The characteristics of support for students with SEN in Japanese 16 university libraries

Abstract

This study will identify the characteristics of support for students with SEN in Japanese 16 university libraries. These 16 university libraries were selected from 285 university libraries based on a questionnaire survey conducted in 2020. To clarify this objective, 16 university librarians will be interviewed as a method. The analysis focused on "how librarians are keeping in mind to provide the support” by using M-GTA (Modified Grounded Theory) Approach. As a result, the following types of support were identified: (1) Direct Support Utilizing Library Functions, (2) Indirect support for potential students with SEN, (3) Networking with other departments. (1) Direct Support Utilizing Library Functions In direct support utilizing library functions, three main types of support were found. These were【instructions for problem-solving】, 【 guaranteeing access to information】, and 【responding to individual needs is reference】. (2) Indirect support for potential students with SEN On the other hand, in response to 【awareness of potential student users with SEN】, library staff took measures such as【talking to create an opportunity】 and 【creating an atmosphere in libraries】 as indirect support to make it easier for students to use libraries or to make requests. Furthermore, recognized libraries【as a place where students with SEN belong to】, and 【budget adjustment 】to meet their needs. (3) Networking with other departments The university librarians who actively shared information were involved in the Library by moving from other departments. Therefore, they have a network to consult informally with other departments. The personnel who actively provided support viewed support not from the perspective of a library staff member, but from the perspective of a university employee.