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Vol.7, Issue 5; September-October - 2022; 

1252 Columbia Rd NW, Washington DC, United States 

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THE CHALLENGES AND OPPORTUNITIES FOR PROVIDING 

INCLUSIVE LIBRARY SPACES FOR PERSONS WITH DISABILITIES IN 

KENYAN UNIVERSITIES   
  

 
1Mary Wambui, 2Peter Muigai, 3Christine Kamau,  
1University of Nairobi, Nairobi, Kenya. 
2Moi University, Eldoret, Kenya. 
3Department of Information and Knowledge Management, the Technical University of Kenya. 

 

Abstract  

University libraries are constantly evolving to meet the changing needs of their users. This includes making their 

spaces and facilities more inclusive for persons with disabilities. However, there are challenges in ensuring that 

the needs of all users are met, particularly in the needs assessment and planning process. This paper discusses the 

importance of inclusive library spaces for persons with disabilities, and the challenges and opportunities in 

providing such spaces. 

Keywords: Inclusive Library, Challenges, Disabilities 

 

 Introduction  

Like other service institutions, libraries are important and provide users with different services and facilities 

aiming to satisfy their needs. Libraries are like catalysts in the lives of persons with disabilities because they 

facilitate their full participation in the society. Considering that there are people with disabilities within the society, 

it is important for the universities to take necessary measures to cater for their needs by making provision for 

them.   

In the global sphere, university library users’ needs continue to change thus driving university libraries to 

reposition themselves to address the changing users’ needs. An important aspect of the change revolves around 

the library space and many university libraries are making efforts to change their spaces to meet the need driven 

by information technology, improved higher education systems and shifting of users’ expectations. This implies 

having inclusive library spaces and facilities within the university libraries that cater for the needs of all of its 

users. However, the efforts in changing the spaces in order to meet users’ needs in some cases leave out the user 

as indicated in several studies particularly in the needs assessment and planning process (Musangi,Odero & 

Kwanya, 2019; Ateka, 2018; Wanyonyi, 2018; Ellison, 2016). This leads to having reconfigured spaces which 

meet the users’ needs less.   

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Besides, library users have diverse needs and wants. Therefore, libraries ought to strike a balance to meet those 

needs and wants in order to attain user satisfaction. Persons with disabilities require special attention and 

specialised services.   

The World Health Organization (2012: 3) describes disability as a “physical or mental characteristic labelled or 

perceived as an impairment or dysfunction” and “some personal or social limitation associated with that 

impairment. Impairments are problems in body functions or structures, while activity limitations are difficulties 

encountered by an individual in executing tasks or actions.”  

The importance of providing accessible facilities and services to persons with disabilities in libraries has been a 

topic of interest. Research conducted by the World Health Organisation (2018) indicates that persons with 

disabilities make up 15% of the entire population of the world and the people identified as having disabilities are 

now less stigmatised. Both international and national frameworks that support and advocate for inclusivity have 

been developed. The frameworks contain a number of provisions which constitute the foundation of resolutions 

concerning disabilities based on the principle of equal rights.  

Education is a fundamental human right that every individual is entitled to irrespective of race, gender, nationality, 

ethnic origin, religion or political affiliation, age or disability. The right has universally been recognized since the 

Universal Declaration of Human Rights in 1948. This declaration has since been integrated in various 

international and national conventions including constitutions and development plans. Libraries all over the world 

have a moral obligation to ensure educational services and facilities are availed to all categories of users without 

discrimination.   

In the Kenyan context, both international and local laws issue guidance on the extent to which persons with 

disabilities have a right to inclusive education in Kenya. Article 24 of the United Convention on the Rights of 

Persons with Disabilities and the Kenya Persons with Disability Act 2003 proclaim the right to inclusive education 

for this category of people and that they should participate in the general education system. The Kenya Disability 

Act of 2003 advocates for PWDs entitlement to a barrier free and disability friendly environment as a way of 

facilitating them to easily access buildings, roads and other communal facilities. In addition, International 

Federation of Library Associations and Institutions (IFLA) guidelines that focuses on providing equal access to 

library services and facilities to all inclusive of persons with disabilities. According to the guidelines, the 

surrounding of the library, the entrance, restrooms, stairs, elevators and special rooms should be accessible to 

persons with different kinds of disabilities. Outside the library, there should be sufficient parking spaces well 

marked with international symbol for PWDs, parking space that is close to the library, smooth and non-slip surface 

at the entrance and where need be a non-slip not too steep ramp with railings next to the stairs. In terms of library 

physical space, there should be shelves reachable from a wheelchair, reading and computer tables of varying 

heights throughout the library, chairs with study armrests and staff trained to assist users in case of emergency.  

In addition, at least one toilet for persons with disabilities that has the required standards such as door wide enough 

for a wheelchair to enter and sufficient space for a wheelchair turn around.  

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Since students with disabilities enroll in various institutions of higher learning such as the universities, these 

institutions ought to follow the required standards in catering for their needs.   

Kenya is one of the African countries which have witnessed a significant increase in student enrolment as shown 

in the Table 1 Table 1.  

Student Enrolment in the Kenyan Universities 2015-2023.  

No.  Academic Year  Student Enrolment  

1  2015/2016  67,790  

2  2016/2017  86,142  

3  2017/2018  88,620  

4  2018/2019  68,545  

5  2019/2020  89,486  

6  

7  

2020/2021  

2021/2022  

122,831  

128,073  

8  2022/2023  123,963  

Source: Kenya Universities and Colleges Central Placement Service Financial statements and accounts 2021/2022  

Among the important criteria of education landscape in the universities are the libraries that facilitate learning, 

teaching and research and the spaces within them is part of the important focus. These particular students 

encounter difficulties in accessing library spaces and this simply means they never get to fully benefit from the 

services and facilities offered. A report on increasing access for PWDs, the case for Kenyatta University by 

Mugenda (2012) reveals that out of a population of 44,000 students, 300 live with disabilities while from a total 

of 2,792 staff, 70 live with disabilities. Therefore, it is important for university libraries to promote architectural 

designs and spaces that encourage more students with disabilities into their buildings thus enabling them enjoy 

the benefits of the services and facilities that are provided. This implies that libraries ought to restructure the 

library spaces so as to accommodate users with disabilities in case it is realised that the spaces are not inclusive. 

Therefore, as a starting point, it is important to establish the status of the library spaces and facilities in serving 

persons with disabilities before embarking on library space restructuring. To establish the status of access of 

library spaces and facilities in the Kenyan universities, this paper was guided by four objectives; to identify the 

available library spaces and facilities offered by Kenyan universities to persons with disabilities, determine the 

extent to which library staff in Kenyan universities are able to serve persons with disabilities, ascertain university 

library users awareness of the availability of special library spaces and facilities for persons with disabilities and 

establish the relationship between the provision of library spaces and facilities for persons with disabilities with 

their satisfaction with the spaces and facilities.  

Findings of this study have implications on educational policy at the institutional and government levels. This is 

because creating a knowledge economy means more than supporting the university but ensuring the resources are 

put into proper use by having library spaces and facilities that efficiently serve users inclusively. This study 

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expands body of knowledge on access to library spaces and facilities for persons with disabilities particularly in 

the global south.  

1. Literature review  

Beg and Sarkar (2021) argue that access to library services and facilities for persons with disabilities is a topic of 

considerable attention in the world. Several studies have been conducted on library and information services for 

persons with disabilities in different parts of the world such as the United States of America (Hardesty, 2016; 

Mulliken, 2017); the United Kingdom (Gibson et al., 2016; Lawson, 2017) ;  Australia (Goggin et al., ); Canada 

(Kaeding et al., 2017); Countries of Africa (Ayoung et al., 2021; Chiputula & Mapulanga, 2016; Eneya et al., 

2021; Kavishe & Isibika, 2018; Kiruki & Mutula, 2021; Kaunda & Chizwina, 2021; Majinge & Stilwell, 2013); 

and India (Chaurasia & Singh, 2022; Nazim et al., 2021; Solanki & Mandaliya, 2016; Subramaniam et al 2012).  

Beg and Sarkar (2021) are of the view that the global north countries like the United Kingdom and the United 

States of America are ahead in terms of access to library facilities and services for persons with disabilities as 

compared to the global south where progress is relatively slow. The two authors argue that there is need for 

research initiatives to assist in addressing the predicaments especially in the university libraries. According to 

them, in global south, there are other challenges such as poor attitude towards disabilities, limited funding and 

infrastructure. Baffoe (2013) provides an example of Ghana, one of the countries in the global south and says that 

the issues of disabilities are surrounded with myths, misconceptions and superstitious beliefs associated with 

certain types of disabilities. For instance, in Ghana, a child born with a deformity is deemed to be as a result of 

evil spirits, a failure of the family to keep taboos or attributed to witchcraft. Similar views are held by McKenzie 

and Smith (2009) as they say that the problem of isolation and stigmatisation are more evident in global south 

countries. They continue to say that global south countries have limited facilities and services, few people trained 

enough to support and empower persons with disabilities.   

According to Hughes (2017), there are a limited number of studies that tend to focus on the physical environment 

such as space planning, furniture, lighting, cleanliness of the library and ambience among others. Nazim and 

Sarkar (2021) emphasise that it is important to look at the physical state of library facilities as well as services 

and programmes for persons with disabilities in order to provide equitable access considering their special needs. 

Kumbier and Starkey (2016) hold a similar view that within the library environment, users with disabilities ought 

to get into the building, have access to the bathrooms, use the stacks and work at desks.  

A number of scholars note that despite the progress that has been made in increasing the number of students with 

disabilities in higher education internationally, there are persistent inequities in participation and completion of 

higher education by PWDs (Cotton et al., 2017; Chaputula & Mapulanga, 2017). Further, Evans et al. (2017) says 

that the growing demand for equitable higher education necessitates changes in the design and delivery of higher 

education. This is supported by Burgstahler (2017) by quoting physical spaces as one of the aspects that should 

be changed to ensure that they are accessible to all.  

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In addition to the increasing number of students with disabilities in higher education, literature shows that persons 

with disabilities in universities have different library facilities requirements (Yadav & Singh, 2022; Arbes et al., 

2019; Crabb et al., 2019). However, persons with disabilities continue to face challenges in accessing library 

facilities. Findings of Solanki and Mandaliya (2016) on accessibility of library services to persons with disabilities 

in India indicated that services offered to persons with disabilities were not adequate. Ayoung, Baada and Baayel 

(2020) investigated the extent to which university libraries in Ghana had made library facilities and services 

accessible to persons with disabilities. Their study revealed that most of the universities were incapable of 

implementing Persons with Disabilities Act in Ghana and providing physical and intellectual access to persons 

with such special needs. There was inadequate knowledge on issues relating to persons with disabilities and their 

rights to access information. Chaputula and Mapulanga (2017) investigated the provision of library services to 

persons with disabilities in Malawi. The study highlighted the lack of adequate library and information services 

for persons with disabilities such as braille and acknowledged possible hindrances. The study also revealed that 

there was inadequate equipment to support persons with disabilities to access library services and facilities such 

as reading tables and computer tables that are wheelchair friendly.  

On library staff training, IFLA guidelines provide examples of appropriate staff training such as inviting persons 

with disabilities to staff meetings to talk about their needs as library users, including information about services 

to special user groups in orientation for new staff and sending emails and other information to staff on a regular 

basis about library services to specific disability groups. Majinge and Msonge (2020) conducted a study in 

Tanzania where library staff were asked to indicate whether they had training related to serving persons with 

disabilities. The majority responded negatively (47; 96%) and only two responses (4.1%) were in the affirmative.  

IFLA’s guidelines are clear that it is important for all staff to be knowledgeable about various kinds of disabilities 

and how well to assist the PWD library users. Pionke (2020) analysed library staff’s attitude towards persons with 

disabilities and accessibility to assess the training needs of existing library staff. The findings revealed that 

librarians felt unprepared to work with users with disabilities. Some of the staff reported that they knew there 

existed computers with assistive technology or software but they did not know how to help in troubleshooting 

when the computers failed to work. The staff were also not sure whether their interactions with the users with 

disabilities were useful and respectful to them. The discomfort and self-doubt are related to lack of adequate 

knowledge which is a training issue. Another concern was that despite the library staff being aware of the need 

for training, the administrators may not see the urgency of the training. Therefore, the library staff concluded that 

all staff needed training in working with persons with disabilities not just librarians and supervisors.  

  

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Training of library staff is emphasised by Cassner et al., (2011) by saying that staff training is a key factor in 

addressing issues surrounding serving persons with disabilities.  

Based on the 2019 census, 2.2% (0.9 million people) of Kenyans live with some form of disability. According to 

Elder (2015), inclusive education is still at its initial stage in Kenya. A report released by Commission for 

University Education (2016) on university education indicated that in the more than 70 public and private 

universities in the country at the time, only 645 students with disabilities were enrolled. This report stated that 

most of the students are those who had physical disability followed by vision and finally hearing disability. 

Compared to the overall student enrolment at the universities, the enrolment of students with disabilities was said 

to be small. This was interpreted to be an indication of inadequate deliberate structures and facilities that were 

available to motivate enrolment of this category of students. The report further stated that the universities were 

not well prepared in terms of services and facilities to support people with disabilities. The report recommended 

that universities ought to collaborate with the National Council for People with Disabilities in order to enhance 

their services and facilities that they provide to students and persons living with all classes of disabilities.   

 Kenya as a country recognises disability inclusion and the important part it plays in achieving sustainable 

development that aims to leave no one behind. An example of the country’s commitment is in co-hosting of Global 

Disability Summit (GDS). This was a summit where world leaders, government officials, civil society, the donor 

community and organizations of persons with disabilities (OPDs) came together to share experiences, ideas and 

aspirations for development for inclusivity of persons with disabilities. On 24th July 2018, Kenya, United 

Kingdom and the International Disability Alliance cohosted the GDS 2018. The summit aimed at transforming 

the lives of persons with disabilities by raising global attention on neglected areas as well as mobilise global and 

national commitment goals and the UN Convention on the Rights of Persons with Disabilities. One of the 

summit’s thematic areas was inclusion in education. University libraries are integral parts of university education 

system and they ought to respond to the changes that the education sector is undergoing. Restructuring library 

spaces is a way of supporting inclusive education that aims at providing equitable and quality services for all 

without discrimination. By the end of the GDS 2018 summit, over 300 organisations and governments had signed 

the Charter for Change, a framework for action on implementing the Convention on the Rights of Persons with 

Disabilities (CRPD) and the disability movement ‘Nothing About Us, without Us’. Based on the 2018 Global 

Disability Summit that Kenya co-hosted, the country has made progress. Global Disability Summit accountability 

report (2019) showed that most of the commitments done in GDS 2018 were underway (74%) and 10% were 

reported as complete and only 5% of the commitments were reported as having not started. In the country, the 

Persons with Disability Draft Bill 2018 was presented in parliament for the second reading at the senate in April 

2019. Part III Section 20 (1) of the draft bill states that every person with disability has a right to admission to 

any institution of learning and access to an inclusive, quality education on an equal basis with others. Students 

with disabilities are enrolled in different universities and it is important to ensure they enjoy the right of access to 

facilities and services, According to Ilako et al., (2020), one important area of focus in the university is the library 

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building and the spaces within them. The physical library spaces ought to be those that are inviting to all users 

including the ones with disabilities.  

There is limited literature on access to university libraries for persons with disabilities particularly in the country. 

Kiruki and Mutula (2021) examined public university library websites in Kenya in reference to their accessibility 

and usability to students with visual and physical disabilities and concluded that in public universities libraries, 

this category of library users is excluded in access and use of the library websites. The study revealed that the 

website design posed challenges to students with visual disabilities. The library website ought to have disability 

services page with specific information for persons with disabilities.  

 Gichuhi et al., (2021) research concentrated on exploring approaches taken by Kenyatta post- modern library in 

support of inclusive education. The study findings revealed that the structure was accessible and comfortable. 

However, this research was carried out only in one university without any other university comparison and library 

spaces were not part of the research.  

There is no known recent research in the country that has established the special spaces and facilities offered by 

Kenyan university libraries. This paper embarked on establishing the status of access to spaces and facilities 

provided to PWDs using the following objectives;  identify the available library spaces and facilities offered by 

Kenyan universities to persons with disabilities, determine the extent to which library staff in Kenyan universities 

are skilled in serving persons with disabilities, ascertain university library users’ awareness of the availability of 

special library spaces and facilities for persons with disabilities and examine the relationship between the 

provision of library spaces and facilities for persons with disabilities with their satisfaction with the spaces and 

facilities.     

2. Research methodology  

The paper adopted a pragmatic research philosophy, a convergent mixed methods design and a multiple-case 

studies strategy. The study population was university library users and librarians drawn from six public and private 

universities in Kenya. The six universities were selected purposefully based on their age (time they have been in 

existence) with an assumption that old universities have more developed infrastructure. Data was collected from 

students and academic staff who participated in an online survey; librarians participated in online focus groups 

while university librarians and students with disabilities had telephone call interviews. The online survey was 

conducted using online questionnaires that were distributed via emails and Whatsapp. Online focus group 

discussions were conducted in Google Meet platform and interviews were conducted via personal telephone calls.  

The paper assumes that the combination of public and private universities, coupled with the different phases of 

infrastructure, would provide a clear picture of the responsiveness of university libraries to the library space and 

facilities for persons with disabilities.  The mode of funding public and private universities in Kenya is different 

whereby public universities are largely financed by the government and private universities receive conditional 

grants for specific programmes. A comparison between public and private universities infrastructure shows that 

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private universities excel in library, information, community and technology infrastructure (The Kenya Institute 

for Public Policy Research and Analysis, 2022).   

Since the researcher was not in a position to include the 193,880 students (159,951 undergraduates and 33,929 

postgraduates) in a survey, a sample determination table provided by Krejcie and Morgan (1970) was employed. 

The total number of undergraduate respondents for the survey in both public and private universities was seven 

hundred and fifty four (754). The total number of postgraduate respondents for the survey in both public and 

private universities was seven hundred and thirteen (713). A sample size of 754 and 713 respectively that adds up 

to 1467.  Out of the 1467 questionnaires administered to university students in a population of 193,880, 785 were 

properly filled and returned representing a 53.5% response rate. The study was conducted during Covid- 19 

lockdown regulations that restricted data collection to remote and virtual methodologies. According to Revilla 

and Ochoa (2015), online surveys have lower completion rates than in-person interviews. Similar opinion is held 

by Campo-Arias et al. (2022) as they say response rate of online questionnaires is typically lower than that of 

paper-based questionnaires. In addition, there were eight hundred and fifteen (815) respondents from academic 

staff in public universities while in private universities there were  four hundred and seventy three (473).  A total 

sample size of one thousand two hundred and eighty eight (1288).  A total of 863 academic staff out of 1288 

participated in the study representing a 67 % response rate. The qualitative data collected from University 

librarians (5; 83%), librarians (6; 100%) on special spaces and facilities offered to persons with disabilities and 

students with disabilities (5; 100%) on their personal experiences and satisfaction with special spaces and facilities 

offered to them was analysed thematically while the quantitative data collected from students and academic staff 

on ascertaining users’ awareness of the availability of special spaces and facilities for users with disabilities 

adopted a statistical approach that encompasses descriptive and inferential statistics. Later on, there was a follow 

up online survey with the librarians on special spaces and facilities offered to library users’ with disabilities. There 

was one private university that reported that they did not have any student with disability.  

For the sake of anonymity and confidentiality, the libraries where the respondents, interviewees were based are 

not mentioned in the findings but denoted with library 1, library 2 and so on in no particular order. The names of 

key informants have been replaced with pseudonyms.  

3. Findings and discussion  

The results of the study on provision of special library spaces and facilities for persons with disabilities in Kenyan 

universities are presented as per the objectives. The objectives of this paper were to;  

i) Identify the available library spaces and facilities offered by Kenyan universities to persons with disabilities; 

ii) Determine the extent to which library staff in Kenyan universities are able to serve persons with disabilities 

iii) Ascertain university library users’ awareness of the availability of special library spaces and facilities for 

persons with disabilities iv) Establish the relationship between the provision of library spaces and facilities for 

persons with disabilities with their satisfaction with the spaces and facilities.  

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3.1 Provision of Special Library Spaces and Facilities for Persons with Disabilities   

The study explored the extent to which the libraries provided special library spaces and facilities for users with 

disabilities. The data was collected from a follow up online survey from the librarians. Descriptive results are 

presented in Table 2 Table 2.  

Available Special Library Spaces and Facilities for Persons with Disabilities.  

Special Library spaces and Facilities  University libraries  

   Public    Private  

Presence ✓ Absence  x  LI 

B1  

LI 

B2  

LI   

B3  

LI 

B1  

LI 

B2  

LI 

B3  

Parking close to the library entrance  x  ✓  ✓    ✓  ✓  ✓  

Availability of wheel chair ramps  ✓  x  ✓    ✓  ✓  ✓  

Railings at both sides of the ramp  ✓  x  ✓    x  ✓  ✓  

Level, non-slip surface at the entrance  x  ✓  x    ✓  ✓  ✓  

Sufficient space at the door to allow wheelchair turn around  ✓  ✓      

✓  

✓  ✓    

✓  

Adapted toilet for the persons with disability  x  ✓      

✓  

x  x    

x  

Shelves reachable from a wheelchair  x  x  x    x  x  x  

Emergency facilities for PWDs  ✓  x  x    x  ✓  x  

Adjustable desks  x  X  X    x  x  x  

Designated computer workstations adapted for users in wheelchairs  ✓  ✓      

✓  

x  x    

x  

Designated computers equipped with screen reading programs, enlargement 

and synthetic speech  

x  ✓      

  

✓  

x  x    

  

x  

Talking books, talking newspapers and talking periodicals  ✓  ✓      

✓  

✓  ✓    

✓  

Talking elevators /lifts  ✓  x  x    x  x  x  

Availability of trained library personnel to serve persons with disabilities  x    

✓  

    

✓  

✓  x    

x  

Interviews with librarians confirmed the facilities and services the libraries offered to persons with disabilities:   

Our library has spaces and resources which are well labelled, toilets and ramps for PWDs. Nonetheless, there is 

need for improvement of the facilities to take care of PWDs including providing lifts for persons with walking 

disabilities within the library and short shelves that are easy to access. Currently, the shelves are tall; PWDs have 

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to depend on the librarians to help them to pick books. In addition, our university has reserved parking spaces for 

persons with disabilities. [Librarian 1, June 2022]  

The use of technology to enhance library facilities and services for PWDs also emerged from the interview with 

librarians:   

There are computers installed with relevant applications put aside for PWDs in my library. There are also special 

tables and seats to accommodate their needs. Moreover, there is also a reading area which is accessible through 

ramps and wheelchairs. The university also has a lift for library users with mobility challenges. With the lift, they 

are able to go upstairs and access more materials with ease. [Librarian 2, June 2022]  

Some libraries have created specialised reading areas or rooms for PWDs. These facilities are located in areas 

which can easily be accessed by PWDs. However, as one librarian elaborated, additional facilities such as lifts 

are required to make accessibility to upper floors easier:   

Our library has a study room at the library’s ground floor for library users with disabilities. This is fully equipped 

with relevant study materials. Nevertheless, the university does not have sophisticated facilities for PWDs like 

lifts which need to be installed. [Librarian 3, June 2022]  

Based on IFLA guidelines, there are some areas that all the six libraries have met the requirements. All the six 

libraries have sufficient space at the door to allow wheelchair turn around and talking books, talking newspapers 

and talking periodicals. The findings suggest that although some efforts have been made by the universities, there 

is much scope for universities libraries in Kenya to add facilities for serving users with disabilities more 

effectively and at ease.  

3.2 Determine the extent which Library staff in Kenyan Universities are able to serve Persons with 

Disabilities  

Follow up telephone call interviews with the librarians revealed that to effectively serve PWDs, librarians need 

to have multiple skills and knowledge. However, this was not the case; in some cases, the librarians lacked the 

prerequisite skills:  

We have different categories of PWDs and they require varied skills to serve them better. For instance, in our 

library there are those who are visually impaired and others have challenges in mobility. We also have users with 

hearing impairments. Visually impaired users use special software like JAWS, NVDA and Orbit readers and some 

of the librarians are not well equipped to guide the users and may not be aware of how the software operates. 

When the librarians are not aware of how to operate the machines, it is difficult to know when maintenance is 

required or replacement of any of the gadgets. The technology is also changing fast and librarians need to keep 

training to acquire latest skills. In my opinion, sign language should also be prioritised. [Librarian 1, January 

2023] Another librarian added:  

Information resources for PWDs are in several media formats. For instance, talking books, captioned films, closed 

circuit TVs and various printing conversion systems. Therefore, the librarians need to be sensitised on the 

available information media formats. Librarians also require to be equipped with the knowledge of various 

websites that are available for PWDs in order to direct users on where to find relevant information resources. 

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Sensitisation on how to treat PWDs is required so that they feel welcome in the library. In addition, serving PWDs 

requires librarians who are passionate about the service. For instance, in helping the PWDs with mobility 

challenges, one may even need to carry them to the location that they cannot access. [Librarian 2, January 2023]  

The issue of trained staff turnover amongst the librarians as well as shortage of staff also emerged:  

Sign language skills are important. Unfortunately, the staff who was trained on sign language retired last year. 

With the limited financial resources in the institution, it may take some time to have another staff trained on the 

same. Additionally, there is need to train more than one staff because libraries have work shifts. For instance, 

there is daytime shift and night shift and could be only one staff is trained. There should also be at least one 

librarian with the knowledge of classifying the information resources for PWDs for ease of retrieval. [Librarian 

3, January 2023]  

Follow up telephone interviews with the librarians revealed that to effectively serve PWDs, librarians need to 

have multiple skills and knowledge. However, this was not the case; in some cases, the librarians lacked the 

prerequisite skills.  

3.3 Ascertain university library users’ awareness of the availability of special library spaces and 

facilities for persons with disabilities  

To ascertain university library users’ awareness of the availability of special spaces and facilities for students with 

disabilities, the students were asked to confirm the presence or absence of various special library spaces and 

facilities for PWDs. The descriptive results provided in Figure 1 indicate that only 34.1% provided emergency 

facilities for library users with disabilities such as emergency doors; another 32% and 38.2% had adjustable desks 

and designated computer workstations adapted for users in wheelchairs respectively. Also, only 33.2% and 36.3% 

had designated computers equipped with screen reading programs, synthetic speech and talking elevators or lifts 

respectively.   

The availability of trained library personnel to serve users with disabilities was also limited in most universities 

as already revealed in the follow up interviews with the librarians.  

 
Figure 1. Library Users' Awareness of Special Spaces and Facilities for Students with Disabilities.  

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Table 3.  

Special spaces and facilities for PWD  Missing  I Don't  

Know  

No  Yes  

 %    

Parking close to the library entrance  8.3  12.6  15.3  63.8  

Wheelchair ramps  7.5  12.6  11.2  68.7  

Railings at both sides of the ramp  13.5  18.1  12.0  56.4  

Level, non-slip surface at the entrance  13.6  15.9  10.6  59.9  

Sufficient space at the door to allow wheelchair turn around  11.2  10.4  9.7  68.7  

Dedicated toilet for the persons with disability  11.5  23.2  13.4  52.0  

 Shelves reachable from a wheelchair  12.7  18.9  18.3  50.1  

 Emergency facilities for PWDs  18.0  32.7  15.2  34.1  

 Adjustable desks  16.9  22.5  28.5  32.0  

 Designated computer workstations adapted for users in  16.9  29.2  15.7  38.2  

wheelchairs  

Designated computers equipped with screen reading programs,  17.8  31.1  17.8  33.2  

enlargement, and synthetic speech  

 Talking elevators/lifts  18.2  16.1  29.4  36.3  

 Availability of trained library personnel to serve persons with  17.8  21.8  10.2  50.2  

disabilities  

 
Information gathered through interviews with the students with disabilities of their personal experiences indicates 

that although the university libraries offered special spaces and facilities for PWD, these were far from sufficient:   

Am a visually-impaired student. The university provides visually-impaired users aid facilities and computers that 

have apps to read what is in the computers. However, there are much more facilities to be included for persons 

with disabilities. Some of these include braille machines and orbit readers. The braille machine which is currently 

available in the library makes a lot of noise to other library users thereby interrupting them. It is a mechanical one 

which makes a lot of noise. [Student 1, June 2022]  

We have computers to scan notes. We also use computers to read. There is a special software installed in the 

machines that can speak alongside Non-Visual Desktop Access (NVDA) fitted in the computers. NVDA is a free 

screen reader that allows visually-impaired users to interact with the Windows operating system. However, there 

is still much more to be done including the acquisition of automated audio books and material we can just listen 

to. In case of assignments, we tell library workers to record for us so that we just listen. [Student2, June 2022]  

The statements made by the library users with disabilities corroborate Khetarpal (2014) who contends that 

assistive technologies are either limited or non-existent in low-income countries.  

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IFLA categorises library users with disabilities into five groups; visually impaired persons, hearing impaired 

persons, persons with reading difficulties, persons with physical disabilities and cognitively disabled persons. It 

would be useful for university libraries to categorise users with disabilities in order to serve them effectively.  

3.4 Correlation between Provision of Library Facilities for PWDs and Satisfaction with Library 

Services  

A chi-square test was performed to examine the relation between the provision of library facilities for persons 

with disabilities and their satisfaction with library spaces and facilities. The results in Table 4 shows the relation 

between provision of library facilities for PWDs and satisfaction with library services was statistically significant.  

Table 4.  

Provision of library facilities for PWDs and satisfaction with library services.  

    Satisfaction with Library Services  

  

Library provides facilities for PWDs  

  

Yes  

Yes  No  Total  

501  77  578  

 No  98  109  207  

Total    599  186  785  

Chi-square  (χ)  9.316      

  P-value  .037      

(χ =9.316 and a reported p value of .037<0.05). This implies that the provision of library facilities for PWDs is a 

significant predictor of user satisfaction with the type of library spaces and facilities available in the university 

libraries for PWDs.  

4. Conclusion and recommendations  

The paper aimed at establishing the status of access to library spaces and facilities for persons with disabilities. 

The study noted though the university libraries offered some space and facilities for PWDs, these were far from 

sufficient. The findings revealed that library staff required training on how to handle and assist PWDs and sign 

language was largely emphasised. The study also noted that access to services and facilities for PWDs is another 

significant aspect of modernised university library. However, the study concluded that accommodating diverse 

needs of persons with disabilities is a longterm process that requires involvement of all the relevant stakeholders.   

Based on the findings, this paper therefore concludes with the following recommendations;  

i. University libraries should strive to implement IFLA guidelines even if it means doing it  

gradually. By doing so, the libraries will continue making progress however small they may seem.  

ii. University libraries should upscale awareness on disability issues so that the rest of the  

students and staff can be brought on board since they are also important in achieving some milestones. iii. Library 

and Information Science schools may consider including some of the required skills in the curriculum in 

preparation for improved services for persons with disabilities. In line with the library staff training, Kenya 

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Library and Information Services Consortium (KLISC) could consider including some of the skills in their 

capacity building programmes with similar efforts that other emerging trends have been accorded.  

The current study did not concentrate on the number of persons with disabilities that are served by the participating 

libraries and the categorization of their disabilities. Further studies could be conducted to categorise persons with 

disabilities in the universities and compile a comprehensive guide of their required spaces and facilities and get 

input from relevant bodies like National Council of Persons with Disabilities.  

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