Page 115 - RUICHSS 2023 Proceeding

University of Ruhuna ISSN: 2706-0063
Matara, Sri Lanka

inequalities and offering inclusive services (Butler et al., 2016). Twaambo et

al. (2022) note that it can be difficult to provide services and materials for
people with disabilities in libraries. They claim that while libraries have

advanced significantly in some regions of the world, they haven't done so in

others, which is regrettable. They provide a standard for libraries in higher
education by outlining resources and services for people with disabilities.

Despite the quantity of research on inclusive education in LIS, there are still

certain gaps and restrictions. In actuality, LIS literature has tended to place

more emphasis on conceptual explanations of inclusive education than on
empirical studies (Nilholm, 2021). Lack of study particularly addressing the

theme analysis of research abstracts presented at conferences is a notable
research gap. Users with disabilities are regarded as a vulnerable group that

encounters prejudice and barriers to using the library service. The lack of
skilled library workers, accessibility to library premises, and difficulty in

accessing available formats of publications and Web pages are some of the

impediments (Tinklin, Hall, 1999; Banks, 2017; Wolf, 2001; Phukubje, &
Ngoepe, 2017).

In their article from 2021, Lankathilaka and Perera examine the Marrakesh

Treaty's implementation as well as the information services offered to students
who are blind or visually impaired. The study's objectives are to look at how

visually impaired students use various information sources, identify obstacles
to information access, and offer Marrakesh Treaty-based solutions. According

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