6.2 Study respondents
6.2.1 Characteristics of respondents
The characteristics of respondents were not part of the study objectives but are presented for the benefit of the reader to give some background information about
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the respondents involved in the study. Therefore the study presents the characteristics of respondents who were involved in the study in terms of gender, age, education level and work experience.
6.2.1.1 Gender composition of the respondents
This section presents a description of the gender composition of respondents of the five universities and the ministry investigated.
Table 5: Gender of the library staff (N=113) Responses Frequency Percentage
Male 61 54%
Female 52 46%
Total 113 100%
Source: Field data (2012)
Table 5 above shows gender of library staff of the five universities involved in the study. The responses were as follows: 61(54%) were male and 52(46%) female.
Table 6: Gender of people in wheelchairs (N=6) Responses Frequency Percentage
Male 6 100%
Total 6 100%
Source: Field data (2012)
Table 6 above shows the gender of people in wheelchairs. The 6 (100%) respondents were male. There were no female respondents in wheelchairs in these universities when the researcher was collecting data.
Table 7: Gender of staff for special needs of education unit (N=15)
Responses Frequency Percentage
Male 13 87%
Female 2 13%
Total 15 100%
Source: Field data (2012)
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Table 7 above demonstrates the gender of the staff of special needs of education units. Respondents were: 13(87%) males and 2(13%) females. Table 5, 6 and 7 show that male and female respondents from five universities and the Ministry were involved in the study with males being in the majority.
6.2.1.2 Age groups of the respondents
This section provides the age groups of respondents of five universities involved in the study. Table 8 below indicates age range of library staff from five universities involved in the study.
Table 8: Age range of library staff (N= 113) Responses Frequency Percentage
20-25 years 10 9%
26-30 years 20 18%
31-35 years 23 20%
36-40 years 17 15%
41 and above years 43 38%
Total 113 100%
Source: Field data (2012)
The responses revealed the following: the highest score at 43(38%) was for those in the category 41 and above years, 23(20%) in 31-35 years, 20(18%) in 26-30 years, 17(15%) indicated 36-40 years and 10(9%) stated 20-25 years. Hence the majority of the respondents were 36 or older.
Table 9: Age of people in wheelchairs (N= 6) Responses Frequency Percentage
20-25 years 2 33.3%
26-30 years 2 33.3%
41 and above years 2 33.3%
Total 6 100%
Source: Field data (2012)
Table 9 above indicates the age groups of people in wheelchairs. Responses were:
2(33.3%) in the category 20-25 years, 2(33.3%) in the group 26-30 years and
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2(33.3%) cited 41 and above years. Table 8 and 9 indicates that different age groups from five universities were included in the study.
6.2.1.3 Education levels of the respondents
This section describes the education level of the respondents from the five universities involved in the study.
Table 10: Education level of library staff (N= 113) Responses Frequency Percentage
Certificate 7 6%
Diploma 30 26%
Degree 29 26%
Masters 35 31%
PhD 12 11%
Total 113 100%
Source: Field data (2012)
Responses were as follows: the highest score at 35(31) was for those who held a master’s degree, 30(26%) had a diploma, 29(26%) indicated they held a bachelor’s degree and 12(11%) had a PhD. Seven (6%) stated that they had a certificate. Of these 113 respondents (42%) held a masters and /or a PhD.
Table 11:Education level of people in wheelchairs (N= 6) Responses Frequency Percentage
Diploma 1 16.6%
Degree 4 66.6%
Masters 1 16.6%
Total 6 100%
Source: Field data (2012)
Table 11 above shows education level of people in wheelchairs. Responses were:
4(66.6%) held a degree, 1(16.6%) had a diploma and 1(16.6%) indicated a master’s.
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Table 12: Education level of staff of special needs of education unit (N= 15) Responses Frequency Percentage
Diploma 4 26.6%
Degree 4 26.6%
Masters 6 40%
PhD 1 6.6%
Total 15 100%
Source: Field data (2012)
Table 12 above gives the education level for staff of special needs of education units.
The following were responses: 6(40%) responded that they had a master’s degree;
4(26.6%) indicated diploma; 4(26.6%) mentioned a degree; and 1(6.6%) cited PhD.
Of these 15 respondents 7(46.6%) had a masters and/or PhD. Table 10, 11 and 12 indicate that there are various levels of education of staff and users of the libraries from five universities and the Ministry investigated.
People with visual impairments were interviewed regarding their level of education.
The responses were that they held a bachelor’s degree (48), or master’s (6) and/or PhD (3). Again they were interviewed about the discipline which they were studying.
Most of their responses were BA, MA and PhD education special needs (48), and a few responded LLB (Bachelor in Law) and LLM (Masters in Law) (4), BA Mass Communication (2), BA Political Science (1), Bachelor in Commerce (1) and Bachelor in Cultural Heritage (1). In addition they were asked about the reason for choosing the discipline which they were studying. Those who responded BA and MA education special needs, said they liked the discipline because it is easy to implement and easy to get employment. Those who responded LLB and LLM, BA Mass Communication, BA Political Science, Bachelor of Commerce and Bachelor in Cultural Heritage said that they liked the discipline. The study indicated that most of the people with visual impairments preferred studying education special needs because it is easy to implement and easy to get employment.
128 6.2.1.4 Work experience
This section presents the work experience of the respondents of the five universities involved in the study.
Table 13: Work experience of library staff (N= 113) Responses Frequency Percentage
1-10 years 73 65%
11-20 years 17 15%
21-30 years 12 11%
31-40 years 7 6%
41 and above years 4 3%
Total 113 100%
Source: Field data (2012)
Table 13 above demonstrates work experience of the respondents from five universities. The following were responses: 73(65%) responded 1-10 years; 17(15%) said 11-20 years; 12(11%) mentioned 21-30 years; 7(6%) indicated 31-40 years; and 4(3%) showed 41 and above years. The majority had worked for ten years or less.
Table 14:Work experience of staff of special needs of education unit (N= 15)
Responses Frequency Percentage
1-10 years 7 46.6%
11-20 years 3 20%
21-30 years 1 6.6%
31-40 years 4 26.6%
Total 15 100%
Source: Field data (2012)
Table 14 above depicts years of work experience for staff of special needs of education units. The responses were: 7(46.6%) responded 1-10 years; 4(26.6%) cited 31-40 years; 3(20%) indicates 11-20 years; and 1(6.6%) said 21-30 years. Table 13 and 14 indicate that there is a range of work experience in the area investigated. Of 15 staff/ respondents, 46.6% had worked for 10 years or less.
129 6.2.1.5 Education and training in special needs
The researcher in this section sought to find out if library staff have been educated and trained in special needs. According to the social model of disability, staff who provide services to people with disabilities need to be educated and trained in special needs so they are able to help people with different categories of disabilities.
Figure 3: Education and training in special needs (N=113) Source: Field data (2012)
Figure 3 above shows responses of library staff on education and training in special needs. Responses were as follows: the vast majority 100(88%) responded negatively while 13(12%) responded positively. Respondents who responded negatively indicated that they did not have education and training in special needs and those who responded positively stated that they do have education and training in special needs.
Staff of special needs education units for disabilities were asked if they have been educated and trained in disabilities. The researcher wanted to find out if staff of special needs education unit for disabilities had knowledge and skills regarding disabilities. Table 15 below indicates their responses.
13(12%)
100(88%)
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Yes No
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Table 15: Education and training in disability (N=15) Responses Frequency Percentage
Yes 14 93%
No 1 7%
Total 15 100%
Source: Field data (2012)
Responses were as follows 14(93%) responded positively and 1(7%) responded negatively. Those who responded positively indicated that they have had training in disabilities whereas the respondent who responded negatively has had no training in disabilities.
6.3 Library services provided to people with visual impairments and in