View in EDS HTML Full Text PDF Full Text

Challenges Affecting Physically Disadvantaged Users in Accessing Library Services in Polytechnical Colleges

Saved in:
Bibliographic Details
Title: Challenges Affecting Physically Disadvantaged Users in Accessing Library Services in Polytechnical Colleges
Language: English
Authors: Pretty Chibangwa, Josiline Chigwada
Source: Journal of Access Services. 2025 22(1-3):41-53.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 13
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Physical Disabilities, Barriers, Accessibility (for Disabled), Academic Libraries, Career and Technical Education Schools, Postsecondary Education, Career and Technical Education, Foreign Countries, Library Policy, Library Materials, Library Services
Geographic Terms: Zimbabwe
DOI: 10.1080/15367967.2025.2542161
ISSN: 1536-7967
1536-7975
Abstract: Physical differences are part of human life, some are physically disadvantaged while others physically advantaged. According to information from World Health Organization (WHO), 15% of the world's population has some kind of disability, which in numbers represents more than one billion people. Yet all should have equal opportunities and access to resources despite these differences. Libraries are not an exception in providing equal opportunities in service provision to all whether advantaged or disadvantaged. According to the regulatory and legal framework including the UNESCO Manifesto, United Nations Convention on the Rights of Persons with Disability, laws on libraries and accessibility of different IFLA members, and other protocols, library services should be provided on the basis of equal access to everyone. This paper focused on the challenges affecting physically disadvantaged users in accessing library services in polytechnics and how these libraries have responded to inclusivity in terms of service delivery. Particular reference was given to one polytechnic. A mixed method approach was used with a sample of 180 respondents that was purposively selected for the study. Structured questionnaires and semi-structured interviews were used to generate data. Findings revealed that the library was lagging behind in offering inclusive services that offer equal opportunities to all users despite physical differences. This has resulted in discrimination on service delivery. The paper recommended library policies on inclusivity and practical implementation, establishment of disability resource centers, as well as a holistic approach from decision makers of the polytechnic and parent ministry to improve service delivery on the physically disadvantaged users.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1500555
Database: ERIC
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwGsPNXXUrSBsSlRFeZzIVO5AAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDDHAvedBQQRnKu_SDwIBEICBm52UB-hdAsC93iLxsbdAyOHeXcufZ58KoWlNyZQBIqDjgYiAgFK-HmtxRbesLZxcHBrwgf6Ni5uA6Zr3cNC89GRUcmas7rh4W3UgW93oZObOpIebSZoWHBhvYu6oDDQmKnL1o857yP9qTutW6zv1K9XAXUNW8lMm4CrtLHDSi_I6ts5CWx_Qpmir1Y_K85XKfJH8s7085iXciTL7
Text:
  Availability: 1
  Value: <anid>AN0188019834;g2k01jan.25;2025Sep19.03:25;v2.2.500</anid> <title id="AN0188019834-1">Challenges affecting physically disadvantaged users in accessing library services in polytechnical colleges </title> <p>Physical differences are part of human life, some are physically disadvantaged while others physically advantaged. According to information from World Health Organization (WHO), 15% of the world's population has some kind of disability, which in numbers represents more than one billion people. Yet all should have equal opportunities and access to resources despite these differences. Libraries are not an exception in providing equal opportunities in service provision to all whether advantaged or disadvantaged. According to the regulatory and legal framework including the UNESCO Manifesto, United Nations Convention on the Rights of Persons with Disability, laws on libraries and accessibility of different IFLA members, and other protocols, library services should be provided on the basis of equal access to everyone. This paper focused on the challenges affecting physically disadvantaged users in accessing library services in polytechnics and how these libraries have responded to inclusivity in terms of service delivery. Particular reference was given to one polytechnic. A mixed method approach was used with a sample of 180 respondents that was purposively selected for the study. Structured questionnaires and semi-structured interviews were used to generate data. Findings revealed that the library was lagging behind in offering inclusive services that offer equal opportunities to all users despite physical differences. This has resulted in discrimination on service delivery. The paper recommended library policies on inclusivity and practical implementation, establishment of disability resource centers, as well as a holistic approach from decision makers of the polytechnic and parent ministry to improve service delivery on the physically disadvantaged users.</p> <p>Keywords: Accessibility barriers; access to library services; inclusivity; physical accessibility; special needs library services</p> <hd id="AN0188019834-2">Introduction</hd> <p>Physical differences are an inherent part of human diversity, and some individuals are physically advantaged while others experience various forms of physical disabilities. According to the World Health Organization (WHO), an estimated 16% of the global population, representing more than 1.3 billion people, live with some form of disability (WHO, [<reflink idref="bib25" id="ref1">25</reflink>]). Despite these differences, all individuals should be afforded equal opportunities and equitable access to resources. This principle is strongly echoed in the United Nations Sustainable Development Goals (SDGs), particularly Goal 4.A, which calls for the building and upgrading of education facilities that are "child, disability, and gender-sensitive" to provide "safe, nonviolent, inclusive, and effective learning environments for all".</p> <p>The International Federation of Library Associations and Institutions (IFLA) (IFLA, [<reflink idref="bib9" id="ref2">9</reflink>]) reinforces this commitment, advocating for library services that are accessible to everyone, based on the frameworks provided by instruments such as the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD, 2006), the UNESCO Public Library Manifesto (UNESCO, 2022), and the IFLA-UNESCO Multicultural Library Manifesto. Key initiatives, such as the Lyon Declaration on Access to Information and Development, 2014 and the European Disability Strategy 2021–2030, further stress the need for inclusive information environments where access is a right and not a privilege.</p> <p>Libraries, particularly in academic institutions, are critical in ensuring that inclusive services enhance access to information and education for all users. Malemia et al. ([<reflink idref="bib13" id="ref3">13</reflink>]) argue that inclusive academic libraries not only improve access to information but also play a pivotal role in meeting the diverse needs of users, thus supporting their academic success. The term 'physically challenged' or 'disabled' is defined by the Longman Dictionary as referring to individuals who experience difficulties performing tasks that others manage easily due to impairments. Kadodo ([<reflink idref="bib11" id="ref4">11</reflink>]) broadens this definition to include people with physical or mobility impairments, visual and hearing impairments, dyslexia, medical conditions, and mental health challenges.</p> <p>Despite these international frameworks and definitions, the issue of inclusivity remains a significant challenge in many countries, particularly in the education sector. Physical, structural, technological, and policy barriers persist, limiting access to essential services for physically disadvantaged individuals. These challenges are especially pronounced in polytechnic colleges, where students and staff with physical disabilities often struggle to access library services fully. It is against this setting that this study seeks to examine the challenges faced by physically disadvantaged users in accessing library services within polytechnic institutions and propose recommendations for improving inclusivity.</p> <hd id="AN0188019834-3">Background</hd> <p>In Zimbabwe, there are eight polytechnic institutions, each with an established library serving as a hub for research and a complementary resource for learning. Most of these libraries were constructed alongside academic blocks, with some built before 1980 and others afterward. However, many of these buildings were not designed with inclusivity in mind. As a result, physical access and library materials have historically been more favorable to physically advantaged users. With global attention increasingly shifting toward inclusivity and accessibility, there has been a growing recognition of the need to adapt these facilities. This study focuses on one particular polytechnic, which has a population of over 3,000 students and 300 staff members.</p> <p>In 2019, the institution recorded an enrollment of 3,834 students and 300 staff. Among them were 17 individuals with disabilities, 7 staff members (4 males and 3 females) and 10 students (5 males and 5 females), with conditions ranging from mobility impairments and partial deafness to albinism. The polytechnic recruit students and staff from diverse backgrounds, including individuals with physical disabilities such as walking difficulties, mental health conditions, albinism, and visual impairments. Both student and staff application forms include sections where applicants are encouraged to disclose any physical challenges requiring special support or accommodations.</p> <p>In response to inclusivity efforts, the polytechnic has made some adjustments to its physical infrastructure. Ramps were installed across many areas where steps had previously limited access. However, despite these improvements, significant challenges remain. Within many buildings, internal steps to classrooms and offices still restrict access for wheelchair users and those with severe walking difficulties. While the institution has taken important steps toward inclusivity, major structural redesigns are necessary to fully accommodate individuals with mobility challenges. Consequently, some groups of users remain excluded from fully participating in the learning environment.</p> <p>Recognizing the barriers faced by this minority group, the researcher was motivated to investigate more deeply the specific challenges encountered by physically disadvantaged users when accessing library services. The aim is to develop recommendations that will support improved service delivery and foster a truly inclusive learning environment within polytechnic libraries. It is against this background that the study sought to:</p> <p></p> <ulist> <item> Discuss the challenges affecting physically disadvantaged students in accessing libraries services in polytechnics.</item> <p></p> <item> Determine the position of the polytechnic library in terms of policies that support inclusivity.</item> <p></p> <item> Validate strategies and services in place for the physically challenged users.</item> <p></p> <item> Recommend possible solutions that promote inclusivity in polytechnic libraries.</item> </ulist> <hd id="AN0188019834-4">Statement of the problem</hd> <p>Polytechnics, like other higher education institutions, have increasingly embraced policies aimed at promoting inclusivity and providing equal educational opportunities for all students, including those with physical disabilities. Global initiatives such as the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) emphasize the importance of inclusive education environments where students with disabilities can participate fully and equally (United Nations, [<reflink idref="bib22" id="ref5">22</reflink>]). In Zimbabwe, national education policies have also echoed the commitment to inclusivity in tertiary education settings. However, despite these efforts, many polytechnic institutions continue to face significant challenges in fully realizing inclusivity, particularly regarding infrastructure and resource provision.</p> <p>The majority of polytechnic buildings were constructed during periods when accessibility standards were not a primary consideration, resulting in structures that are often physically exclusive. Research has shown that the design of educational infrastructure has a direct impact on the participation and success of students with disabilities (Mutanga, [<reflink idref="bib17" id="ref6">17</reflink>]). Moreover, financial constraints present major barriers for many institutions, limiting their ability to retrofit existing buildings, procure specialized learning resources, and invest in assistive technologies (Chataika, [<reflink idref="bib3" id="ref7">3</reflink>]). As a result, physically disadvantaged students continue to experience restricted access to essential services, including library services, which are critical for academic success.</p> <p>Library services in particular are vital academic support units, providing access to information resources, study spaces, and learning technologies. According to the International Federation of Library Associations and Institutions (IFLA), libraries must ensure equitable access to information for all users, including those with disabilities (IFLA, [<reflink idref="bib8" id="ref8">8</reflink>], [<reflink idref="bib7" id="ref9">7</reflink>]). However, in many polytechnics, library facilities, collections, and services remain inadequately equipped to meet the specific needs of physically disadvantaged users. This leads to an environment where students with disabilities encounter systemic barriers, limiting their ability to fully benefit from educational opportunities.</p> <p>Given this background, the present study seeks to investigate the specific challenges faced by physically disadvantaged students in accessing library services at polytechnic institutions in Zimbabwe, with particular focus on one selected polytechnic. Understanding these challenges is critical for informing policy development, resource allocation, and strategic interventions aimed at creating more inclusive academic environments in the future.</p> <hd id="AN0188019834-5">Literature review</hd> <p>Rugara et al. ([<reflink idref="bib19" id="ref10">19</reflink>]) highlighted that accessibility to, and of information in institutions of learning is as much a right as is education to all human beings. The IFLA checklist written by Irvall and Nielsen states that buildings should meet the accessibility requirements. Physical access should be available both outside the library and when getting into the library, that is, the physical space, toilets, circulation desk and the reference desk should be accessible to patrons with disabilities (Chigwada & Maturure, [<reflink idref="bib4" id="ref11">4</reflink>]). Besides the physical structures, the library should meet their information needs, equally as other counterparts. Majoko ([<reflink idref="bib15" id="ref12">15</reflink>]) reported that Zimbabwe adopted inclusion in 1994 in alignment with the world, and the number of children with disabilities educated in regular schools has significantly increased. There are several policies that authorizes inclusion of services in the country. These include, according to Majoko ([<reflink idref="bib15" id="ref13">15</reflink>]) the Zimbabwe Education Act of 1987 as revised in 2006, the Zimbabwe Constitution Amendment Number 20 of 2013 section 75, the Disabled Persons Act of Zimbabwe of 1996, the Principal Director's Circular Number 20 of 2011, and the Director's Circular 12 of 200. All these policies indicate the commitment that the country has made in providing inclusive services to all without discrimination. However, looking at academic institutions and polytechnics included, a study conducted by Chigwada and Maturure ([<reflink idref="bib4" id="ref14">4</reflink>]) discovered that only three institutions have library services specifically for patrons with disabilities and one of these have a disability resource center with a librarian dedicated to assist patrons with disabilities. The study had focused at twenty-three academic institution libraries. The study revealed that academic libraries are lagging behind in terms of inclusion services, and this study was done to add to the results of that previous study to show how the patrons with special needs are facing some challenges in accessing library resources.</p> <hd id="AN0188019834-6">Methodology</hd> <p>A mixed method approach was used which involved integrating quantitative and qualitative approaches to generating new knowledge. Creswell defines mixed research approach as one in which the researcher tends to base knowledge claims on pragmatic grounds. The researcher used the case study design. A case study is a research strategy and an empirical inquiry that investigates a phenomenon within its real-life context. Case studies are based on an in-depth investigation of a single individual, group or event to explore the causes of underlying principles (Rehman & Alharthi, [<reflink idref="bib18" id="ref15">18</reflink>]). It can be considered a robust research method particularly when a holistic, in-depth investigation is required. Armstrong added that by including both quantitative and qualitative data, case study helps explain both the process and outcome of a phenomenon through complete observation, reconstruction and analysis of the cases under investigation. It also enables a researcher to closely examine the data within a specific context. In this case, one polytechnic was used as a case. The sample of the study included library staff who served at the circulation desk, the Librarian, Human Resources Office (for statistics on enrollment, staff and the physically disadvantaged), the administration, users (students, lecturers and non-lecturing) as well the admissions office. The study used non-probability purposive sampling to select library staff and to identify students who frequently used the library. In total 120 students and 30 staff members including those with physical challenges were part of this study.</p> <p>Structured questionnaires were used to obtain data from 120 students who frequently used the library including eleven students with disabilities ranging from limited eyesight, mobility and hearing. Semi-structured interviews were used also to collect data from the 30 staff members. Rugara et al. ([<reflink idref="bib19" id="ref16">19</reflink>]) noted that semi-structured interview method allows researchers to ask all participants the same core questions with the freedom to follow-up questions that build on the responses received. Since the required information was located in social realities, semi-structured interviews helped to elicit highly personalized information that may otherwise not have been got through other data collection procedures (Rugara et al., [<reflink idref="bib19" id="ref17">19</reflink>]). Interviews were conducted with the admissions office, Library staff, Human Resources Office, Admissions office, and Vice Principal's Office as well as 3 staff members with physical challenges.</p> <hd id="AN0188019834-7">Results</hd> <p>Findings from both the questionnaires and interviews revealed that the library did not have a disability resource center. This absence indicates a lack of dedicated support structures specifically designed to cater to the needs of physically disadvantaged users. Furthermore, responses indicated that the library lacked specialized spaces or areas for users with disabilities. Facilities such as accessible toilets, specially designed tables, chairs, and other supportive furniture were not available, making it difficult for physically disadvantaged individuals to comfortably use library services. In addition, the results showed that there was no specialized or committed librarian or library staff member assigned to assist physically disadvantaged users. This further highlights the gap in providing inclusive and supportive services for all library users, particularly those living with physical disabilities.</p> <p>When asked whether the library had a policy on inclusivity, findings indicated that no such policy currently existed. However, the librarian explained that all tertiary institutions, under the coordination of the Ministry of Higher and Tertiary Education, Innovation, Science and Technology Development, were in the process of developing a unified Library Policy document for all tertiary libraries. This forthcoming policy would include provisions on inclusivity. Regarding strategies to assist physically challenged users, the library reported that, at the time of the study, no specific strategies were in place. Further probing revealed that the only available resource was a braille version of the Constitution of Zimbabwe, with no braille materials provided for academic learning purposes. Nonetheless, the librarian highlighted that efforts were underway to address these gaps through the ongoing development of the inclusive Ministerial Library Policy. In terms of technologies available for physically disadvantaged users, all responses indicated that there were no specialized technologies or assistive devices available to support this group.</p> <p>The findings showed that there were no learning materials available for users with albinism, hearing difficulties, or sight impairments. Three library staff members referred to the presence of a braille copy of the Constitution of Zimbabwe located in the reference section. However, one staff member was unaware that the library even had this material. This points to a lack of both specialized resources and staff awareness regarding available inclusive materials. In terms of assistance offered to physically disadvantaged users, responses revealed that library staff made efforts to support users in basic ways, such as helping them access books on the shelves. Staff members also reported assisting users with mobility challenges, particularly by helping them navigate slippery floors. Users with hearing impairments noted that the library staff were generally patient, attentive, and made efforts to communicate by speaking louder when necessary.</p> <p>Despite these efforts, significant challenges were reported. Library staff indicated that the design of the library building and the limited availability of appropriate services created major barriers for physically disadvantaged users. For example, the upper room, which serves as a collaboration center for students, is only accessible via stairs, making it unreachable for users with mobility impairments. Additionally, library materials were largely geared toward physically advantaged users, with a heavy reliance on printed materials and e-resources. The absence of specialized technologies further excluded users with disabilities. The desks, chairs, computers, and general library infrastructure were not designed with accessibility in mind. Moreover, the library lacked products and services that facilitate information access for physically challenged users, and there was no dedicated staff member assigned to specifically support them. A critical finding was that library staff were not actively engaging physically disadvantaged users to understand their specific information needs, challenges, or suggestions for service improvement. This lack of consultation further limited the library's ability to provide truly inclusive services.</p> <p>Several key areas were highlighted by both library users and staff when asked for recommendations to improve service delivery for physically disadvantaged users. Users proposed that the library building should be upgraded to accommodate all users, suggesting the installation of stair lifts to provide access to the upper floors. They also recommended the provision of inclusive furniture and the acquisition of specialized resources tailored to the needs of users with disabilities. Library staff further recommended the development of an inclusive policy to guide service delivery, the training of staff on the use of assistive technologies, and equipping staff with special skills and knowledge necessary to support physically disadvantaged users. Additionally, staff emphasized the importance of acquiring more specialized resources and involving users with disabilities in consultations whenever service improvements are planned.</p> <p>Regarding the challenges faced by the library in achieving inclusivity, staff cited financial constraints as a significant barrier, particularly in establishing a disability resource center. They also highlighted the lack of trained personnel capable of assisting physically disadvantaged users, as well as limited knowledge about the use of specialized assistive resources. Furthermore, the current library infrastructure, particularly the building itself, was identified as a major obstacle due to its non-inclusive design. Looking to the future, library staff expressed a strong commitment to improving services for physically disadvantaged users. They indicated plans to establish a disability resource center equipped with specialized resources and services. Some of the resources they aim to acquire include Job Access with Speech (JAWS) software, Ruby Handheld Electronic Magnifiers, Talking Scientific Calculators, Book Sense/Recorders, Merlin Ultra Desktop Magnifiers, Portable Pearl Reading Cameras, and Magic Screen Magnification Software. The librarian also mentioned plans to procure specialized furniture and create dedicated reading spaces for users with disabilities. A key priority identified was the development of a comprehensive inclusivity policy that would guide all future library operations.</p> <hd id="AN0188019834-8">Discussion</hd> <p>The findings of this study revealed significant gaps in the provision of inclusive library services for physically disadvantaged users at the polytechnic under study. The absence of a dedicated disability resource center, specialized spaces, and assistive technologies highlights a broader challenge faced by many academic libraries in developing countries, where financial constraints, outdated infrastructure, and lack of specialized training often hinder efforts toward inclusivity as stated by Eneya and Adesina ([<reflink idref="bib5" id="ref18">5</reflink>]), Iwarsson and Ståhl ([<reflink idref="bib12" id="ref19">12</reflink>]) and Mapako ([<reflink idref="bib14" id="ref20">14</reflink>]). The lack of accessible facilities such as ramps within buildings, accessible toilets, and specialized furniture suggests a systemic oversight in designing learning environments that accommodate all users. According to the World Health Organization (WHO, [<reflink idref="bib25" id="ref21">25</reflink>]), accessibility is a crucial aspect of the broader inclusion agenda, and educational institutions have a legal and moral obligation to remove physical and attitudinal barriers for persons with disabilities. Similarly, the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD, 2006) mandates the provision of equal access to educational facilities, including libraries, for persons with disabilities.</p> <p>The finding that there is no committed library staff member assigned to assist users with disabilities reflects a shortage of trained personnel equipped with the skills necessary to support this group. Malemia et al. ([<reflink idref="bib13" id="ref22">13</reflink>]) emphasize that inclusive academic libraries require not only physical adaptations but also human resource development to empower library staff with the ability to understand and respond to diverse user needs effectively. Staff training in assistive technologies, communication strategies, and user-centered service delivery is critical in bridging this gap as pointed out by IFLA ([<reflink idref="bib7" id="ref23">7</reflink>]). The absence of a formal inclusivity policy at the time of the study points to the need for institutional frameworks that clearly articulate the commitment to equitable service provision. Policies serve as instruments for accountability and planning, guiding libraries on how to implement inclusivity in physical spaces, collections, and services as supported by Singh ([<reflink idref="bib20" id="ref24">20</reflink>]). While it is encouraging that the Ministry of Higher and Tertiary Education, Innovation, Science and Technology Development is working toward a unified library policy inclusive of disability provisions, urgent interim measures are necessary at the institutional level.</p> <p>The extremely limited availability of resources tailored for users with disabilities such as the single braille copy of the Constitution of Zimbabwe indicates a deep resource gap. UNESCO ([<reflink idref="bib23" id="ref25">23</reflink>]) stresses that inclusive education environments must ensure the availability of learning materials in multiple accessible formats, including braille, large print, audiobooks, and screen reader-compatible e-resources. Furthermore, the lack of staff awareness about available inclusive resources, as observed in this study, exacerbates the marginalization of users with disabilities and highlights the importance of ongoing staff education and capacity building as stated by Ayoung et al. ([<reflink idref="bib1" id="ref26">1</reflink>]). The results also showed some commendable, albeit minimal, efforts by staff to assist users with physical challenges on an ad hoc basis, such as helping with navigating slippery floors or retrieving books. However, reliance on goodwill rather than structured service models cannot adequately meet the needs of users with disabilities. Research by Miles and Singal ([<reflink idref="bib16" id="ref27">16</reflink>]) underscores that ad hoc approaches often leave gaps and inconsistencies in service delivery, and that structured, policy-driven interventions are necessary to create sustainable inclusive practices.</p> <p>Financial constraints were identified as a major challenge to the realization of an inclusive library environment. This aligns with findings by Chigwada and Maturure ([<reflink idref="bib4" id="ref28">4</reflink>]), Johannes ([<reflink idref="bib10" id="ref29">10</reflink>]), and Rugara et al. ([<reflink idref="bib19" id="ref30">19</reflink>]), who noted that budgetary limitations in Zimbabwean tertiary institutions severely affect the provision of specialized educational services and infrastructure upgrades. Nonetheless, the literature suggests that partnerships, grant funding, and phased planning can mitigate some financial limitations and enable institutions to progressively enhance their inclusivity as indicated by Falloon ([<reflink idref="bib6" id="ref31">6</reflink>]) and Small et al. ([<reflink idref="bib21" id="ref32">21</reflink>]). Encouragingly, the library staff expressed a forward-looking commitment to inclusivity through plans to establish a disability resource center and acquire assistive technologies such as JAWS, Ruby Handheld Magnifiers, and Merlin Ultra Desktop Magnifiers. These technologies are essential tools that enable users with visual impairments and other disabilities to access information independently as stated by Burgstahler ([<reflink idref="bib2" id="ref33">2</reflink>]). The commitment to developing a comprehensive inclusivity policy is also a positive step toward embedding inclusivity into the library's operational culture.</p> <p>In summary, the findings of this study align with broader research showing that achieving full inclusivity in academic libraries, particularly in resource-constrained environments, remains a significant but surmountable challenge. It requires an integrated approach combining infrastructural adaptation, resource acquisition, staff development, policy formulation, and ongoing user engagement as pointed out by Winkelstein et al. ([<reflink idref="bib24" id="ref34">24</reflink>]). Libraries must move from passive accommodation to active inclusion, ensuring that all users, regardless of physical ability, can access and benefit from library services.</p> <hd id="AN0188019834-9">Implications of the study</hd> <p>The findings have several important implications for polytechnic college libraries and educational policy in Zimbabwe. The lack of formal policies addressing the needs for students with disabilities highlights the urgent need for institutional and national policy frameworks that guide inclusivity efforts in library services. Moreover, the results direct to the need for good infrastructural planning by integrating access considerations into new infrastructure projects and renovating existing facilities. Architectural design must shift toward universal design principles to avoid retrofitting challenges in the future. As a result, polytechnic colleges would be able to prioritize resource budget allocations for assistive technologies and accessibility improvements. Therefore, the findings would assist colleges to plan for continuous professional development focused on inclusive service delivery.</p> <hd id="AN0188019834-10">Conclusion and recommendations</hd> <p>This study concluded that although the polytechnic under study has made some efforts toward creating an inclusive learning environment such as installing ramps and expressing commitment to future improvements, significant challenges persist. Key barriers include inaccessible buildings, lack of dedicated assistive technologies, limited inclusive library resources, absence of a disability resource center, and untrained library staff. These barriers collectively limit the ability of physically disadvantaged students to fully access and benefit from library services, thereby undermining the goal of equal educational opportunities. The study therefore reaffirms that achieving true inclusivity requires not only infrastructural changes but also institutional commitment, resource mobilization, staff empowerment, and a deliberate policy framework.</p> <p>The situation at the studied polytechnic reflects a broader trend likely shared by other polytechnics and higher education institutions in Zimbabwe and across similar developing contexts, highlighting the need for systemic reform. Therefore, there is a need to develop and implement a comprehensive library inclusivity policy that aligns with national education agenda and international frameworks. In addition, a dedicated disability resource center within the library would assist in the coordination of inclusive services. Polytechnic colleges should also conduct accessibility audits of library facilities and the wider campus environments to identify and cater for the needs of students with special needs. Moreover, infrastructural improvements can be done through renovating existing buildings to remove barriers, ensuring the installation of ramps, elevators, accessible toilets, wide doorways, and signage in accessible formats.</p> <p>Librarians in polytechnic colleges can mobilize resources through budget allocations for accessibility improvements and acquisition of assistive technologies such as screen readers, magnifiers, audiobooks, and braille materials. In addition, regular training programmes for library staff on disability awareness, assistive technologies, inclusive communication, and user support strategies would enhance access to library services by students with special needs. This can also be enhanced by creating staff guidelines and toolkits for assisting users with various types of disabilities effectively and respectfully. It is also important to establish mechanisms for regular feedback from users with disabilities regarding the effectiveness and accessibility of library services, and promote participation of students with special needs in library planning processes to ensure that services meet their real needs.</p> <hd id="AN0188019834-11">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <ref id="AN0188019834-12"> <title> Footnotes </title> <blist> <bibl id="bib1" idref="ref26" type="bt">1</bibl> <bibtext> Supplemental data for this article can be accessed online at https://doi.org/10.1080/15367967.2025.2542161.</bibtext> </blist> </ref> <ref id="AN0188019834-13"> <title> References </title> <blist> <bibtext> Ayoung, D. A., Baada, F. N.-A., & Baayel, P. (2021). Access to library services and facilities by persons with disability: Insights from academic libraries in Ghana. Journal of Librarianship and Information Science, 53 (1), 167 – 180. https://doi.org/10.1177/0961000620917723</bibtext> </blist> <blist> <bibl id="bib2" idref="ref33" type="bt">2</bibl> <bibtext> Burgstahler, S. (2015). Universal design in higher education: From principles to practice (2nd ed.). Harvard Education Press.</bibtext> </blist> <blist> <bibl id="bib3" idref="ref7" type="bt">3</bibl> <bibtext> Chataika, T. (2010). Inclusion of disabled students in higher education in Zimbabwe. Disability & Society, 25 (2), 197 – 212. https://doi.org/10.1080/09687590903538002</bibtext> </blist> <blist> <bibl id="bib4" idref="ref11" type="bt">4</bibl> <bibtext> Chigwada, J., & Maturure, R. (2017). Impact of digital inclusion to physically challenged students in academic libraries in Zimbabwe [Paper presentation]. Department of Library and Information Studies International Conference on "Information and Knowledge for Competitiveness" to be Held between the 15th and 17th March, 2017, at the University of Botswana Conference Centre, Gaborone, Botswana.</bibtext> </blist> <blist> <bibl id="bib5" idref="ref18" type="bt">5</bibl> <bibtext> Eneya, D. D., & Adesina, A. O. (2025). Library service provision for students with disabilities in academic libraries: A literature review. In D. Ocholla, O. B. Onyancha, & A. O. Adesina (Eds.), Information, knowledge, and technology for teaching and research in Africa. Synthesis lectures on information concepts, retrieval, and services. Springer. https://doi.org/10.1007/978-3-031-65745-0_4</bibtext> </blist> <blist> <bibl id="bib6" idref="ref31" type="bt">6</bibl> <bibtext> Falloon, K. (2015). A case study in practice: Providing accessibility for persons with disabilities at the college of Staten Island Library. In Accessibility for persons with disabilities and the inclusive future of libraries (Advances in Librarianship, Vol. 40, pp. 89 – 107). Emerald Group Publishing Limited. https://doi.org/10.1108/S0065-283020150000040014</bibtext> </blist> <blist> <bibl id="bib7" idref="ref9" type="bt">7</bibl> <bibtext> IFLA. (2015). IFLA code of ethics for librarians and other information workers. https://<ulink href="http://www.ifla.org/publications/node/11092">www.ifla.org/publications/node/11092</ulink></bibtext> </blist> <blist> <bibl id="bib8" idref="ref8" type="bt">8</bibl> <bibtext> IFLA. (2014). IFLA guidelines for library services to persons with dyslexia – Revised and extended. https://<ulink href="http://www.ifla.org/publications/">www.ifla.org/publications/</ulink></bibtext> </blist> <blist> <bibl id="bib9" idref="ref2" type="bt">9</bibl> <bibtext> IFLA. (2022). The UNESCO-IFLA Public Library Manifesto 2022. https://repository.ifla.org/handle/20.500.14598/2006</bibtext> </blist> <blist> <bibtext> Johannes, F. (2024). The role of academic libraries in improving digital inclusion among students with disabilities: A comparative study of the International University of Management (IUM) and the University of Zimbabwe (UZ). https://africarxiv.ubuntunet.net/handle/1/1727</bibtext> </blist> <blist> <bibtext> Kadodo, S. N. (2014). The role of community-based information centers in development: Lessons for rural Zimbabwe. International Journal of Learning, Teaching and Educational Research, 2 (1), 44 – 53.</bibtext> </blist> <blist> <bibtext> Iwarsson, S., & Ståhl, A. (2003). Accessibility, usability, and universal design—Positioning and definition of concepts describing person-environment relationships. Disability and Rehabilitation, 25 (2), 57 – 66. https://doi.org/10.1080/dre.25.2.57.66</bibtext> </blist> <blist> <bibtext> Malemia, L., Abdullah, H., Dube, G., & Chaura, M. (2018). Inclusive academic libraries in the 21st Century: A comparative study of Mzuzu University Library and St. John of God College of Health Science Library in Mzuzu, Malawi. https://<ulink href="http://www.scecsal.org/publications/papers2018/003%5fmalemia%5f2018.pdf">www.scecsal.org/publications/papers2018/003%5fmalemia%5f2018.pdf</ulink></bibtext> </blist> <blist> <bibtext> Mapako, O. (2025). Inclusive education: A Zimbabwean higher education context. In T. M. Makoelle, & T. Chataika (Eds.), Towards inclusive education in Zimbabwe. Palgrave Macmillan. https://doi.org/10.1007/978-3-031-66870-8_10</bibtext> </blist> <blist> <bibtext> Majoko, T. (2019). Inclusion of children with disabilities in physical education in Zimbabwean primary schools. Sage Open, 9 (1). https://doi.org/10.1177/2158244018820387</bibtext> </blist> <blist> <bibtext> Miles, S., & Singal, N. (2010). The education for all and inclusive education debate: Conflict, contradiction or opportunity? International Journal of Inclusive Education, 14 (1), 1 – 15. https://doi.org/10.1080/13603110802265125</bibtext> </blist> <blist> <bibtext> Mutanga, O. (2017). Students with disabilities' experience in South African higher education—A synthesis of literature. South African Journal of Higher Education, 31 (1), 135 – 154. https://doi.org/10.20853/31-1-1596</bibtext> </blist> <blist> <bibtext> Rehman, A. A., & Alharthi, K. (2016). An introduction to research paradigms. International Journal of Educational Investigations, 3 (8), 51 – 59.</bibtext> </blist> <blist> <bibtext> Rugara, T., Ndinde, S., & Kadodo, W. (2016). The right to information: Library services and disability at tertiary and university libraries in Masvingo Urban in Zimbabwe. International Journal of Learning, Teaching and Educational Research, 15 (3), 191 – 203.</bibtext> </blist> <blist> <bibtext> Singh, A. (2021). Accessibility of library services for persons with disabilities: A study of services provided by Select Law University Libraries in India. Indian Journal of Information, Library & Society, 34 (3–4), 189 – 199.</bibtext> </blist> <blist> <bibtext> Small, R. V., Myhill, W. N., & Herring-Harrington, L. (2015). Developing accessible libraries and inclusive librarians in the 21st century: Examples from practice. In Accessibility for persons with disabilities and the inclusive future of libraries (Advances in Librarianship, Vol. 40, pp. 73 – 88). Emerald Group Publishing Limited. https://doi.org/10.1108/S0065-283020150000040013</bibtext> </blist> <blist> <bibtext> United Nations. (2006). Convention on the Rights of Persons with Disabilities (CRPD). https://<ulink href="http://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities.html">www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities.html</ulink></bibtext> </blist> <blist> <bibtext> UNESCO. (2020). Global Education Monitoring Report 2020: Inclusion and education: All means all.</bibtext> </blist> <blist> <bibtext> Winkelstein, J. A., Bolt, N., Carlsson Asplund, H., Nomura, M., & Rakočević Uvodić, Μ. (2024). IFLA guidelines for making libraries accessible for people with disabilities, international federation of library associations and institutions (IFLA). https://repository.ifla.org/handle/20.500.14598/3719</bibtext> </blist> <blist> <bibtext> World Health Organization. (2022). Disability. https://<ulink href="http://www.who.int/news-room/fact-sheets/detail/disability-and-health">www.who.int/news-room/fact-sheets/detail/disability-and-health</ulink></bibtext> </blist> <blist> <bibtext> World Health Organization (WHO). (2022). World report on disability. WHO Press.</bibtext> </blist> </ref> <aug> <p>By Pretty Chibangwa and Josiline Chigwada</p> <p>Reported by Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib25" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib13" firstref="ref3"></nolink> <nolink nlid="nl3" bibid="bib11" firstref="ref4"></nolink> <nolink nlid="nl4" bibid="bib22" firstref="ref5"></nolink> <nolink nlid="nl5" bibid="bib17" firstref="ref6"></nolink> <nolink nlid="nl6" bibid="bib19" firstref="ref10"></nolink> <nolink nlid="nl7" bibid="bib15" firstref="ref12"></nolink> <nolink nlid="nl8" bibid="bib18" firstref="ref15"></nolink> <nolink nlid="nl9" bibid="bib12" firstref="ref19"></nolink> <nolink nlid="nl10" bibid="bib14" firstref="ref20"></nolink> <nolink nlid="nl11" bibid="bib20" firstref="ref24"></nolink> <nolink nlid="nl12" bibid="bib23" firstref="ref25"></nolink> <nolink nlid="nl13" bibid="bib16" firstref="ref27"></nolink> <nolink nlid="nl14" bibid="bib10" firstref="ref29"></nolink> <nolink nlid="nl15" bibid="bib21" firstref="ref32"></nolink> <nolink nlid="nl16" bibid="bib24" firstref="ref34"></nolink>
Header DbId: eric
DbLabel: ERIC
An: EJ1500555
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Challenges Affecting Physically Disadvantaged Users in Accessing Library Services in Polytechnical Colleges
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Pretty+Chibangwa%22">Pretty Chibangwa</searchLink><br /><searchLink fieldCode="AR" term="%22Josiline+Chigwada%22">Josiline Chigwada</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Access+Services%22"><i>Journal of Access Services</i></searchLink>. 2025 22(1-3):41-53.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 13
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Physical+Disabilities%22">Physical Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Accessibility+%28for+Disabled%29%22">Accessibility (for Disabled)</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Libraries%22">Academic Libraries</searchLink><br /><searchLink fieldCode="DE" term="%22Career+and+Technical+Education+Schools%22">Career and Technical Education Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Career+and+Technical+Education%22">Career and Technical Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Library+Policy%22">Library Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Library+Materials%22">Library Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Library+Services%22">Library Services</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Zimbabwe%22">Zimbabwe</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/15367967.2025.2542161
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1536-7967<br />1536-7975
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Physical differences are part of human life, some are physically disadvantaged while others physically advantaged. According to information from World Health Organization (WHO), 15% of the world's population has some kind of disability, which in numbers represents more than one billion people. Yet all should have equal opportunities and access to resources despite these differences. Libraries are not an exception in providing equal opportunities in service provision to all whether advantaged or disadvantaged. According to the regulatory and legal framework including the UNESCO Manifesto, United Nations Convention on the Rights of Persons with Disability, laws on libraries and accessibility of different IFLA members, and other protocols, library services should be provided on the basis of equal access to everyone. This paper focused on the challenges affecting physically disadvantaged users in accessing library services in polytechnics and how these libraries have responded to inclusivity in terms of service delivery. Particular reference was given to one polytechnic. A mixed method approach was used with a sample of 180 respondents that was purposively selected for the study. Structured questionnaires and semi-structured interviews were used to generate data. Findings revealed that the library was lagging behind in offering inclusive services that offer equal opportunities to all users despite physical differences. This has resulted in discrimination on service delivery. The paper recommended library policies on inclusivity and practical implementation, establishment of disability resource centers, as well as a holistic approach from decision makers of the polytechnic and parent ministry to improve service delivery on the physically disadvantaged users.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1500555
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1500555
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/15367967.2025.2542161
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 41
    Subjects:
      – SubjectFull: Physical Disabilities
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Accessibility (for Disabled)
        Type: general
      – SubjectFull: Academic Libraries
        Type: general
      – SubjectFull: Career and Technical Education Schools
        Type: general
      – SubjectFull: Postsecondary Education
        Type: general
      – SubjectFull: Career and Technical Education
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Library Policy
        Type: general
      – SubjectFull: Library Materials
        Type: general
      – SubjectFull: Library Services
        Type: general
      – SubjectFull: Zimbabwe
        Type: general
    Titles:
      – TitleFull: Challenges Affecting Physically Disadvantaged Users in Accessing Library Services in Polytechnical Colleges
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Pretty Chibangwa
      – PersonEntity:
          Name:
            NameFull: Josiline Chigwada
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 1536-7967
            – Type: issn-electronic
              Value: 1536-7975
          Numbering:
            – Type: volume
              Value: 22
            – Type: issue
              Value: 1-3
          Titles:
            – TitleFull: Journal of Access Services
              Type: main
ResultId 1