Managing Conflicting Roles: A Qualitative Study with Female Faculty Members

The interface and transactions between the roles individuals need to play in their family and employment environments are a source of both positive and negative stressors for women, their employers, and family members. Drawing on interviews with female faculty members working in three types of higher education institutions in Michigan, the paper first suggests that female faculty members’ current employment-household management is influenced by past decisions. In addition, the complexity of their family and employment careers positively and negatively influences their lives.     

A career exploration programme for learners with special educational needs

Learners with disabilities lag far behind their peers without disabilities in achievement, graduation rates, post-school education and employment outcomes [4]. Against the current state of education affairs in South Africa, where curriculum models for learners with special educational needs (LSEN) are still under revision, therapists and teachers are finding it difficult to prepare these learners for appropriate employment after school. Even where systems in education are established, persons with learning disabilities face more challenges to enter employment [5]. This article reports on a unique career exploration programme for grade 11 learners at a school for learners with special educational needs in Gauteng, South Africa. It is a collaborative strategy between the learners, their parents, a teacher and the occupational therapists at the school. Two case studies are described to indicate the success of the program.     

Women with disabilities making the transition back to work: Psychosocial barriers and interventions

The economic impact of disability on employment, earnings, and education appears to be more devastating for women than for men. Women with disabilities who are making the transition either back into the workforce or into the workforce for the first time often face barriers that are unique to this population. Many researchers have described women with disabilities as having a "double disadvantage" that results in social and psychological barriers to their transition back to work. The purpose of this article is to help vocational and career development programs better address the psychosocial needs of women with disabilities by (a) describing key psychosocial barriers faced by women with disabilities in their transition back to work and (b) providing career development strategies designed to ease this transition process for women with disabilities and enhance their employment outcomes.     

The Effect of Social Work Education and Self-Esteem on Students' Social Discrimination of People with Disabilities

Social work education on disability content has become more important due to political changes in the last two decades. The United States protected people with disabilities from discrimination in community and employment settings with the enactment of the Americans with Disabilities Act of 1990. These changes have empowered people with disabilities to become more independent; however, social workers primarily fulfill roles as case managers, and often make decisions for people with disabilities. This is not consistent with the empowerment perspective embedded in the disability movement. Most social work schools have minimal courses covering disability content. Previous research and the Self-Esteem Hypothesis indicate that social work education, social proximity to people with disabilities, self-esteem and other demographic characteristics are associated with social discrimination, or attitudes, toward people with disabilities. Social work students (n = 73) participated in a survey in the last semester of their program to assess how these characteristics were associated with their attitudes towards people with disabilities. A multiple linear regression revealed that social work education preparedness to work with people with disabilities, an MSW education, self-esteem, and having a friend with a disability were significantly associated with students' social discrimination towards people with disabilities.     

Assistive technology and employment: experiences of Californians with disabilities

For people with disabilities, work remains the best route to independence and enacting one's own choices. Assistive technology (AT) is often crucial in removing barriers to employment, and in enabling workers with disabilities to work more productively. A participatory action research project known as Community Research for Assistive Technology surveyed people with disabilities using Independent Living Centers throughout California, in part to identify barriers to employment and study use of job-related AT to overcome such barriers. Across disability groups, disability itself was cited as the primary barrier to employment, with potential loss of benefits and lack of education cited as secondary barriers. A majority of working respondents reported using assistive technology (such as adapted telephones, wheelchairs, magnifiers, and adapted computer equipment) or services to perform job functions. The vast majority of those using job-related AT reported substantial benefits to their productivity and self-esteem. Employees' requests for AT as a workplace accommodation were granted more often than not, but many other employees had to pay for their own workplace AT.     

Exploring gaps in the online economic inclusion of persons with disabilities in Korea

ABSTRACT

This paper explores the difference in the online economic activities of people with and without disabilities in Korea. We conducted a multiple regression analysis to investigate the impact of socioeconomic characteristics, internet access, and internet skills on online economic activities. Our sample, based on a 2016 dataset that included 1554 people with disabilities and 6004 people without disabilities, was developed using quota sampling based on gender, age, and residence. We determined that individuals with disabilities were more likely to engage in online economic activities if they had higher levels of education, lived in urban areas, were employed, or had greater internet skills. Individuals without disabilities were more likely to engage in online economic activities if they were women, had higher levels of education, were employed, lived in a two-generation or more household, or had greater internet skills. For both people with and without disabilities, the level of education, employment status, and internet skills positively contribute to online economic activites. We also determined that education level, participation in economic activity, living in a two-generation or more household, and internet skills had a statistically significant influence on online economic activity for people both with and without disabilities. These results highlight the importance of education and internet training for people with disabilities, as well as social support systems that help them learn to use the internet in diverse ways through both formal and informal networks. The study also underscores the importance of information and communications technology that adequately addresses people’s needs.     

Barriers to Economic Security: Disability,Employment, and Asset Disparities in Canada

Although ample research shows that people with disabilities face significant labor market barriers, questions remain about whether and how disadvantages in employment and earnings contribute to economic insecurity. We use 1999 to 2012 Canadian Survey of Financial Security data to study disparities in nonhousing assets, which include household savings, stocks, and pensions, across households with and without disabilities. We find that households where the respondent or their spouse reported a disability held 25 percent less in nonhousing assets after accounting for key employment, education, and demographic factors. Demonstrating the more complicated relationship between disability, employment, and assets, these direct effects were further strengthened by disability's indirect effects on assets through its relationship with employment income.     

Transition and the community college: a Career Keys model for students with disabilities

Transition models are needed that address multiple phases in the postsecondary education of students with disabilities. These models must first address the recruitment of high school students with disabilities for community colleges through career exploration experiences that help students clarify their educational and vocational interests and relate those interests to a two-year postsecondary program. Students with disabilities then need a comprehensive service program while attending community college to help them identify accommodation needs in classroom and workplace environments and develop the skills to request such accommodations from their instructors and employers. With this skill base, they are well prepared to initiate the next transition in their lives, that is, the movement from the community college to a four-year educational institution or to employment. Programs are needed to facilitate this transition, such as a placement planning seminar involving rehabilitation professionals and employers and an accommodation follow-up assessment with students in their new educational and employment settings. The "Career Keys" model describes how to deliver the services needed in each of these critical transition phases.     

简论高职院校就业教育的内涵和作用

高职院校就业教育是为了帮助学生根据社会职业需要和自身情况,选择有利于发挥个人能力并且实现个人理想的职业。它帮助高职院校的毕业生根据国家出台的就业政策的导向,找到合适的用人单位,并且为就业后学生的发展以及创立事业提供指导和帮助,使高职毕业生能够最大限度地实现自己的价值。它的内涵体现在其特点上,同时具有明确的职业指向性,无论是对社会、学校还是高职院校的毕业生,都具有重大的理论和实际意义。     

Transitions to part-time work at older ages: the case of people with disabilities in Europe

This paper analyses the labour-force transitions of older workers with disabilities in general, particularly workers’ transitions to and from part-time employment within a European context. Using the two first waves (2004 and 2007) of the Survey of Health, Ageing and Retirement in Europe, we compare transitions between employment statuses for disabled and non-disabled individuals, even after controlling for different disability trajectories. In addition, we employ a multivariate framework to examine the determinants for remaining in part-time work in 2007 for those individuals who were part-timers in 2004. The results show that older people with long-term disabilities have a higher probability of staying in a part-time job than their compared counterparts. Policy-makers must promote part-time employment as a means of increasing employment opportunities for older workers with disabilities and support gradual retirement opportunities with flexible and reduced working hours.     

Lived employment experiences of college students and graduates with physical disabilities in the United States

This phenomenological study aims at understanding lived experiences of college seniors and recent college graduates with physical disabilities seeking employment opportunities after graduation in the USA The extensive interviews revealed that participants’ attitudes about and experiences with disability are diverse (pain to pride, denied accommodation to support); their major areas of concern are their own marketable skills and credentials as well as accessibility and accommodation in workplaces; continued education beyond the baccalaureate is a priority for many participants rather than an immediate transition to work; and the Office of Disability and professors were considered important advising agencies. Even among participants with similar physical disabilities, the symptoms, needs, and experiences varied.     

Personnel Development in the Field of Disability with a Focus on Employment Outcomes

The author discusses the key considerations for personnel development in the disability field with a focus on employment outcomes. The author emphasizes the role of support and facilitation by rehabilitation personnel as structures for inclusion. He discusses the fact that disabilities, like learning and change, are lifetime experiences for all of us. Accordingly, comprehensive personnel development must be attentive to the constituencies and the environment. It must be value based. Finally, comprehensive personnel development must address the present and future needs of all constituencies in the field of disability to achieve successful employment outcomes. The author presents the context for an educational framework for rehabilitation personnel. This framework is based on four pillars-formal education, professional certification, continuing education and self-directed learning. The synergistic relationship among these pillars, and the constituency groups provides the framework for effective disability policy and positive employment outcomes for persons with disabilities.     

The unemployment of women with physical disabilities in Ghana: issues and recommendations

Unemployment among persons with disabilities is high. The situation is worse for women with disabilities as they experience multiple disadvantages on account of gender and disability. The condition for women with disabilities in Ghana could be more complicated, given the intersection of disability, gender, poverty, cultural beliefs and practices. As employment provides not only income for women with disabilities but opportunities for social participation and increases psychological well-being as well as self-esteem, it is imperative to remove barriers that hinder their employment. The current study examines issues associted with the unemployment of women with physical disabilities in Tamale, Ghana, and makes recommendations to policy-makers and practitioners in order to improve the condition of persons with disabilities in general, and particularly women with disabilities.     

Disability, gender, and unemployment relationships in the United States from the behavioral risk factor surveillance system

Women with disabilities face simultaneous oppression in employment due to discrimination with regard to disability and gender. This article investigates the potential disparity in participation in employment for women, particularly women with disabilities. We analysed weighted data from disability surveillance programs and the Behavioural Risk Factor Surveillance System (BRFSS) on over 47,000 respondents. The disability BRFSS was a telephone survey in 11 states and Washington DC. Logistic regression analyses produced adjusted models of the association between gender and employment. Compared with people without disabilities, there were disparities found for people with disabilities, and women with and without disabilities, with the larger discrepancy for women without disabilities. Additional detail about level of employment is needed to make conclusive statements; however, it is clear that disparities in employment continue to exist for women, regardless of their disability status.     

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.     

‘Can anything good come out of this mouth?’ Female experiences of disability in Malawi

The aim of this article is to give an overview of the daily life stories of 23 women with disabilities in Malawi. The stories were gained through qualitative interviews that covered aspects of being a woman and living with a disability in Malawi. Recent studies from countries in southern Africa have documented how people with disabilities experience poorer living conditions than people without disabilities. It is generally assumed that the living conditions of women are worse than those of men. There is, however, a large gap in the literature concerning women with disabilities in Africa. The results present a mixed picture. While several of the informants had experienced discrimination and exclusion because of their impairments, most of the women had been well taken care of and were treated equally by their closest family and friends. They had a strong wish to be empowered through education and employment.     

Women with disabilities in the North West province of Cameroon: resilient and deserving of greater attention

Cameroonian women living with disabilities face three‐fold discrimination as a result of their sex, perceived inability and low socio‐economic status. A needs assessment using focus groups (two focus groups, n = 24) and key participant interviews (n = 12) was conducted to explore the experiences of women with disabilities in the North West province in both urban and rural areas. The findings show that women faced both physical and attitudinal barriers, lived in poverty and felt that they lacked opportunities for gaining an education, finding employment and forming meaningful social ties. There was significant complexity of relationships, marriage and children in their lives. Participants generated ideas on changes that needed to be made for the betterment of their lives. Aspirations included increasing empowerment and education, gaining support from family and friends, increasing public awareness, adapting the physical environment and finding allies.     

Self‐employment among people with disabilities: evidence for Europe

This paper examines the use of self‐employment among people with disabilities in Europe. Using data from the European Community Household Panel for the period 1995–2001 for 13 European countries we found that people with disabilities were more likely to be self‐employed than people without disabilities. Self‐employment provides flexibility and a better adjustment between disability status and working life. Moreover, the levels of satisfaction with job, type of job and working conditions of self‐employed disabled people are higher than those reported by disabled people who are wage and salary earners. Policy‐makers must encourage self‐employment to increase the levels of well‐being and employment of people with disabilities in Europe.     

Family assets,postsecondary education,and students with disabilities: Building on progress and overcoming challenges

Students with disabilities are increasingly enrolling and participating in two-year, four-year, and other institutions of higher education. Federal policies and initiatives addressing the educational needs of students and adults with disabilities provided impetus for these increases. For example, mandates within the Individuals with Disabilities Education Act (2004) have resulted in K-12 public schools increasingly preparing students for postsecondary education. Nonetheless, students with disabilities continue to face financial challenges as well as low educational expectations in their pursuit of postsecondary education. Family assets may provide a framework for addressing these challenges and provide specific implications for policy as well as educational practice.     

Employment situation and life changes for people with disabilities: evidence from Nepal

In this study we attempt to bring attention to the situation of people with disabilities in the developing world by focusing on the labor market of Nepal. Utilizing a unique dataset collected from people with hearing, physical, and visual impairments through questionnaire-based interview methods, we compare across employment based on type of impairments and education levels to identify variation in occupational choices, as well as examining any positive life changes brought by employment. Results indicated that people with hearing, physical or visual impairments often dominated a specific employment sector. Numbers of people with physical, hearing and visual impairments were respectively large in the non-governmental organization sector, restaurants, and local schools. In addition to income, greater social inclusion, respect in the community, more friends, increased confidence, and discovering the new abilities were some of the positive life changes experienced by employees with disabilities.