Workers with Disabilities: The Role of Workplace Flexibility

A fact sheet for Workers with Disabilities: The Role of Workplace Flexibility covering the following: 1) What are the trends in workforce participation of individuals with disabilities? 2) How does the structure of work limit the employment of people with disabilities? 3) What is the role of workplace flexibility in the employment of individuals with disabilities? 4) The need for flexibility among people with disabilities matches the growing interest in flexibility for all workers

New Jersey's Challenge: Moving People with Disabilities to Work

Summarizes the results of a December 2004 summit on connecting people with disabilities to the workforce.This summit examined the barriers to work that continue to exist for people with disabilities, as well as what supports and services are most critical to helping people with developmental and other disabilities enter and succeed in the workplace. Participants identified the four key stakeholders critical to people with disabilities (particularly severe disabilities) finding and keeping a job: jobseekers themselves, their family/caregivers, employers, and service providers/disability agencies. Each stakeholder plays a unique role in facilitating -- or hindering -- the employment of people with disabilities

Leveling the Playing Field: Attracting, Engaging, and Advancing People with Disabilities

People with disabilities experience significant challenges in finding employment. The participation of people with disabilities in the workforce and their median income are both less than half that of the civilian workforce. They work part time 68 percent more frequently than people without disabilities. These disheartening results persist despite the enactment of significant federal legislation aimed at making the workplace more supportive and accessible to people with disabilities. The Conference Board Research Working Group (RWG) on Improving Employment Outcomes for People with Disabilities was convened to address how to overcome these disparities. It was sponsored by the Employment and Disability Institute at Cornell University, under a grant from the National Institute on Disability and Rehabilitation Research of the U.S. Department of Education. The RWG members focused on four questions: 1) The business case: Is it advantageous for organizations to employ people with disabilities? 2) Organizational readiness: What should organizations do to create a workplace that enables people with disabilities to thrive and advance? 3) Measurement: How can success for both people with disabilities and the organization itself be determined? 4) Self-disclosure: How can people with disabilities, especially those whose disabilities are not obvious, be encouraged to identify themselves so that resources can be directed toward them and outcomes can be measured

State TANF Policy and Services to People With Disabilities

The intent of this study is to identify state policies and procedures that are designed to ensurethat people with disabilities and/or parents with children with disabilities are provided theopportunity to participate in state TANF programs. The intent is not to present "best practices," with quantifiable and measurable outcomes. Many state TANF programs are still in their early stages, with new programs being developed and outcomes still uncertain. The intent is to present an in-depth "snapshot" of what is occurring right now at the state level in terms of services and programs designed to assist TANF recipients with disabilities. Are states developing programs and policies specifically targeted toward people with disabilities? Are people with disabilities being served on an individual basis as part of the overall TANF population? Are states developing innovative strategies that particularly benefit TANF recipients with disabilities and, if so, what are they? By identifying these strategies, this report may assist other states in their policy development process in support of people with disabilities and parents with children of disabilities

Do people with intellectual disabilities understand their prescription medication? A scoping review

© 2019 The Authors. Journal of Applied Research in Intellectual Disabilities Published by John Wiley & Sons Ltd.Background: People with intellectual disabilities are more likely to experience poor health than the general population and are frequently prescribed multiple medications. Therefore, it is important that people with intellectual disabilities understand their medication and potential adverse effects. Method: A scoping review explored people with intellectual disabilities' knowledge of prescription medications, their risks and how medication understanding can be improved. Results: Ten journal articles were included. People with intellectual disabilities often lacked understanding of their medication, including its name, purpose and when and how to take it. Participants were often confused or unaware of adverse effects associated with their medication. Information was sometimes explained to carers rather than people with intellectual disabilities. Some interventions and accessible information helped to improve knowledge in people with intellectual disabilities. Conclusion: There is a need for accessible and tailored information about medication to be discussed with people with intellectual disabilities in order to meet legal and best practice standards.Peer reviewe

Disability-aware adaptive and personalised learning for students with multiple disabilities

Purpose The purpose of this paper is to address how virtual learning environments (VLEs) can be designed to include the needs of learners with multiple disabilities. Specifically, it employs AI to show how specific learning materials from a huge repository of learning materials can be recommended to learners with various disabilities. This is made possible through employing semantic web technology to model the learner and their needs. Design/methodology/approach The paper reviews personalised learning for students with disabilities, revealing the shortcomings of existing e-learning environments with respect to students with multiple disabilities. It then proceeds to show how the needs of a student with multiple disabilities can be analysed and then simple logical operators and knowledge-based rules used to personalise learning materials in order to meet the needs of such students. Findings It has been acknowledged in literature that designing for cases of multiple disabilities is difficult. This paper shows that existing learning environments do not consider the needs of students with multiple disabilities. As they are not flexibly designed and hence not adaptable, they cannot meet the needs of such students. Nevertheless, it is possible to anticipate that students with multiple disabilities would use learning environments, and then design learning environments to meet their needs. Practical implications This paper, by presenting various combination rules to present specific learning materials to students with multiple disabilities, lays the foundation for the design and development of learning environments that are inclusive of all learners, regardless of their abilities or disabilities. This could potentially stimulate designers of such systems to produce such inclusive environments. Hopefully, future learning environments will be adaptive enough to meet the needs of learners with multiple disabilities. Social implications This paper, by proposing a solution towards developing inclusive learning environments, is a step towards inclusion of students with multiple disabilities in VLEs. When these students are able to access these environments with little or no barrier, they will be included in the learning community and also make valuable contributions. Originality/value So far, no study has proposed a solution to the difficulties faced by students with multiple disabilities in existing learning environments. This study is the first to raise this issue and propose a solution to designing for multiple disabilities. This will hopefully encourage other researchers to delve into researching the educational needs of students with multiple disabilities

The Economics of Policies and Programs Affecting the Employment of People with Disabilities

Over the last several decades, there has been a movement toward the inclusion of people with disabilities in mainstream social institutions. The 1990 Americans with Disabilities Act (ADA), which supports the full participation of people with disabilities in society and mainstream institutions, illustrates the shift in attitudes toward people with disabilities. Rather than being perceived as having a social or medical problem, individuals with disabilities are increasingly viewed as people with challenges that can be solved if appropriate policies and supports are available for addressing them

Is There a Disability Gap in Employment Rates in Developing Countries?

This paper examines differences in employment rates between persons with and without disabilities in 15 developing countries using the World Health Survey. We find that people with disabilities have lower employment rates than persons without disabilities in nine countries. Across countries, disability gaps in employment rates are more often found for men than women. The largest disability gap in employment rates is found for persons with multiple disabilities. For countries with a disability gap, results from a logistic decomposition suggest that observable characteristics of persons with/without disabilities do not explain most of the gap

Loud, Proud and Prosperous! Report on the Mobility International USA International Symposium on Microcredit for Women with Disabilities

[Excerpt] MIUSA designed the International Symposium on Microcredit for Women with Disabilities in response to recommendations from women leaders with disabilities at WILD, at the Symposium in Beijing, and from our own experience with US-based international development programs. It seemed apparent that economic empowerment of women with disabilities was not high on any agenda – international aid agencies, development organizations, women’s programs, or even disability rights movements. Women with disabilities expressed that they – women with disabilities – would need to take leadership in this area, and that they needed particular knowledge and skills to be effective as leaders in this area

Strategic Connections: Recruiting Candidates with Disabilities

[Excerpt] Many individuals with disabilities possess precisely these attributes. Yet, as a whole, individuals with disabilities represent one of the largest untapped pools of skills and talent in the U.S. According to the U.S. Census Bureau, just over 60 percent of men ages 16 to 65 who have disabilities were working in 2000, compared to 80 percent of men in that age group without disabilities. For women in the same age group, the numbers were 51.4 and 67.3 percent, respectively. Individuals with disabilities have the requisite knowledge, skills and abilities to succeed in today’s rapidly changing workplace. From company headquarters to the factory floor, technology continues to drastically alter the way individuals work, helping to level the playing field for individuals with disabilities and expand opportunities for employers to benefit from their capabilities