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Tamara F. Mack
MEDT 7478/Spring 2016
Dr. Snipes
Current Issues/Research

What are possible hardware peripherals for automation systems?

(Address ADA and special needs students)
As I sit and think about the use of automation systems and technology in our school
system, I find this is a topic that keeps library media specialists on edge. The benefits of
automation are obvious to the entire school body, including school administrators, staff and
students. In fact, the automation system is considered the nerve of a media center and is
essential to its survival and success. These systems and their added benefits are now an expected
technological tool for media centers. Today, automation systems are constantly evolving as they
are developed and changed just as quick as they are implemented. The breadth and depth of the
features within these systems are crafted to help students; the changes are implemented to help
enhance the patrons experience and further meet a variety of needs. Automation systems consist
of the following features: administration, circulation, cataloging, Online Public Access Catalog
(OPAC), acquisitions, serials, interlibrary loans, remote patron access, reserving and renewing
materials. The abundance of advanced features is becoming more common in todays media
centers. Libraries expect technology products that can help them meet their operational needs
and strategic priorities. Not all library budgets have entirely recovered, but more are now able to
make investments in technology products better aligned with their priorities and migrate from
incumbent systems purchased to serve the needs that have since shifted. Vendors, more than ever
before, face formidable competition to deliver true innovation and financial value (Breeding,

2014). Looking at todays media centers, many of the competing priorities encountered in the
K-12 media centers are vastly different from those in public or academic libraries. Public
schools build book collections based upon a students reading level and curriculum needs, which
further supports a teachers focus of educating learners on various subjects. These materials are
reviewed carefully for their ability to support this effort and to ensure they are age appropriate.
Across the country, school districts are working to provide fulfilling programs and services for
students with special needs. Managing, tracking, customizing and reporting on these programs
can present challenges, especially as states request increasingly individualized reporting (Tyler,
2014).
The American Disabilities Act (ADA) provides that schools, must afford students with
disabilities with equal opportunities, "to obtain the same result, to gain the same benefit, or to
reach the same level of achievement" as students without disabilities. Section 504 applies only
to entities that receive federal funds (Smith, 2001). Most public schools receive substantial
federal funds through their participation in various federally supported activities, and as a result,
they must comply with the provisions of Section 504. Libraries take on a catalytic role in the
lives of people with disabilities by facilitating their full participation in society. Libraries should
use strategies based upon the principles of universal design to ensure that library policy,
resources and services meet the needs of all people (Smith, 2001). When searching for assistive
technology, parents and teachers do have a variety of resources to assess before making a
selection on a viable tool for students. Techmatrix is funded through a grant by the U.S.
Department of Education and contains over 400 assistive and educational technology tools and
resources (Assistive Technology, 2015). The information can be searched by IDEA disability as
well as the type of instructional material required. Many schools utilize Read2Go, an accessible

eBook reader application that allows students to read, it can be found by accessing the website
www.Bookshare.org (Read2Go, 2016). This application is easily accessible via a desktop
computer, iPad, iPhone, or iPod touch. There are many other resources that patrons may find
useful, including Join.me, which affords users with disabilities an opportunity to join in classes
and collaborate with instructors and classmates.
Another resource that can be used at school and home is www.commonsensemedia.org,
which is used to assist students with special needs and learning difficulties. The video linked to
the Parent Concerns section provides useful information for individuals with special needs and
learning disabilities. This section provides exceptional tips and useful information for parents
and teachers working with students with disabilities. Games have also been used to help enhance
the learning experience of students. These types of practical learning tools provide a learner the
ability to incorporate playful activities with automation techniques or tools (Farber, 2015). This
real world approach provides a meaningful experience to the user.
As evidenced by the increased use of media centers, Library Media Specialists must keep
in mind that they must balance the needs of each individual versus the resources at their
disposable, whether its human, financial or material. Media Center services play a vital role and
the hardware needed to ensure success may include use of many different tools and methods,
including the types of facilities available; assistive technology; and enhanced training on the use
of automation systems installed to provide an environment conducive for all learners.
Therefore, in assessing this topic, it is imperative for an automation system to be robust,
yet flexible enough to ensure it can support the efforts of school administrators, faculty and staff
and students. As a learning vessel, the Media Center becomes the nerve center for patrons to
research resources for useful information on a specific topic or subject, as well as provide advice

on how to help students achieve their goals in the classroom. A hearty automation system
addresses these factors in its quest to provide prompt, meaningful and positive results in meeting
the educational, philosophical and emotional needs of the school and its patrons.

References
Assistive Technology: Resource Roundup. (2015, October 2). Retrieved from
http://www.edutopia.org/article/assistive-technology-resources
Read2Go. (2016, March 4). Retrieved from
https://www.bookshare.org/cms/help-center/reading-tools/read2go
Breeding, M. (2015, May 1). Library Systems Report. Retrieved from
http://americanlibrariesmagazine.org/2015/05/01/library-systems-report/
Farber, M. (2015, September 8). Hands-on Apps for Diverse Learners. Retrieved from
http://www.edutopia.org/blog/hands-on-apps-diverse-learners-matthew-farber
Smith, E.C.T. (2001, November). Section 504, the ADA, and Public Schools. Retrieved from
http://www.ldonline.org/article/6108
Tyler Special Ed: A Tyler School Solution. (2004). Retrieved from
http://www.tylertech.com/productsheets/school/tyler-special-education-product-sheet.pdf