Enhancing library inclusion for persons with disabilities through assistive technologies and complementary services in academic libraries in Uganda

Abstract

Background: Academic libraries are vital to equitable knowledge, access and inclusive learning. In Uganda, their role in advancing digital inclusion for persons with disabilities through Assistive Technologies (ATs) remains underexplored. Despite inclusive education mandates, evidence on staff preparedness, user empowerment, and equitable access to resources and ATs is limited.

Purpose: The study examined how academic libraries in Uganda create and provide an enabling environment through AT and related services, to support teaching, learning, research, and the digital inclusion of persons with disabilities.

Methodology: The postdoctoral study was guided by an interpretivist philosophy and an emancipatory perspective grounded in the Social Model of Disability, which frames disability as arising from societal and environmental barriers rather than individual impairments. Data were collected from eight library professionals across four public universities, using structured questionnaires and semi-structured interviews. Ethical approval was obtained from the TASO Research Ethics Committee (Ref: TASO-2023-237). Quantitative and qualitative data were analysed using SPSS and thematic analysis, respectively.

Results: Findings reveal significant gaps in the availability, integration, and institutional awareness of AT and complementary services within academic libraries.

Conclusion: The study underscores the necessity of reimagining academic libraries as dynamic ecosystems that actively empower Persons with Disabilities, rather than merely complying with policy.

Implications: Originality lies in the proposal of a Comprehensive Service Design Framework for Accessibility, anchored on inclusive and equitable design, adaptive service delivery, community engagement, and real-time feedback. This framework provides a strategic roadmap for enhancing accessibility and fostering inclusive library environments in Ugandan universities.