1. Introduction Accessibility is fundamental to the concept of the public library. One of the key principles of a library is that access is provided equally to all citizens of the community it serves (State Library of Victoria, 2009, p. 1). Public libraries should be “ … safe and trusted public spaces where everyone is welcome...” (Australian Library and Information Association Public Libraries Advisory Committee, 2012, p. 5). Unfortunately, this is not always the experience of children with special needs and their families. People with autism are often loud. They may feel the need to touch, pull out or even mouth books. They may have a hard time if a book or video they want to borrow is out on loan.... librarians in general have no training in helping patrons with developmental challenges. As a result, they often respond negatively to disruptive behaviour… (Rudy, 2013, para. 1-2). Research Design ( Ethics Approved) Method Mixed method using Charmaz’s (2014) grounded theory Research tools One-on-one interviews and online questionnaires. Participants 18 participants, representing 18 public libraries and 2 cultural institutions that focus on access for children with special needs. Location Participants from the United States and Canada. The interviews were conducted in person. Selection Represents key authors, trainers, practitioners, conference presenters and public librarians with experience in access to public libraries for children with special needs and their families. Research questions What are the issues of public library accessibility for children with special needs and their families? How do library staff experience these issues? What can public libraries do to increase access for children with special needs and their families? Results What do you see as the main barriers to public library access for children with special needs and their families? Conclusions The inclusive library model provides an entry point and structure for public libraries wanting to improve access for children with special needs and their families. The next step in this study is to research the topic from the perspective of families of children with special needs as well public librarians that are not experienced in the area. This research will inform the effectiveness of the model. PhD Candidate, University of South Australia Further information Jo Kaeding, PhD Candidate School of ITMS, University of South Australia email: joanne.kaeding@mymail.unisa.edu.au m: 040 888 4717 My blog: Opening public libraries for children with special needs. http://librarylionsroar.weebly.com/ Opening access to public libraries for with children with special needs and their families 94% 88% Staff training. 66% Collection development. 55% Made changes to the library’s physical environment. 66% Changes to information technology. 94% Implemented programs for children with special needs. 55% Library staff attitudes and sensitivities. 50% Library programs do not cater for children with special needs. 44% The library’s physical environment (noise, universal design). 38 % Libraries do not know or understand this group of the community. 38 % Attitudes and sensitivities of the general community. 27 % Communication difficulties. 94% Developed partnerships with external organisations. 44% Focussed on communication difficulties. Inclusive Libraries Model Inclusive Library CollectionsPrograms Physical Environment (space, equipment) PartnershipsTraining What has your library done to address these barriers? Every child deserves to find themselves lost in a book. The results of the study indicate that there are a number of common elements that libraries focus on to improve access. These elements are represented in the model below. Literature Cited Australian Bureau of Statistics. (2012). Children aged 0-14 years with a disability – 2009. Australian Social Trends: June 2012 (cat. no. 4102.0). Disability rates over time section, para. 1 and Long-term conditions of children with a disability section, para. 2-6. Retrieved from http://www.abs.gov.au/AUSSTATS/abs@.nsf/Lookup/4102.0Main+Features30Jun+2012# Disability http://www.abs.gov.au/AUSSTATS/abs@.nsf/Lookup/4102.0Main+Features30Jun+2012# Disability Australian Library and Information Association, Public Libraries Advisory Committee. (2012). Beyond a quality service: Strengthening the social fabric. Standards and guidelines for Australian public libraries, (2 nd ed.). Retrieved from http://www.alia.org.au/sites/default/files/documents/advocacy/PLSG_ALIA_2012.pdf http://www.alia.org.au/sites/default/files/documents/advocacy/PLSG_ALIA_2012.pdf Charmaz, K. (2014). Constructing grounded theory. (2 nd ed.). London: SAGE. Rudy, L. (2013). Opening public libraries to people with autism. Retrieved from http://autism.about.com/od/copingwithautism/a/Opening-Public-Libraries-To-People- With-Autism.htm http://autism.about.com/od/copingwithautism/a/Opening-Public-Libraries-To-People- With-Autism.htm State Library of Victoria. (2009). State Library of Victoria: Disability action plan 2009–10. Retrieved from http://www.slv.vic.gov.au/sites/default/files/DisabilityActionPlan_2009- 10.pdfhttp://www.slv.vic.gov.au/sites/default/files/DisabilityActionPlan_2009- 10.pdf Sing and read with your child [Online image], 2015, Country guide, January 9, 2015 Retrieved from http://www.country-guide.ca/2015/01/09/sing-and-read-with-your- child/45592/ Funded through Catherine Helen Spence Scholarship, Public Libraries of South Australia and Australian Library and Information Association Jo Kaeding In 2009 approximately 1 in 13 children under 14 in Australia had a disability. (ABS, 2012) (“Sing and read with your child”, 2015)