The Listening Shift: Evaluating a Communication-Strategies Training Program for Telepractice Nurses Experiencing Hearing Challenges

Workers who wish to remain employed should be supported in doing so, even if they are experiencing age-related disabilities, such as hearing loss. I aimed to better understand the strategies from which workers with hearing loss might benefit, and how they can be supported in adopting these strategies. To collect rich data, I recruited telepractice nurses who rely on listening to make critical decisions about triaging and health care recommendations. My first research question was: What strategies exist for making telephone speech more intelligible for health care providers and patients with hearing challenges? I performed a scoping review following the Joanna Briggs Institute’s protocol. I identified 11 types of strategies, many of which required cooperation from, and disclosure to, providers’ employers, co-workers, and clients. This led me to consider the public narrative workers associated themselves with when they disclosed. Thus, my second research question was: How do Canadian newspapers portray workers with hearing loss? Through a thematic analysis of newspapers articles on this topic, I found they are predominantly portrayed as striving cheerfully both towards functioning normally and towards differentiating themselves and their hearing loss as unique and positive. To further explore how a subset of adults with hearing loss strive to work with a hearing loss, I developed an online communication-strategies training program tailored to nurses with hearing challenges. I then used a multiple case study to answer the following research question: How do nurses with hearing challenges change in terms of their telephone performance and workplace wellbeing in response to participation in an online communication strategies training program? Results suggested that nurses engaged in a problem-solving process before adopting strategies, and that strategy adoption could positively contribute to their performance. Together, the findings from these studies suggest that strategies exist to enhance the performance of workers with hearing loss, but the process of adopting these strategies can be demanding. Organizations should take steps to proactively support their nurses, health-care providers, and potentially other workers with hearing loss in identifying communication strategies and adapting them to their unique context

Using Information Communications Technologies to Implement Universal Design for Learning

The purpose of this paper is to assist Ministries of Education, their donors and partners, Disabled Persons Organizations (DPOs), and the practitioner community funded by and working with USAID to select, pilot, and (as appropriate) scale up ICT4E solutions to facilitate the implementation of Universal Design for Learning (UDL), with a particular emphasis on supporting students with disabilities to acquire literacy and numeracy skills. The paper focuses primarily on how technology can support foundational skills acquisition for students with disabilities, while also explaining when, why, and how technologies that assist students with disabilities can, in some applications, have positive impacts on all students’ basic skills development. In 2018, USAID released the Toolkit for Universal Design for Learning to Help All Children Read, section 3.1 of which provides basic information on the role of technologies to support UDL principles and classroom learning. This paper expands upon that work and offers more extensive advice on using ICT4E1 to advance equitable access to high quality learning. Like the UDL toolkit, the audience for this guide is mainly Ministries of Education and development agencies working in the area of education, but this resource can also be helpful for DPOs and non-governmental organizations (NGOs) wishing to pilot or spearhead ICT initiatives. Content for this paper was informed by expert interviews and reviews of field reports during 2018. These included programs associated with United Nations, Zero Project, World Innovation Summit, UNESCO Mobile Learning Awards, and USAID’s All Children Reading: A Grand Challenge for Development. Relevant case studies of select education programs integrating technology to improve learning outcomes for students with disabilities were summarized for this document

Managing Workers Who Are Deaf: A Phenomenological Investigation of Hearing Supervisors

This study examines the experience of hearing managers of Deaf employees in the restaurant sector, specifically as it relates to accommodation and social integration. Deaf workers who use American Sign Language differ from their hearing peers with regard to communication style, language choice, and need for accommodation. Responsibility for social integration and logistical accommodation falls largely on managers, who may be unfamiliar with the needs and capabilities of Deaf workers. The aim of this study is to generate knowledge about the accommodation and social integration experiences of managers with Deaf workers that can benefit those unfamiliar with these phenomena. The literature on employment issues for Deaf populations rarely includes the perspectives of hearing managers who supervise them. Managers are rarely equipped with the tools to help hearing and Deaf team members perform and integrate with others in optimal ways. Research on their experience is thus needed to inform the creation of such tools. Using a phenomenological approach, this study applies stigma theory to frame issues of workplace accommodation and social integration. Hearing managers of various high-volume restaurants (N=6) and their Deaf employees (N=6), participated in in-depth semi-structured interviews. Site observation was also conducted at two of the restaurant locations from which data was collected. Data was analyzed through a systematic coding process, which both identified and compared themes in the experiences of managers and workers. Managers displayed lack of knowledge about accommodation but did make concrete strides to facilitate social integration of Deaf workers. Managers often felt satisfaction with the performance of Deaf workers, though at times managers under-estimated worker abilities. While minimal accommodation did occur regularly at restaurant sites, said accommodations were not considered optimal by Deaf employee participants. Regarding social integration and personal attitudes toward Deaf people, hearing managers reported almost no reluctance or interpersonal tension. Despite minimal access to American Sign Language, Deaf workers expressed positive feelings toward both their managers and their places of employment, echoing, to some degree, the positive nature of the experience articulated by managers. Several expressed preference for different or more frequent accommodations (namely, American Sign Language interpretation), but results indicated few problems with social interaction or personal animosity. Knowledge gained in this study has implications for current and prospective hearing managers, Deaf workers, and social workers/advocates who work in employment support. Managers can learn about accommodation needs and socialization patterns of Deaf workers through the experiences of managers who have been through the process. Deaf workers can gain a better understanding of the perspectives of managers as stakeholders, and service professionals can use information to design educational and supportive resources to help managers make changes and improvements in accommodation and social integration

Surveying Persons with Disabilities: A Source Guide (Version 1)

As a collaborator with the Cornell Rehabilitation Research and Training Center on Disability Demographics and Statistics, Mathematica Policy Research, Inc. has been working on a project that identifies the strengths and limitations in existing disability data collection in both content and data collection methodology. The intended outcomes of this project include expanding and synthesizing knowledge of best practices and the extent existing data use those practices, informing the development of data enhancement options, and contributing to a more informed use of existing data. In an effort to provide the public with an up-to-date and easily accessible source of research on the methodological issues associated with surveying persons with disabilities, MPR has prepared a Source Guide of material related to this topic. The Source Guide contains 150 abstracts, summaries, and references, followed by a Subject Index, which cross references the sources from the Reference List under various subjects. The Source Guide is viewed as a “living document,” and will be periodically updated

Comparing the Value of Information Services for Providers and Vulnerable Patrons: A Mixed-Methods Study with Academic Libraries and Students with Disabilities

Introduction. This multi-year, mixed-methods study compares (a) the reasons administrators and librarians of academic libraries invest in assistive technology for delivering information services to students with disabilities, with (b) the benefits that influence these students’ intention to use AT. Method. In the first phase, 50 library administrators and 22 librarians from 186 public universities across the US shared their top-three reasons for investing in assistive technology through a qualitative survey. In the second phase, 322 students with disabilities from the same institutions completed a quantitative survey, in which respondents shared individual-level benefits that influence their intention to use assistive technology. Analysis. We utilised thematic analysis and structural equation modelling to analyse data in the first and second phases, respectively. Results. Three individual, three organisational, and three societal benefits prompt academic libraries’ investment in assistive technology. However, only two individual benefits – increasing information literacy and completing academic tasks – significantly influence the intention of students with disabilities to use the technology. In addition, neither academic libraries nor students, perceive the technology to be valuable for enhancing autonomy and the self (i.e., self-esteem, self-efficacy, and self-image) of students with disabilities. Conclusion. Implications for academic libraries that provide information services to students with disabilities are discussed at the end

The dawn of the human-machine era: a forecast of new and emerging language technologies

New language technologies are coming, thanks to the huge and competing private investment fuelling rapid progress; we can either understand and foresee their effects, or be taken by surprise and spend our time trying to catch up. This report scketches out some transformative new technologies that are likely to fundamentally change our use of language. Some of these may feel unrealistically futuristic or far-fetched, but a central purpose of this report - and the wider LITHME network - is to illustrate that these are mostly just the logical development and maturation of technologies currently in prototype. But will everyone benefit from all these shiny new gadgets? Throughout this report we emphasise a range of groups who will be disadvantaged and issues of inequality. Important issues of security and privacy will accompany new language technologies. A further caution is to re-emphasise the current limitations of AI. Looking ahead, we see many intriguing opportunities and new capabilities, but a range of other uncertainties and inequalities. New devices will enable new ways to talk, to translate, to remember, and to learn. But advances in technology will reproduce existing inequalities among those who cannot afford these devices, among the world's smaller languages, and especially for sign language. Debates over privacy and security will flare and crackle with every new immersive gadget. We will move together into this curious new world with a mix of excitement and apprehension - reacting, debating, sharing and disagreeing as we always do. Plug in, as the human-machine era dawn

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