Inclusive library services for deaf people: an overview from the social model perspective.

Abstract

Almost 9 million people in the UK are deaf.1 The word deaf is used here to include people who see themselves as culturally Deaf and as belonging to a linguistic minority; people whose first language is English and who see deafness as a medical problem; people deafened later in life; people who have become hard of hearing through age; and people who have both sight and hearing loss. The social model approach to deafness enables service providers to respect deaf service users as equals and to remove barriers in a way that does not set deaf people apart as a ‘special needs’ group. The social model, developed by disabled people themselves,2 challenges people to give up the idea of disability, including deafness, as a medical problem and to accept that it is a problem of exclusion from ordinary life. Other models of disability ask intrusive questions such as ‘What's wrong with you?’; ‘How did you lose your hearing?’; ‘How much can you hear?’; ‘How did you learn to speak/read?’; ‘Can you be cured?’. These models identify deaf people as somehow faulty and needing to be mended to ‘fit in’ and establish a distance and difference between hearing and deaf people, to the detriment and disempowerment of deaf people. The social model asks simply ‘Who are you?’ and ‘What do you need?’, the answers to which will provide all the information necessary to remove barriers. It is also helpful to be aware of the likely access needs of different groups of deaf people. All the following statistics are from the Council for the Advancement of Communication with Deaf People.1 Deaf people, born Deaf or deafened before acquiring speech, often to Deaf parents, and whose first language is British Sign Language (BSL), may consider themselves not as disabled, but as part of the cultural and linguistic minority Deaf community and describe themselves as Deaf with a capital D. A shared history and language creates a strong bond between members of this community. BSL is the first or preferred language of about 50 000 people and is the fourth indigenous language in the UK (after English, Welsh and Scots Gaelic). It is now officially recognized by the Government. Using public library services has not traditionally been part of the culture of Deaf people, who have tended until recently to use Deaf clubs and organizations as their main information resource. This has begun to change over the last few years, with increased educational opportunities and developments in information and communication technology, which has resulted in fewer young people using Deaf clubs in this way and in members of the Deaf community having a higher expectation that a range of other services should be accessible to them. About 123 000 people in the UK have suddenly lost all or most of their useful hearing after the acquisition of spoken language as the result of illness or injury. They will continue to identify with the hearing community and to use their original spoken language. They are likely to consider themselves as disabled by loss of hearing and lack of visual access to people and services. Many people in this group will gain little or no benefit from hearing aids and may not wish to learn BSL, instead learning to lip-read and to make use of text-based access to spoken language. Some signs and finger spelling may be useful support for lip-reading. Approximately 8.3 million people are hard of hearing. Over 6.5 million are aged over 60 years. Hard of hearing people have usually grown up speaking and reading their first language and are still able to do so; they retain some residual hearing and are likely to use hearing aids. Lip-reading may be used and induction loops are of great benefit. Subtitles and other text-based systems may also be used, e.g. for lectures, conferences, television, film or theatre. About 24 000 people in the UK have a significant degree of both sight and hearing loss. People in this group are the most isolated and are in greatest need of one-to-one support. Awareness of the access needs of different groups of deaf people needs to be combined with a knowledge of the barriers that constitute discrimination as set out in the Disability Discrimination Act 1995 and the Special Educational Needs and Disability Act 2002. (For further information on this legislation contact the Disability Rights Commission3 and for information specific to library services, see the Disability Portfolio.4) The Museums, Libraries and Archives Council Disability Portfolio is a collection of 12 guides for users and staff in museums, archives and libraries on how best to meet the needs of disabled people. This comprehensive collection gives invaluable advice, information and guidance to help overcome barriers and follow good practice. The DDA defines disability discrimination as lack of access to the built environment; lack of access to information; poor education and employment prospects; imposition of negative or patronizing images; imposition of negative or patronizing attitudes; and reduced social contact. Barriers deaf people find in libraries include: announcements with no visual indication; glass screens and grilles; background noise; poor lighting; and patterned or poorly contrasting backgrounds that make lip-reading and following BSL difficult or impossible. If information is presented only verbally, deaf people, in particular those who use sign language, are unable to make the same choices and decisions as hearing people about making use of library services or contribute effectively to conversation, debate and discussion. Barriers to information and communication include, in addition to the environmental barriers listed above: lack of induction loops; lack of clear written and signed information; and personal barriers put up by people who mumble or shout, obscure their mouths, stand facing the light source, use unnecessarily complex language, do not repeat things when asked, and get impatient. Videotapes intended for all deaf people need to be presented either in BSL or with an interpreter on screen, have a clear soundtrack with no background noise, and be subtitled. To ensure that open events and meetings are inclusive of all deaf people, BSL interpreters, lip speakers, induction loops and access to spoken English language via speech to text should be provided. Deaf people require communication methods that do not rely on hearing and speech and facilitative technology to suit their specific needs in order to learn and to work. Library and information services need to ensure their recruitment and retention practices do not exclude deaf people and that they meet the needs of disabled students. Books, advertisements, journal and newspaper articles frequently use language and present images that are not supportive of deaf people's self-esteem, and perpetuate low expectations, patronage and discrimination. Stock selection, recording, dissemination and display policies need to incorporate ways of avoiding and challenging these images. Poor attitudes need to be challenged and removed by effective training and provision of information before any other access issues can be effectively resolved. Where this has not been done, physical improvements in access can be sabotaged, if inadvertently, by a poor staff attitude. Social life often takes place in crowded, dark and noisy conditions, or entails being part of an audience for films, plays, operas, poetry readings, lectures with no sign language interpretation or subtitles. The feeling of isolation in these conditions can be profound and, particularly for the newly deafened person, deeply depressing. Where someone is deafblind, isolation is an inevitable consequence, and deafblind people are dependent on others to initiate social contact. Library and information services that are accessible and inclusive can play an important role in reducing discrimination for deaf people. A fully inclusive library and information service for deaf people would incorporate the following: advertising the service; notices in Deaf clubs and pubs, social service and audiology departments and within specialist organizations; articles and advertisements in media targeted at deaf people, in plain English and clear typeface; accessible websites with links to specialist websites; video information about the services provided with BSL interpretation, a clear soundtrack with no background noise and large clear subtitles, to include directions to different parts of the site; and library staff visiting Deaf clubs, lip reading classes, hard of hearing clubs, etc. to personally advertise what is available. Clarity and patience on the part of staff answering voicephones. Availability of e-mail, fax, textphones, videophones, and staff able to use them. Library service signed up to TextDirect (relay service linking textphone and voicephone users) and Hasicom (for deafblind people). Facility for text messaging via mobile phones (note the increasing popularity of this communication method). Clear signage in all areas. Welcoming reception areas and enquiry desks all with properly fitted induction loops, good lighting, clear backgrounds and good acoustics. All staff trained in deaf awareness, able to use basic sign language, with some staff trained to higher standards and in the deafblind manual alphabet. All staff aware of specific needs of deafblind people, deaf people with learning difficulties or mental health issues and how to meet them. Virtual human signing screen on all enquiry points (VISICAST, TESSA). All staff know how to contact fully qualified interpreters. Welcome leaflet with floor plan and information leaflets in plain English and clearly illustrated, printed in a minimum font size of 14 pt Arial, and available in other languages/formats as required. Signed and subtitled video versions of information leaflets. Personal loop induction systems for loan, especially if performances, etc. provided. Interpreted story times and performances. Stock available on a range of subjects relating to deaf people and deafness, to include British Sign Language and other communication methods, Deaf history and culture, medical issues such as cochlear implants and tinnitus, and information about relevant organizations and services. Stock available in a wide range of alternative formats. Access to transcription services. Access to national/international database of alternative formats and interloan service for deaf people. ICT to include accessible visual and tactile access, with all websites, etc. approved for accessibility. Outreach services equally accessible. One of the key challenges for hearing people who wish to improve access for deaf people is to ensure that deaf people are influencing the changes. Setting up a consultation group will ensure the relevance of developments and potentially save money by avoiding costly alterations that are not suitable for deaf people. Facilitative technology and communication support professionals will be needed at all meetings to ensure equality of access for all those involved in the group. Members should include people who identify themselves as members of the Deaf community, deafened, hard-of-hearing and deafblind people, deaf people with learning difficulties, and those with experience of mental health issues.