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Funding and governance of library and information services for visually impaired people: international case studies

Part 3:Appendices

Section C - Education Libraries

Definitions

Are you providing information for:

• Primary
• Secondary
• Tertiary
• All levels of education

What definitions of “visual impairment” do education libraries in your country use?

Do you think these definitions are inclusive enough? If not, what definition would you suggest?

How do you think the definitions in use affect the measures of how many Visually Impaired People there are in your country (for example, over-estimating or under-estimating them)?

What definitions of “print impairment” do education libraries in your country use?

What is the relationship between services for visually impaired people and print impaired people in education libraries in your country? (For example, are they provided by the same organisations or from the same budget?)

What do you think will happen to the relationship between services for the visually impaired and for the print impaired in your country over the next five years?

Please make any comments you think are relevant on the position of print impaired people when you are answering any of the questions

What is the difference between the standards education libraries use when deciding if someone is a visually-impaired reader, and the standards that your government uses to determine the number of visually-impaired people?

What impact does any difference have on estimates of the number of people classified as visually impaired?