身心障礙兒童之圖書館特殊圖書資源利用研究

Abstract

自聯合國於1990年《兒童權利公約》與2006年的《身心障礙者權利公約》通過以來，兩個公約的核心價值即在尊重「兒童」及「身心障礙者」皆為一個客觀主體，擁有主導自身權益的選擇權，全體必須保障該族群自由發展的權利，從中屏除於生活中無形、有形建構的偏見。國際圖書館協會聯盟依循於此，特設專屬部門致力為感知著作有困難者，消弭各項阻擾享有公平資訊機會的障礙。筆者服務於推動執行「身心障礙者數位化圖書資源利用辦法」之身心障礙專責圖書館，藉由本研究探究兩個核心族群「身心障礙者」及「兒童」，如何追求人權賦予的平等接受圖書資訊(閱讀)權利的過程，蒐整該族群須使用那些特殊格式及如何推廣利用，並參考國內外現況及文獻，以作為從事使用特殊圖書資源、參與落實人權公約閱讀平權教育領域者之參考。本研究藉由探討視覺、聽覺、學習障礙及感知著作有困難之身心障礙兒童圖書資源利用現況，依需求對應可利用哪些特殊圖書資源到說明資源利用上有哪些困境，企盼以此為方矩尋找改良及建議方針，促進國人討論身心障礙兒童接觸特殊圖書資源之利用；另整理身心障礙兒童之特殊資源類型、服務及現況，以作為未來研究之參考。 本研究結論與建議：(一)加值特殊圖書資源(二)近用服務及相關輔具之整合利用(三)融入跨領域資訊提升身心障礙兒童圖書資源利用價值。Since the adoption of the Convention on the Rights of the Child (CRC, 1990) and the Convention on the Rights of Persons with Disabilities (CRPD, 2006), a shared normative core has been to recognize children and persons with disabilities as rights-bearing subjects with agency over their own interests. Society bears an obligation to safeguard their right to free development and to dismantle both visible and invisible prejudices embedded in everyday life. In this spirit, the International Federation of Library Associations and Institutions (IFLA) has established dedicated bodies serving persons who have difficulty perceiving works (i.e., persons with print disabilities), with the aim of removing barriers to equitable access to information. The author works at a specialized library for persons with disabilities charged with promoting and implementing the Regulations Governing the Use of Digitized Library Resources by Persons with Disabilities (「身心障礙者數位化圖書資源利用辦法」). This study examines how two focal groups—persons with disabilities and children—pursue the human-rights-based right to equal access to library information (reading). It identifies the accessible formats required and strategies for promoting their use, and draws on domestic and international practice and literature to provide a reference for practitioners engaged in special-format library services and the implementation of reading equity education under the human rights treaties.Focusing on children with visual, auditory, and learning disabilities—as well as other children who experience print disabilities—this research surveys current patterns of library resource use, mapping user needs to appropriate accessible formats and explicating the obstacles encountered in practice. On this basis, it proposes a framework for improvement and policy recommendations intended to stimulate discussion in Taiwan on enabling children with disabilities to access specialized library resources. It also systematizes the types of specialized resources, service models, and present conditions as a reference for future studies.Conclusions and recommendations. (1) Add value to accessible-format resources; (2) integrate access services with relevant assistive technologies to enhance usability; and (3) embed cross-disciplinary knowledge to increase the impact and value of library resource use for children with disabilities.