A Commentary on the Admission and Retention of Students with Disabilities in Social Work Programs

Abstract

Section 504 of the Rehabilitation Act of 1973 is the federal law upon which the Americans With Disabilities Act (ADA) is built. Both laws are designed to prevent discrimination against students with disabilities. This commentary offers a comparison of section 504 with the ADA. An analysis of the case law under Section 504 is also presented; this analysis provides guidelines that universities and colleges will have to follow under the ADA. The implications of the ADA are offered for social work programs in the areas of admission and retention of students with disabilities.     

An Overview of and Comments on the Americans with Disabilities Act (ADA)

Abstract

The authors overview the key components of the ADA in this article. A discussion is offered on why and how persons with disabilities are discriminated against. Critical United States Supreme Court decisions are presented; these decisions have greatly limited the power of the ADA in protecting the rights of persons with disabilities. Even though the United States Supreme Court has narrowed the impact of the ADA in American life, a number of Equal Employment Opportunity Commission (EEOC) cases are presented suggesting this federal agency is attempting to protect persons with disabilities against discrimination. Finally, the authors deal with the topic of advocacy; advocacy may well be one of the most effective tools to help insure that the rights of people with disabilities are protected.     

An Analysis of the Americans With Disabilities Act (ADA) in the Twenty-First Century

Abstract

In this paper, the author overviews the key components of the ADA. A discussion is offered on why and how persons with disabilities are discriminated against. The standard stereotypes often heard about persons with disabilities are offered. Critical United States Supreme Court decisions are presented; these decisions have greatly limited the power of the ADA in protecting the rights of persons with disabilities. Even though the United States Supreme Court has narrowed the impact of the ADA in American life, a number of Equal Employment Opportunity Commission (EEOC) cases are presented, suggesting this federal agency is attempting to protect persons with disabilities against discrimination. The final part of the paper deals with the topic of advocacy; advocacy may well be one of the most effective tools to help insure that the rights of people with disabilities are protected in the 21st century.     

A Youth Perspective on Life with a Disability

Abstract

A momentous piece of legislation, the Americans With Disabilities Act (ADA) of 1990 provided for the elimination of discrimination against individuals with disabilities and more significantly is aimed toward improving their employment opportunities. There is, however, evidence that the ADA implementation has not moved fast enough in increasing employment opportunities for persons with disabilities. This article reviews the literature on disability and employment barriers, federal statutes, societal attitudes and biases, and human relations misconceptions associated with disabilities. It discusses social work roles, advocacy for social justice, implications for rehabilitation counselors, and issues related to disabilities and employment.     

Supportive Housing Initiatives in Arkansas

Abstract

Arkansas has a significant need for improving the availability of affordable housing with access to supportive services for its large population of elderly and persons with disabilities. Factors that contribute to this need are the high level of poverty, general poor health, low employment rate for persons with disabilities, and the geographic and social isolation problems typical of a rural State.     

Using the Americans with Disabilities Act to the advantage of persons with severe and persistent mental illness: what rehabilitation counselors need to know

This article explains central constructs and definitions underlying the Americans with Disabilities Act (ADA) and discusses their implications for persons with severe and persistent mental illness, as well as for rehabilitation counselors working with this population. Focus is placed upon Title I of the ADA, which prohibits discrimination in employment. The article provides a brief review of legislative history relevant to the integration of people with mental illness into public life. It proceeds with a discussion of definitions under Title I of the ADA. Considerations in applying the ADA to assist persons with severe and persistent mental illness in employment are addressed throughout and are discussed in detail in the final section of the article.     

An Overview and Comments on Recent Americans With Disabilities Act Court Rulings

Abstract

The American with Disabilities Act (ADA) is designed to protect persons with disabilities from discrimination in nearly every aspect of American life. This commentary focuses on a number of recent United States Supreme Court decisions that help to clarify the intent of the ADA. It is critical for social workers to be aware of these recent court rulings because they affect social work practice and have important policy implications.     

Ensuring That Course Websites Are ADA Compliant

SUMMARY

This paper explores how social work course websites can meet recommendations for ADA compliance. It addresses the current and expected rules for compliance, the types of disabilities that require accommodations and the accommodations that each requires. It discusses the software and hardware features and options available to students with disabilities. It also discusses software available to web authors to create accessible websites and identify noncompliant features. Following these guidelines will enable students with disabilities to fully benefit from online courses-and will offer benefits to users who do not have disabilities, as well.     

A Commentary on What Social Workers Need to Know About the Individuals with Disability Education Act (IDEA) and the Americans with Disabilities Act (ADA)

Abstract

The Individuals With Disabilities Education Act (IDEA) and the Americans With Disabilities Act (ADA) offer important legal protections for school age children. This commentary outlines those protections for special needs children in both public and private schools. Social workers need to be aware of the rights children with disabilities have under each law. This information is particularly helpful for those practitioners who wish to advocate for the educational needs of children with disabilities.     

Direct Threat Issues in the Employment of Persons with Disabilities

Abstract

In the decade since initial implementation of the Americans with Disabilities Act in the United States, many questions have arisen pertaining to the rights of employers and employees in light of the employment of and services that must be provided to persons with disabilities. One of the most controversial aspects of the legislation is the issue of direct threat. This relates to the concern that workers or clients with disabilities may be a threat to others due to their condition. Integral to this fear is the employer's ability to protect persons within the work environment from such a threat, while remaining in compliance with the ADA. This paper considers the issue of direct threat and its pertinence to the social work profession, and provides recommendations for employers and supervisors in the field.     

Predicting the effect of disability on employment status and income

Research shows that participation in employment contributes to life satisfaction for persons with disabilities [18]. Title I of the Americans with Disabilities Act (ADA) sought to prohibit discrimination against persons with disabilities in the workplace, however, the ADA's effectiveness remains controversial. This research utilizes data from the disability supplement of the 2000 Behavioral Risk Factor Surveillance System to examine the impact of disability status on predicting employment status and income. Confounding variables such as gender, age, educational level, race and marital/parental status are examined regarding their influence on results. Results from analysis utilizing zero-order correlation, linear and logistic regression analysis techniques revealed that disability status has a significant predictive effect on inability to work. Furthermore, results continue to show that despite legislation, the higher the level of disability, the lower the employment status (those employed for wages) and income. Finally, disability status, coupled with being female or decreased educational level, consistently shows significance in predicting lower employment status and income than men or non-minorities with disabilities. Future research opportunities and policy implications are discussed with regard to the results presented.     

Courtesy Stigma and the ADA

Abstract

A seldom-discussed element of the Americans with Disabilities Act (ADA) of 1990 provides a degree of employment protection to the relatives and close associates of persons with disabilities, if these relatives or associates have been subject to adverse employment action because of this relationship. This paper describes this “third-party discrimination,” and analyzes important court cases related to it.     

Social Work Admissions and Academic Accommodations for Students with Disabilities

ABSTRACT

The Americans With Disabilities Act of 1990 (ADA) protects students wth disabilities from discrimination by academic and professional programs in higher education. A student with a disability cannot be denied admission to an educational program because of his or her disability if the student is otherwise qualified. This means that a student with a disability who is qualified for an academic or professional educational program cannot be denied admission to a program based solely on the student&s disability. This educational requirement mandated by the ADA applies to all educational fields including social work education. The purpose of this study was to explore how social work programs are dealing with these requirements in their admission and academic accommodation procedures. Twelve social work programs located in the mid-western United States participated in the study. Representatives of each of these programs were given an in-depth interview focusing on their admissions process, academic accommodations, and general topics related to social work education and disabilities. All programs taking part in the research were accredited by the Council on Social Work Education (CSWE). The CSWE is the national accreditation body for social work education within the United States.     

Effective Responses to Offenders with Intellectual Disabilities: Generalist and Specialist Services Working Together

Abstract

Despite policies of deinstitutionalisation, many people with intellectual disabilities in developed western countries continue to live in mainstream institutional settings, such as correctional facilities, rather than in the community with support from disability services. This paper reports on the life stories of 10 people with intellectual disabilities, who had been imprisoned in adult correctional facilities in Queensland. The pathways taken by these 10 people into and out of prison are marked by significant abuse, neglect, and poverty. Significant disparity and disconnection is also displayed between the policies and service approaches, particularly between the disability, mental health, and correctional systems in Queensland. Based on these findings, a framework for practice, which spans both generic and specialist services, is suggested.     

Challenges Faced by Women with Disabilities Under TANF

SUMMARY

A number of studies report the multiple problems facing women during the welfare reform transition. Within this group is a large number of single mothers struggling with both poverty and chronic health problems or disabilities. Those with these additional challenges might be expected to experience less success in moving out of poverty than those without these health challenges. In this study, we examine the progress of 178 women around the state of Wisconsin who were interviewed repeatedly about their experiences with welfare reform and poverty between 1997 and 2000, when the Wisconsin Works (W-2) program was being implemented. The incidence of health problems is related to level of education, and the type of disability has major impacts on expected outcome. Those with less education are more likely to suffer from health problems, especially mental health issues, depression and post-traumatic stress, which seem to be the most debilitating. These women also had difficulty accessing non-work support, such as Supplement Security Income (SSI), a federal assistance program for disabled persons with little or no income, or assistance from the Department of Vocational Rehabilitation (DVR), a federal and state program of assistance to promote the employment abilities of adults with disabilities.     

Research Note: Religious Affiliation and Poverty Explanations: Individual,Structural, and Divine Causes

Abstract

Prior studies of people's explanations for poverty have relied upon individual, structural, and fatalistic explanations. This paper explores an additional explanation for poverty, divine intervention. Using a sample of 360 college students, I show that divine intervention is a distinct explanation for poverty. I then examine if or how six religious groups—conservative, African American, and mainline Protestants, Catholics, the nonaffiliated, and those with “other” beliefs—differ in their views of individual, structural, and divine explanations for poverty. Results show that members of conservative Protestant denominations are more individualistic than Catholics and the nonaffiliated. African American Protestants were significantly more structuralist than conservative Protestants. African American Protestants are more likely than conservative Protestants, and both are more likely than Catholics, the nonaffiliated, and those with “other” beliefs, to believe that divine intervention is an important explanation for poverty.     

Everything You Never Wanted to Know About Special Education … and Were Afraid to Ask (I.D.E.A.)

Abstract

Social workers who work with families and children are often unaware of the legal protections afforded to educational experiences for children, particularly to children with disabilities. Yet, all social workers, regardless of their practice setting, should be aware of the important educational rights to which children with disabilities and their families are entitled, as codified in the original legislation, P.L. 94–142, and its subsequent revisions. This legislation is currently entitled the “Individuals with Disabilities Education Act,” or the “I.D.E.A.” Provisions included in the I.D.E.A. are covered with which all states that receive federal educational funding are mandated to comply. Reviewed are the 13 “disabling conditions” that allow for students to qualify to receive special educational services, as long as one of the conditions is adversely impacting their educational success. It concludes with recommendations for social work advocacy regarding this legislation.     

Zanzibari Social Entrepreneurs and Poverty Alleviation Strategies: Understanding Efforts to Build Local Community Sustainability

ABSTRACT

Poverty throughout Zanzibar, Tanzania encourages social entrepreneurs to think strategically about methods of human capital development, promoting economic sustainability and asset building. Local women social entrepreneurs are successfully active in (a) building the educational opportunities for girls and low income women, (b) evolving in business to meet change and economic growth, and (c) empowering vulnerable populations and people living with disabilities. This qualitative study interviews 15 women social entrepreneurs in the rural area of Jambiani and the urban area of Stone Town. Their ventures are alleviating poverty and social workers can support these local creative initiatives in diverse ways.     

'We Won't Go Back': the ADA on the grass roots level

The Americans with Disabilities Act (ADA) is a civil rights statute protecting people from discrimination based on a disability in both the private and the public sectors. Using interviews with grass roots persons with disabilities across the USA-many of whom are experienced activists-and using other sources this article describes the reaction of the disability community in the United States to the passage of the ADA and its impact. Largely people with disabilities feel empowered by the ADA. However, a strong amount of cynicism is also found at the grass roots level regarding it. A revealing example of the empowerment felt by people with disabilities is the conflict in New York City over a proposal for non-accessible public toilets. Other reactions and developments are discussed including the possibility of the repeal or weakening of the ADA. A fundamental change occurred in the US with the passage of the ADA and the disability community will not allow that change to be undone.     

After fifteen years: the response of small businesses to the Americans with Disabilities Act

This study reports findings from field research on the perceptions of small business owners and managers of the impact of the Americans with Disabilities Act (ADA) on their firms. Binary Logistic Regression analyses indicate that the majority of owners have positive attitudes toward the act and exhibit high levels of compliance. Firm support for the ADA and participation in carrying out its requirements is driven by both positive and negative factors and extends well beyond the group of businesses that under the law are required to comply with Titles I and III of the legislation. The results suggest strongly positive impacts of the ADA in the areas of accommodating customers with disabilities and disabled employees who are already on the job. Specific factors influencing compliance decisions and accommodations spending are incorporated in a proposed model of firm behavior.