Assessing disability inclusivity in UAE university libraries: A regulatory and empirical perspective

The study examines the current state of compliance with existing local and international disability laws and the level of inclusivity practices in university libraries across the United Arab Emirates, focusing on digital and physical accessibility, policy compliance, staff competence, and the challenges associated with it. The study employs a quantitative approach, utilizing a structured survey that involves 68 library professionals from university libraries across the UAE. The study's findings suggest that university libraries in the UAE demonstrate strong compliance with both national and international disability laws. The libraries scored high in physical accessibility features such as elevators and ramps ( M = 4.16, SD = 0.84), accessible parking ( M = 4.19, SD = 0.82), and restrooms ( M = 4.00, SD = 0.96), indicating that more than 80% libraries showed compliance. However, several gaps were also identified in the area related to the provision of alternative formats for users with sensory disabilities and designated spaces for special needs users. Digital accessibility showed moderate advancement with an average mean score of 3.63 and 72.6% compliance observed with the presence of accessible digital content and platforms, but inconsistent availability of assistive tools and technologies for users. The study also found that there is a moderate level, with an average mean score of 3.44 and 68.8% of competency level among library and information science professionals observed while serving users with disabilities. The most significant challenge was the shortage of specialized staff, and there was a need for specialized training to cater to the needs of users with disabilities, while funding was at a moderate level. Other challenges identified included problems related to outreach and collaboration, and a lack of awareness among users about disability related library services. The findings of this study have implications for policymakers, librarians, and education administrators as they can identify the key gaps and address them. Regular policy reviews, increased investment in assistive technologies, enhanced collaboration with special needs organizations, and systematic staff development can ensure inclusive services and provide better services to users with disabilities.