Abstract
This article assists administrators who want to ensure their libraries are inclusive of people with disabilities but don’t know where to start. We argue that organizations should understand not only the basic dimensions of ADA law but also dimensions of disability. They should also become familiar with multiple domains of disability and proactively incorporate reflective questions posed by researchers and advocates into the library space planning process. The article uses examples of common missteps in the development of study rooms with some reflection on how to learn from the experience.
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