LTA Connect - Exploring and celebrating the SLE: Supporting Neurodivergent Students: A "Quiet" Library Induction Project

Session Outline

My presentation focuses on inclusive library practice, particularly supporting neurodivergent students by developing resources and approaches that create a more accessible and welcoming environment. This work aligns directly with the SLE lens of Equality, Diversity and Inclusion (EDI) and the SLE building block of Resources, Environment and Technologies. The starting point is the recognition that libraries are not simply places where information is stored; they are social and learning environments that need to adapt to the needs of students. For many neurodivergent learners, traditional library spaces and induction practices can present significantly overwhelming. Sensory overload, anxiety about unfamiliar spaces, or discomfort in social interactions may all prevent students from making full use of library services. Addressing these challenges is essential and by removing these barriers, every student can make the most of what the library offers. To respond to this, at UHI Perth Library I designed a tailored “quiet” induction specifically for neurodivergent students. This includes: A sensory map of the library in printed and digital form, helping students navigate the space comfortably and prepare for what to expect. A first-person video tour, filmed in portrait mode for accessibility on mobile devices, allowing students to experience the library virtually before visiting. Two audio-only guides, offering alternative ways to engage with the space, with different narration styles so learners can choose the version that suits them best. These resources are all stored in our Library app for easy access to students from their mobile phones. By using technology creatively (video, audio, mobile-friendly formats) we provide flexible pathways for students to engage with. This demonstrates how the project aligns with the Resources, Environment and Technologies block perfectly. The sensory map and accompanying resources also transform the physical environment into a space that feels more familiar and less overwhelming. Framed through the lens of Equality, Diversity and Inclusion, this project highlights the importance of proactive design. Rather than expecting students to adapt to the library, the library adapts to meet the needs of its students. In doing so, it acknowledges the diversity of learners and seeks to provide accessibility, confidence, and comfort. Ultimately, the project demonstrates how even small changes in resources and technologies can make a meaningful difference to the student experience. The aim is to ensure that libraries remain not only centres of knowledge but also inclusive, supportive spaces that empower every student to succeed.

Presenter

Valentina Kapourani

Val is a library and information professional with experience across academic, cultural, and public library settings. She studied Archives, Library Studies, and Museums at the Ionian University of Greece, gaining a strong grounding in the organisation, classification, and preservation of information in both traditional and digital forms. Her training covered everything from rare documents and corporate archives to audiovisual materials, giving her the flexibility to support a wide range of users and collections. Her early placements at Harokopio University of Athens and the Ionian University’s Department of Music gave her valuable hands-on experience in cataloguing, classification and digitisation. From 2022 until 2024, Val worked as a Library Assistant for OneRen, where she looked after collections, assisted the public and supported community events. She also set up and ran for over a year, a Dungeons & Dragons club for young adults, bringing storytelling and creativity into the library. Supporting neurodivergent students and making sure the library works for everyone has become the most important part of her work. Since started working at UHI Perth Library, Val has designed 3 tailored versions of a “quiet” induction for neurodivergent students. These include a sensory map of the library, a first-person video tour, and 2 audio guides in different narration styles, giving students options to explore the space in the way that suits them best. For Val, libraries are more than repositories of knowledge: they are inclusive, creative spaces that foster curiosity and connection. She brings this philosophy into everything she does, striving to make a meaningful difference for every student. Outside work, Val is a Tolkien enthusiast, roleplaying gamer, and advocate for sustainable living. She enjoys vegan cooking, thrifting, exploring nature, and spending time with rescued dogs, always happiest when sharing stories and helping others feel part of something bigger.

Learning and Teaching Enhancement Strategy Values

Advance HE Professional Standards Framework

• V1 respect individual learners and diverse groups of learners
• K4 appropriate use of digital and/or other technologies, and resources for learning
• A2 teach and/or support learning through appropriate approaches and environments

Professional Standard's for Scotland's Colleges

• 2.2.6 Understands how to meet the diverse needs of students. 
• 1.1.4 Commits to equality and diversity, and promotes inclusiveness, trust and fairness.
• 1.2.3 Promotes, enables and empowers students to engage and achieve in learning in order to maximise their potential.
• 3.3.5 Adopts creative approaches to the embedding of appropriate digital technologies for effective planning, delivery and assessment of learning.
• 2.3.3 Understands how to embed appropriate digital technology
• 2.2.7 Understands the strategies required to support learning in a range of learning environments. 

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