Content area
Abstract
This thesis examines the social and educational opportunities public libraries offer to children with autism spectrum disorder (ASD), and how the programs they offer can create educational relationships between the library and their visitors. Along with that, the challenges of conducting sensory-friendly programs will be identified.
In this study, twenty-eight public librarians from twenty-eight different libraries from greater Philadelphia are and southern New Jersey were asked to take part in an in-person or telephone interview. During these interviews, librarians were asked if they conducted sensory-friendly programming for children with ASD, and why or why not. The data collected from the librarians' responses during the interviews were analyzed to see if any trends stood out. The analysis showed many public libraries want to conduct programming for children with autism, but there are many challenges that prevent them from pursuing the idea including time, staff, proper funds, and practical knowledge on the subject. Most of the librarians found these programs to be important for the library to show they are inclusive places, and for the children to grow socially and educationally.
