INFORMATION RESOURCES AND SERVICE PROVISION FOR THE PHYSICALLY CHALLENGED USERS IN SPECIAL EDUCATIONAL INSTITUTIONS’ LIBRARIES IN PLATEAU STATE.

ABSTRACT

The study investigated information resources and service provision for the physically challenged users in special educational institutions libraries in plateau state. The purpose of the study was to determine the resources and information service provision and use among physically challenged users in special educational institutions (SEI) in plateau state. Descriptive survey research design was  adopted  with  questionnaires  and  an  observation  checklist  as  the  instrument  for  data collection where research assistance were used to administer questionnaires, while the researcher personally checked and list the available resources using observation checklist. The population of  1056  physically  challenged  (PC)  users  {comprising  of  all  users  attending  the  special educational institutions and the staff working in the library that supports the special educational institutions in plateau state}was sampled using a multi – stage sampling technique which brought the  sampled  respondents  in  the  three  (3)  special  educational  institutions  (SEI)  to  317 respondents. The three selected institutions were Gindiri School for the Blind, Special Education Department of University of Jos and Plateau School for the Deaf. Data was collected using structured questionnaires titled “questionnaire on library and information resources and service provision for physically challenged (PC) users {LIRSPPCQ} for both students and staff and an observation checklist  which  the  researcher  personally used  to  check  and  list  the  available resources. Data collected was analyzed using frequency and percentages, mean and standard deviation all presented in tables to answer research questions. It was discovered from the study that most of the essential information resources and service provision that is meant for the physically challenged (PC) users in the three (3) special educational institutions (SEI) libraries such as book scanners, general scanners with software, talking books, Kuzweille reader ( a text – to speed reading machine with synthesized speed output) , low stack to enable the physically challenged access information resources, ramp to access facilities for the physically challenged users on wheel chairs, CCTV magnifying aid etc. are not available for the physically challenged users in the three (3) special educational institutions (SEI) libraries under study. Even the ones available, it was revealed from the study that, they were not adequate and so they were the most used information resources and service provision for the physically challenged users in the three (3) special educational institutions (SEI) libraries under study. Respondents said they were not satisfied  with  almost  all  the  resources  and  services  provided  in  these  special  educational institutions’  libraries  under  study.  Respondents  (PC)  were  of  the  view  that  the  major obstacles/problems  to   the   use   of   libraries  are   lack   of     all  the   relevant   information resources/facilities and service provision available such as Braille machine, circulation services, use of Braille, library orientation service, sub – titled DVD and Videos (for the Deaf) etc. Another major obstacle discovered to be militating against information resources and service provision for the physically challenged (PC) users in these special educational institutions (SEI) in plateau state is lack of funds. Therefore, the provision of the above mentioned obstacles will serve as strategies that will enhance the provision of information resources and services for the physically challenged (PC) users in the three special educational institutions (SEI) libraries. Also increase funding or special budgetary provision for the SEI libraries and proper utilization of such  funds  meant  for  the  SEI  libraries were  identified as  the  major  solutions  for  making information resources and service provision available in these SEI libraries in plateau state. The need  for  collaboration  between  parent  institution  and  Non  –  Governmental  Organizations (NGOs) to enhance effective provision and use of information resources and service by the physically challenged users in plateau state is highly recommended.

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CHAPTER ONE

INTRODUCTION

Background to the Study

There are persons with physical challenges in all parts of the world and at all levels in every society. Physical challenge has a substantial long-term adverse effect on one’s ability to carry out normal day to day activities. Both the causes and the consequences of these variations are the result of different social-economic circumstances and provisions that government make for the well-fare of their physically challenged citizens. According to John, V. (2004), environmental, technical, and attitudinal barriers and consequent social exclusion reduce the opportunities for the physically challenged to contribute productively to their household and the community and further increase the risk of falling into poverty. However, through education and rehabilitation, they cease to be liability to the society and contribute to the national development. In Nigeria according to Adamu (2009), there are more than 19 million physically challenged people. Between 75 and 90 percent of them live below poverty line due to years of neglect by the society, especially their lack of access to paid employment. Many misconceptions of the physically challenged is expressed by Adamu (2011), when he stated that Nigerian society often regards physically challenged users as unable to work, read, in need of help, and deserve pity. Example of these users (PC) includes (blind, deaf and deformed limbs). There is no single definition appropriate to all library users with physical challenges. Definitions are only useful in that they indicate how different physical challenges affect the use of facilities such as libraries. However, there are distinctions among the terms impairment, disability and handicap. A careful observation of school building in Nigeria clearly reveals that the physically challenged are not

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taken  into  consideration  when  building  or  renovating  school  building  for  the  physically challenged user of a library who may be using a wheel chair, crutches, among other.

All human beings are born equal and all have rights to education, equal opportunities and participation in society (NPE, 2004). But in the real world, there are some groups of people that do not have these rights due to their physical, mental, and social conditions. As defined by the World Health Organization (1998), impairment  refers to  an abnormality of body structure, appearance, organ and system functioning. For example a user whose sense of vision ia defective and this could range from ability to see a little to total blindness. These users are said to be visually disabled. Disability is the consequence of impairment in functional performance and activity. Handicap, on the other hand is the consequence which is reflected in interaction with, and adaptation to the surroundings. According to Bopp and Smith (2001), the physically challenged population includes persons who are blind and visually impaired, individuals who are deaf and hearing-impaired, and persons with mobility impairment.

The World Health Organization (2000), posit that disability means any restriction or lack of ability to perform any activity in the manner within the range considered normal for a normal being. Physically challenged users (children or adult) as in the word of Farlex (2012) are those whose non-sensory physical limitation    or health problems interfere with the school attendance or learning to such an extent that special services, training equipment, materials or facilities are required. Physically challenged users are faced with those challenges, which relate primarily to disorders of the skeleton, joints and muscles including club foots, poliomyelitis, imputation (a missing  limb)  and  fractures or  burns that  cause  contractures. This group of users  may  be classified into three categories:-

The Disabled users with physical challenges (e.g. physical, sensory) and because of this impairment/disability cannot cope with regular school/class organization and methods without formal special educational training. In this category, we have users who are visually impaired (blind and the partially sighted) such users read by touch or through hearing, partially sighted by print or hearing. Hearing impaired (deaf and the partially hearing). Deafness can range from loss of some sounds, especially high frequency, to total deafness. Deaf user’s main problem is that of communication and everything that follows from non – or imperfect communication. Physically and  health impaired (deformed limbs, asthmatic).These users include spinal bifida, cerebral palsy, muscular defects, etc. which they may need much help in movement. While mentally retarded (educable, trainable, bed ridden).Include brain damaged, mongolism etc. and they are so aggressive, destructive and poor physical co-ordination in nature, they are also physically and emotionally retarded.

The  Disadvantaged  the  children  of  nomadic  pastorals,  migrant  fisher  folks,  migrant farmers, hunters, etc. who due to their lifestyles and means of livelihood, are unable to have access to the conventional educational provision and therefore require special education to cater for their particular/peculiar needs and circumstances.

The Gifted and Talented people (children and adult) who have /posses very high intelligent quotient and are naturally endowed with special traits (in arts, creativity, music, leadership, intellectual precocity, etc.) and therefore find themselves insufficiently, challenged by the regular school/college/university programmes

The three special educational institutions (under study) in Plateau state are: Gindiri School for the blind, special education department of university of Jos and Plateau school for the deaf. The school for the Blind at Gindiri (SGB) is one of the first established schools for the blind in

Nigeria.  A report by Bidi Genka in the Gindiri Golden Jubilee Magazine has it that Mr. & Mrs. Forbes, as well as the Lord Mayor of London were instrumental in providing the missionaries with option of getting the school started in Gindiri. Miss Fralius Mills was then sent to Gindiri in

1950. She came out with the design of the school but later left because of ill health. Miss Rosina Price came to replace her in 1952 where the mobilization began. In 1953 the school started with three teachers and six pupils. Miss Rosina Price was the pioneering head teacher and Miss Alen and Mr. Edet Otu as co-teachers. The school was established with the aim of taking care of the holistic development of the visually impaired persons in Nigeria and other countries of the West African Sub-region.

This concept by the missionaries was to enable the pupils read the Bible, receive Christ, and to as well lead others to Jesus Christ. For a holistic development, typing, craft work mobility and  organized,  independent  living  skills  and  sports  are  taught.  This  primary  section  was expanded to accommodate a few sighted pupils to promote integrated education. In addition, the school offered rehabilitation services to the visually impaired adults as well as giving training to the visually impaired persons.   Some other exciting activities in the school include visits to churches (where the visually impaired pupils can demonstrate their skills through reading of the Bible using Braille, Bible recitation), end of term festivals, sports; such as gymnastic display and football as well as drama and debate.

With awareness, the school pupils’ population increased steadily over the years. The population was made up of 49 in the primary section and 7 in the Rehabilitation section. The school was enjoying the services of 16 teaching staff, 7 non teaching staff and 3 casual workers. According to the Headmaster Mr. Joseph Dashi, several organizations contributed immensely towards the funding of the school. These include John Milton (supported with running grants),

Red Cross Society (Sponsored specific projects), Corona (sponsored specific projects and gave out  scholarships),  Tear  Funds  (provided  funds  for  building  projects).  Christophe  Blinden Mission,  CBM  (running  grants),  Plateau  State  Government  (Salary  and  Capitation grants), Federal Government (annual subvention) and gifts and donations from individuals, churches etc. Christopher Blinden Mission was the major financier. For quite some time now most of these support sources of funding have been withdrawn. With the dwindling resources most infrastructural developments have stopped. This posed a great challenge requiring an upward review of the support by the church.

The school had trained visually impaired children who turned out to be prominent persons, these visually impaired contributed tremendously in the Nigerian society and even beyond. Some of those who also were pioneering pupils were Professor Bitrus Gani of ABU Zaria, Pastor Nuhu Idi of TCNN, Bar. Sule Laraf of Gombe State, Rev. Joab Yakubu of Republic of Benin. Diafo B. Jatau Niger Republic, Dr. Jibril Isa Kano State, Barrister Sunday Thomas, Benue State, Bala Dakup of PRTVC Jos, Pastor Sati Wulabs, U.S.A., Rev. Bitrus Maimako and Mr. Bidi Genka. However, table showing number of head teachers that headed the school can be seen in appendix V on page 89.

Plateau school for the deaf is one of the first established schools for the deaf in Nigeria. The school started in 1979 with five(5) teachers, three(3) non teaching and one(1) attendant at Laranto in Jos as the temporary site with twelve (12) students as the first set. Mr. Ezekiel Sambo who is also a deaf was the pioneering principal of the school. The school was established with the aim of taking care of the holistic development of the deaf in the state and other local government areas of the state. The school for the deaf was moved to it permanent site in Bassa

local government area of Plateau state in 1994 by Mr. Emmanuel Jibe who was the 2nd principal of the school.

Mrs. Na’anbam Ori’ade took over from Mr. Emmanuel Jibe as the 3rd  principal of the school in 1998 and she later left for University of Jos. The 4th principal of the school was Mrs. Ladi Ndam from 2003 to 2006 and she later moved to ministry of education (        M.O.E.)    Jos. From 2007, Mr. Bawa Koplung was the 5th  principal of the school up to his retirement in October, 21st 2014.

Mr. Silas A. Sode became the acting and 6th  principal of the school to date. The school has

Nursery, Primary and secondary. The Nursery section of the school has two arms, A & B.  Arm

A, has 45 pupils while arm B, has 63 pupils- total =108 pupils in the Nursery section.

The junior secondary school (J.S.S.1-3) has 140 students while SS 1-3 has a total of 160 students. The school for the deaf has 14 permanent teachers, 8 P.T.A teachers, 3 permanent cooks and 1 P.T.A cook. The school also has one school father and a matron who takes care of the students. The school has no staff quarter(s). A class room block was built by E.T.F and there is no functional library for the deaf students. The school has trained a lot of deaf students who turned out to be prominent persons and contributed tremendously in the Nigerian society and even beyond.

The Special education department of University of Jos was introduced in 1978, as a unit in Educational Psychology. It was later that the Department was established in the University, first with a certificate, then diploma and finally degree programmes. The B. Ed programme came into operation in September, 1981 to coincide with the commencement of the new semester system.

The Department runs three programmes namely, the NUC minimum standard programme with teaching  subject  (SPE) the Rehabilitation Services Education without teaching  subject

(EDS). The categorical programme is offered in three areas of specialization namely, Visual Handicaps, Hearing Handicaps and Learning Disabilities.   This means that the training is categorical in nature. Presently, Bachelor of Science Education, Master and Doctoral degrees in Special Education are offered in the department

In addition, the department operates a resource room mainly for students with Visual impairment enrolled in the various faculties of the University. Services offered include brailing and thermoforming of lecture notes and question papers, tape recording of materials for the students with Visual impairment as well as laboratory space for practical demonstration and teaching. Other  laboratories operated by the department for other categories of exceptional children include the Model Teaching Centre for the children with Hearing impairment and Learning Disabilities. The department maintains close link with the Islamiya Special Class on Bauchi Road, the Plateau state School for the Deaf as well as private Schools with good number of   special needs children such as Mafeng Private School, Jos, Otana Education Centre, Jos, Open Doors Special Education Centre, Jos.

The B.Sc Ed Degree in Special Education is a 4 year full time course of study for UME students and a 3 year full time course of study for direct entry students. The programme aimed at producing  graduate  teachers  who  will  work  as  resource  and  itinerant  teachers  in  resource Centers,  as  teachers  in  Special  Schools  and  Classes,  and  as  administrators.  Furthermore, graduates of this programme will teach in teachers colleges to prepare students for work with Special needs children including the gifted and talented. How ever, list of staff in the department can be seen in appendix VI on page 90.

Statement of the Problem

The essence of information resources in special educational institutions’ libraries is to ensure  that  the  physically  challenged  users,  their  teachers  and  other  allied  educational researchers have access to reliable, relevant  and up to date information resources that  will enhance the quality of teaching, learning and research.

However, the researcher has observed that the physically challenged in Nigeria who do not  have  access  to  rehabilitation  or  any  form  of  educational  training  end  up  being  fully dependent on their extended families or engaged in begging as the only source of lively hood.  It can be argued that this is part of the reasons why the government of Nigeria and some states like plateau established special institution to cater for their educational needs. An educated physically challenged individual will have the opportunity to contribute productively to their household, community and nation at large.

The library is suppose to serve as the life wire of any educational institution/organization established by the special educational institution(s) for supporting the training/education of the physically challenged user in the three special educational institutions in the state. Williamson et- al (2007) stated that libraries have always had problems in providing information for the physically challenged. This is because, unlike the other types of libraries, library services for the physically challenged users must enable them have access to equipments such as Braille, Braille embosser, tapes, hearing aids, Kuzweil reader, talking books, and services such a sign language. In providing information resources and services for the physically challenged, library staff must have an insight into the problems faced by these user groups.

In order to meet the information needs of the physically challenged, libraries established by the special educational institutions must provide special information resources and services

that defers from the traditional library services. Some researchers such as Aguolu (2002) and Ugah (2008) have observed that information resources and service provision does not necessarily translate into use. This shows that there is significant difference between availability and use.  It has been observed that physical information resources is not enough for full service provision of the resources, it is important therefore, to find out the level of adequacy, accessibility, usefulness and satisfaction derived in the use of the resources by the PC users. The above statements constitute a problem which needs solution. It is against this backdrop that the study was initiated to find out the present situation of library and information resources and service provision for PC users in special educational institutions libraries in Plateau state.

In the light of the above, the problem of this study put in question form is: what is the state of library and information resources and service provision for the physically challenged users in special educational institutions libraries in Plateau state?

Purpose of the Study

The main purpose of this study is to determine the resources and information service Provision and use among physically challenged users in Special Educational Institutions (SEI) in Plateau state. Specifically the study seeks to:

1.    Identify the resources available for the physically challenged users in special educational institutions libraries in Plateau state.

2.     Determine the types of information service provided for the physically challenged users by special educational institutions libraries in Plateau state.

3.     Determine the extent of utilization of resources and services provided for the special educational institutions libraries for its users (PC) in Plateau state.

4.     Ascertain the level of satisfaction with the information service provided

(LISP) for the PC users.

5. Identify the problem associated with the provision of information service provided for the

PC users in the SEIs.

6. Determine strategies for enhancing the provision of information service for the PC in the

SEIs.

Research Questions

In order to guide this study, six research questions were drawn. These include:

1.        What are the resources/facilities available for information service provision for the PC

users in SEI libraries in Plateau state?

2.        What are the types of information services provided by SEI libraries in Plateau state?

3.        What are the extents of utilization of resources provided by SEI libraries for its users in

Plateau state?

4.          What are the levels of satisfaction with the information service provided to the PC users in the SEIs in Plateau state?

5.        What are the problems associated with the provision of information service to the PC

users in the SEIs in Plateau state?

6.         What are the strategies for enhancing the provision of information service to the PC in the SEIs in Plateau state?

Significance of the Study

The findings of this study is expected to be beneficial to the physically challenged users, school authorities, researchers, ministry of education, other allied educational institutions that are not captured in this study and the federal government of Nigeria.

The  findings  will  enable  the  physically challenged  users  to  learn  how  to  select  or distinguish between specific knowledge based materials that will be of use to them in their areas of interest. (For example, someone who is blind may prefer to use Braille because it has some facilities like key board that can easily be used by a blind person than using desktop computer). The identification of library resources will be useful to the school authority when they want to acquire or purchase the right  materials that will be useful to various physically challenged individuals. Researchers and scholars in other areas can use the data gathered in this study as a reference point when conducting similar research that will be of importance in the life of these physically challenged (PC) users in the special educational institutions and the society as a whole.

The ministry of education can also use the findings of this study when planning on the needs of the physically challenged users. This is to enable them have a sense of belonging and to live a useful life in the society. Government can use the result of this study to improve the condition of life for the physically challenged, especially children in our society that requires support for the enforcement of their rights. This will help them to live equal and protected life just like other members of the society. Other allied educational institutions in the state that were not captured in this study can use the results of these findings to enhance the quality of teaching, learning and research in their various institutions.

Scope of the Study

This study is limited to information resources and service provision for the physically challenged users (i.e. visually impaired, hearing impaired, physically and health impaired or learning disabilities) who are impaired, a condition that limits and restrict their physical ability to perform an activity in the manner range that is considered normal for a human being. In addition,

it is centered on the information resources and service provision for the physically challenged users in the aforementioned schools.

Indeed, the study will be limited to three institutions- via Gindiri School for the Blind, the special education department of University of Jos and Plateau School for the Deaf in Bassa local government areas of Plateau state.

Plateau state in the words of Abiola, (2006) was created out of the then Benue Plateau State on February 3, 1976 by the Murtala Mohammed Regime. Its capital is Jos. Jos the original name of ‘Gwosh’ was wrongly pronounced as ‘Jos’ by the Hausa who settled on the site and turned it into a trading centre. Located in North Central Nigeria, Plateau State occupies 30,913 square kilometers. It shares borders with Kaduna State to the North, Kaduna and Nassarawa States to the East, Benue to the South and Taraba State to the East. Plateau State is located between latitude 80°24’N and longitude 80°32′ and 100°38′ East.

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