Semester of Graduation

Spring 2026

Degree

Master of Arts (MA)

Department

Communication Sciences and Disorders

Document Type

Thesis

Abstract

Public libraries are increasingly recognized as important community hubs designed to promote literacy, learning, language, family engagement, and inclusivity. Despite this, autistic individuals may experience language, literacy, sensory, and social differences that could impact their ability to participate in literacy-based programming in libraries. Librarians currently report a desire to provide services that not only include but meaningfully support autistic children in their families; however, little research has examined how key stakeholders within the autism community perceive autism-inclusive programming within libraries. This research seeks to explore these perspectives and identify (1) perceived barriers to attending children’s library programs, (2) accommodations and supports that may improve inclusion, and (3) program types that should be prioritized to support autistic children and their families.

An online survey was developed collaboratively with autistic individuals, caregivers of autistic children, and a children’s services library coordinator. It was distributed to caregivers of autistic children and/or autistic adults. Participants rated potential barriers, accommodations, and program types and completed ranking tasks to identify priorities. Across groups, most barriers and accommodations received moderate to high ratings, suggesting that inclusion requires a multifaceted approach rather than a single modification. Staff training in autism-friendly communication and facilitation emerged as both the most significant perceived barrier and the most strongly endorsed accommodation. Science Technology Engineering Art and Math programs were overall rated the highest program priority. However, in the program ranking task, sensory story times, AAC-friendly sessions, and caregiver-child programs were most frequently ranked as top priorities, highlighting the importance of sensory-based and communication-accessible literacy experiences.

Findings indicate majority alignment across stakeholder groups, suggesting shared priorities regarding inclusive programming; however, differences still provided meaningful insight into lived experiences, particularly regarding sensory environments and behavioral expectations. Overall, findings underscore the importance of flexible, sensory-informed, and socially supportive programming that centers the perspectives of autistic individuals and their families in the development of inclusive library services.

Date

4-13-2026

Committee Chair

Haebig, Eileen

LSU Acknowledgement

1

LSU Accessibility Acknowledgment

1

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