The development and promotion of appropriate services for students
with disabilities has been an integral part of the academic library
since the 1990s. There remains, however, a dearth of literature-in
marketing, library and information science, and other
disciplines-that applies quality assessment instruments to existing
programs. With this in mind, Hernon and Calvert present two
versions of a data collection instrument, designed to compare the
expectations of special students with their perceptions of how well
a given service met their needs. Descriptions of successful
initiatives at a variety of academic libraries are also included.
Adaptive technologies. Anti-discrimination laws. Equity and
compliance issues. In-house policies (and politics). All of these
support, in one form or another, the development and promotion of
appropriate services for students with physical, learning, or,
increasingly, psychological disabilities. But what of service
quality? To date, there is a dearth of literature-in marketing,
library and information science, and other disciplines-that applies
quality assessment instruments to programs for special student
populations. Not until now has anyone compared the expectations of
such students with their perceptions of how well a given service
meets their needs. Peter Hernon, Philip Calvert, and their
colleagues-Kathleen Rogers, Todd K. Herriott, and Ava
Gibson-discuss the circumstances affecting services for the
disabled, and provide two versions of a data collection instrument,
loosely based on SERVQUAL, that individual institutions can modify
to reflect their particular needs and situations. International in
scope, it incorporates the perspective of university attorneys and
compliance officers, as well as descriptions of successful
initiatives by senior library administrators in the U.S. (Larry
Hardesty, Rush G. Miller, Sarah Hamrick, and Jennifer Lann) and New
Zealand (Helen Renwick, Philip Jane, and John Redmayne.) Improving
the Quality of Library Services for Students with Disabilities will
assist libraries and other service components of academic
institutions to adopt a proactive position, as well as challenge
staff assumptions of service expectations and information needs.
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