Use of Library Services and Learning Spaces of Chiang Mai Rajabhat University Among Undergraduate Students with Disabilities
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Abstract
This research aims to investigate the availability and ease of use of library services and learning spaces for undergraduate students with disabilities in Chiang Mai Rajabhat University in order to determine: barriers and challenges that these students face while using the library’s facilities and services; and to explore the students’ perspectives as it relates to the facilities’ design. This study used a quantitative research method and employed a questionnaire as a tool for data collection. The participants in this study were 40 undergraduate students with disabilities. The statistics used for data analysis included frequency distribution, percentage, mean, and standard deviation.
The findings indicated that most undergraduate students with disabilities used the library 1-2 times per week. The majority used the library for learning and for finding information. The most frequently used library services were the reading areas both inside and outside the library, followed by the circulation service and reference service desks, respectively. Printed materials appeared to be the most important source of information for students with disabilities. Furthermore, most students stated that they would use the learning spaces 1-2 times per week for the purposes of working collaboratively with their friends and doing group discussions. Overall, these students faced significant barriers and challenges when using the library services and facilities. The issues with the physical space appears to be the most significant followed by the library resources and services. The library’s equipments and other facilities as well as technology appeared to be of lesser burden on students with disabilities.
The findings suggest that three essential components should be considered regarding the design of learning spaces for student with disabilities, namely: 1) the attributes of the physical space as it relates to the structure of a learning space, 2) Availability of assistance and services within a learning space, and 3) technological attributes to offer digital technology along with assistive technology
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บทความทุกเรื่องที่ลงตีพิมพ์จะได้รับการตรวจอ่านโดยผู้ทรงคุณวุฒิ ความคิดเห็นและบทความที่ปรากฏในวารสารนี้ เป็นของผู้เขียนซึ่งมิใช่เป็นความคิดเห็นของคณะผู้จัดทำ และมิใช่ความรับผิดชอบของสมาคมห้องสมุดแห่งประเทศไทยฯ การนำบทความในวารสารนี้ไปตีพิมพ์ซ้ำต้องได้รับอนุญาตจากคณะผู้จัดทำ
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