the altered 

portions of the station are readily accessible to and usable by individuals with disabilities, 

including individuals who use wheelchairs, upon completion of such alterations. 

(ii) Alterations to a primary function area. It shall be considered discrimination, for 

purposes of section 202 of this Act and section 504 of the Rehabilitation Act of 1973 (29 

U.S.C. 794), with respect to alterations that affect or could affect the usability of or 

access to an area of the station containing a primary function, for the responsible person, 

owner, or person in control of the station to fail to make the alterations in such a manner 

that, to the maximum extent feasible, the path of travel to the altered area, and the 

bathrooms, telephones, and drinking fountains serving the altered area, are readily 

accessible to and usable by individuals with disabilities, including individuals who use 

wheelchairs, upon completion of such alterations, where such alterations to the path of 

travel or the bathrooms, telephones, and drinking fountains serving the altered area are 

not disproportionate to the overall alterations in terms of cost and scope (as determined 

under criteria established by the Attorney General). 

(C) Required cooperation. It shall be considered discrimination for purposes of section 202 of 

this Act and section 504 of the Rehabilitation Act of 1973 (29 U.S.C. 794) for an owner, or 

person in control, of a station governed by subparagraph (A) or (B) to fail to provide 

reasonable cooperation to a responsible person with respect to such station in that responsible 

persons efforts to comply with such subparagraph. An owner, or person in control, of a 

station shall be liable to a responsible person for any failure to provide reasonable 

cooperation as required by this subparagraph. Failure to receive reasonable cooperation 

required by this subparagraph shall not be a defense to a claim of discrimination under this 

Act. 

Section 243. Conformance Of Accessibility Standards. 42 USC 12163. 

Accessibility standards included in regulations issued under this part shall be consistent with the 

minimum guidelines issued by the Architectural and Transportation Barriers Compliance Board under 

section 504(a) of this Act. 

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U.S. National Commission on Libraries and Information Science 

Section 244. Regulations. 42 USC 12164.


Not later than 1 year after the date of enactment of this Act, the Secretary of Transportation shall


issue regulations, in an accessible format, necessary for carrying out this part. 


Section 245. Interim Accessibility Requirements. 42 USC 12165. 

(a) Stations. If final regulations have not been issued pursuant to section 244, for new construction or 

alterations for which a valid and appropriate State or local building permit is obtained prior to the 

issuance of final regulations under such section, and for which the construction or alteration 

authorized by such permit begins within one year of the receipt of such permit and is completed under 

the terms of such permit, compliance with the Uniform Federal Accessibility Standards in effect at 

the time the building permit is issued shall suffice to satisfy the requirement that stations be readily 

accessible to and usable by persons with disabilities as required under section 242(e), except that, if 

such final regulations have not been issued one year after the Architectural and Transportation 

Barriers Compliance Board has issued the supplemental minimum guidelines required under section 

504(a) of this Act, compliance with such supplemental minimum guidelines shall be necessary to 

satisfy the requirement that stations be readily accessible to and usable by persons with disabilities 

prior to issuance of the final regulations. 

(b) Rail Passenger Cars. If final regulations have not been issued pursuant to section 244, a person 

shall be considered to have complied with the requirements of section 242 (a) through (d) that a rail 

passenger car be readily accessible to and usable by individuals with disabilities, if the design for 

such car complies with the laws and regulations (including the Minimum Guidelines and 

Requirements for Accessible Design and such supplemental minimum guidelines as are issued under 

section 504(a) of this Act) governing accessibility of such cars, to the extent that such laws and 

regulations are not inconsistent with this part and are in effect at the time such design is substantially 

completed. 

Section 246. Effective Date. 42 USC 12161 Note.


(a) General Rule. Except as provided in subsection (b), this part shall become effective 18 months


after the date of enactment of this Act. 


(b) Exception. Sections 242 and 244 shall become effective on the date of enactment of this Act. 


Title III -- Public Accommodations And Services Operated By Private Entities 

Section 301. Definitions. 42 USC 12181. 

As used in this title: 

(1) Commerce. The term commerce means travel, trade, traffic, commerce, transportation, or 

communication 

(A) among the several States; 

(B) between any foreign country or any territory or possession and any State; or 

(C) between points in the same State but through another State or 

foreign country. 

(2) Commercial facilities. The term commercial facilities means facilities 

(A) that are intended for nonresidential use; and 

(B) whose operations will affect commerce. Such term shall not include railroad locomotives, 

railroad freight cars, railroad cabooses, railroad cars described in section 242 or covered 

under this title, railroad rights- of- way, or facilities that are covered or expressly exempted 

from coverage under the Fair Housing Act of 1968 (42 U.S.C. 3601 et seq.). 

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(3) Demand responsive system. The term demand responsive system means any system of 

providing transportation of individuals by a vehicle, other than a system which is a fixed route 

system. 

(4) Fixed route system. The term fixed route system means a system of providing transportation 

of individuals (other than by aircraft) on which a vehicle is operated along a prescribed route 

according to a fixed schedule. 

(5) Over-the-road bus. The term over-the-road bus means a bus characterized by an elevated 

passenger deck located over a baggage compartment. 

(6) Private entity. The term private entity means any entity other than a public entity (as defined 

in section 201(1)). 

(7) Public accommodation. The following private entities are considered public accommodations 

for purposes of this title, if the operations of such entities affect commerce 

(A) an inn, hotel, motel, or other place of lodging, except for an establishment located within 

a building that contains not more than five rooms for rent or hire and that is actually occupied 

by the proprietor of such establishment as the residence of such proprietor; 

(B) a restaurant, bar, or other establishment serving food or drink; 

(C) a motion picture house, theater, concert hall, stadium, or other place of exhibition or 

entertainment; 

(D) an auditorium, convention center, lecture hall, or other place of public gathering; 

(E) a bakery, grocery store, clothing store, hardware store, shopping center, r other sales or 

rental establishment; 

(F) a laundromat, dry-cleaner, bank, barber shop, beauty shop, travel service, shoe repair 

service, funeral parlor, gas station, office of an accountant or lawyer, pharmacy, insurance 

office, professional office of a health care provider, hospital, or other service establishment; 

(G) a terminal, depot, or other station used for specified public transportation; 

(H) a museum, library, gallery, or other place of public display or collection; 

(I) a park, zoo, amusement park, or other place of recreation; 

(J) a nursery, elementary, secondary, undergraduate, or postgraduate private school, or other 

place of education; 

(K) a day care center, senior citizen center, homeless shelter, food bank, adoption agency, or 

other social service center establishment; and 

(L) a gymnasium, health spa, bowling alley, golf course, or other place of exercise or 

recreation. 

(8) Rail and railroad. The terms rail and railroad have the meaning given the term railroad in 

section 202(e) of the Federal Railroad Safety Act of 1970 (45 U.S.C. 431(e)). 

(9) Readily achievable. The term readily achievable means easily accomplishable and able to be 

carried out without much difficulty or expense. In determining whether an action is readily 

achievable, factors to be considered include 

(A) the nature and cost of the action needed under this Act; 

(B) the overall financial resources of the facility or facilities involved in the action; the 

number of persons employed at such facility; the effect on expenses and resources, or the 

impact otherwise of such action upon the operation of the facility; 

(C) the overall financial resources of the covered entity; the overall size of the business of a 

covered entity with respect to the number of its employees; the number, type, and location of 

its facilities; and 

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(D) the type of operation or operations of the covered entity, including the composition, 

structure, and functions of the workforce of such entity; the geographic separateness, 

administrative or fiscal relationship of the facility or facilities in question to the covered 

entity. 

(10) Specified public transportation. The term specified public transportation means 

transportation by bus, rail, or any other conveyance (other than by aircraft) that provides the 

general public with general or special service (including charter service) on a regular and 

continuing basis. 

(11) Vehicle. The term vehicle does not include a rail passenger car, railroad locomotive, railroad 

freight car, railroad caboose, or a railroad car described in section 242 or covered under this title. 

Section 302. Prohibition Of Discrimination By Public Accommodations. 42 USC 12182. 

(a) General Rule. No individual shall be discriminated against on the basis of disability in the full and 

equal enjoyment of the goods, services, facilities, privileges, advantages, or accommodations of any 

place of public accommodation by any person who owns, leases (or leases to), or operates a place of 

public accommodation. 

(b) Construction. 

(1) General prohibition. 

(A) Activities. 

(i) Denial of participation. It shall be discriminatory to subject an individual or class of 

individuals on the basis of a disability or disabilities of such individual or class, directly, 

or through contractual, licensing, or other arrangements, to a denial of the opportunity of 

the individual or class to participate in or benefit from the goods, services, facilities, 

privileges, advantages, or accommodations of an entity. 

(ii) Participation in unequal benefit. It shall be discriminatory to afford an individual or 

class of individuals, on the basis of a disability or disabilities of such individual or class, 

directly, or through contractual, licensing, or other arrangements with the opportunity to 

participate in or benefit from a good, service, facility, privilege, advantage, or 

accommodation that is not equal to that afforded to other individuals. 

(iii) Separate benefit. It shall be discriminatory to provide an individual or class of 

individuals, on the basis of a disability or disabilities of such individual or class, directly, 

or through contractual, licensing, or other arrangements with a good, service, facility, 

privilege, advantage, or accommodation that is different or separate from that provided to 

other individuals, unless such action is necessary to provide the individual or class of 

individuals with a good, service, facility, privilege, advantage, or accommodation, or 

other opportunity that is as effective as that provided to others. 

(iv) Individual or class of individuals. For purposes of clauses (i) through (iii) of this 

subparagraph, the term individual or class of individuals refers to the clients or customers 

of the covered public accommodation that enters into the contractual, licensing or other 

arrangement. 

(B) Integrated settings. Goods, services, facilities, privileges, advantages, and 

accommodations shall be afforded to an individual with a disability in the most integrated 

setting appropriate to the needs of the individual. 

(C) Opportunity to participate. Notwithstanding the existence of separate or different 

programs or activities provided in accordance with this section, an individual with a disability 

shall not be denied the opportunity to participate in such programs or activities that are not 

separate or different. 

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U.S. National Commission on Libraries and Information Science 

(D) Administrative methods. An individual or entity shall not, directly or through contractual 

or other arrangements, utilize standards or criteria or methods of administration 

(i) that have the effect of discriminating on the basis of disability; or 

(ii) that perpetuate the discrimination of others who are subject to common administrative 

control. 

(E) Association. It shall be discriminatory to exclude or otherwise deny equal goods, services, 

facilities, privileges, advantages, accommodations, or other opportunities to an individual or 

entity because of the known disability of an individual with whom the individual or entity is 

known to have a relationship or association. 

(2) Specific prohibitions. 

(A) Discrimination. For purposes of subsection (a), discrimination includes 

(i) the imposition or application of eligibility criteria that screen out or tend to screen out 

an individual with a disability or any class of individuals with disabilities from fully and 

equally enjoying any goods, services, facilities, privileges, advantages, or 

accommodations, unless such criteria can be shown to be necessary for the provision of 

the goods, services, facilities, privileges, advantages, or accommodations being offered; 

(ii) a failure to make reasonable modifications in policies, practices, or procedures, when 

such modifications are necessary to afford such goods, services, facilities, privileges, 

advantages, or accommodations to individuals with disabilities, unless the entity can 

demonstrate that making such modifications would fundamentally alter the nature of such 

goods, services, facilities, privileges, advantages, or accommodations; 

(iii) a failure to take such steps as may be necessary to ensure that no individual with a 

disability is excluded, denied services, segregated or otherwise treated differently than 

other individuals because of the absence of auxiliary aids and services, unless the entity 

can demonstrate that taking such steps would fundamentally alter the nature of the good, 

service, facility, privilege, advantage, or accommodation being offered or would result in 

an undue burden; 

(iv) a failure to remove architectural barriers, and communication barriers that are 

structural in nature, in existing facilities, and transportation barriers in existing vehicles 

and rail passenger cars used by an establishment for transporting individuals (not 

including barriers that can only be removed through the retrofitting of vehicles or rail 

passenger cars by the installation of a hydraulic or other lift), where such removal is 

readily achievable; and 

(v) where an entity can demonstrate that the removal of a barrier under clause (iv) is not 

readily achievable, a failure to make such goods, services, facilities, privileges, 

advantages, or accommodations available through alternative methods if such methods 

are readily achievable. 

(B) Fixed route system. 

(i) Accessibility. It shall be considered discrimination for a private entity which operates 

a fixed route system and which is not subject to section 304 to purchase or lease a vehicle 

with a seating capacity in excess of 16 passengers (including the driver) for use on such 

system, for which a solicitation is made after the 30th day following the effective date of 

this subparagraph, that is not readily accessible to and usable by individuals with 

disabilities, including individuals who use wheelchairs. 

(ii) Equivalent service. If a private entity which operates a fixed route system and which 

is not subject to section 304 purchases or leases a vehicle with a seating capacity of 16 

passengers or less (including the driver) for use on such system after the effective date of 

this subparagraph that is not readily accessible to or usable by individuals with 

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U.S. National Commission on Libraries and Information Science 

disabilities, it shall be considered discrimination for such entity to fail to operate such 

system so that, when viewed in its entirety, such system ensures a level of service to 

individuals with disabilities, including individuals who use wheelchairs, equivalent to the 

level of service provided to individuals without disabilities. 

(C) Demand responsive system. For purposes of subsection (a), discrimination includes 

(i) a failure of a private entity which operates a demand responsive system and which is 

not subject to section 304 to operate such system so that, when viewed in its entirety, 

such system ensures a level of service to individuals with disabilities, including 

individuals who use wheelchairs, equivalent to the level of service provided to 

individuals without disabilities; and 

(ii) the purchase or lease by such entity for use on such system of a vehicle with a seating 

capacity in excess of 16 passengers (including the driver), for which solicitations are 

made after the 30th day following the effective date of this subparagraph, that is not 

readily accessible to and usable by individuals with disabilities (including individuals 

who use wheelchairs) unless such entity can demonstrate that such system, when viewed 

in its entirety, provides a level of service to individuals with disabilities equivalent to that 

provided to individuals without disabilities. 

(D) Over-the-road buses. 

(i) Limitation on applicability. Subparagraphs (B) and (C) do not apply to over- the- road 

buses. 

(ii) Accessibility requirements. For purposes of subsection (a), discrimination includes (I) 

the purchase or lease of an over- the- road bus which does not comply with the 

regulations issued under section 306(a)(2) by a private entity which provides 

transportation of individuals and which is not primarily engaged in the business of 

transporting people, and (II) any other failure of such entity to comply with such 

regulations. 

(3) Specific Construction. Nothing in this title shall require an entity to permit an individual to 

participate in or benefit from the goods, services, facilities, privileges, advantages and 

accommodations of such entity where such individual poses a direct threat to the health or safety of 

others. The term direct threat means a significant risk to the health or safety of others that cannot be 

eliminated by a modification of policies, practices, or procedures or by the provision of auxiliary aids 

or services. 

Section 303. New Construction And Alterations In Public Accommodations And Commercial 


Facilities. 42 USC 12183.


(a) Application of Term. Except as provided in subsection (b), as applied to public accommodations


and commercial facilities, discrimination for purposes of section 302(a) includes


(1) a failure to design and construct facilities for first occupancy later than 30 months after the 

date of enactment of this Act that are readily accessible to and usable by individuals with 

disabilities, except where an entity can demonstrate that it is structurally impracticable to meet 

the requirements of such subsection in accordance with standards set forth or incorporated by 

reference in regulations issued under this title; and 

(2) with respect to a facility or part thereof that is altered by, on behalf of, or for the use of an 

establishment in a manner that affects or could affect the usability of the facility or part thereof, a 

failure to make alterations in such a manner that, to the maximum extent feasible, the altered 

portions of the facility are readily accessible to and usable by individuals with disabilities, 

including individuals who use wheelchairs. Where the entity is undertaking an alteration that 

affects or could affect usability of or access to an area of the facility containing a primary 

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U.S. National Commission on Libraries and Information Science 

function, the entity shall also make the alterations in such a manner that, to the maximum extent 

feasible, the path of travel to the altered area and the bathrooms, telephones, and drinking 

fountains serving the altered area, are readily accessible to and usable by individuals with 

disabilities where such alterations to the path of travel or the bathrooms, telephones, and drinking 

fountains serving the altered area are not disproportionate to the overall alterations in terms of 

cost and scope (as determined under criteria established by the Attorney General). 

(b) Elevator. Subsection (a) shall not be construed to require the installation of an elevator for 

facilities that are less than three stories or have less than 3,000 square feet per story unless the 

building is a shopping center, a shopping mall, or the professional office of a health care provider or 

unless the Attorney General determines that a particular category of such facilities requires the 

installation of elevators based on the usage of such facilities. 

Section 304. Prohibition Of Discrimination In Specified Public Transportation Services


Provided By Private Entities. 42 USC 12184.


(a) General Rule. No individual shall be discriminated against on the basis of disability in the full and


equal enjoyment of specified public transportation services provided by a private entity that is


primarily engaged in the business of transporting people and whose operations affect commerce. 


(b) Construction. For purposes of subsection (a), discrimination includes 

(1) the imposition or application by a entity described in subsection (a) of eligibility criteria that 

screen out or tend to screen out an individual with a disability or any class of individuals with 

disabilities from fully enjoying the specified public transportation services provided by the entity, 

unless such criteria can be shown to be necessary for the provision of the services being offered; 

(2) the failure of such entity to 

(A) make reasonable modifications consistent with those required under section 

302(b)(2)(A)(ii); 

(B) provide auxiliary aids and services consistent with the requirements of section 

302(b)(2)(A)(iii); and 

(C) remove barriers consistent with the requirements of section 302(b)(2)(A) and with the 

requirements of section 303(a)(2); 

(3) the purchase or lease by such entity of a new vehicle (other than an automobile, a van with a 

seating capacity of less than 8 passengers, including the driver, or an over-the-road bus) which is 

to be used to provide specified public transportation and for which a solicitation is made after the 

30th day following the effective date of this section, that is not readily accessible to and usable by 

individuals with disabilities, including individuals who use wheelchairs; except that the new 

vehicle need not be readily accessible to and usable by such individuals if the new vehicle is to be 

used solely in a demand responsive system and if the entity can demonstrate that such system, 

when viewed in its entirety, provides a level of service to such individuals equivalent to the level 

of service provided to the general public; 

(4) 

(A) the purchase or lease by such entity of an over- the- road bus which does not comply with 

the regulations issued under section 306(a)(2); and 

(B) any other failure of such entity to comply with such regulations; and 

(5) the purchase or lease by such entity of a new van with a seating capacity of less than 8 

passengers, including the driver, which is to be used to provide specified public transportation 

and for which a solicitation is made after the 30th day following the effective date of this section 

that is not readily accessible to or usable by individuals with disabilities, including individuals 

who use wheelchairs; except that the new van need not be readily accessible to and usable by 

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such individuals if the entity can demonstrate that the system for which the van is being 

purchased or leased, when viewed in its entirety, provides a level of service to such individuals 

equivalent to the level of service provided to the general public; 

(6) the purchase or lease by such entity of a new rail passenger car that is to be used to provide 

specified public transportation, and for which a solicitation is made later than 30 days after the 

effective date of this paragraph, that is not readily accessible to and usable by individuals with 

disabilities, including individuals who use wheelchairs; and 

(7) the remanufacture by such entity of a rail passenger car that is to be used to provide specified 

public transportation so as to extend its usable life for 10 years or more, or the purchase or lease 

by such entity of such a rail car, unless the rail car, to the maximum extent feasible, is made 

readily accessible to and usable by individuals with disabilities, including individuals who use 

wheelchairs. 

(c) Historical or Antiquated Cars. 

(1) Exception. To the extent that compliance with subsection (b)(2)(C) or (b)(7) would 

significantly alter the historic or antiquated character of a historical or antiquated rail passenger 

car, or a rail station served exclusively by such cars, or would result in violation of any rule, 

regulation, standard, or order issued by the Secretary of Transportation under the Federal 

Railroad Safety Act of 1970, such compliance shall not be required. 

(2) Definition. As used in this subsection, the term 

historical or antiquated rail passenger car means a rail passenger car 

(A) which is not less than 30 years old at the time of its use for transporting individuals; 

(B) the manufacturer of which is no longer in the business of manufacturing rail passenger 

cars; and 

(C) which 

(i) has a consequential association with events or persons significant to the past; or 

(ii) embodies, or is being restored to embody, the distinctive characteristics of a type of 

rail passenger car used in the past, or to represent a time period which has passed. 

Section 305. Study. 42 USC 12185. 

a) Purposes. The Office of Technology Assessment shall undertake a study to determine 

(1) the access needs of individuals with disabilities to over- the- road buses and over- the- road 

bus service; and 

(2) the most cost-effective methods for providing access to over-the-road buses and over- theroad bus service to individuals with disabilities, particularly individuals who use wheelchairs, 

through all forms of boarding options. 

(b) Contents. The study shall include, at a minimum, an analysis of the following: 

(1) The anticipated demand by individuals with disabilities for accessible over-the-road buses and 

over-the-road bus service. 

(2) The degree to which such buses and service, including any service required under sections 

304(b)(4) and 306(a)(2), are readily accessible to and usable by individuals with disabilities. 

(3) The effectiveness of various methods of providing accessibility to such buses and service to 

individuals with disabilities. 

(4) The cost of providing accessible over-the-road buses and bus service to individuals with 

disabilities, including consideration of recent technological and cost saving developments in 

equipment and devices. 

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U.S. National Commission on Libraries and Information Science 

(5) Possible design changes in over- the- road buses that could enhance accessibility, including 

the installation of accessible restrooms which do not result in a loss of seating capacity. 

(6) The impact of accessibility requirements on the continuation of over-the-road bus service, 

with particular consideration of the impact of such requirements on such service to rural 

communities. 

(c) Advisory Committee. In conducting the study required by subsection (a), the Office of 

Technology Assessment shall establish an advisory committee, which shall consist of 

(1) members selected from among private operators and manufacturers of over-the-road buses; 

(2) members selected from among individuals with disabilities, particularly individuals who use 

wheelchairs, who are potential riders of such buses; and 

(3) members selected for their technical expertise on issues included in the study, including 

manufacturers of boarding assistance equipment and devices. 

The number of members selected under each of paragraphs (1) and (2) shall be equal, and the 

total number of members selected under paragraphs (1) and (2) shall exceed the number of 

members selected under paragraph (3). 

(d) Deadline. The study required by subsection (a), along with recommendations by the Office of 

Technology Assessment, including any policy options for legislative action, shall be submitted to the 

President and Congress within 36 months after the date of the enactment of this Act. If the President 

determines that compliance with the regulations issued pursuant to section 306(a)(2)(B) on or before 

the applicable deadlines specified in section 306(a)(2)(B) will result in a significant reduction in 

intercity over-the-road bus service, the President shall extend each such deadline by 1 year. 

(e) Review. In developing the study required by subsection (a), the Office of Technology Assessment 

shall provide a preliminary draft of such study to the Architectural and Transportation Barriers 

Compliance Board established under section 502 of the Rehabilitation Act of 1973 (29 U.S.C. 792). 

The Board shall have an opportunity to comment on such draft study, and any such comments by the 

Board made in writing within 120 days after the Boards receipt of the draft study shall be 

incorporated as part of the final study required to be submitted under subsection (d). 

Section 306. Regulations. 42 USC 12186. 

(a) Transportation Provisions. 

(1) General rule. Not later than 1 year after the date of the enactment of this Act, the Secretary of 

Transportation shall issue regulations in an accessible format to carry out sections 302(b)(2) (B) 

and (C) and to carry out section 304 (other than subsection (b)(4)). 

(2) Special rules for providing access to over-the-road buses. 

(A) Interim requirements. 

(i) Issuance. Not later than 1 year after the date of the enactment of this Act, the Secretary 

of Transportation shall issue regulations in an accessible format to carry out sections 

304(b)(4) and 302(b)(2)(D)(ii) that require each private entity which uses an over- theroad bus to provide transportation of individuals to provide accessibility to such bus; 

except that such regulations shall not require any structural changes in over- the- road 

buses in order to provide access to individuals who use weelchairs during the effective 

period of such regulations and shall not require the purchase of boarding assistance 

devices to provide access to such individuals. 

(ii) Effective period. The regulations issued pursuant to this subparagraph shall be 

effective until the effective date of the regulations issued under subparagraph (B). 

(B) Final requirement. 

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(i) Review of study and interim requirements. The Secretary shall review the study 

submitted under section 305 and the regulations issued pursuant to subparagraph (A). 

(ii) Issuance. Not later than 1 year after the date of the submission of the study under 

section 305, the Secretary shall issue in an accessible format new regulations to carry out 

sections 304(b)(4) and 302(b)(2)(D)(ii) that require, taking into account the purposes of 

the study under section 305 and any recommendations resulting from such study, each 

private entity which uses an over- the- road bus to provide transportation to individuals to 

provide accessibility to such bus to individuals with disabilities, including individuals 

who use wheelchairs. 

(iii) Effective period. Subject to section 305(d), the regulations issued pursuant to this 

subparagraph shall take effect 

(I) with respect to small providers of transportation (as defined by the Secretary), 7 

years after the date of the enactment of this Act; and 

(II) with respect to other providers of transportation, 6 years after such date of 

enactment. 

(C) Limitation on requiring installation of accessible restrooms. The regulations issued 

pursuant to this paragraph shall not require the installation of accessible restrooms in overthe- road buses if such installation would result in a loss of seating capacity. 

(3) Standards. The regulations issued pursuant to this subsection shall include standards 

applicable to facilities and vehicles covered by sections 302(b)(2) and 304. 

(b) Other Provisions. Not later than 1 year after the date of the enactment of this Act, the Attorney 

General shall issue regulations in an accessible format to carry out the provisions of this title not 

referred to in subsection (a) that include standards applicable to facilities and vehicles covered under 

section 302. 

(c) Consistency With ATBCB Guidelines. Standards included in regulations issued under subsections 

(a) and (b) shall be consistent with the minimum guidelines and requirements issued by the 

Architectural and Transportation Barriers Compliance Board in accordance with section 504 of this 

Act. 

(d) Interim Accessibility Standards. 

(1) Facilities. If final regulations have not been issued pursuant to this section, for new 

construction or alterations for which a valid and appropriate State or local building permit is 

obtained prior to the issuance of final regulations under this section, and for which the 

construction or alteration authorized by such permit begins within one year of the receipt of such 

permit and is completed under the terms of such permit, compliance with the Uniform Federal 

Accessibility Standards in effect at the time the building permit is issued shall suffice to satisfy 

the requirement that facilities be readily accessible to and usable by persons with disabilities as 

required under section 303, except that, if such final regulations have not been issued one year 

after the Architectural and Transportation Barriers Compliance Board has issued the 

supplemental minimum guidelines required under section 504(a) of this Act, compliance with 

such supplemental minimum guidelines shall be necessary to satisfy the requirement that facilities 

be readily accessible to and usable by persons with disabilities prior to issuance of the final 

regulations. 

(2) Vehicles and rail passenger cars. If final regulations have not been issued pursuant to this 

section, a private entity shall be considered to have complied with the requirements of this title, if 

any, that a vehicle or rail passenger car be readily accessible to and usable by individuals with 

disabilities, if the design for such ehicle or car complies with the laws and regulations (including 

the Minimum Guidelines and Requirements for Accessible Design and such supplemental 

minimum guidelines as are issued under section 504(a) of this Act) governing accessibility of 

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such vehicles or cars, to the extent that such laws and regulations are not inconsistent with this 

title and are in effect at the time such design is substantially completed. 

Section 307. Exemptions For Private Clubs And Religious Organizations. 42 USC 12187.


The provisions of this title shall not apply to private clubs or establishments exempted from coverage


under title II of the Civil Rights Act of 1964 (42 U.S.C. 2000- a(e)) or to religious organizations or


entities controlled by religious organizations, including places of worship. 


Section 308. Enforcement. 42 USC 12188. 

(a) In General. 

(1) Availability of remedies and procedures. The remedies and procedures set forth in section 

204(a) of the Civil Rights Act of 1964 (42 U.S.C. 2000a- 3(a)) are the remedies and procedures 

this title provides to any person who is being subjected to discrimination on the basis of disability 

in violation of this title or who has reasonable grounds for believing that such person is about to 

be subjected to discrimination in violation of section 303. Nothing in this section shall require a 

person with a disability to engage in a futile gesture if such person has actual notice that a person 

or organization covered by this title does not intend to comply with its provisions. 

(2) Injunctive relief. In the case of violations of sections 302(b)(2)(A)(iv) and section 303(a), 

injunctive relief shall include an order to alter facilities to make such facilities readily accessible 

to and usable by individuals with disabilities to the extent required by this title. Where 

appropriate, injunctive relief shall also include requiring the provision of an auxiliary aid or 

service, modification of a policy, or provision of alternative methods, to the extent required by 

this title. 

(b) Enforcement by the Attorney General. 

(1) Denial of rights. 

(A) Duty to investigate. 

(i) In general. The Attorney General shall investigate alleged violations of this title, and 

shall undertake periodic reviews of compliance of covered entities under this title. 

(ii) Attorney General Certification. On the application of a State or local government, the 

Attorney General may, in consultation with the Architectural and Transportation Barriers 

Compliance Board, and after prior notice and a public hearing at which persons, 

including individuals with disabilities, are provided an opportunity to testify against such 

certification, certify that a State law or local building code or similar ordinance that 

establishes accessibility requirements meets or exceeds the minimum requirements of this 

Act for the accessibility and usability of covered facilities under this title. At any 

enforcement proceeding under this section, such certification by the Attorney General 

shall be rebuttable evidence that such State law or local ordinance does meet or exceed 

the minimum requirements of this Act. 

(B) Potential violation. If the Attorney General has reasonable cause to believe that 

(i) any person or group of persons is engaged in a pattern or practice of discrimination 

under this title; or 

(ii) any person or group of persons has been discriminated against under this title and 

such discrimination raises an issue of general public importance, the Attorney General 

may commence a civil action in any appropriate United States district court. 

(2) Authority of court. In a civil action under paragraph (1)(B), the court 

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U.S. National Commission on Libraries and Information Science 

(A) may grant any equitable relief that such court considers to be appropriate, including, to 

the extent required by this title 

(i) granting temporary, preliminary, or permanent relief; 

(ii) providing an auxiliary aid or service, modification of policy, practice, or procedure, 

or alternative method; and 

(iii) making facilities readily accessible to and usable by individuals with disabilities; 

(B) may award such other relief as the court considers to be appropriate, including monetary 

damages to persons aggrieved when requested by the Attorney General; and 

(C) may, to vindicate the public interest, assess a civil penalty against the entity in an amount 

(i) not exceeding $50,000 for a first violation; and 

(ii) not exceeding $100,000 for any subsequent violation. 

(3) Single violation. For purposes of paragraph (2)(C), in determining whether a first or 

subsequent violation has occurred, a determination in a single action, by judgment or settlement, 

that the covered entity has engaged in more than one discriminatory act shall be counted as a 

single violation. 

(4) Punitive damages. For purposes of subsection (b)(2)(B), the term monetary damages and such 

other relief does not include punitive damages. 

(5) Judicial consideration. In a civil action under paragraph (1)(B), the court, when considering 

what amount of civil penalty, if any, is appropriate, shall give consideration to any good faith 

effort or attempt to comply with this Act by the entity. In evaluating good faith, the court shall 

consider, among other factors it deems relevant, whether the entity could have reasonably 

anticipated the need for an appropriate type of auxiliary aid needed to accommodate the unique 

needs of a particular individual with a disability. 

Section 309. Examinations And Courses. 42 USC 12189.


Any person that offers examinations or courses related to applications, licensing, certification, or


credentialing for secondary or postsecondary education, professional, or trade purposes shall offer


such examinations or courses in a place and manner accessible to persons with disabilities or offer 


alternative accessible arrangements for such individuals. 


Section 310. Effective Date. 42 USC 12181 Note.


(a) General Rule. Except as provided in subsections (b) and (c), this title shall become effective 18


months after the date of the enactment of this Act.


(b) Civil Actions. Except for any civil action brought for a violation of section 303, no civil action


shall be brought for any act or omission described in section 302 which occurs 


(1) during the first 6 months after the effective date, against businesses that employ 25 or fewer 

employees and have gross receipts of $1,000,000 or less; and 

(2) during the first year after the effective date, against businesses that employ 10 or fewer 

employees and have gross receipts of $500,000 or less. 

(c) Exception. Sections 302(a) for purposes of section 302(b)(2) (B) and (C) only, 304(a) for purposes 

of section 304(b)(3) only, 304(b)(3), 305, and 306 shall take effect on the date of the enactment of 

this Act. 

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U.S. National Commission on Libraries and Information Science 

Title IV -- Telecommunications 

Section 401. Telecommunications Relay Services For Hearing-Impaired And Speech- Impaired 

Individuals. 

(a) Telecommunications. Title II of the Communications Act of 1934 (47 U.S.C. 201 et seq.) is 

amended by adding at the end thereof the following new section: 

Section 225. Telecommunications Services For Hearing-Impaired And Speech-Impaired Individuals. 

State And Local Governments. 47 USC 225. 

(a) Definitions. As used in this section 

(1) Common carrier or carrier. The term `common carrier or `carrier includes any common carrier 

engaged in interstate communication by wire or radio as defined in section 3(h) and any common 

carrier engaged in intrastate communication by wire or radio, notwithstanding sections 2(b) and 

221(b). 

(2) TDD. The term `TDD means a Telecommunications Device for the Deaf, which is a machine 

that employs graphic communication in the transmission of coded signals throug a wire or radio 

communication system. 

(3) Telecommunications relay services. The term `telecommunications relay services means 

telephone transmission services that provide the ability for an individual who has a hearing 

impairment or speech impairment to engage in communication by wire or radio with a hearing 

individual in a manner that is functionally equivalent to the ability of an individual who does not 

have a hearing impairment or speech impairment to communicate using voice communication 

services by wire or radio. Such term includes services that enable two- way communication 

between an individual who uses a TDD or other nonvoice terminal device and an individual who 

does not use such a device. 

(b) Availability of Telecommunications Relay Services. 

(1) In general. In order to carry out the purposes established under section 1, to make available to 

all individuals in the United States a rapid, efficient nationwide communication service, and to 

increase the utility of the telephone system of the Nation, the Commission shall ensure that 

interstate and intrastate telecommunications relay services are available, to the extent possible 

and in the most efficient manner, to hearing- impaired and speech- impaired individuals in the 

United States. 

(2) Use of General Authority and Remedies. For the purposes of administering and enforcing the 

provisions of this section and the regulations prescribed thereunder, the Commission shall have 

the same authority, power, and functions with respect to common carriers engaged in intrastate 

communication as the Commission has in administering and enforcing the provisions of this title 

with respect to any common carrier engaged in interstate communication. Any violation of this 

section by any common carrier engaged in intrastate communication shall be subject to the same 

remedies, penalties, and procedures as are applicable to a violation of this Act by a common 

carrier engaged in interstate communication. 

(c) Provision of Services. Each common carrier providing telephone voice transmission services shall, 

not later than 3 years after the date of enactment of this section, provide in compliance with the 

regulations prescribed under this section, throughout the area in which it offers service, 

telecommunications relay services, individually, through designees, through a competitively selected 

vendor, or in concert with other carriers. A common carrier shall be considered to be in compliance 

with such regulations 

(1) with respect to intrastate telecommunications relay services in any State that does not have a 

certified program under subsection (f) and with respect to interstate telecommunications relay 

services, if such common carrier (or other entity through which the carrier is providing such relay 

services) is in compliance with the Commissions regulations under subsection (d); or 

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(2) with respect to intrastate telecommunications relay services in any State that has a certified 

program under subsection (f) for such State, if such common carrier (or other entity through 

which the carrier is providing such relay services) is in compliance with the program certified 

under subsection (f) for such State. 

(d) Regulations. 

(1) In general. The Commission shall, not later than 1 year after the date of enactment of this 

section, prescribe regulations to implement this section, including regulations that 

(A) establish functional requirements, guidelines, and operations procedures for 

telecommunications relay services; 

(B) establish minimum standards that shall be met in carrying out subsection (c); 

(C) require that telecommunications relay services operate every day for 24 hours per day; 

(D) require that users of telecommunications relay services pay rates no greater than the rates 

paid for functionally equivalent voice communication services with respect to such factors as 

the duration of the call, the time of day, and the distance from point of origination to point of 

termination; 

(E) prohibit relay operators from failing to fulfill the obligations of common carriers by 

refusing calls or limiting the length of calls that use telecommunications relay services; 

(F) prohibit relay operators from disclosing the content of any relayed conversation and from 

keeping records of the content of any such conversation beyond the duration of the call; and 

(G) prohibit relay operators from intentionally altering a relayed conversation. 

(2) Technology. The Commission shall ensure that regulations prescribed to implement this 

section encourage, consistent with section 7(a) of this Act, the use of existing technology and do 

not discourage or impair the development of improved technology. 

(3) Jurisdictional separation of costs. 

(A) In general. Consistent with the provisions of section 410 of this Act, the Commission 

shall prescribe regulations governing the jurisdictional separation of costs for the services 

provided pursuant to this section. 

(B) Recovering costs. Such regulations shall generally provide that costs caused by interstate 

telecommunications relay services shall be recovered from all subscribers for every interstate 

service and costs caused by intrastate telecommunications relay services shall be recovered 

from the intrastate jurisdiction. In a State that has a certified program under subsection (f), a 

State commission shall permit a common carrier to recover the costs incurred in providing 

intrastate telecommunications relay services by a method consistent with the requirements of 

this section. 

(e) Enforcement. 

(1) In general. Subject to subsections (f) and (g), the Commission shall enforce this section. 

(2) Complaint. The Commission shall resolve, by final order, a complaint alleging a violation of 

this section within 180 days after the date such complaint is filed. 

(f) Certification. 

(1) State documentation. Any State desiring to establish a State program under this section shall 

submit documentation to the Commission that describes the program of such State for 

implementing intrastate telecommunications relay services and the procedures and remedies 

available for enforcing any requirements imposed by the State program. 

(2) Requirements for certification. After review of such documentation, the Commission shall 

certify the State program if the Commission determines that 

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U.S. National Commission on Libraries and Information Science 

(A) the program makes available to hearing- impaired and speech- impaired individuals, 

either directly, through designees, through a competitively selected vendor, or through 

regulation of intrastate common carriers, intrastate telecommunications relay services in such 

State in a manner that meets or exceeds the requirements of regulations prescribed by the 

Commission under subsection (d); and 

(B) the program makes available adequate procedures and remedies for enforcing the 

requirements of the State program. 

(3) Method of funding. Except as provided in subsection (d), the Commission shall not refuse to 

certify a State program based solely on the method such State will implement for funding 

intrastate telecommunication relay services. 

(4) Suspension or revocation of certification. The Commission may suspend or revoke such 

certification if, after notice and opportunity for hearing, the Commission determines that such 

certification is no longer warranted. In a State whose program has been suspended or revoked, the 

Commission shall take such steps as may be necessary, consistent with this section, to ensure 

continuity of telecommunications relay services. 

(g) Complaint. 

(1) Referral of complaint. If a complaint to the Commission alleges a violation of this section 

with respect to intrastate telecommunications relay services within a State and certification of the 

program of such State under subsection (f) is in effect, the Commission shall refer such complaint 

to such State. 

(2) Jurisdiction of commission. After referring a complaint to a State under paragraph (1), the 

Commission shall exercise jurisdiction over such complaint only if 

(A) final action under such State program has not been taken on such complaint by such State 

(i) within 180 days after the complaint is filed with such State; or 

(ii) within a shorter period as prescribed by the regulations of such State; or 

(B) the Commission determines that such State program is no longer qualified for certification 

under subsection (f). . 

(b) Conforming Amendments. The Communications Act of 1934 (47 U.S.C. 151 et seq.) is amended 

(1) in section 2(b) (47 U.S.C. 152(b)), by striking section 224 and inserting sections 224 and 225 ; 

and 

(2) in section 221(b) (47 U.S.C. 221(b)), by striking section 301 and inserting sections 225 and 

301. 

Section 402. Closed-Captioning Of Public Service Announcements. 

Section 711 of the Communications Act of 1934 is amended to read as follows: 

SEC. 711. CLOSED- CAPTIONING OF PUBLIC SERVICE ANNOUNCEMENTS. 47 USC 611. 

Any television public service announcement that is produced or funded in whole or in part by any 

agency or instrumentality of Federal Government shall include closed captioning of the verbal content 

of such announcement. A television broadcast station licensee 

(1) shall not be required to supply closed captioning for any such announcement that fails to 

include it; and 

(2) shall not be liable for broadcasting any such announcement without transmitting a closed 

caption unless the licensee intentionally fails to transmit the closed caption that was included with 

the announcement. . 

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U.S. National Commission on Libraries and Information Science 

Title V -- Miscellaneous Provisions 

Section 501. Construction. 42 USC 12201.


(a) In General. Except as otherwise provided in this Act, nothing in this Act shall be construed to


apply a lesser standard than the standards applied under title V of the Rehabilitation Act of 1973 (29


U.S.C. 790 et seq.) or the regulations issued by Federal agencies pursuant to such title. 


(b) Relationship to Other Laws. Nothing in this Act shall be construed to invalidate or limit the


remedies, rights, and procedures of any Federal law or law of any State or political subdivision of any


State or jurisdiction that provides greater or equal protection for the rights of individuals with


disabilities than are afforded by this Act. Nothing in this Act shall be construed to preclude the


prohibition of, or the imposition of restrictions on, smoking in places of employment covered by title


I, in transportation covered by title II or III, or in places of public accommodation covered by title III.


(c) Insurance. Titles I through IV of this Act shall not be construed to prohibit or restrict


(1) an insurer, hospital or medical service company, health maintenance organization, or any 

agent, or entity that administers benefit plans, or similar organizations from underwriting risks, 

classifying risks, or administering such risks that are based on or not inconsistent with State law; 

or 

(2) a person or organization covered by this Act from establishing, sponsoring, observing or 

administering the terms of a bona fide benefit plan that are based on underwriting risks, 

classifying risks, or administering such risks that are based on or not inconsistent with State law; 

or 

(3) a person or organization covered by this Act from establishing, sponsoring, observing or 

administering the terms of a bona fide benefit plan that is not subject to State laws that regulate 

insurance. Paragraphs (1), (2), and (3) shall not be used as a subterfuge to evade the purposes of 

title I and III. 

(d) Accommodations and Services. Nothing in this Act shall be construed to require an individual 

with a disability to accept an accommodation, aid, service, opportunity, or benefit which such 

individual chooses not to accept. 

Section 502. State Immunity. 42 USC 12202.


A State shall not be immune under the eleventh amendment to the Constitution of the United States


from an action in Federal or State court of competent jurisdiction for a violation of this Act. In any 


action against a State for a violation of the requirements of this Act, remedies (including remedies


both at law and in equity) are available for such a violation to the same extent as such remedies are


available for such a violation in an action against any public or private entity other than a State.


Section 503. Prohibition Against Retaliation And Coercion. 42 USC 12203. 

(a) Retaliation. No person shall discriminate against any individual because such individual has 

opposed any act or practice made unlawful by this Act or because such individual made a charge, 

testified, assisted, or participated in any manner in an investigation, proceeding, or hearing under this 

Act. 

(b) Interference, Coercion, or Intimidation. It shall be unlawful to coerce, intimidate, threaten, or 

interfere with any individual in the exercise or enjoyment of, or on account of his or her having 

exercised or enjoyed, or on account of his or her having aided or encouraged any other individual in 

the exercise or enjoyment of, any right granted or protected by this Act. 

(c) Remedies and Procedures. The remedies and procedures available under sections 107, 203, and 

308 of this Act shall be available to aggrieved persons for violations of subsections (a) and (b), with 

respect to title I, title II and title III, respectively. 

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U.S. National Commission on Libraries and Information Science 

Section 504. Regulations By The Architectural And Transportation Barriers Compliance 

Board. 42 USC 12204. 

(a) Issuance of Guidelines. Not later than 9 months after the date of enactment of this Act, the 

Architectural and Transportation Barriers Compliance Board shall issue minimum guidelines that 

shall supplement the existing Minimum Guidelines and Requirements for Accessible Design for 

purposes of titles II and III of this Act. 

(b) Contents of Guidelines. The supplemental guidelines issued under subsection (a) shall establish 

additional requirements, consistent with this Act, to ensure that buildings, facilities, rail passenger 

cars, and vehicles are accessible, in terms of architecture and design, transportation, and 

communication, to individuals with disabilities. 

(c) Qualified Historic Properties. 

(1) In general. The supplemental guidelines issued under subsection (a) shall include procedures 

and requirements for alterations that will threaten or destroy the historic significance of qualified 

historic buildings and facilities as defined in 4.1.7(1)(a) of the Uniform Federal Accessibility 

Standards. 

(2) Sites eligible for listing in national register. With respect to alterations of buildings or 

facilities that are eligible for listing in the National Register of Historic Places under the National 

Historic Preservation Act (16 U.S.C. 470 et seq.), the guidelines described in paragraph (1) shall, 

at a minimum, maintain the procedures and requirements established in 4.1.7 (1) and (2) of the 

Uniform Federal Accessibility Standards. 

(3) Other sites. With respect to alterations of buildings or facilities designated as historic under 

State or local law, the guidelines described in paragraph (1) shall establish procedures equivalent 

to those established by 4.1.7(1) (b) and (c) of the Uniform Federal Accessibility Standards, and 

shall require, at a minimum, compliance with the requirements established in 4.1.7(2) of such 

standards. 

Section 505. Attorneys Fees. 42 USC 12205.


In any action or administrative proceeding commenced pursuant to this Act, the court or agency, in its


discretion, may allow the prevailing party, other than the United States, a reasonable attorneys fee, 


including litigation expenses, and costs, and the United States shall be liable for the foregoing the


same as a private individual.


Section 506. Technical Assistance. 42 USC 12206. 

(a) Plan for Assistance. 

(1) In general. Not later than 180 days ater the date of enactment of this Act, the Attorney 

General, in consultation with the Chair of the Equal Employment Opportunity Commission, the 

Secretary of Transportation, the Chair of the Architectural and Transportation Barriers 

Compliance Board, and the Chairman of the Federal Communications Commission, shall develop 

a plan to assist entities covered under this Act, and other Federal agencies, in understanding the 

responsibility of such entities and agencies under this Act. 

(1) Publication of plan. The Attorney General shall publish the plan referred to in paragraph (2) 

for public comment in accordance with subchapter II of chapter 5 of title 5, United States Code 

(commonly known as the Administrative Procedure Act). 

(b) Agency and Public Assistance. The Attorney General may obtain the assistance of other Federal 

agencies in carrying out subsection (a), including the National Council on Disability, the President’s 

Committee on Employment of People with Disabilities, the Small Business Administration, and the 

Department of Commerce. 

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U.S. National Commission on Libraries and Information Science 

(c) Implementation. 

(1) Rendering assistance. Each Federal agency that has responsibility under paragraph (2) for 

implementing this Act may render technical assistance to individuals and institutions that have 

rights or duties under the respective title or titles for which such agency has responsibility. 

(2) Implementation of titles. 

(A) Title I. The Equal Employment Opportunity Commission and the Attorney General shall 

implement the plan for assistance developed under subsection (a), for title I. 

(B) Title II. 

(i) Subtitle a. The Attorney General shall implement such plan for assistance for subtitle 

A of title II. 

(ii) Subtitle b. The Secretary of Transportation shall implement such plan for assistance 

for subtitle B of title II. 

(C) Title III. The Attorney General, in coordination with the Secretary of Transportation and 

the Chair of the Architectural Transportation Barriers Compliance Board, shall implement 

such plan for assistance for title III, except for section 304, the plan for assistance for which 

shall be implemented by the Secretary of Transportation. 

(D) Title IV. The Chairman of the Federal Communications Commission, in coordination 

with the Attorney General, shall implement such plan for assistance for title IV. 

(3) Technical assistance manuals. Each Federal agency that has responsibility under paragraph (2) 

for implementing this Act shall, as part of its implementation responsibilities, ensure the 

availability and provision of appropriate technical assistance manuals to individuals or entities 

with rights or duties under this Act no later than six months after applicable final regulations are 

published under titles I, II, III, and IV. 

(d) Grants and Contracts. 

(1) In general. Each Federal agency that has responsibility under subsection (c)(2) for 

implementing this Act may make grants or award contracts to effectuate the purposes of this 

section, subject to the availability of appropriations. Such grants and contracts may be awarded to 

individuals, institutions not organized for profit and no part of the net earnings of which inures to 

the benefit of any private shareholder or individual (including educational institutions), and 

associations representing individuals who have rights or duties under this Act. Contracts may be 

awarded to entities organized for profit, but such entities may not be the recipients or grants 

described in this paragraph. 

(2) Dissemination of information. Such grants and contracts, among other uses, may be designed 

to ensure wide dissemination of information about the rights and duties established by this Act 

and to provide information and technical assistance about techniques for effective compliance 

with this Act. 

(e) Failure to Receive Assistance. An employer, public accommodation, or other entity covered under 

this Act shall not be excused from compliance with the requirements of this Act because of any 

failure to receive technical assistance under this section, including any failure in the development or 

dissemination of any technical ssistance manual authorized by this section. 

Section 507. Federal Wilderness Areas. 42 USC 12207.


(a) Study. The National Council on Disability shall conduct a study and report on the effect that


wilderness designations and wilderness land management practices have on the ability of individuals


with disabilities to use and enjoy the National Wilderness Preservation System as established under


the Wilderness Act (16 U.S.C. 1131 et seq.). 


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U.S. National Commission on Libraries and Information Science 

(b) Submission of Report. Not later than 1 year after the enactment of this Act, the National Council 

on Disability shall submit the report required under subsection (a) to Congress. 

(c) Specific Wilderness Access. 

(1) In general. Congress reaffirms that nothing in the Wilderness Act is to be construed as 

prohibiting the use of a wheelchair in a wilderness area by an individual whose disability requires 

use of a wheelchair, and consistent with the Wilderness Act no agency is required to provide any 

form of special treatment or accommodation, or to construct any facilities or modify any 

conditions of lands within a wilderness area in order to facilitate such use. 

(2) Definition. For purposes of paragraph (1), the term wheelchair means a device designed solely 

for use by a mobility- impaired person for locomotion, that is suitable for use in an indoor 

pedestrian area. 

Section 508. Transvestites. 42 USC 12208.


For the purposes of this Act, the term disabled or disability shall not apply to an individual solely 


because that individual is a transvestite. 


Section 509. Coverage Of Congress And The Agencies Of The Legislative Branch. 42 USC 

12209. 

(a) Coverage of the Senate. 

(1) Commitment to Rule XLII. The Senate reaffirms its commitment to Rule XLII of the Standing 

Rules of the Senate which provides as follows: 

No member, officer, or employee of the Senate shall, with respect to employment by the Senate 

or any office thereof 

(A) fail or refuse to hire an individual; 

(B) discharge an individual; or 

(C) otherwise discriminate against an individual with respect to promotion, compensation, or 

terms, conditions, or privileges of employment on the basis of such individuals race, color, 

religion, sex, national origin, age, or state of physical handicap. . 

(2) Application to Senate employment. The rights and protections provided pursuant to this Act, 

the Civil Rights Act of 1990 (S. 2104, 101st Congress), the Civil Rights Act of 1964, the Age 

Discrimination in Employment Act of 1967, and the Rehabilitation Act of 1973 shall apply with 

respect to employment by the United States Senate. 

(3) Investigation and adjudication of claims. All claims raised by any individual with respect to 

Senate employment, pursuant to the Acts referred to in paragraph (2), shall be investigated and 

adjudicated by the Select Committee on Ethics, pursuant to S. Res. 338, 88th Congress, as 

amended, or such other entity as the Senate may designate. 

(4) Rights of employees. The Committee on Rules and Administration shall ensure that Senate 

employees are informed of their rights under the Acts referred to in paragraph (2). 

(5) Applicable Remedies. When assigning remedies to individuals found to have a valid claim 

under the Acts referred to in paragraph (2), the Select Committee on Ethics, or such other entity 

as the Senate may designate, should to the extent practicable apply the same remedies applicable 

to all other employees covered by the Acts referred to in paragraph (2). Such remedies shall apply 

exclusively. 

(6) Matters Other Than Employment. 

(A) In General. The rights and protections under this Act shall, subject to subparagraph (B), 

apply with respect to the conduct of the Senate regarding matters other than employment. 

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U.S. National Commission on Libraries and Information Science 

(B) Remedies. The Architect of the Capitol shall establish remedies and procedures to be 

utilized wit respect to the rights and protections provided pursuant to subparagraph (A). Such 

remedies and procedures shall apply exclusively, after approval in accordance with 

subparagraph (C). 

(C) Proposed remedies and procedures. For purposes of subparagraph (B), the Architect of 

the Capitol shall submit proposed remedies and procedures to the Senate Committee on Rules 

and Administration. The remedies and procedures shall be effective upon the approval of the 

Committee on Rules and Administration. 

(7) Exercise of rulemaking power. Notwithstanding any other provision of law, enforcement and 

adjudication of the rights and protections referred to in paragraph (2) and (6)(A) shall be within 

the exclusive jurisdiction of the United States Senate. The provisions of paragraph (1), (3), (4), 

(5), (6)(B), and (6)(C) are enacted by the Senate as an exercise of the rulemaking power of the 

Senate, with full recognition of the right of the Senate to change its rules, in the same manner, 

and to the same extent, as in the case of any other rule of the Senate. 

(b) Coverage of the House of Representatives. 

(1) In general. Notwithstanding any other provision of this Act or of law, the purposes of this Act 

shall, subject to paragraphs (2) and (3), apply in their entirety to the House of Representatives. 

(2) Employment in the house. 

(A) Application. The rights and protections under this Act shall, subject to subparagraph (B), 

apply with respect to any employee in an employment position in the House of 

Representatives and any employing authority of the House of Representatives. 

(B) Administration. 

(i) In general. In the administration of this paragraph, the remedies and procedures made 

applicable pursuant to the resolution described in clause (ii) shall apply exclusively. 

(ii) Resolution. The resolution referred to in clause (i) is House Resolution 15 of the One 

Hundred First Congress, as agreed to January 3, 1989, or any other provision that 

continues in effect the provisions of, or is a successor to, the Fair Employment Practices 

Resolution (House Resolution 558 of the One Hundredth Congress, as agreed to October 

4, 1988). 

(C) Exercise of rulemaking power. The provisions of subparagraph (B) are enacted by the 

House of Representatives as an exercise of the rulemaking power of the House of 

Representatives, with full recognition of the right of the House to change its rules, in the 

same manner, and to the same extent as in the case of any other rule of the House. 

(3) Matters other than employment. 

(A) In general. The rights and protections under this Act shall, subject to subparagraph (B), 

apply with respect to the conduct of the House of Representatives regarding matters other 

than employment. 

(B) Remedies. The Architect of the Capitol shall establish remedies and procedures to be 

utilized with respect to the rights and protections provided pursuant to subparagraph (A). 

Such remedies and procedures shall apply exclusively, after approval in accordance with 

subparagraph (C). 

(C) Approval. For purposes of subparagraph (B), the Architect of the Capitol shall submit 

proposed remedies and procedures to the Speaker of the House of Representatives. The 

remedies and procedures shall be effective upon the approval of the Speaker, after 

consultation with the House Office Building Commission. 

(c) Instrumentalities of Congress. 

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U.S. National Commission on Libraries and Information Science 

(1) In general. The rights and protections under this Act shall, subject to paragraph (2), apply with 

respect to the conduct of each instrumentality of the Congress. 

(2) Establishment of remedies and procedures by instrumentalities. The chief official of each 

instrumentality of the Congress shall establish remedies and procedures to be utilized with respect 

to the rights and protections provided pursuant to paragraph (1). Such remedies and procedures 

shall apply exclusively. 

(3) Report to congress. The chief official of each instrumentality of the Congress shall, after 

establishing remedies and prcedures for purposes of paragraph (2), submit to the Congress a 

report describing the remedies and procedures. 

(4) Definition of instrumentalities. For purposes of this section, instrumentalities of the Congress 

include the following: the Architect of the Capitol, the Congressional Budget Office, the General 

Accounting Office, the Government Printing Office, the Library of Congress, the Office of 

Technology Assessment, and the United States Botanic Garden. 

(5) Construction. Nothing in this section shall alter the enforcement procedures for individuals 

with disabilities provided in the General Accounting Office Personnel Act of 1980 and 

regulations promulgated pursuant to that Act. 

Section 510. Illegal Use Of Drugs. 42 USC 12210.


(a) In General. For purposes of this Act, the term individual with a disability does not include an


individual who is currently engaging in the illegal use of drugs, when the covered entity acts on the


basis of such use. 


(b) Rules of Construction. Nothing in subsection (a) shall be construed to exclude as an individual 

with a disability an individual who 

(1) has successfully completed a supervised drug rehabilitation program and is no longer 

engaging in the illegal use of drugs, or has otherwise been rehabilitated successfully and is no 

longer engaging in such use; 

(2) is participating in a supervised rehabilitation program and is no longer engaging in such use; 

or 

(3) is erroneously regarded as engaging in such use, but is not engaging in such use; except that it 

shall not be a violation of this Act for a covered entity to adopt or administer reasonable policies 

or procedures, including but not limited to drug testing, designed to ensure that an individual 

described in paragraph (1) or (2) is no longer engaging in the illegal use of drugs; however, 

nothing in this section shall be construed to encourage, prohibit, restrict, or authorize the 

conducting of testing for the illegal use of drugs. 

(c) Health and Other Services. Notwithstanding subsection (a) and section 511(b)(3), an individual 

shall not be denied health services, or services provided in connection with drug rehabilitation, on the 

basis of the current illegal use of drugs if the individual is otherwise entitled to such services. 

(d) Definition of Illegal use of drugs. 

(1) In general. The term illegal use of drugs means the use of drugs, the possession or distribution 

of which is unlawful under the Controlled Substances Act (21 U.S.C. 812). Such term does not 

include the use of a drug taken under supervision by a licensed health care professional, or other 

uses authorized by the Controlled Substances Act or other provisions of Federal law. 

(2) Drugs. The term drug means a controlled substance, as defined in schedules I through V of 

section 202 of the Controlled Substances Act. 

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U.S. National Commission on Libraries and Information Science 

Section 511. Definitions. 42 USC 12211.


(a) Homosexuality and Bisexuality. For purposes of the definition of disability in section 3(2),


homosexuality and bisexuality are not impairments and as such are not disabilities under this Act. 


(b) Certain Conditions. Under this Act, the term disability shall not include 

(1) transvestism, transsexualism, pedophilia, exhibitionism, voyeurism, gender identity disorders 

not resulting from physical impairments, or other sexual behavior disorders; 

(2) compulsive gambling, kleptomania, or pyromania; or 

(3) psychoactive substance use disorders resulting from current illegal use of drugs. 

Section 512. Amendments To The Rehabilitation Act. 42 USC 12115.


(a) Definition of Handicapped Individual. Section 7(8) of the Rehabilitation Act of 1973 (29 U.S.C.


706(8)) is amended by redesignating subparagraph (C) as subparagraph (D), and by inserting after


subparagraph (B) the following subparagraph:


(C) 

(i) For purposes of title V, the term `individual with handicaps does not include an 

individual who is currently engaging in the illegal use of drugs, when a covered entity 

acts on the basis of such use. 

(ii) Nothing in clause (i) shall be construed to exclude as an individual with handicaps an 

individual who 

(I) has successfully completed a supervised drug rehabilitation program and is no 

longer engaging in the illegal use of drugs, or has otherwise been rehabilitated 

successfully and is no longer engaging in such use; 

(II) is participating in a supervised rehabilitation program and is no longer engaging 

in such use; or 

(III) is erroneously regarded as engaging in such use, but is not engaging in such use; 

except that it shall not be a violation of this Act for a covered entity to adopt or 

administer reasonable policies or procedures, including but not limited to drug 

testing, designed to ensure that an individual described in subclause (I) or (II) is no 

longer engaging in the illegal use of drugs. 

(iii) Notwithstanding clause (i), for purposes of programs and activities providing health 

services and services provided under titles I, II and III, an individual shall not be 

excluded from the benefits of such programs or activities on the basis of his or her current 

illegal use of drugs if he or she is otherwise entitled to such services. 

(iv) For purposes of programs and activities providing educational services, local 

educational agencies may take disciplinary action pertaining to the use or possession of 

illegal drugs or alcohol against any handicapped student who currently is engaging in the 

illegal use of drugs or in the use of alcohol to the same extent that such disciplinary 

action is taken against non-handicapped students. Furthermore, the due process 

procedures at 34 CFR 104.36 shall not apply to such disciplinary actions. 

(v) For purposes of sections 503 and 504 as such sections relate to employment, the term 

individual with handicaps does not include any individual who is an alcoholic whose 

current use of alcohol prevents such individual from performing the duties of the job in 

question or whose employment, by reason of such current alcohol abuse, would constitute 

a direct threat to property or the safety of others. . 

(b) Definition of Illegal Drugs. Section 7 of the Rehabilitation Act of 1973 (29 U.S.C. 706) is 

amended by adding at the end the following new paragraph: (22) 

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U.S. National Commission on Libraries and Information Science 

(A) The term `drug means a controlled substance, as defined in schedules I through V of 

section 202 of the Controlled Substances Act (21 U.S.C. 812). 

(B) The term illegal use of drugs means the use of drugs, the possession or distribution of 

which is unlawful under the Controlled Substances Act. Such term does not include the use of 

a drug taken under supervision by a licensed health care professional, or other uses authorized 

by the Controlled Substances Act or other provisions of Federal law. 

(c) Conforming Amendments. Section 7(8)(B) of the Rehabilitation Act of 1973 (29 U.S.C. 

706(8)(B)) is amended 

(1) in the first sentence, by striking Subject to the second sentence of this subparagraph, and 

inserting Subject to subparagraphs (C) and (D), ; and 

(2) by striking the second sentence. 

Section 513. Alternative Means Of Dispute Resolution. 42 USC 12212.


Where appropriate and to the extent authorized by law, the use of alternative means of dispute


resolution, including settlement negotiations, conciliation, facilitation, mediation, factfinding,


minitrials, and arbitration, is encouraged to resolve disputes arising under this Act.


Section 514. Severability. 42 USC 12213.


Should any provision in this Act be found to be unconstitutional by a court of law, such provision


shall be severed from the remainder of the Act, and such action shall not affect the enforceability of


the remaining provisions of the Act. 


Approved July 26, 1990. 

Legislative History- S. 933 (H.R. 2273): 

HOUSE REPORTS: No. 101- 485, Pt. 1 (Comm. on Public Works and Transportation), Pt. 2 (Comm.


on Education and Labor), Pt. 3 (Comm. on the Judiciary), and Pt. 4 (Comm. on Energy and 


Commerce) all accompanying H.R. 2272; and No. 101- 558 and No. 101- 56 both from (Comm. of


Conference). 


SENATE REPORTS: No. 101- 116 (Comm. on Labor and Human Resources). 


CONGRESSIONAL RECORD:


Vol. 135 (1989): Sept. 7, considered and passed by Senate. 


Vol. 136 (1990): May 17, 22, H.R. 2273 considered and passed House; S. 933 passed in lieu. 


July 11, Senate recommitted conference report. 


July 12, House agreed to conference report. 


July 13, Senate agreed to conference report. 


WEEKLY COMPILATION OF PRESIDENTIAL DOCUMENTS, Vol. 26 (1990): July 26,


Presidential remarks and statement. 


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U.S. National Commission on Libraries and Information Science 

Selected Bibliography32 

Statutes 

P.L. 101-336, 104 Stat. 327, July 30, 1990. 42 U.S.C. §1201 et seq.; 47 U.S.C.A. §§152, 221, 225, 


611 


P.L. 102-166, 105 Stat. 1077, Nov. 21, 1991. 42 U.S.C. §§121 11, 12112, 12209 


P.L. 104-1, 109 Stat. 8, Jan. 23, 1995.2 U.S.C. §§1311, 1331 


P.L. 104-59, 109 Stat. 608, Nov. 28, 1995. 42 U.S.C. §§12209, 12186 


P.L. 104-287, 110 Stat. 3400, Oct. 11, 1996. 42 U.S.C. §12161 


Legislative History 

1990 U.S.C.C.A.N., vol. 4, pp. 267 et seq. (selected materials) 

1995 U.S.C.C.A.N., vol. 2, pp. 545 et seq. (selected materials) 

1996 U.S.C.C.A.N., vol. 6, pp. 385 et seq. (selected materials) 

Regulations 

29 C.F.R. Sections 1630 et seq., 56 F.R. 35726 (July 26, 1991) 


29 C.F.R. 1602 et seq., 56 F.R. 35753 (July 26, 1991)


28 C.F.R. 36 et seq., 56 F.R. 35544 (July 26, 1991) 


28 C.F.R. 35 et seq., 56 F.R. 35694 (July 26, 1991) 


36 C.F.R. 1191 et seq., 56 F.R. 35408 (July 26, 1991)


36 C.F.R. 1192 et seq., 56 F.R. 45530 (Sept. 6, 1991) 


49 C.F.R. 37 et seq., 56 F.R 45584 (Sept. 6, 1991) 


29 C.F.R. 1641, 41 C.F.R. 60742 (Joint regulations), 57 F.R. 2960 (Jan. 24, 1992)


47 C.F.R. 64, 56 F.R. 36731 (Aug. 1, 1991) 


32 Source: The New York County Lawyers’ Association, http://www.nycla.org/library/bib-disabilities.htm 

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Library and Information Services for Individuals with Disabilities 

APPENDIX E: FINAL RULE IMPLEMENTING SECTION 508 OF THE 

REHABILITATION ACT 33 

Final Rule for Implementing Section 508 of the Rehabilitation Act:


Electronic and Information Technology Accessibility for Persons with Disabilities


As published in the Federal Register, April 25, 2001 

DEPARTMENT OF DEFENSE 


GENERAL SERVICES ADMINISTRATION 


NATIONAL AERONAUTICS AND SPACE ADMINISTRATION 


48 CFR Parts 2, 7, 10, 11, 12, and 39


[FAC 97-27; FAR Case 1999-607] 


RIN 9000-AI69 


Federal Acquisition Regulation; Electronic and Information Technology Accessibility


AGENCIES: Department of Defense (DoD), General Services Administration (GSA), and National 

Aeronautics and Space Administration (NASA). 

ACTION: Final rule. 

SUMMARY: The Civilian Agency Acquisition Council and the Defense Acquisition Regulations 

Council (Councils) have agreed on a final rule amending the Federal Acquisition Regulation (FAR) to 

implement Section 508 of the Rehabilitation Act of 1973. Subsection 508(a)(3) requires the FAR to 

be revised to incorporate standards developed by the Architectural and Transportation Barriers 

Compliance Board (also referred to as the "Access Board"). 

DATES: Effective Date: June 25, 2001. 

Applicability Date: For other than indefinite-quantity contracts, this amendment applies to contracts 

awarded on or after the effective date. For indefinite-quantity contracts, it is applicable to delivery 

orders or task orders issued on or after the effective date. 

FOR FURTHER INFORMATION CONTACT: The FAR Secretariat, Room 4035, GS Building, 

Washington, DC 20405, (202) 501-4755, for information pertaining to status or publication 

schedules. For clarification of content, contact Ms. Linda Nelson, Procurement Analyst, at (202) 501-

1900. Please cite FAC 97-27, FAR case 1999-607. 

SUPPLEMENTARY INFORMATION: 

A. Background 

33 Source: Federal IT Accessibility Initiative, http://www.section508.gov 

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U.S. National Commission on Libraries and Information Science 

The Workforce Investment Act of 1998, Public Law 105-220, was enacted on August 7, 1998. Title 

IV of the Act is the Rehabilitation Act Amendments of 1998. Subsection 408(b) amended section 508 

of the Rehabilitation Act of 1973 (29 U.S.C. 794d). Subsection 508(a)(1) requires that when Federal 

departments or agencies develop, procure, maintain, or use Electronic and Information Technology 

(EIT), they must ensure that the EIT allows Federal employees with disabilities to have access to and 

use of information and data that is comparable to the access to and use of information and data by 

other Federal employees. Section 508 also requires that individuals with disabilities, who are 

members of the public seeking information or services from a Federal department or agency, have 

access to and use of information and data that is comparable to that provided to the public without 

disabilities. Comparable access is not required if it would impose an undue burden. 

Subsection 508(a)(2)(A) required the Access Board to publish standards setting forth a definition of 

EIT and the technical and functional performance criteria necessary for accessibility for such 

technology by February 7, 2000. Subsection 508(a)(3) required the Federal Acquisition Regulatory 

Council to revise the FAR to incorporate the Access Board's standards not later than 6 months after 

the Access Board regulations were published. The Access Board published the final standards in the 

Federal Register at 65 FR 80500, December 21, 2000. 

A proposed rule to amend the FAR was published in the Federal Register at 66 FR 7166, January 22,


2001. The 60-day comment period ended March 23, 2001. 


This final rule implements the Access Board's regulations by— 


• 	 Including the definition of the term "electronic and information technology," a term created by 

the statute; 

• 	 Incorporating the EIT Standards in acquisition planning, market research, and when describing 

agency needs; and 

• Adding a new Subpart 39.2. 

Applicability


The proposed rule did not address the issue of whether the new rule would apply to contracts already


in existence. A number of public commentors asked for clarification about the applicability of the


rule. 


For other than indefinite-quantity contracts, this amendment applies to contracts awarded on or after 

the effective date. For indefinite-quantity contracts, it is applicable to delivery orders or task orders 

issued on or after the effective date. Indefinite quantity contracts may include Federal Supply 

Schedule contracts, governmentwide acquisition contracts (GWACs), multi-agency contracts 

(MACs), and other interagency acquisitions. Exception determinations are not required for award of 

the underlying indefinite-quantity contracts, except for requirements that are to be satisfied by initial 

award. Indefinite-quantity contracts may include noncompliant items, provided that any task or 

delivery order issued for noncompliant EIT meets an applicable exception. Accordingly, requiring 

activities must ensure compliance with the EIT accessibility standards at 36 CFR part 1194 (or that an 

exception applies) at time of issuance of task or delivery orders. 

Contracting offices that award indefinite-quantity contracts must indicate to ordering offices which 

supplies and services the contractor indicates as compliant, and show where full details of compliance 

can be found (e.g., vendor’s or other exact web page location). 

The Access Board’s EIT standards at 36 CFR part 1194 do not apply to— 

• Taking delivery for items ordered prior to the effective date of this rule; 

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U.S. National Commission on Libraries and Information Science 

• Within-scope modifications of contracts awarded before the effective date of this rule; 

• Exercising unilateral options for contracts awarded before the effective date of this rule; or 

• Multiyear contracts awarded before the effective date of this rule. 

Exceptions


Unless an exception at FAR 39.204 applies, acquisitions of EIT supplies and services must meet the


applicable accessibility standards at 36 CFR part 1194. The exceptions in 39.204 include— 


• 	 Micro-purchases, prior to January 1, 2003. However, for micro-purchases, contracting officers 

and other individuals designated in accordance with 1.603-3 are strongly encouraged to comply 

with the applicable accessibility standards to the maximum extent practicable; 

• EIT for a national security system; 

• EIT acquired by a contractor incidental to a contract; 

• 	 EIT located in spaces frequented only by service personnel for maintenance, repair or occasional 

monitoring of equipment; and 

• EIT that would impose an undue burden on the agency. 

Micro-purchases 

The exception for micro-purchases was in the proposed rule. It was made in recognition of the fact 

that almost all micro-purchases are made using the Government wide commercial purchase card. 

Government personnel, who are not warranted contracting officers, use the purchase card to purchase 

commercial-off-the-shelf items. Use of the purchase card makes it generally impractical to comply 

with the EIT accessibility standards unless commercial-off-the-shelf products are labeled for 

standards compliance. Manufacturers are continuing to develop products that comply with the EIT 

accessibility standards. It is expected that almost all products will comply with the standards within 

the next two years, and be labeled by the manufacturer accordingly. Therefore, we have established a 

sunset date of January 1, 2003, for the micro-purchase exemption. Prior to that date, the Government 

will revisit the state of technology and the pace at which manufacturers have conformed to the 

required standards. 

The micro-purchase exception does not exempt all products that cost under $2,500. Some


commentors were confused about this. The exception is for a one-time purchase that totals $2,500 or


less, made on the open market rather than under an existing contract. A software package that costs


$1,800 is not a micro-purchase if it is part of a $3,000 purchase, or part of a $3,000,000 purchase.


Regardless of purchase price, there still is an agency requirement to give reasonable accommodation


for the disabled under section 504 of the Rehabilitation Act of 1973. The current micro-purchase limit


is $2,500, set by statute. If the threshold is increased by a statutory change, the FAR Council will


consider keeping the FAR Subpart 39.2 limit at $2,500. 


In addition, GSA will recommend that agencies modify cardholder training to remind purchase


cardholders of EIT accessibility requirements. 


Undue burden


Another set of comments wanted the FAR to elaborate on undue burden. The Access Board discussed


undue burden in its final rule preamble (at 65 FR 80506 of the Federal Register). Substantial case law 


exists on this term, which comes from disability law. The Access Board chose not to disturb the


existing understanding of the term by trying to define it. The FAR Council agrees with this approach. 


Agencies are required by statute to document the basis for an undue burden. Requiring officials


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U.S. National Commission on Libraries and Information Science 

should be aware that when there is an undue burden, the statute requires an alternative means of


access to be provided to individuals with disabilities. 


Clauses


Some commentors asked for a clause, pointing out that unless the FAR prescribes a clause, agencies


may produce different clauses, resulting in inconsistent coverage across the Government. Some


procurement offices want a clause to help address their lack of experience with the Access Board


standards. No clauses were in the January proposed rule. The FAR Council is carefully considering


whether clauses are needed and welcomes comments on this issue that would inform a potential


rulemaking. 


Other issues


A topic of concern to commentors was the play between the definition of EIT and a contractor’s


incidental use of EIT. The rule was not intended to automatically apply to a contractor’s internal


workplaces. For example, EIT neither used nor accessed by Federal employees or members of the 


public is not subject to the Access Board’s standards (contractor employees in their professional


capacity are not members of the public for purposes of section 508). 


Commentors asked for further information on section 508 product compliance. There is a website at 

http://www.section508.gov, providing information from manufacturers and vendors on how they meet 

Access Board standards. The website reference has been added to the FAR language at Subpart 39.2. 

Commentors asked whether the Committee for Purchase from People Who Are Blind or Severely 

Disabled, and Federal Prison Industries (UNICOR) were covered. These are required sources for 

certain items. Agencies must consider noncompliant EIT items from these sources the same way that 

they would consider items from commercial sources, i.e., whether purchasing the item would come 

under an exception. As a matter of policy, purchases from the Committee for Purchase from People 

Who Are Blind or Severely Disabled and Federal Prison Industries are to be treated as procurements. 

The current status of compliance testing also was discussed in comments. Currently there is no 

uniform testing. However, there is an industry-led, Government-sponsored, program in the works, 

Accessibility for People with Disabilities through Standards Interoperability and Testing (ADIT). See 

the Section 508 website for information. 

Questions arose on draft rule section 39.X03, Applicability, on the interpretation of standards


available in the marketplace. The rule intended to recognize that initially there will be many products


that do not meet all the Access Board’s technical standards. Agencies may need to acquire these


products. When acquiring commercial items, an agency must comply with those accessibility


standards that can be met with supplies and services available in the commercial marketplace in time


to meet the agency’s delivery requirements. Individual standards that cannot be met would be 


documented by the requiring official, with a copy to the contract file. If products are available that


meet some, but not all applicable standards, agencies cannot claim a product as a whole is


nonavailable just because it does not meet all of the standards. 


Requirements development, market research, and solicitations


The requiring official must identify which standards apply to the procurement, using the Access 


Board’s EIT Accessibility Standards at 36 CFR part 1194. Then the requiring official must perform


market research to determine the availability of compliant products and services; vendor websites and


the Section 508 website would be helpful here. The requiring official must then identify which


standards, if any, would not apply in this procurement because of, for example, nonavailability (FAR


39.203) or undue burden (FAR 39.204(e)). Technical specifications and minimum requirements


would be developed based on the market research results and agency needs. This information would


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U.S. National Commission on Libraries and Information Science 

be submitted with the purchase request. The solicitation would then be drafted, or a task order or


delivery order would be placed. Proposal evaluation may yield additional information that could


require reconsideration of the need for an exception. 


B. Executive Order 12866 


The Access Board determined that their December 21, 2000, final rule was an economically


significant regulatory action under E.O. 12866, and was a major rule under 5 U.S.C. 804. An


economic assessment was accomplished and was placed on the Access Board’s website at


http://www.access-board.gov/sec508/assessment.htm. A copy can be obtained from the Access Board.


The FAR Council has determined that the assessment conducted by the Access Board provides an


adequate economic assessment of both the Access Board rule and this change to the FAR.


Accordingly, the Access Board's regulatory assessment meets the requirement of performing a 


regulatory assessment for this change to the FAR and no further assessment is necessary.


This is an economically significant regulatory action and was subject to review under Section 6(b) of 

Executive Order 12866, Regulatory Planning and Review, dated September 30, 1993. This rule is a 

major rule under 5 U.S.C. 804. 

C. Regulatory Flexibility Act 


This rule has a significant economic impact on a substantial number of small entities within the


meaning of the Regulatory Flexibility Act, 5 U.S.C. 601, et seq., because small businesses that choose


to market their products to the Federal Government must ensure that their electronic and information


technology supplies or services meet the substantive requirements of the Access Board's standards.


Since this may result in increased costs of producing and selling their products, a Final Regulatory


Flexibility Analysis (FRFA) has been performed and the analysis is summarized as follows: 


The objective of this rule is to revise the FAR to improve the accessibility of 

electronic and information technology used by the Federal Government. The 

standards developed by the Access Board affect Federal employees with disabilities 

as well as members of the public with disabilities who seek to use Federal electronic 

and information technologies to access information. This increased access reduces 

barriers to employment in the Federal Government for individuals with disabilities 

and reduces the probability that Federal employees with disabilities will be underemployed. The EIT standards developed for the Federal Government may result in 

benefiting people outside the Federal workforce, both with and without disabilities. 

The accessible technology from the Federal Government may spill over to the rest of 

society. 

Section 508 uses the Federal procurement process to ensure that technology acquired 

by the Federal Government is accessible. Failure of an agency to purchase electronic 

and information technology that complies with the standards promulgated at 36 CFR 

part 1194, may result in an individual with a disability filing a complaint alleging that 

a Federal agency has not complied with the standards. Individuals may also file a 

civil action against an agency. The enforcement provision of section 508 takes effect 

June 21, 2001. 

This rule establishes that contractors must manufacture, sell, or lease electronic and 

information technology supplies or services that comply with standards promulgated 

at 36 CFR part 1194. For many contractors, this may simply involve a review of the 

supply or service with the standards to confirm compliance. For other contractors, 

these standards could require redesign of a supply or service before it can be sold to 

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U.S. National Commission on Libraries and Information Science 

the Federal Government. According to the Federal Procurement Data System in fiscal 

year 2000, we estimate that there are approximately 17,550 contractors to which the 

rule will apply. Approximately, 58 percent, or 10,150, of these contractors are small 

businesses. 

Small businesses will have to analyze whether the electronic and information 

technology they or their customers plan to sell to the Federal Government complies 

with the standards. Manufacturers may want to redesign to make their supplies and 

services compliant, to have a better chance for their items to be purchased by the 

Government. Retailers will need to coordinate with the manufacturers. The statute 

will decrease demand for some supplies and services that are not compliant, leading 

to decreased sales for small entities manufacturing or selling those items. Conversely, 

the statute will increase demand for some supplies and services that are compliant, 

leading to increased sales for small entities manufacturing or selling those items. 

Since the statute imposes private enforcement, where individuals with disabilities can file civil rights 

lawsuits, the Government has little flexibility for alternatives in writing this regulation. To meet the 

requirements of the law, we cannot exempt small businesses from any part of the rule. 

The FAR Secretariat has submitted a copy of the FRFA to the Chief Counsel for Advocacy of the 

Small Business Administration. A copy of the FRFA may be obtained from the FAR Secretariat. The 

Councils will consider comments from small entities concerning the affected FAR parts in accordance 

with 5 U.S.C. 610. Comments must be submitted separately and should cite 5 U.S.C. 601, et seq. 

(FAR case 1999-607), in correspondence. 

D. Paperwork Reduction Act 


The Paperwork Reduction Act does not apply because the changes to the FAR do not impose 


information collection requirements that require the approval of the Office of Management and


Budget under 44 U.S.C. 3501, et seq. 


List of Subjects in 48 CFR parts 2, 7, 10, 11, 12, and 39: 


Government procurement. 


Dated:


AL MATERA, 


Director, 


Acquisition Policy Division. 


Therefore, DoD, GSA, and NASA amend 48 CFR parts 2, 7, 10, 11, 12, and 39 as set forth below:


1. The authority citation for 48 CFR parts 2, 7, 10, 11, 12, and 39 continues to read as follows: 

Authority: 40 U.S.C. 486(c); 10 U.S.C. chapter 137; and 42 U.S.C. 2473(c). 

PART 2—DEFINITIONS OF WORDS AND TERMS 

2. In section 2.101, add in alphabetical order, the definition "Electronic and information technology 

(EIT)" to read as follows: 

2.101 Definitions. 


* * * * * 


Electronic and information technology (EIT) has the same meaning as "information technology"


except EIT also includes any equipment or interconnected system or subsystem of equipment that is


used in the creation, conversion, or duplication of data or information. The term EIT, includes, but is


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U.S. National Commission on Libraries and Information Science 

not limited to, telecommunication products (such as telephones), information kiosks and transaction


machines, worldwide websites, multimedia, and office equipment (such as copiers and fax machines). 


* * * * * 


PART 7—ACQUISITION PLANNING 


3. In section 7.103, redesignate paragraphs (o) through (r) as (p) through (s), respectively; and add a


new paragraph (o) to read as follows: 


7.103 Agency-head responsibilities. 


* * * * * 


(o) Ensuring that acquisition planners specify needs and develop plans, drawings, work statements,


specifications, or other product descriptions that address Electronic and Information Technology


Accessibility Standards (see 36 CFR part 1194) in proposed acquisitions (see 11.002(e)) and that


these standards are included in requirements planning, as appropriate (see Subpart 39.2). 


* * * * * 


PART 10—MARKET RESEARCH 


4. In section 10.001, add paragraph (a)(3)(vii) to read as follows: 


10.001 Policy. 


(a) * * * 


(3) * * * 


(vii) Assess the availability of electronic and information technology that meets all or part of the


applicable accessibility standards issued by the Architectural and Transportation Barriers Compliance


Board at 36 CFR part 1194 (see Subpart 39.2). 


* * * * * 


PART 11—DESCRIBING AGENCY NEEDS 


5. In section 11.002, add paragraph (f) to read as follows: 


11.002 Policy. 


* * * * * 


(f) In accordance with Section 508 of the Rehabilitation Act of 1973 (29 U.S.C. 794d), requiring


activities must prepare requirements documents for electronic and information technology that


comply with the applicable accessibility standards issued by the Architectural and Transportation


Barriers Compliance Board at 36 CFR part 1194 (see Subpart 39.2). 


* * * * * 


PART 12—ACQUISITION OF COMMERCIAL ITEMS 


6. Amend section 12.202 by adding a new paragraph (d) to read as follows: 


12.202 Market research and description of agency need. 


* * * * * 


(d) Requirements documents for electronic and information technology must comply with the


applicable accessibility standards issued by the Architectural and Transportation Barriers Compliance


Board at 36 CFR part 1194 (see Subpart 39.2). 


* * * * * 


PART 39—ACQUISITION OF INFORMATION TECHNOLOGY 


7. Revise section 39.000 to read as follows:


39.000 Scope of part. 


This part prescribes acquisition policies and procedures for use in acquiring— 

(a) Information technology, including financial management systems, consistent with other parts of 

this regulation, OMB Circular No. A-127, Financial Management Systems, and OMB Circular 

No. A-130, Management of Federal Information Resources; and 

(b) Electronic and information technology. 

8. Add Subpart 39.2, consisting of sections 39.201 through 39.204, to read as follows: 


Subpart 39.2—Electronic and Information Technology


Sec. 


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U.S. National Commission on Libraries and Information Science 

39.201 Scope of subpart. 

39.202 Definition. 

39.203 Applicability. 

39.204 Exceptions. 

Authority: 40 U.S.C. 486(c); 10 U.S.C. chapter 137; and 42 U.S.C. 2473(c). 


39.201 Scope of subpart. 


(a) This subpart implements Section 508 of the Rehabilitation Act of 1973 (29 U.S.C. 794d), and the


Architectural and Transportation Barriers Compliance Board Electronic and Information 

Technology (EIT) Accessibility Standards (36 CFR part 1194). 

(b) Further information on Section 508 is available via the Internet at http://www.section508.gov. 

(c) When acquiring EIT, agencies must ensure that— 

(1) Federal employees with disabilities have access to and use of information and data that is 

comparable to the access and use by Federal employees who are not individuals with 

disabilities; and 

(2) Members of the public with disabilities seeking information or services from an agency have 

access to and use of information and data that is comparable to the access to and use of 

information and data by members of the public who are not individuals with disabilities. 

39.202 Definition. 


Undue burden, as used in this subpart, means a significant difficulty or expense.


39.203 Applicability. 

(a) Unless an exception at 39.204 applies, acquisitions of EIT supplies and services must meet the 

applicable accessibility standards at 36 CFR part 1194. 

(b) 

(1) Exception determinations are required prior to contract award, except for indefinite-quantity 

contracts (see (b)(2)). 

(2) Exception determinations are not required prior to award of indefinite-quantity contracts, 

except for requirements that are to be satisfied by initial award. Contracting offices that 

award indefinite-quantity contracts must indicate to requiring and ordering activities which 

supplies and services the contractor indicates as compliant, and show where full details of 

compliance can be found (e.g., vendor’s or other exact website location). 

(3) Requiring and ordering activities must ensure supplies or services meet the applicable 

accessibility standards at 36 CFR part 1194, unless an exception applies, at the time of 

issuance of task or delivery orders. Accordingly, indefinite-quantity contracts may include 

noncompliant items; however, any task or delivery order issued for noncompliant items must 

meet an applicable exception. 

(c) 

(1) When acquiring commercial items, an agency must comply with those accessibility standards 

that can be met with supplies or services that are available in the commercial marketplace in 

time to meet the agency's delivery requirements. 

(2) The requiring official must document in writing the nonavailability, including a description of 

market research performed and which standards cannot be met, and provide documentation to 

the contracting officer for inclusion in the contract file. 

39.204 Exceptions. 


The requirements in 39.203 do not apply to EIT that—


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U.S. National Commission on Libraries and Information Science 

(a) Is purchased in accordance with Subpart 13.2 (micro-purchases) prior to January 1, 2003. 

However, for micro-purchases, contracting officers and other individuals designated in 

accordance with 1.603-3 are strongly encouraged to comply with the applicable accessibility 

standards to the maximum extent practicable; 

(b) Is for a national security system; 


(c) Is acquired by a contractor incidental to a contract;


(d) Is located in spaces frequented only by service personnel for maintenance, repair or occasional


monitoring of equipment; or 

(e) Would impose an undue burden on the agency. 

(1) Basis. In determining whether compliance with all or part of the applicable accessibility 

standards in 36 CFR part 1194 would be an undue burden, an agency must consider— 

(i) The difficulty or expense of compliance; and 

(ii) Agency resources available to its program or component for which the supply or service 

is being acquired. 

(2) Documentation. 

(i) The requiring official must document in writing the basis for an undue burden decision 

and provide the documentation to the contracting officer for inclusion in the contract file. 

(ii) When acquiring commercial items, an undue burden determination is not required to 

address individual standards that cannot be met with supplies or service available in the 

commercial marketplace in time to meet the agency delivery requirements (see 

39.203(c)(2) regarding documentation of nonavailability). 

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U.S. National Commission on Libraries and Information Science 

— 306 — 

Library and Information Services for Individuals with Disabilities 

INDEX 

For the hearing transcript, this index identifies the page number, name and organizational affiliation, 

if any, of an individual the first time that person speaks during the presentation of any panelist, as 

well as during each question and answer sessions. 

For written submissions included in the appendices, the index references the name, organizational 

affiliation, if any, and initial page number for the submitting individual, as well as the name, 

organization, and initial page number for some materials authored by others. 

Index entries appear by organizational affiliation, if any, as well as by last name. 

Abramson, C. E. "Abe" 

National Commission on Libraries and 

Information Science (NCLIS), 3, 8, 16, 

22, 27, 29, 32, 34, 37, 41, 44, 49, 52, 71 

Adler, Ms., 39 

AFB. See American Foundation for the Blind 

(AFB) 

ALA. See American Library Association 

(ALA) 

Albertson, Marie 

Indiana State Library, 216 

American Foundation for the Blind (AFB) 

Marshall, Scott, 40, 42, 48, 53, 124 

American Library Association (ALA), Roads 

To Learning (RTL) See Also Libraries 

Serving Special Populations Section 

(LSSPS), Association of Specialized and 

Cooperative Library Agencies (ASCLA), 

American Library Association (ALA) 

Gorman, Audrey J., 10, 12, 38, 48, 101 

Arkansas State University [Jonesboro, 

Arkansas] 

Dunlap, Julia A., 62, 69, 171 

Arkenstone, Inc. 

Brosnahan, Roberta G., 181 

ASCLA. See Libraries Serving Special 

Populations Section (LSSPS), Association 

of Specialized and Cooperative Library 

Agencies (ASCLA), American Library 

Association (ALA); See Also American 

Library Association (ALA), Roads To 

Learning (RTL) 

ASL Access 

Wixtrom, Chris, 39, 182 

Association of Specialized and Cooperative 

Library Agencies (ASCLA). See Libraries 

Serving Special Populations Section 

(LSSPS), Association of Specialized and 

Cooperative Library Agencies (ASCLA), 

American Library Association (ALA); See 

Also American Library Association (ALA), 

Roads To Learning (RTL) 

Baquis, David 

Self Help for Hard of Hearing People 

(SHHH), National Center on Assistive 

Technology, 229 

Berkeley [California] Public Library 

Bern, Alan, 187 

Bern, Alan 

Berkeley [California] Public Library, 187 

— 307 — 

U.S. National Commission on Libraries and Information Science 

Bingham, Rebecca T. 

National Commission on Libraries and 

Information Science (NCLIS), 3, 8, 13, 

31, 60, 72 

Bloch, Nancy J. 

National Association of the Deaf (NAD), 

225 

Bowen, Johanna 

Cabrillo College Library [Aptos, 

California], 192 

Bowers, Tressa, 243 

Brosnahan, Roberta G. 

Arkenstone, Inc., 181 

Burgstahler, Sheryl 

Disabilities, Opportunities, Internetworking 

and Technology (DO-IT), University of 

Washington [Seattle, Washington], 200 

Buttyan, Ruth 

University of Illinois at Urbana-Champaign 

[Urbana, Illinois], 237 

Cabrillo College Library [Aptos, California] 

Bowen, Johanna, 192 

California, Berkeley Public Library. See 

Berkeley [California] Public Library 

California, Cabrillo College Library. See 

Cabrillo College Library [Aptos, 

California] 

Cassidy, Joan, 245 

Central Rappahannock Regional Library 

[Fredericksburg, Virginia] 

Schiff, Nancy Buck, 198 

Chief Officers of State Library Agencies 

(COSLA) 

Yelich, Nolan T., 66, 71, 177 

Comstock, Merrillee, 245 

COSLA. See Chief Officers of State Library 

Agencies (COSLA) 

Council for Exceptional Children. See ERIC 

Clearinghouse on Disabilities and Gifted 

Education, Council for Exceptional 

Children 

Crawford, Jimmie, 247 

Cylke, Frank Kurt 

National Library Service for the Blind and 

Physically Handicapped (NLS), Library 

of Congress, 127 

Day, John M. 

Gallaudet University, 32, 33, 73, 120 

Day, Osborne 

Recording for the Blind and Dyslexic 

(RFB&D), 27, 29, 34 

Deaf and Hard of Hearing Outreach Program. 

See Women Helping Women, Inc., Deaf 

and Hard of Hearing Outreach Program 

Department of Education, Office of 

Educational Research and Improvement 

(OERI), Educational Resources 

Information Center (ERIC). See ERIC 

Clearinghouse on Disabilities and Gifted 

Education, Council for Exceptional 

Children 

Disabilities, Opportunities, Internetworking 

and Technology (DO-IT), University of 

Washington [Seattle, Washington] 

Burgstahler, Sheryl, 200 

DO-IT. See Disabilities, Opportunities, 

Internetworking and Technology (DO-IT), 

University of Washington [Seattle, 

Washington] 

Dunlap, Julia A. 

Arkansas State University [Jonesboro, 

Arkansas], 62, 69, 171 

Education Resources Information Center 

(ERIC). See ERIC Clearinghouse on 

Disabilities and Gifted Education, Council 

for Exceptional Children 

EIN. See Electronic Information Network 

(EIN) 

Electronic Information Network (EIN) 

Yaworsky, Elbert "Elbie", 18, 21, 112 

Epstein, Ruth, 248 

ERIC Clearinghouse on Disabilities and 

Gifted Education, Council for Exceptional 

Children 

Ramirez, Bruce A., 214 

— 308 — 

U.S. National Commission on Libraries and Information Science 

Faucheux, David, 249 


Florida, Pinellas Public Library Cooperative. 

See Pinellas Public Library Cooperative 

[Largo, Florida] 

FOLDA. See Friends of Libraries for Deaf 

Action (FOLDA) 

Friends of Libraries for Deaf Action (FOLDA)


Hagemeyer, Alice, 35, 37, 122 


Fung, Margaret C. 


Library Association of China [Taiwan], 


220 


Gallaudet University


Day, John M., 32, 33, 73, 120 


Hamrick, Sarah, 65 


Rosen, Roslyn, 4, 5, 7, 75


Gashel, James


National Federation of the Blind (NFB), 


49, 51, 52, 142 


Gorman, Audrey J.


American Library Association (ALA), 


Roads To Learning (RTL), 10, 12, 38, 


48, 101 


Gould, Martha 


National Commission on Libraries and 


Information Science (NCLIS), 2, 7, 12, 


27, 30, 34, 37, 43, 59, 70, 73


Hagemeyer, Alice


Friends of Libraries for Deaf Action


(FOLDA), 35, 37, 122 


Hamrick, Sarah 


Gallaudet University, 65 


Libraries Serving Special Populations 


Section (LSSPS), Association of


Specialized and Cooperative Library


Agencies (ASCLA), American Library


Association (ALA), 65, 174 


Illinois, University of Illinois at UrbanaChampaign [Urbana, Illinois]. See 

University of Illinois at Urbana-Champaign 

[Urbana, Illinois] 

IMLS See Institute of Museum and Library


Services (IMLS), 22 


Indiana State Library


Albertson, Marie, 216 


Institute of Museum and Library Services 


(IMLS)


Sywetz, Elizabeth (Betsy), 3, 9, 22, 72, 216 


Kursiss, Marnie 


Weston [Ohio] Public Library, 240 


LDA. See Learning Disabilities Association of 

America 

Learning Disabilities Association of America


(LDA)


Sylvester, Harry, 218 


Libraries Serving Special Populations Section 


(LSSPS), Association of Specialized and 


Cooperative Library Agencies (ASCLA), 


American Library Association (ALA) 


Hamrick, Sarah, 65, 174 


Library Association of China [Taiwan]


Fung, Margaret C., 220 


Library of Congress See Also National Library


Service for the Blind and Physically


Handicapped (NLS), Library of Congress 


Tabb, Winston, 3, 7, 16, 29


Library of Virginia. See The Library of 

Virginia 

LSSPS. See Libraries Serving Special 

Populations Section (LSSPS), Association 

of Specialized and Cooperative Library 

Agencies (ASCLA), American Library 

Association (ALA) 

Marshall, Scott 


American Foundation for the Blind (AFB),


40, 42, 48, 53, 124 


Martin, Robert S. 


Texas State Library and Archives 


Commission, 235 


Missouri State Library


Parker, Sara, 224 


Moodie, Michael 


National Library Service for the Blind and 


Physically Handicapped (NLS), Library


of Congress, 47 


NAD. See National Association of the Deaf 

(NAD) 

National Association of the Deaf (NAD) 

Bloch, Nancy J., 225 

— 309 —

U.S. National Commission on Libraries and Information Science 

National Center for Learning Disabilities, Inc. 

(NCLD) 

Wendorf, James H., 23, 26, 116 

National Center on Assistive Technology. See 

Self Help for Hard of Hearing People 

(SHHH), National Center on Assistive 

Technology 

National Commission on Libraries and 

Information Science (NCLIS) 

Abramson, C. E. "Abe", 3, 8, 16, 22, 27, 

29, 32, 34, 37, 41, 44, 49, 52, 71 

Bingham, Rebecca T., 3, 8, 13, 31, 60, 72 

Gould, Martha, 2, 7, 12, 27, 30, 34, 37, 43, 

59, 70, 73 

Simon, Jeanne Hurley, 1, 7, 12, 15, 21, 26, 

28, 33, 37, 40, 42, 47, 52, 57, 59, 62, 

69, 72 

Sywetz, Elizabeth (Betsy), 3, 9, 22, 72, 216 

Tabb, Winston, 3, 7, 16, 29 

Valdez, Joel D., 2, 47, 69 

Willard, Robert S., 4, 70 

National Council on Disability (NCD) 

O'Day, Bonnie, 13, 111 

National Federation of the Blind (NFB) 

Gashel, James, 49, 51, 52, 142 

National Library Service for the Blind and 

Physically Handicapped (NLS), Library of 

Congress 

Cylke, Frank Kurt, 127 

Moodie, Michael, 47 

Sung, Carolyn Hoover, 44, 47, 53, 61, 127 

NCLD. See National Center for Learning 

Disabilities, Inc. (NCLD) 

NCLIS. See National Commission on 

Libraries and Information Science (NCLIS) 

Nelson, Marilyn, 250 

NFB. See National Federation of the Blind 

(NFB) 

NLS. See National Library Service for the 

Blind and Physically Handicapped (NLS), 

Library of Congress 

O'Day, Bonnie 

National Council on Disability (NCD), 13, 

111 

Office of Educational Research and 

Improvement (OERI), ERIC Clearinghouse 

on Disabilities and Gifted Education. See 

ERIC Clearinghouse on Disabilities and 

Gifted Education, Council for Exceptional 

Children 

Ohio, Weston Public Library. See Weston 

[Ohio] Public Library 

Parker, Sara 

Missouri State Library, 224 

Perlow, Ellen, 54, 57, 60, 72, 143 

Pinellas Public Library Cooperative [Largo, 

Florida] 

Storck, Bernadette, 40, 57, 60, 70, 151 

Ramirez, Bruce A. 

ERIC Clearinghouse on Disabilities and 

Gifted Education, Council for 

Exceptional Children, 214 

Recording for the Blind and Dyslexic 

(RFB&D) 

Day, Osborne, 27, 29, 34 

RFB&D. See Recording for the Blind and 

Dyslexic (RFB&D) 

Roads to Learning (RTL). See American 

Library Association (ALA), Roads To 

Learning (RTL) 

Rosen, Roslyn 

Gallaudet University, 4, 5, 7, 75 

RTL. See American Library Association 

(ALA), Roads To Learning (RTL) 

Sabarese, Danielle 

Women Helping Women, Inc., Deaf and 

Hard of Hearing Outreach Program, 240 

Schiff, Nancy Buck 

Central Rappahannock Regional Library 

[Fredericksburg, Virginia], 198 

Self Help for Hard of Hearing People 

(SHHH), National Center on Assistive 

Technology 

Baquis, David, 229 

SHHH. See Self Help for Hard of Hearing 

People (SHHH), National Center on 

Assistive Technology 

— 310 — 

U.S. National Commission on Libraries and Information Science 

Simon, Jeanne Hurley 

National Commission on Libraries and 

Information Science (NCLIS), 1, 7, 12, 

15, 21, 26, 28, 33, 37, 40, 42, 47, 52, 

57, 59, 62, 69, 72 

Storck, Bernadette 

Pinellas Public Library Cooperative 

[Largo, Florida], 40, 57, 60, 70, 151 

Sung, Carolyn Hoover 

National Library Service for the Blind and 

Physically Handicapped (NLS), Library 

of Congress, 44, 47, 53, 61, 127 

Sylvester, Harry 

Learning Disabilities Association of 

America (LDA), 218 

Sywetz, Elizabeth (Betsy) 

Institute of Museum and Library Services 

(IMLS), 3, 9, 22, 72, 216 

National Commission on Libraries and 

Information Science (NCLIS), 3, 9, 22, 

72, 216 

Tabb, Winston 

Library of Congress, 3, 7, 16, 29 

National Commission on Libraries and 

Information Science (NCLIS), 3, 7, 16, 

29 

Taiwan, Library Association of China. See 

Library Association of China [Taiwan] 

Texas State Library and Archives Commission 

Martin, Robert S., 235 

The Library of Virginia 

Yelich, Nolan T., 66, 71, 177 

U.S. Department of Education, Office of 

Educational Research and Improvement 

(OERI), Educational Resources 

Information Center (ERIC). See ERIC 

Clearinghouse on Disabilities and Gifted 

Education, Council for Exceptional 

Children 

U.S. Institute of Museum and Library 

Services. See Institute of Museum and 

Library Services (IMLS) 

U.S. Library of Congress. See Library of 

Congress 

U.S. National Commission on Libraries and 

Information Science (NCLIS). See 

National Commission on Libraries and 

Information Science (NCLIS) 

U.S. National Council on Disability (NCD). 

See National Council on Disability (NCD) 

University of Illinois at Urbana-Champaign 

[Urbana, Illinois] 

Buttyan, Ruth, 237 

University of Washington [Seattle, 

Washington], Disabilities, Opportunities, 

Internetworking and Technology (DO-IT). 

See Disabilities, Opportunities, 

Internetworking and Technology (DO-IT), 

University of Washington [Seattle, 

Washington] 

V.I.C.U.P.A.. See Visually Impaired 

Computer Users of the Philadelphia Area 

(V.I.C.U.P.A.) 

Valdez, Joel D. 

National Commission on Libraries and 

Information Science (NCLIS), 2, 47, 69 

Virginia, Central Rappahannock Regional 

Library [Fredericksburg, Virginia]. See 

Central Rappahannock Regional Library 

[Fredericksburg, Virginia] 

Visually Impaired Computer Users of the 

Philadlephia Area (V.I.C.U.P.A.) 

Way, Lillian, 237 

Washington, University of Washington 

[Seattle, Washington], Disabilities, 

Opportunities, Internetworking and 

Technology (DO-IT). See Disabilities, 

Opportunities, Internetworking and 

Technology (DO-IT), University of 

Washington [Seattle, Washington] 

Way, Lillian 

Visually Impaired Computer Users of the 

Philadelphia Area (V.I.C.U.P.A.), 237 

Wendorf, James H. 

National Center for Learning Disabilities, 

Inc. (NCLD), 23, 26, 116 

Weston [Ohio] Public Library 

Kursiss, Marnie, 240 

— 311 —

U.S. National Commission on Libraries and Information Science 

Willard, Robert S. Yaworsky, Elbert "Elbie"


National Commission on Libraries and Electronic Information Network (EIN), 18, 


Information Science (NCLIS), 4, 70 21, 112 


Wixtrom, Chris Yelich, Nolan T.


ASL Access, 39, 182 Chief Officers of State Library Agencies 


Wom (COSLA), 66, 71, 177
 en Helping Women, Inc., Deaf and Hard The Library of Virginia, 66, 71, 177
 of Hearing Outreach Program


Sabarese, Danielle, 240 


— 312 — 


U.S. National Commission on Libraries and Information Science 


1110 Vermont Avenue, NW, Suite 820, Washington, DC 20005-3552 

Telephone: 202-606-9200; Fax: 202-606-9203; Web: www.nclis.gov