An interactive job seeking system for vocational rehabilitation

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The Workforce Investment Act of 1998: Performance Management and People With Disabilities

The primer outlines the various components of the Workforce Investment Act of 1998 (WIA). It also suggests ways that people with disabilities can fully access WIA systems and services.The report was prepared for the Rehabilitation Research and Training Center on Employment Policy for Persons with Disabilities and funded by the United States Department of Education, National Institute on Disability and Rehabilitation Research

Education, Employment and Training Policies and Programmes For Youth With Disabilities In Denmark, Germany, Spain and The United Kingdom

EducationEmploymentTrainingNo82.pdf: 1634 downloads, before Oct. 1, 2020

Starting with Me: A Guide to Person-Centered Planning for Job Seekers

[Excerpt] Work is an important part of life. People with disabilities benefit from working as much as or more than people without disabilities do. The benefits from work include financial independence and security; increased self-confidence; personal growth; skill development; and a better social life. Perhaps you would like to work but have not been encouraged to do so by your family, friends, or support people in your life. Maybe you are not certain if you can work or what kind of work might be right for you. This is a guide for you. This guide reviews a three- stage career development process. Career development is an approach to help you make satisfying job choices. In person-centered career planning, your personal preferences, goals, and dreams are the focus. A person-centered approach does not mean you have to tackle job exploration all on your own. It does mean that anyone who helps you in your career search and the development of your career dreams respects your wishes and helps you to focus on your skills and abilities. Career development is an ongoing process. Finding satisfying work doesn’t usually just happen by applying for a job in the newspaper. The process involves several phases—and it all begins with you

Directory of Federal Funding Sources for Adult Education

Lists funding sources for adult education and literacy services. Describes forty-nine federal programs in ten agencies that authorized expenditures for adult basic education services during the 2007 and 2008 fiscal years, including to state agencies

Building Wealth on the Foundation of Employment Portfolio Series

[Excerpt] The vision of the U.S. Department of Labor (USDOL) is to advance the economic futures of workers, including those with disabilities. The unique mission of the Office of Disability Employment Policy (ODEP) within USDOL is to promote the involvement, cooperation, and collaboration of multiple federal, state, and local agencies with the private sector, to increase participation of individuals with disabilities in the workforce and economic mainstream. No single program, policy, funding stream, or strategy is a universal solution for the multiple challenges encountered by individuals with disabilities who want become economically self-sufficient. Yet, across the federal government, there are tools and strategies now being implemented to help lift low-income wage earners—including individuals with disabilities—out of poverty and empower them through employment and expanded economic opportunities. This portfolio series introduces asset development concepts, tools, and activities that individuals with disabilities, their families, and the workforce development professionals who support them can use to build wealth on the foundation of successful employment

ILR Faculty Publications 2012-13

The production of scholarly research continues to be one of the primary missions of the ILR School. During a typical academic year, ILR faculty members published or had accepted for publication over 25 books, edited volumes, and monographs, 170 articles and chapters in edited volumes, numerous book reviews. In addition, a large number of manuscripts were submitted for publication, presented at professional association meetings, or circulated in working paper form. Our faculty's research continues to find its way into the very best industrial relations, social science and statistics journals.Faculty_Publications_2012_13.pdf: 77 downloads, before Oct. 1, 2020

Reasonable Accommodations for Attorneys with Disabilities

[From Introduction] Diversity in the legal profession has been the subject of much discussion and study for a number of years. A 2003 report by the U.S. Equal Employment Opportunity Commission (EEOC), entitled Diversity in Law Firms, notes the significant role that lawyers play in social, economic, and political life and the influence that minorities and women have been able to attain as their numbers in the legal profession increase. This fact sheet addresses the application of the reasonable accommodation obligation to attorneys and their employers. Attorneys with disabilities, both as applicants and employees,may need a range of accommodations in order to apply for and perform many types of legal jobs. Most of the accommodations that attorneys with disabilities may need are similar to those needed by other professionals with disabilities who work in an office setting. Thus, much of the discussion in this document will apply to a wide range of administrative and professional jobs

Planning effective HCI to enhance access to educational applications

Information and communications technologies (ICT) are widely believed to offer new options for Web-mediated courseware design. Multimedia and online courseware development accentuates a belief that highly graphical (or visual) delivery media will meet the individualised instructional requirements of diverse student cohorts. While most electronic courseware may allow the user to proceed at their own pace, two assumptions are commonly made by courseware designers. Firstly, to facilitate learning, all users are assumed capable of assimilating the graphical content with their current experiential knowledge. There is little or no consideration of different cognitive styles. Understanding learner attributes is essential to increasing accessibility to computerised information. Secondly, learning is assumed rather than demonstrated. To deal with this issue, data analysis techniques can be used to differentiate between what an individual knows from what they do not. This paper presents two research projects that demonstrate the importance of awareness for the human-dimension of human-computer interaction (HCI) in designing effective online experiential learning for special education

Training and Employment of People with Disabilities: Cambodia 2002

[Excerpt] Training and Employment of People with Disabilities: Cambodia 2002 is descriptive in nature. When the ILO commissioned the researchers for the Country Study Series, each was asked to follow the comprehensive research protocol appended to this document. The resulting report therefore includes country background information, statistics about people with disabilities and their organizations, a description of relevant legislation and policies and their official implementing structures, as well as the education, training and employment options available to people with disabilities. While few countries have such information readily available, researchers were asked to note the existence or lack of specific data points and to report data when it did exist