Education is one of the best ways to empower individuals with special needs. Education not only guarantees the financial independence of individuals with special needs (through improving their vocational skills and subsequently increasing their earnings), but also assists in enhancing their vital individual skills (self-determination, self-esteem) and social skills (Schmidt-Davis, Hayward, & Kay, 2000). A review of previous studies related to special education describes that one of the main challenges of individuals with special needs (and their families) to continue their studies is the transition to post-secondary education (Boesel, 1998; Burgstahler, 2001; Olson & Pavetti, 1996). In other words, such barriers restrict their chance of leading a prosperous and independent life, finding an appropriate career, and earning a living. Indeed, the combination of intrinsic (different types of disabilities, behavioural problems, lack of basic skills) and extrinsic (attitudinal barriers and lack of appropriate accommodations) barriers hinder special needs individuals in making a successful transition from secondary to higher education.

Accordingly, because the academic library plays a crucial role in students’ learning and is the heart of a university, the librarians with a caring and supportive philosophy can be pivotal in determining the success of VIPs transition to higher education. Therefore, this paper illustrates the perceptions and experiences of visually impaired students towards librarians’ communication skills and the effect it has on their sense of inclusion. It also demonstrates how the librarians’ level of disability awareness, support, and communication skills can help VIPs to transition from secondary to post-secondary education successfully. The focus of this study is on the opinions and feelings of VIPs and does not include those of the librarians.

In 1960, Van Gennep (1960) defined transition as a dynamic process, social shift, social expectation, and readiness. He explained that a transition is a crucial factor of change that occurs throughout life from childhood to adolescence. He proposed a threefold sequential structure to represent transition. It included pre-liminal (separation from the previous world), threshold (performance during transition), and post-liminal rites (reincorporation in their new world with new status). Also, Van Gennep remarked that at the centre of any transition is an individual who is shifting from personhood to becoming a social being (individuals are the centre of rites of passage).

Within a person’s lifetime, they will experience at least four major systematic transitions which are home-to-elementary school, elementary school to junior high school, junior high school to high school, and finally high school to college or work (Anderson, Jacobs, Schramm, & Splittgerber, 2000). Specifically, transition reminds us of the season of adolescences in which students (both disabled and non-disabled) should leave their residential school to start their new life in a new community (Giarelli, Ruttenberg, & Segal, 2013). Accordingly, the scholars suggested the “transition-focused education” to assist students in achieving their defined goals (Kohler & Field, 2003). Indeed, postsecondary education provides a suitable platform for students, especially with special needs, to experience and equip themselves with proper skills (individuals, social, and work) and values to shape their aspirations for the future (Rusch, Hughes, Agran, Martin, & Johnson, 2009). Based on the findings of the investigation, there is a positive relationship between the postsecondary education and employment outcomes for students with special needs (Fabian, 2007; Sitlington, Neubert, & Clark, 2006). According to the statistics, the employment rate for individuals with special needs and a bachelor’s degree or college education is 53% and 43% respectively, whereas it is only 34% for students who possess a high school diploma (Fogg, Harrington, & McMahon, 2010). This stark difference in employment rate indicates the importance of postsecondary education on the quality of life and future employment opportunities of special needs students (Cheatham, Smith, Elliot, & Friedline, 2013).

Interestingly, a review of published studies shows that the majority of studies mainly concentrated on “care services transition.” However, recently scholars have investigated other aspects of transition, such as the post-secondary education system even for individuals without disabilities (Stewart et al., 2010). According to the literature, most scholars considered the school transition as an interruption in the continuity of individuals’ lives, especially individuals with special needs. It exposes them to organizational (changes in school size, departmentalization streaming, types of ability and competition, and teachers expectations), and social-emotional discontinuities (change in school diversity and heterogeneity, relationship with peers and teachers, sense of belonging, acceptance, and valued) (Anderson et al., 2000; Fombonne, 2003; Mizelle & Mullins, 1997; Schumaker, 1998; Wells, 1996). Moreover, an individual’s personal characteristics, gender, ethnicity, and family socio-economic status also play a crucial role in their transition to post-secondary education (Caton & Kagan, 2007; Chambers, Hughes, & Carter, 2004; Giarelli et al., 2013; Powers et al., 2007; Stewart et al., 2010). In reality, the combination of intrinsic (different type of disabilities, behavioural problems, lack of necessary skills, being home bounded, lack of motivation to complete tasks, adapting to the environment, and self-image which are under their control) and extrinsic (attitudinal barriers, lack of appropriate accommodations, assignment difficulties, being welcomed, respected, and valued by others which are not under their control) barriers hamper individuals with special needs to have a successful transition (Burgstahler, 2001; Giarelli et al., 2013; Olson & Pavetti, 1996; Roderick, 1993). Accordingly, it can be concluded that the transition for students with special needs is a mixture of their physical, sensory, cognitive, and communication limitations concerning the educational system, policies, services, staff, and unsupportive peers (Stewart et al., 2010). In this respect, Stewart and his colleagues (2001) presented stories from special needs students and their parents that likened the transition to adulthood as being similar to the feeling of “being dropped off a cliff.”

This case study uses a qualitative approach. Participants were VIPs who had registered with the library at a research university in Malaysia. The university is the oldest in Malaysia and was chosen because the Ministry of Higher Education Malaysia recommends it as a suitable institution for special needs students. The library of the university boasts the most experience of providing specialised services, especially to VIPs. Furthermore, according to study participants, the university was their first choice to pursue their tertiary education. They also stated that the university is the preferred destination for visually impaired students in Malaysia.

This paper is based on responses from 18 VIPs (six female and twelve male) who ranged from 20 to 37 years old. The participants were from different fields of study, and they all volunteered to participate in this study. Nine were undergraduates (Bachelor level), and nine were postgraduate students. Five of the VIPs have low vision but fit into the category of visually impaired as they have between fifteen to twenty per cent vision. Using a list provided by the library, the participants were approached and the objectives of the research were explained to them, then their email addresses and phone numbers were requested. All of the visually impaired students possessed screen reader software, such as Jaws or Window eye, which enabled them to use computers and the Internet. Information sheets were emailed that described the aim of the research, the expectations during the interviews, and how the collected information would be managed. The contents of the consent form were read to each participant, and they required to sign a consent form before the interview. Participants were assured that their anonymity would be preserved in the research findings.

Data was collected via semi-structured interviews and focus group discussions held in the VIPs’ library carrels, their special laboratory in the library, their dormitories at a hall of residence, and a special laboratory in their residence dormitory. All interviews and focus group sessions were recorded with a digital audio recorder and lasted for between 45 and 60 minutes. The researchers divided the participants into four focus groups. Each focus group discussion lasted approximately two hours. The interview and focus group questions mostly concentrated on the library sources, services, facilities (which had been provided for VIPs) besides librarians’ degree of disability awareness and communication skills (which foster their transition to campus life). For example “What is the first thing that comes to your mind when thinking about the library?,” and “If you encountered any difficulties in the library which is the first person you would contact?,” “How do librarians make them feel like they have a place in the library?,” “Would you please describe any situation in which you feel welcomed to the library,” and “If you could change something in the library what would it be?.”

In the beginning, the VIPs were shy and formal. Some showed limited interest because they were uncomfortable providing details of their experiences. As the interviews progressed, the VIPs became more comfortable, especially when they learned that we had met and become familiar with their friends. Because the first researcher is Iranian, participants were curious to know why she had chosen this topic. They asked whether she had special reasons and whether she or any member of her family had a disability. The participants also asked about the circumstances of the visually impaired who live in Iran, about barriers that Iranian visually impaired persons face in the course of their daily lives, and about their educational and employment status. These discussions provided a good foundation for the researchers and participants to share knowledge and experiences.

Three main themes emerged with regards to VIPs’ perceptions and descriptions about librarians’ communication skills which foster the students’ transition, sense of comfort and feelings of being welcomed, valued, respected, supported, and included. Member checking and peer review were undertaken to ensure the trustworthiness of data. The following section describes the four main themes that were extracted from VIPs’ perceptions, experiences and feelings toward librarians and the library. In this study, the names of all participants have been changed to maintain anonymity. The study of the librarians themselves is not within the scope of this study.

This article highlights the challenges of VIPs during their transition to campus life in the context of an academic library in Malaysia. In this case study, VIPs noted that the difficulties they face are related to the librarians’ tone of voice, greeting, conversational style, and the lack of opportunity for interaction. Based on these factors, they can gauge the librarian’s willingness or unwillingness to help them. These factors also determine whether the VIPs feel comfortable enough to request help from librarians. In other words, negative experiences make it difficult to feel welcome, accepted, valued and respected in the library. The participants of the study explained that the frequency and quality of their interactions with the librarians are important to them. They believed that communication allows them to feel comfortable and more willing to request help. The findings show that although the VIPs felt that the librarians treated them well, they wanted more support to feel respected and to promote a sense of inclusion in the library. In reality, such perceptions towards librarians cause the VIPs to only approach the librarians for help as a last resort or when they cannot find their friends or others to help them. The participants of the study perceived that the fundamental problem is the lack of awareness amongst the front-line librarians on how to assist VIPs. Consequently, over time such feelings and perceptions towards librarians cause VIPs to exclude themselves voluntarily from the mainstream library (avoiding interaction with the librarians and attending in library activities), which is precisely the opposite of the transitional programme objectives. This result supports the findings of previous investigations (Peters, 2007; Oxoby, 2009; Symeonidou & Phtiaka, 2009).

It should be kept in mind that the real meaning of inclusion in the success of transition programmes is more than physical integration and includes providing a supportive system, a welcoming culture, and an accepting atmosphere for individuals with special needs to connect with other members of the community and prevent them from excluding themselves from the mainstream community (Burchardt, Le Grand, & Piachaud, 1999; Oxoby, 2009; Peters, 2007; Symeonidou & Phtiaka, 2009). In this respect, Charles (2005) emphasised the role of front-line librarians in creating a friendly atmosphere for communicating with users with special needs. He pointed out that although front-line librarians do not have the power to formulate policy, they can still help by creating a positive impression of the library and thus motivating users with special needs to use the library more frequently. Also, according to Woo (2005), one of the main criteria in evaluating library service quality from the users’ perspective is the librarians’ behaviour, such as friendliness, politeness in communication, and willingness to assist users. Woo believes adherence to these attributes helps to make the users feel secure and safe. Communication is a fundamental aspect of human life through which people exchange information, thoughts, beliefs and emotions to integrate with others in the community (Sheafor & Horejsi, 2012). However, librarians are often found to have little knowledge of how to communicate with or assist students with special needs (Broady-Preston, Felice, & Marshall, 2006) which is perceived as a barrier by the library users (Holmes, 2008). To support this, Duckett (2004) remarked the origin of such a problem is related to the different perspectives among librarians and library users. Indeed, Duckett declared that, from the library users’ viewpoint, it is more important for librarians to be knowledgeable, friendly and polite than it is for them to possess skills related to the transfer of information. Whereas from the viewpoint of the librarians, the information transfer is more important rather than the quality of their relationships with library users.

Most importantly, the social interactions, especially during the transition, not only have a direct effect on aspects of the psychological well-being of students like self-esteem and self-determination, but also on their well-being in their future relationships, work, and health (Leary & Baumeister, 2000; Nota, Soresi, Ferrari, & Wehmeyer, 2011; Swann, Chang-Schneider, & McClarty, 2007). Social experiences and feedback from others in the academic environment play a significant role in determining the self-perception of students with special needs (Cole, Maxwell, & Martin, 1997; Graham & Juvonen, 1998; Hintsanen et al., 2012). The outcome of positive self-perception would be fewer behavioural problems, better academic adjustment, academic achievement, and social competence. All of which are vital for a successful transitional process (Mestre, Gracia, Frias, & Llorca, 1992; Pianta & Steinberg, 1992). Also, individuals can determine their value through interaction with other members of the community. This interaction can directly affect their sense of self-worth, especially during adolescence (Ciarrochi, Heaven, & Davies, 2007; Leary & Baumeister, 2000; Leary, Tambor, Terdal, & Downs, 1995). Therefore, a lack of strong relationships with their desired groups will affect their self-esteem, self-perception, self-value, self-determination and consequently their psychological adjustment, persistence to accomplish tasks, inclusion, and anxiety (Moussavi et al., 2007; Nolan, Flynn, & Graber, 2003; Sowislo & Orth, 2013; Stice, Ragan, & Randall, 2004; Wahl, Bergland, & Loyland, 2010).

As discussed earlier, and based on Bronfenbrenner and Morris (1998), due to bidirectional interaction existing between ever-changing individuals and their immediate changing environment, both factor categories should be considered in developing an appropriate transitional programme (Early, Pianta, & Cox, 1999). In other words, to develop an efficient campus life transition programme that promotes new abilities for special needs students so that they accept new responsibilities and undertake a more diverse range of activities, education stakeholders need to consider all layers and aspects of the academic context within the transition, and the activities should be individual-centred (Giarelli et al., 2013). McClelland and his colleagues (2007) noted that previous research overlooked the existence of interaction between various factors within the context (cultural, social, and institutional), which indicates that they failed to illustrate a holistic view of the transition of special needs students to campus life (King, Baldwin, Currie, & Evans, 2005).

Furthermore, there is a direct relationship between positive perceptions of the social climate (less strict, more supportive librarians, friendly and less badly behaving peers) and fewer adjustment difficulties (Pinchover & Attar-Schwartz, 2014). Therefore, equipping all members of the university, such as librarians, lecturers, even non-disabled peers, with sufficient disability knowledge to guide students with special needs through transitional programmes seems vital. The point is that although such a positive atmosphere cannot help the students overcome all their difficulties, it can at least make some obstacles more manageable and make the overall transition process more comfortable.

Due to the vital role of the library and librarians in assisting students with special needs to achieve their educational goals, library stakeholders should develop some librarian/peer/mentor programmes for junior students with special needs. Aside from helping them form relationships with their seniors with special needs, it also provides them with opportunities to expand their networks with non-disabled peers, volunteer readers, lecturers, and other faculty members. Furthermore, LIS stakeholders should equip their future educators with the essential transferable attributes, such as communication skills, specifically in university libraries, to motivate students with special needs to achieve their educational goals (Miller & Wallis, 2011). Also, LIS stakeholders should equip librarians with communication skills based on their context characteristics (social, cultural, ecological, and economic), and also promote future LIS educators’ awareness of special needs. In this respect, the participants of the study suggested developing courses for LIS educators in combination with the promotion or specific job roles for librarians who are familiar with the actual needs of individuals with special needs.