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School librarians work with students across their organizations, including those with disabilities such as autism spectrum disorder (ASD). However, little is known about how prepared school librarians are to serve these students. Using a mixed-methods survey, this study sought to explore training school librarians have completed regarding ASD and students with disabilities, as well as the effects of training on librarian confidence and library services. Based on results, librarians who received training through their school district or professional development outside of coursework reported being more confident in supporting students with ASD in the school library.

This study was an exploration into how college students with autism spectrum disorder identify and use support systems during the transition to higher education. In particular, this study explored how these students described their experiences within an online environment among their peers. The study used unobtrusive qualitative methods to collect and analyze data on online forum discussion posts from college students with autism spectrum disorder. Results indicated that students found their support systems in various ways. Many report using services provided by their Office of Disability Services, but students must be aware that these services exist first, and often must have a diagnosis to receive such supports. This study makes suggestions for higher education institutions to identify and promote their support services, both those that are accessible through Offices of Disability Services, and those that are available without diagnosis or disclosure.

Libraries provide invaluable services and supports to members of their communities, including school communities. Those with autism spectrum disorder (ASD) can receive particular benefits from their libraries, including supports in the areas of academics, social skills, communication, technology, literacy, leisure skills, and even employment skills. Additionally, librarians have reported ASD as the highest disability area they are asked to accommodate. In addition, school librarians have requirements under the Individuals with Disabilities Education Improvement Act (2004) to support students they serve in their setting. While professional librarians are prepared for their field through high-quality accredited programs, very few programs provide coursework specific to individuals with disabilities and even fewer with any coursework in the area of ASD. This study utilized content analysis to review 90 librarian preparation programs yielding only five course syllabi from four universities that include courses in supporting individuals with disabilities. Only two of the five courses reviewed included information about individuals with ASD specifically. This study identifies a gap in training for preservice librarians that contributes to the needs already expressed by those in the field.

Increased prevalence of autism spectrum disorder (ASD) diagnoses within the general population is reflected in the growing number of college and university students with ASD. This exploratory study used an unobtrusive qualitative content analysis design to explore the experiences of students with ASD in academic libraries. It seeks to understand their questions and concerns, as well as their experiences in utilizing the library and library resources. Using the social model of disability studies, this study allows for voices of students with ASD to be presented in their own words, not through the perceptions of parents, caregivers, faculty, or staff.

Individuals with autism spectrum disorder (ASD) are completing high school with reasonable expectations for postsecondary success. College educators are likely ill prepared to provide appropriate support for these students. Based on personal interviews with a diverse group of students with autism, this study (a) amplifies these students' voices, (b) describes tensions between their public and private identities, (c) outlines the academic, social, emotional, self-advocacy, and communication challenges they face in college, and (d) proposes both general principles and specific practices that could be leveraged to facilitate postsecondary success for students with autism.

With 1 in 44 children in the United States meeting the criteria for an autism diagnosis, it is likely that most, if not all, school librarians will have some contact with a student with autism spectrum disorder (ASD). One potential avenue for such education is through professional development opportunities such as state library conferences, in which school librarians share information with one another in forums such as breakout and poster sessions, while also attending keynote and sponsored presentations. To expand upon previous research related to training of school librarians in the area of ASD, this content analysis examines state library conference programs to determine if information is being shared through such conferences about autism and disability. Conferences from nine states, over a 5-year period, were analyzed for key terms related to autism and disability. Findings reveal few opportunities for school librarians to learn about autism and disability through sessions presented at state conferences, despite a previously established interest and need. [ABSTRACT FROM AUTHOR]

Over the past two decades, researchers have analyzed the role of disability in liberal arts colleges (LACs). While students find LAC faculty and disability service professionals to be a positive influence in their educational experience, these institutions face some challenges in ensuring the best possible education for students with disabilities and, in particular, autism. Building on previous research on autism in academic libraries and the LACs library context, this study analyzes the results of a survey sent to LAC library leaders across the United States. Findings suggest that LAC libraries are well-positioned to serve autistic college students, given their small student populations and ability to provide personalized service. However, librarians and staff would benefit from more training and a more systematized approach to best meet these students'' needs. [ABSTRACT FROM AUTHOR]

Libraries provide invaluable services and supports to members of their communities, including school communities. Those with autism spectrum disorder (ASD) can receive particular benefits from their libraries, including supports in the areas of academics, social skills, communication, technology, literacy, leisure skills, and even employment skills. Additionally, librarians have reported ASD as the highest disability area they are asked to accommodate. In addition, school librarians have requirements under the Individuals with Disabilities Education Improvement Act (2004) to support students they serve in their setting. While professional librarians are prepared for their field through high-quality accredited programs, very few programs provide coursework specific to individuals with disabilities and even fewer with any coursework in the area of ASD. This study utilized content analysis to review 90 librarian preparation programs yielding only five course syllabi from four universities that include courses in supporting individuals with disabilities. Only two of the five courses reviewed included information about individuals with ASD specifically. This study identifies a gap in training for preservice librarians that contributes to the needs already expressed by those in the field. [ABSTRACT FROM AUTHOR]

Libraries are designed to support the communities and populations they serve through access to services and materials. Along with supporting faculty and staff, academic libraries work to serve the needs of their students. Academic libraries can be a welcoming environment for college students in general, and some studies are beginning to show that this is particularly true for autistic students, who use the library to pursue special interests, as an escape from a bustling sensory environment on campus, and, of course, for studying and pursuing academic success. Through semi-structured interviews, this study sought to better understand how academic librarians are working together with autism student support programs to provide more targeted services and support. In this study, the researcher reached out to autism support programs for college students across the USA to learn about library involvement. The findings suggest that academic librarians are interested in better understanding the preferences of autistic students and collaborating across campus to provide more inclusive services. Additionally, administrators of autism support programs demonstrated interest in learning more about how the library could be a strong collaborator, suggesting broad practical implications for the results of this study. [ABSTRACT FROM AUTHOR]

School librarians work with students across their organizations, including those with disabilities such as autism spectrum disorder (ASD). However, little is known about how prepared school librarians are to serve these students. Using a mixed-methods survey, this study sought to explore training school librarians have completed regarding ASD and students with disabilities, as well as the effects of training on librarian confidence and library services. Based on results, librarians who received training through their school district or professional development outside of coursework reported being more confident in supporting students with ASD in the school library. [ABSTRACT FROM AUTHOR]

School librarians play an important role in our public schools by supporting students through both formal and informal learning opportunities. All students have access to library services, including those who receive additional support through special education. Students with autism spectrum disorder (ASD), in particular, may benefit from both the library environment and the knowledge and training specific to school librarians. Yet, school librarians frequently are not included as part of these students' educational teams. This study utilized a survey to discover the extent to which school librarians report providing services and supports to students with ASD, as well as the barriers they experience in working with this group of students. Results of the survey revealed school librarians may have the desire to support students with ASD but experience many obstacles in implementing the services they are uniquely qualified to provide. [ABSTRACT FROM AUTHOR]

In this exploratory study, the researchers examine the intersection of teens with autism as public library users, their perceptions of and experiences with cyberbullying, and the potential role of public librarians in providing relevant digital citizenship programming. Results from this study indicate that teens on the autism spectrum live rich digital lives and have experience with both sides of cyberbullying, or digital drama. This study suggests that teens are willing to answer questions about their digital lives and demonstrate a desire to learn more about best practices in navigating the online environment, especially when learning alongside peers. Practical implications based in inclusion are given for public librarians seeking to implement digital citizenship education for the communities they serve. [ABSTRACT FROM AUTHOR]

The role of academic libraries and librarians in support of autistic students has been studied on a limited basis with no confirmation on how to best convey knowledge of support services most effectively. A quasi-experimental research protocol with three academic library sites and related professional development treatments enabled comparison on the impact of online training alone, online coaching combined with coaching, and existing autism support programs. Academic librarians' knowledge and attitudes, along with measures of the library's physical environment were calculated pre and post training. Results showed that coaching, combined with online instruction, is the most effective professional development strategy for increasing knowledge of academic library patrons on the autism spectrum; librarians are enthusiastic to learn more about services taking place in other academic libraries, and small changes in the library environment can be impactful. • The academic library can supplement standard support services for autistic students. • After coaching about autism, librarians recognize accessibility beyond the physical. • Training leads to shifts in attitude, though fewer immediate environmental changes. [ABSTRACT FROM AUTHOR]

Understanding job seeking and workforce experiences of autistic adults in librarianship may help to create more inclusive practices in the field. However, the topic largely remains unexplored. This may be in part due to traditional research practices that do little to encourage meaningful participation from autistic adults. Ten interviews were conducted with autistic librarians in professional and paraprofessional roles about their workforce experiences, using inclusive, accessible measures and providing options for communication and participation. Findings reveal common themes for autistic librarians in the workforce, and also lead to implications for research involving members of the population. Based on findings, guidelines for future research are presented. By moving toward a more accessible, participatory research approach, qualitative studies can gain a better understanding of participants' lived experiences while producing work with practical implications for members of the population itself. • Participatory measures allow autistic adults to participate more meaningfully in qualitative research. • Librarianship can be a rewarding career for some autistic adults, but barriers exist. • Accessible and participatory measures are necessary to understand autistic librarians' workforce experiences. • Guidelines for conducting research with autistic adults are presented based on findings. [ABSTRACT FROM AUTHOR]

In a study by a team at the intersection of information and communication sciences and disorders, researchers worked to design an interactive, online professional development system for academic librarians to better serve students with autism spectrum disorder (ASD). In creating this program, it was imperative to have stakeholder input and support; recruiting members of this population, students with ASD, was critical. Amazon's Mechanical Turk and online discussion forums, including Reddit, were used for recruitment for an online survey. While there was some overlap in results, there were also marked differences in responses based on online sampling frame. This paper details the online methods used for recruiting members of this community, and compares and contrasts success rates, challenges, and numbers associated with each method. [ABSTRACT FROM AUTHOR]

The article provides information on Project Panhandle Autism Library Services (PALS) that intends to ensure success in libraries for patrons with autism. Topics mentioned include a Syracuse University Project Expanding Nondiscriminatory Access by Librarians Everywhere workshop in 2013, four online training modules from Project PALS designed to fit librarians' needs, and communication with individuals with autism.