DESIGNING LIBRARIES


How public libraries support children with SEND


Public libraries have a long tradition of welcoming all-comers but traditional libraries present extra challenges for some, including children with SEND – special educational needs and disabilities. Designing Libraries Director Ayub Khan looks at how libraries are offering support.


AN estimated 1.6 million pupils in England have special educational needs. The Westminster Government is clear about the impact SEND can have on a child’s learning, affecting their behaviour or ability to social- ise, reading and writing, ability to understand things, concentration levels and/or physical ability. An estimated 1.6 million pupils in England have special educational needs. The Government is clear about the impact­


Emily­ and­ Ben­ previously­ collaborated­ on­ the­ Listening­ Desk,­an­interactive­installation­for­the­British­Library­in­2023,­ which gave access to rare sound archives across ten major UK institutions. Their shared vision of accessibility and design innovation­continues­at­Haydock­Library,­where­Peasgood­is­ again taking a distinctive, community-led approach.


Co-design ­SEND­can­have­on­a­child’s­learning,­affecting­their­


behaviour or ability to socialise; reading and writing; ability to understand things; concentration levels; and/or physical ability. First­ let’s­ define­terms:­A­ disability­ is­a­physical­or­mental­ condition that limits movements, senses, or activities. Special needs are educational requirements arising from physical or intellectual­ disability­ or­ behavioural­ difficulties­–­ an­ illness­ or­condition­that­makes­it­difficult­to­do­the­things­others­do.­ Neurodiversity is displayed or characterised by autistic or other neurologically atypical patterns of thought or behaviour. It must be said that not everyone approves of such labels. Some disability rights activists dislike the term SEND, saying it has derogatory connotations. ‘Additional needs’ is an alter- native description. Others think we are sometimes too ready to­interpret­differences­as­deficits­when­talking­about­autism.­ So it’s a topic not without controversy. Children­who­need­additional­support­may­have:


l­­Physically­disabilities­–­impaired­movement,­speech, hearing or sight;


l­­conditions­such­as­cerebral­palsy­or­cystic­fibrosis; l­­difficulties­with­co-ordinated­movement­–­dyspraxia; l cognitive disabilities like autism or Down Syndrome;


l­­difficulties­with­words­or­numbers­–­dyslexia,­dyscalculia, dysgraphia;


l­­attention-Deficit/Hyperactivity­Disorder­(ADHD).


Case study: Emily Peasgood Studio at Haydock Library, St Helens, Merseyside St­Helens­Council­has­commissioned­Emily­Peasgood­Studio­ to­reimagine­Haydock­Library­as­a­sensory-inclusive­space­ for­children­and­adults­with­special­needs.­Led­by­artist­Dr­ Emily Peasgood in collaboration with architects practice Studio Ben Allen, the project represents a bold departure from conventional library design. Emily is an award-winning composer and artist known for creating innovative public artworks in libraries and community settings, specialising in inclusive engagement and co-creation.


10 INFORMATION PROFESSIONAL Autumn 2025


Rather than designing for the community, Peasgood is design- ing with them. Over the past three months, she has led a par- ticipation programme of Go-See visits to other libraries, and library design workshops, shaped by a steering group of St Helens­Council­staff­and­local­charities,­including­BuzzHub­ St­ Helens­ CDP­ and­ Listen4Change­ Parent­ Carer­ Forum,­ where­ 76­ people­ participated,­ including­ 18­ library­ staff,­ 12­ support­workers,­10­carers,­and­36­adults­and­children­with­ disabilities.


Throughout the engagement process, facilitators supported


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