This report explores the essential role of Library Media Specialists (LMS) in supporting students with learning disabilities, particularly those with Individualized Education Programs (IEPs). It examines the legal frameworks guiding inclusive library services—IDEA, Section 504, and ADA—and outlines evidence-based instructional strategies tailored to diverse learning needs. Emphasizing collaboration with special education staff, the report highlights how LMS professionals co-design lessons, adapt materials, and integrate assistive technologies to align with IEP goals. It also underscores the importance of family engagement and includes case studies across elementary, middle, and high school settings. Ultimately, the report positions LMS as key agents in creating equitable, accessible, and empowering educational experiences for all students.
This report provides an in-depth overview of how Library Media Specialists (LMS) support students with learning disabilities (LD), particularly those with Individualized Education Programs (IEPs). It covers legal responsibilities, instructional strategies, collaboration practices, material adaptation, family engagement, and real-world case examples across educational levels. Library Media Specialists are increasingly recognized as integral to inclusive education. As students with learning disabilities constitute a growing portion of the school population, the LMS is essential in delivering equitable access to information, literacy instruction, and educational technology. According to the International Dyslexia Association (2017), dyslexia alone affects 15–20% of the population, making it the most common LD in schools. Library professionals must understand and implement strategies that respond to legal mandates and instructional needs while fostering collaboration among educators, specialists, and families.
Library Media Specialists are bound by three major legal frameworks: the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act, and the Americans with Disabilities Act (ADA). Under IDEA, students with disabilities are entitled to a Free and Appropriate Public Education (FAPE), which includes access to instructional services delivered in the least restrictive environment. The LMS, as part of the instructional team, is responsible for ensuring that services and resources in the library are accessible and aligned with IEP goals (Project ENABLE, n.d.). Section 504 prohibits discrimination based on disability and ensures that students have access to comparable educational opportunities. The LMS must be aware of accommodations required under 504 Plans and incorporate them into library services. For example, students who require preferential seating, extra time for tasks, or assistive technologies must find those supports readily available in the library. The ADA extends these responsibilities to the accessibility of physical spaces and digital tools. Library media centers must be navigable, and software, databases, and websites should be compatible with screen readers and other accessibility tools (Hill, 2012).
For students with dyslexia, multimodal reading support is crucial. Providing print and audio formats concurrently, highlighting key text with visual cues, and offering graphic novels or decodable texts allows these students to engage with content meaningfully (School Library Connection, 2019). Additionally, organizational tools like mind maps, color-coded planners, and task strips support executive functioning challenges. The LMS should also adjust pacing and simplify instructions. According to Hill (2012), over 70% of school librarians report adjusting their instruction by repeating directions, using visual supports, and providing individualized coaching. Students with attention disorders may benefit from clearly posted objectives, predictable routines, and breaks integrated into longer tasks. These strategies not only align with IEP accommodations but foster a universally accessible learning environment.
Collaboration with Special Education Staff Collaboration is central to serving students with LD. Farmer (2009) highlights that cross-disciplinary planning leads to more effective instructional outcomes. LMS should meet regularly with special education teachers, speech-language pathologists, and paraprofessionals to align library instruction with classroom goals and IEPs. Co-teaching models are effective in inclusive classrooms. In these setups, LMS and special educators design and deliver lessons together, each contributing unique expertise. For example, while the LMS introduces digital citizenship, the special educator can provide behavior strategies for students who struggle with impulse control. Collaboration also ensures the LMS is aware of specific accommodations—such as providing alternative formats or extended time—and can plan accordingly. Mutual professional development is also essential. Special educators may offer in-service training on disability-specific strategies, while LMS can train staff on databases, assistive tech, and research instruction. This reciprocal learning fosters a stronger support network.
Adapting Materials and Meeting IEP Goals Adapting library resources is a legal and instructional imperative. IEPs often include goals related to reading comprehension, written expression, and the use of educational technology. The LMS can support these goals by curating accessible materials and modifying instructional tasks. Audiobooks, large-print books, and graphic novels provide multiple access points to the same content. For students requiring visual supports, books with illustrations, pictorial dictionaries, or captioned videos enhance understanding. Text-to-speech software, voice typing tools, and adjustable e-readers are vital assistive technologies that should be available and promoted in the media center (Cahill, 2018).
LMS can also adapt assessments or library assignments. For a student who struggles with written output, an oral presentation or video project may serve as a substitute. Furthermore, LMS should track how library activities intersect with IEP goals, providing documentation or feedback to the special education team when appropriate.
Family Engagement The role of the LMS extends beyond school walls. Engaging families of students with LD is essential to reinforcing learning outcomes and building trust. Families often have critical insight into their child’s learning needs and can guide resource selection. LMS should consider offering parent workshops on how to use library databases at home, how to access audiobooks, or how to navigate online research tools. Family reading nights, especially those that showcase accessible books and formats, can build a culture of literacy and inclusion. By maintaining open communication with families, LMS can advocate for their role on IEP teams and ensure consistency between home and school supports.
Case Studies
Elementary Example At a suburban elementary school, the LMS collaborated with the resource room teacher to create a “Library Literacy Lab.” Twice a week, students with IEPs visited the library for small-group instruction focused on decoding and comprehension. Using decodable readers, hands-on story retelling tools, and read-alouds with audio support, the students improved their reading fluency and confidence over the semester. The LMS kept anecdotal records that were used during IEP meetings to show progress.
Middle School Example: In a Title I middle school, a sixth-grade student with ADHD and dysgraphia had difficulty completing a research assignment. The LMS partnered with the special education teacher to break the project into structured phases with clear deadlines. The student used speech-to-text tools for note-taking and was allowed to submit a slide presentation instead of an essay. The LMS monitored progress through weekly check-ins, resulting in the student completing the assignment on time and with improved engagement.
High School Example: At a diverse urban high school, an LMS noticed that students with IEPs were not using the online library platform. After surveying students and teachers, the LMS hosted a series of lunch-and-learn sessions on assistive tools, such as text-to-speech features in Gale and JSTOR. The sessions were co-facilitated with a special educator and followed by individual tech setup support. Within a semester, usage statistics increased, and students with disabilities began citing academic sources in their assignments more frequently.
The Library Media Specialist is a cornerstone in the education of students with learning disabilities. From complying with legal mandates to crafting engaging, differentiated instruction, LMS professionals ensure that the school library is a space where every student can thrive. Through collaboration, family engagement, and continuous reflection, they help align library services with IEP goals, remove barriers to access, and empower all students to become confident, independent learners. As inclusive education evolves, the LMS must continue adapting, learning, and advocating so that the library remains not just a room full of books, but a gateway to equity and lifelong learning.
References
Cahill, M. (2018). Ensuring the library program is inclusive for ALL students. School Library Connection. https://schoollibraryconnection.com
Farmer, L. S. J. (2009). School library media specialist collaboration with special education personnel in support of student learning. Evidence Based Library and Information Practice, 4(2), 37–55. https://doi.org/10.18438/B8FK8P
Hill, R. F. (2012). Strengths and opportunities: School librarians serving students with special needs in central New York State. School Library Research, 15. https://www.ala.org/aasl/slr/volume15/hill
International Dyslexia Association. (2017). Accommodating students with dyslexia in all classroom settings. https://dyslexiaida.org/accommodating-students-with-dyslexia-in-all-classroom-settings/
Project ENABLE. (n.d.). Module 2: Individualized Education Programs (IEPs). Syracuse University. https://projectenable.syr.edu/
School Library Connection. (2019). Supporting dyslexic readers in the school library. School Library Connection. https://schoollibraryconnection.com