Neurodiversity-Responsive Library Design: Adapting Academic Library Spaces and Services for Autistic, ADHD, and Other Neurodivergent Students: A Scoping Review
Keywords:
Neurodiversity, Academic Library, ADHD, Dyslexia, Scoping ReviewAbstract
This review paper discusses the importance of library design for students with neurodiversity (A brain disorder characterized by varying brain functions). The focus is primarily on the special needs of students with Autism (A brain disorder characterized by difficulty in social interaction), ADHD - Attention Deficit Hyperactivity Disorder and other neurodivergent (whose brain functioning is different from normal) learning disabilities. The paper combines review literature on recent research papers from around the world. Principles such as Universal Design for Learning (UDL) are used to design libraries that are accessible to all students. Practical suggestions are provided for both physical libraries, such as chairs, lighting, and noise free spaces, and digital libraries such as online sites and apps. This paper examines the Britain, UK standard PAS 6463, a specific guideline for designing spaces for neurodiversity, and the Indian regulatory framework, providing insights into how libraries can be designed that do not disturb these students.
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