Universal Design in Library Environments

The Americans with Disabilities Act (ADA) was passed into law by President George H. W. Bush on July 26, 1990. The act “prohibits discrimination against people with disabilities in several areas, including employment, transportation, public accommodations, communications, and access to state and local government programs and services.” The ADA has undergone several updates since its implementation and will be celebrating its thirty-fifth year of implementation this July.

In the 1970s, an architect by the name of Ron Mace developed a design strategy dubbed “Universal Design” (UD). UD is a design strategy that advocates for inclusive designs that all individuals can access regardless of their abilities. In 1997, a working group of architects, designers, engineers, and design researchers, led by Mace at North Carolina State University (NCSU), developed the 7 Principles of Universal Design. According to the Centre for Excellence in Universal Design, “The purpose of the Principles is to guide the design of environments, products and communications.”

It’s important to note that although both the ADA and UD benefit individuals with disabilities, they do so in different ways. UD is a design strategy that goes beyond the regulatory baselines set forth by the ADA, a federal law.

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The 7 Principles of Universal Design

Today, UD has evolved to include Universal Design for Learning (UDL) and Universal Design of Information Technology (UD of IT). (The World Wide Web Consortium has set the standard for web accessibility with four underlying principles of accessibility.) Each design strategy has a set of principles to support its guidelines. This article will focus on the use of the 7 Principles of UD in library spaces, although the Principles can be used in any business, home, or institutional design project.

Principle 1: Equitable Use

The design is useful and marketable to people with diverse abilities.

Principle 2: Flexibility in Use

The design accommodates a wide range of individual preferences and abilities.

Principle 3: Simple and Intuitive Use

Use of the design is easy to understand, regardless of the user’s experience, knowledge, language skills, or current concentration level.

Principle 4: Perceptible Information

The design communicates necessary information effectively to the user, regardless of ambient conditions or the user’s sensory abilities.

Principle 5: Tolerance for Error

The design minimizes hazards and the adverse consequences of accidental or unintended actions.

Principle 6: Low Physical Effort

The design can be used efficiently and comfortably and with a minimum of fatigue.

Principle 7: Size and Space for Approach and Use

Appropriate size and space are provided for approach, reach, manipulation, and use regardless of the user’s body size, posture, or mobility.

The Centre for Excellence in Universal Design includes a list of guidelines that underpin each of the aforementioned Principles.

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Universal Design in Action

Sometimes, built environments present limitations unforeseen by able-bodied and neurotypical individuals. Language, too, can be a common pitfall for those living outside of Disabled* communities. Preferred terminology can vary between individuals, scholars, disability advocates, and medical professionals. UD can aid in bridging the accessibility gap for those with and without disabilities.

The three cornerstones of UD dictate that products, services, environments, policies, etc., should be usable, accessible, and inclusive by design. Libraries can support individuals with physical, cognitive, and intellectual disabilities by using a UD-informed lens to revamp programs, services, and physical spaces within the library.

Here is a list of possible ways libraries can use universal design to improve a library patron’s experience, each labeled with its corresponding UD-informed lens (i.e., UD, UDL, or UD of IT):

• Auditory Reference Points. Fountains and water features make excellent reference points for individuals with visual impairments. The Huntington Beach Public Library in California has a multi-tiered fountain in its building, surrounded by plants and floor-to-ceiling windows. The sound of the fountain helps mask the sound of children’s voices in the children’s department, which creates a more relaxing environment for library patrons. The fountain (unintentionally) doubles as an auditory reference point for individuals with visual impairments. (UD)
• Chairs. An extra chair at the checkout desk and reference desk can be a source of relief for an individual with mobility or other limitations. A library patron might spend several minutes at either of these spaces, and it’s helpful to provide a place to sit down if needed. (UD)
• Feedback Forms. James Charlton, a disability rights activist and American author, popularized the mantra “Nothing about us, without us.” Libraries can use feedback forms to gather input from library patrons with disabilities to aid in making new policies, programs, or changes to the physical environment. (UD)
• Fidgets. These are small objects or tools that can help people focus, manage stress, or regulate sensory input. Many neurodiverse individuals use fidgets to self-regulate their emotions. Libraries can provide fidget tools in order to create a more supportive environment for neurodiverse individuals. (UDL)
• Interactive Displays. These displays allow patrons with visual impairments to “see” a display through touch. Objects in this display may be handled by library patrons. Braille signage might accompany the display. The Washington Talking Book & Braille Library introduced a similar display in 2023. (UDL)
• LED Lights. One interview with experts revealed that individuals with neurological disorders are highly sensitive to sensory stimuli. Fluorescent lights can trigger migraines, headaches, and even seizures if the lights are prone to flickering. Modern LEDs are softer and are less prone to flickering under normal conditions. (UD)
• Makerspaces. Makerspaces provide opportunities for library patrons to explore their creative potential. Dr. Grandin said at her recent appearance in ALA’s webinar “Autism Awareness for Library Workers” (April 28, 2025) that makerspaces are attractive to Autistic thinkers and other neurodiverse individuals. They aid in “getting kids turned on to making things.” The Central Rappahannock Regional Library has a unique makerspace worth reading about. (UD, UDL, and UD of IT)
• Noise-Canceling Headphones. These can be provided on loan or made available in sensory spaces. Noise-canceling headphones help quiet sounds that may be too distracting for some individuals. Many libraries have begun stocking these headphones. (UD)
• Adaptive Equipment Kits. The Perry County District Library allows patrons to borrow Adaptive Equipment Kits to support individuals with limited fine motor skills. Kits include a pencil grip trainer, ergonomic handwriting aids, guided reading highlight strips, playing card holders, button hooks, cuff grip bands, 5-in-1 openers, and multi-function can/jar openers. (UD)
• Sensory Spaces. Sensory rooms are helpful for individuals who struggle with sensory overload. These are quiet spaces, complete with adaptive furniture, dim lighting, fidgets, or games that encourage mindfulness, and they sometimes include noise-canceling headphones. New Jersey’s Ocean County Library and Montclair State University have sensory spaces available for library patrons. OCL’s space caters to all library patrons at the ready, while MSU’s space requires a reservation and comes with a two-hour time limit. (UD)
• Storytime Programs. Children with diverse abilities can share in storytime activities when sign language and braille storytimes are offered. Very few libraries cater to adults with intellectual disabilities, but this demographic of adults can enjoy storytime activities as much as young children and gain similar benefits. The Durham County Library has offered Sensory Storytime for Special Needs Adults since 2012. (UDL)
• Trackballs. This tool allows individuals with limited hand mobility to use a computer with considerable ease compared to a traditional computer mouse. (UD of IT)
• Web Pages. A web page can describe the number of accessible parking spaces available and their proximity to the library building. A list of known physical barriers is helpful, as is providing a map of the building. This page should also include a list of supportive technologies available in the library. Visit Princeton University Library, Metuchen Library, and Bodleian Libraries for inspiration to design a “Plan A Visit” or “Disability Services” web page. These web pages are especially helpful to patrons with disabilities, who may benefit from additional logistical information to aid in planning a trip to the library. (UD of IT)

This list is only meant to provide a starting point. What UD-informed supports can you add to your library?

A Note About Service Animals and Emotional Support Animals

UD includes consideration for service animals (SAs). SAs and emotional support animals (ESAs) are two types of working animals that can help individuals with disabilities. SAs are federally protected by the ADA and permitted anywhere that a member of the public is allowed to go; ESAs are not. The ADA does not require that SAs be leashed, vested, or registered as SAs.

Legally speaking, a library staff member cannot ask a handler to disclose their disability. Instead, staff may ask what task the animal is trained to perform and whether or not the animal is required because of a disability. As of 2025, only dogs and mini horses are recognized as SAs. A handler may have more than one SA on their person. To avoid a legal misstep, all library staff should receive proper training regarding SAs or ESAs.

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Additional Resources

Library Juice Academy

The Library Juice Academy offers several courses in disability access and inclusivity, including: Inclusive Instructional Design, Building Accessible Library Collections for People with Disabilities, Becoming an Inclusive and Supportive Supervisor, and more. Complete five courses to earn a Certificate in Disability Access and Inclusion.

Autism Awareness Webinar and Books

In honor of Autism Awareness Month, the ALA recently offered a free webinar entitled “Autism Awareness for Library Workers.” Panelists included Temple Grandin, Autism expert and author and professor of animal science, Colorado State University; Cindy Hohl, president, American Library Association; and Mychal Threets, librarian/information ambassador.

Dr. Grandin has authored many books. Some of her recent books include Navigating Autism: 9 Mindsets for Helping Kids on the Spectrum (2021), Calling All Minds: How to Think and Create Like an Inventor (2018), and Different Kinds of Minds: A Guide to Your Brain (2023).

TUS Sensory Awareness Guide

The TUS Sensory Awareness Guide, written by Lisa Hanlon, is an open-education resource (OER) that offers insights into the processing challenges faced by students.

Project ENABLE

Project ENABLE is an organization that aims to “raise the level of librarians’ understanding of and sensitivity for the library and information needs of students with disabilities and foster their ability to develop programs and services, provide adequate facilities, and select appropriate resources and technologies to meet those needs.”

They offer several training programs for librarians, administrators, and library staff. They also provide an accessibility checklist to aid libraries conducting in-house accessibility audits on the physical library environment. Project ENABLE has a 1000+ item resource database for those interested in learning more about disabilities and disability support.

Library Accessibility Alliance

The Library Accessibility Alliance (LAA) “promotes equitable access to library services and electronic resources.” They conduct accessibility audits on e-resources and have created a tool kit for other libraries.

*The use of a capital “d” in “Disabled” in this article is intended to reflect a shared identity and commitment to disability advocacy. However, opinions may vary within disability communities on the use of a capital “d” in this manner. The author of this article identifies as a neurodiverse individual.

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